EE PORT OF TILE COMMISSIONER OF EDUCATION THE YEA.R 1874. NATIONAL LIBRARY Of EDUCATION 1AM *3 1998 U S DEPT OF EDUCATION GOVERNMENT PRINTING OFFICE. 1875. \ ERRATA. Page 106, line 32, after the words “Northwestern Christian,” insert “University Page 461, strike out line “ schools other than public. ” Page 529, line 29, colnmn 26, for 19,327 read 20,047. Page 563, line 3, column 2, for Glenville, Pa., read Glenville, W. Ya. Page 563, line 4, colnmn 1, for Stover read Storer. Page 591, line 20, column 2, for Seabrook, N. Y., read Seabrook, N. H. Page 601, line 1, column 5, for Chinigny read Chiniquy. & c lo#_ . •OttAK L 111 -A3 1874 United States. Bureau of Report of the Commissioner of Education made to the o f ' " T & ;T CONTENTS. Page. Report of the Commissioner of Education . — . — . v-clii Introduction, v-vii ; sources of material, vii, viii; science and education, ix, x ; remarks on tables of statistics, xi-cxxvii ; education at the Cen¬ tennial, cxxvii, cxxviii ; education in foreign countries, cxxxiii-cli ; payment of teachers in the District of Columbia, cli ; recommendations and conclusion, clii. Appendix — . . * . 1-914 Abstracts of the official reports of school-officers of States, Territories, and cities, with other additional information . 5-505 Education among the Indians . 506-516 Educational conventions and institutes . . . . 517-522 Statistics of education for the year 1874 . . . 523-914 Table I. Statistics of the school-systems of the States and Territories for 1874 . 524-533 II. School-statistics of cities containing 10,000 inhabits nts and over for 1874 . 534—553 III. Statistics of normal schools for 1874 . 559-567 I Y. Statistics of commercial and business colleges for 1874 . 568-573 V. Statistics of Kindergarten for 1874 . 574-579 YI. Statistics of institutions for secondary instruct! on for 1874 _ 580-651 YIL Statistics of preparatory schools for 1874 . 652-659 VIII. Statistics of institutions for the superior instruction of women for 1874 . 660-672 IX. Statistics of universities and colleges for 1874 . 673-702 X. Statistics of schools of science for 1874 . 703-711 XL Statistics of schools of theology for 1874 . 712-720 XII. Statistics of schools of law for 1874 . 721-724 XIII. Statistics of schools of medicine, of dentistry, and of pharmacy for 1874 . 725-732 XIY. Summary of examinations for admission to the United States Military and Xaval Academies for the year 1874 . 733 XY. Degrees conferred in 1874 by universities, colleges, scientific and other professional schools, and by schools for the superior instruction of women . 734-752 XVI. Statistics of libraries for 1874 . 753-773 XVII. Statistics of increase in libraries for 1874 . 774-793 XVIII. Statistics of museums of natural history for 1874 . 794-801 XIX. Statistics of museums of art for 1874 . 802-813 XX. Statistics of institutions for the deaf and dumb for 1874 . 814-817 XXI. Statistics of institutions for the blind for 1874 . 818-819 XXII. Statistics of reform schools for 1874 . 820-825 XXIII. Statistics of orphan-asylums, miscellaneous charities, and in¬ dustrial schools for 1874 . 826-862 XXIV. Statistics of schools and asylums for feeble-minded children for 1874 . S63 in IV CONTEXTS OP . fie Genera , Pago. | Table XXV. Statistics of ef* ' .Arfgjp|.fj>r 1.Q74 . 864-387 XXVI. Publications, educational, historical, &c., for 1874 . 6S3-913 XXVII. Showing improvements in school-furniture, apparatus, ventila¬ tion, &c., patented in the United States, for the year ended June 30, 1674 . 914 Ixris ..... . . . . . . . . . 915| SOURG^ 'rocess ol REPORT. Department of the Interior, Bureau of Education, Washington , D. C., November, 1874. Sir : In accordance with law I herewith submit my fifth annual report. The events of the past year are fall of illustrations of the close relation of education to all other interests. The general depression of business throughout the country, resulting in diminished resources to communities and individuals, has had a marked effect. Parents have withheld children from school; communities have voted smaller taxes for educational purposes ; cities have begun to retrench by reducing the salaries of teachers, and legislatures, to save expense, have stricken out some most necessary feature of the system. But while these results are evident, and any check to effort iu this direction is to be regretted, still, a careful survey of the progress made throughout the whole country during the past year, in this great work of education, affords good reason for the belief that the citizens of the United States realize the necessity and value of their free public schools and are determined to maintain them. Nothing so fully illustrates and determines the welfare of a nation as the education of its people. On their culture all else depends. This Office, whose duty it is to observe, note, and communicate the facts bearing on this most important interest, has before it a task difficult of accomplishment without the co-operation of all friends of education through¬ out the land. Next in importance to the culture of the people are the means by which it is at¬ tained. The right use of these means depends on the degree of knowledge and weight [ of conviction respecting them in the public mind. If the nation has a moral being t and is to prosper or perish, according as the people possess intelligence and practice I virtue, if education is the means by which these attainments are disseminated, is it not fair to infer that there must be for the national guidance a knowledge by the i nation of its educational condition ? This is true of any national interest — commerce, ! agriculture, manufactures. However limited it may be by local considerations, when j any one would measure a single interest of this character, he may leave out some determining factor if he does not comprehend all its phases in the entire country. No private agency, indeed, no agency other than that of the General Government, i3 | likely to be able to obtain the facts ; and the National Government does incidentally f obtain most of these facts of value for the purposes of administration. Can it reasonably be charged that the gathering and distribution of such informa¬ tion tends to the concentration of power ? Is it not rather the very opposite ? It puts into the possession of every one who has intelligence to comprehend the given case all any officer can know, all that the whole nation can know. The principle is a grand equalizer, and is essential to the universal application of the primary ideas of republi¬ can as distinguished from other forms of government. This Office is charged with the duty of collecting and disseminating this knowledge respecting the education and intelligence of the people. The results of its work 1 depend on the impression mado upon the public mind by the information it presents. J The Commissioner is an educational signal-officer, who, from the facts ascertained by ! him, can only point out the path of danger or of safety ; the choice rests with others. Now, as the information given him can come only from the good-will of educators, I both what he has tto communicate and the effect of it depend upon others. These | conditions create the strongest possible motive to fidelity, accuracy, and completeness. If this Office performs its legitimate work in supplying the information indicated the citizens of each State and of every small community will possess, in its reports and j publications, the means of comparing with their own the different methods and results which obtain in all the other States and communities. The possible value of such in¬ formation is obvious ; its practical utility in any given case is, of necessity, dependent V VI REPOST OF THE -COMMISSIONER OF EDUCATION. upon the use made of it. The province of the General Government extends no further than to the collection and distribution of this information, otherwise inaccessible to the private citizen, since each State collects only the statistics of its own schools. Education is a debt duo from the present to future generations. We should not for¬ get that what people do for themselves they do also for their posterity ; that if they are to perpetuate the blessings of liberty, they must do the works required to perpet¬ uate them. In the history of any people the extent to which these principles have been apprehended and applied has been the measure of its growth, and they arc, in a special sense, essential to the future well-being of our country, which is dependent upon the virtue and intelligence of all. It would seem that no patriotic citizen could for a moment be indifferent to these considerations. But as one studies the facts collected by this Office in any year, he will find many evidences that the parental instincts are often overborne by unworthy and selfish impulses and that men, often eminent in their various pursuits seem to be utterly oblivious of any obligation on their part to understand, aid, or direct the forces which are to determine the condition of those who are to follow them. Men who lead in civil affairs are often utterly devoid of any proper conceptions of what public educa¬ tion means. This was not always so ; fortunately, it is not altogether so now. But the great calamity is that indifference, incompetency, or other unfitness sometimes extends to those who take upon themselves the special administration of education as officers and teachers ; whereas no ability, no attainments, no devotion can be too great for the discharge of any of these trusts. True educators find the simplest part of their task in the instruction ; it is far more difficult to be certain that the work of the parent is well done, and that the minds of those administering jmblic affairs are properly informed concerning this j>rimary element of the public welfare and sufficiently inter¬ ested in it. In choosing our form of government our fore fathers committed themselves to the task of building up a firm national character based on the intelligence of the whole people. It may be set down as a sign of peril whenever our statesmen shall consider any official position they may hold as bearing no relation to the intelligence of the people or the education of the young. There are thirty-seven different State systems and eleven territorial systems and one hundred or more city systems of public education, no two of which are exactly alike ; and so of colleges, academies, and other like institutions. Gathered from so many and diverse sources, this report offers facilities for the study of educational problems which would be impossible by investigation of the facts relating to any single system or by any less extensive field of observation — problems relating (a) to the direct elevation of men by the training of all their faculties ; (&) to the promotion thereby of the increase of knowledge and the advancement of science and art; (c) to the study of education as the chief means by which individual and social burdens are to be borne (1) by its promotion of the conditions of bodily and mental health, thereby diminishing or alleviating the burden of disease and insanity; (2) by overcoming idle¬ ness and giving skill to industry, and thus reducing the burdens of pauperism and its many evils ; (3) by showing how the physical, mental, and moral conditions of health have a tendency to reduce the grossness and fatality of vices and set up the strongest guards possible to a civil compact against the increase of crime and its manifold perils and burdens to .property and life. Our great extent of territory, with its diversities of climate and soil; our composite population, with its variety of races, nativities, and occupations; all citizens enjoying equal civil rights and living peacefully side by side, in the exercise of the largest per¬ sonal freedom — these conditions, peculiar to our country or to our form of govern¬ ment, furnish problems of the greatest interest to political economists, statesmen, and philosophers. If all the facts that are properly of public record be annually observed, noted, collated in form for investigation and comparison, what can invalidate the con¬ clusions they offer? Conclusions actually impossible when investigations are limited to any small locality, carry in themselves truths of incalculable consequence to every SOURCES OF MATERIAL. VII community. To say that the process of generalization carried on in this Office is required as a measure of economy, when it is remembered that our expenditure for public education is not far from $100,000,000 annually, is only stating a part, and that obviously the least part, of the truth. While it is apparent to any thoughtful person that the information thus collated may serve to prevent large annual expenditures which would otherwise be wasted by repeating in new localities experiments already proved worthless elsewhere, yet the greater part of the benefit derived is outside of and superior to pecuniary considerations. It will be found in suggestions of new and improved methods of instructions and in records of experiments tried in the introduc¬ tion of new studies, or in the adaptation of present facilities to an increased number of I pupils— e. g.} half-time schools — so that, from a knowledge of facts, the teacher may be enabled to act with greater efficiency and to secure better results. It is also evident that such a compilation placed in the hands of inexperienced trustees, directors, and superintendents, must make them more efficient in the discharge of their duties, such i as the employment of teachers, the erection of buildings, the selection of methods of | instruction and discipline, and all the details of schoel administration. A statesman | who is familiar with this summary of facts can hardly fail to understand hotter his special responsibilities, whatever they may he. The annual reports of this Office have shown how the intelligence and virtue of the people in any section hear upon the re¬ turns of industry or the profits of capital, and how closely they are interwoven with the dearest personal, social, and civil rights and obligations. The Office thus becomes a direct and tangible tie, acquainting every school officer with every other, and giv¬ ing each a clearer consciousness of the sphere of his activities. SOURCES OF MATERIAL. These are substantially the same as described in previous reports, save as they have increased in number and in the value of the facts presented. They are (1) all educa- tional information printed by authority, either in the form of reports or catalogues or educational journals; (2) the returns made directly to the Office by State or city educa¬ tional officials, or by the principals of schools, colleges, &c., on the blanks famished, from which the statistical tables are made ; (3) other communications made directly to the Office by teachers and officers of systems or institutions of education. The increased value of the statistics cannot be stated in a few words. It can be ascertained only by careful study of more than seven hundred details included in the answers made directly to the Office, covering the points which those having charge of the several institutions and systems seek for their own and the general good to make public. Great as is their value for a single year, it is mnch enhanced by the number of years brought into com¬ parison. A record of an interesting fact connected with these summarized statistics should not he omitted here. The forms adopted for the returns to this Office, previous to 1874, were arranged in the Office after carefnl study of the reports and consultation with the limited number of school officers accessible to the Commissioner at the time, with a view to a nomenclature for the several institutions and systems which might afford com¬ parison upon points most essential to the correct understanding of each. But the growth of interest in this great voluntary effort of the teachers of the country to furnish or secure for their guidance this information had so greatly increased that at a meet¬ ing of the department of superintendence of the National Educational Association in 187 4, a special committee was app oiuted on statistical forms.* This committee, after careful consideration of the subject, reported at the ensuing meeting of the association in August, when their report was carefully considered by State and city officers present. The forms adopted were commended to this Bureau by the official representatives of several States and cities, and were immediately accepted and published for the con- *Tlie committee consisted of Messrs. Harvey, of Ohio; Creery, of Baltimore; Kickoff of Cleveland; Pkilbrick, of Boston ; Northrop, of Connecticut ; and Atkinson of Virginia. Mr. Harvey reported on statistical forms lor States, and Mr. Kickoff on those for cities. VIII REPORT OF THE COMMISSIONER OF EDUCATION. sideration of all State and city school officers. It should he remembered that cer¬ tain features of the statistical reports from some of -the States and cities are fixed by law. In some cities the nomenclature was determined by the action of the school board or committee. Tho changes, therefore, necessary in the adoption of the forms recom¬ mended by the committee involved in some cases legislation and in others additional action by the city boards. Any one who has attempted a generalization of facts from the several State and city school reports will have some conception of this difficult task, and of the efforts that have been made by the school officials throughout the country, which make it possible to present what will be found in the State and city tables of this report. It should be added that the present forms are by no means considered perfect. Already valuable suggestions have come in from educators, but it is deemed best to make these changes slowly, and only with the fullest advice of those interested. The annexed comparisons, by years, of institutions, instructors, and students show an interesting and encouraging increase. Statistical summary of institutions, instructors, and students, as collected by the United States Bureau of Education, for 1870, 1871, 1872, 1873, and 1874. 1870. 1871. Schools. CO f-4 rQ o oS 03 P? rehensions which so often prevail respecting the uses and methods of scientific instruction are due in a great measure to the want of information extant on those subjects. Teachers, school-officers, and educators generally have it in their power to supply knowledge and correct misapprehensions. Every addition to the record of scientific results, in whatever form, whether of publication or lecture, which carries conviction on these points to a mind that did not .possess it before, wisely con- tributes to the discharge of this responsibility.* _ _ * The comparative study of systems and methods of education cannot be too much commended or cultivated. I have been very much interested in the “ Impressions of Eastern Schools,” published by Hon. J. L. Pickard, the able and efficient superintendent of instruction in the city of Chicago, after a visit to the SCHOOL SYSTEMS OF - STATES. XI STATE SYSTEMS OF PUBLIC INSTRUCTION. The value of the following summaries, however great when compared State with State or studied in their domestic aspects, is greatly enhanced when they are brought into an international view. Any one who has attempted to answer foreign inquiries with reference to education in the United States will at once recognize the importance of these generalizations. It should be observed here that the imperfections of our information respecting educational affairs are not due to the incompetency of the officers of the State and city systems, or of the institutions of learning, or to any dis¬ inclination to furnish facts, but to inadequate means or opportunity. A glance at the reports of the State and territorial superintendents of the year conveys some idea of the almost insurmountable difficulties they encounter in preparing their reports, in consequence of the ignorance or incompetency of local school officers. Whatever their reports should include, that is first a subject of record in the State or territorial office, they can readily get in fall, but so far as their information must come from the counties, districts, or towns, the absence or incorrectness of a single report mars the whole ; and this may be for the time beyond remedy. Those wffio should not publish any of this information until it is complete would never publish it. This one fact alone, which must bo confessed to our shame — i. c., that there are localities in the country which have not men of sufficient intelligence disposed to transact the neces¬ sary public business and make a record in an intelligible form — should be a source of alarm to the friends of republican institutions. The following summary shows that all the States and Territories can now report their school population, and that the increase for the year is 416,125. This increase becomes apparent only in those States which annually enumerate a school population, and not those which unfortunately use for each decade the United States census. It is gratifying to observe the increase of the determination of each State to take an annual census of the school population. Four States (one less than in 1873) cannot report the number enrolled in the public schools, and 3-et there will be noticed an increased enrollment of 164,385. Only thirty States can report the number in daily attendance, or one less than in 1S73, and yet there is an increase of 321,825 reported. Thirty-five out of thirty-seven States and eight out of eleven Territories report the number of teachers. The increase, exclusive of 148 from two Territories not reporting last year, is 24,223. Thirty-seven States and eleven Territories report the public-school income, which shows an increase for the year of $1,232, G5C ; but only thirty-five States and nine Territories can show their school expenditures. TABLE I.— PART 1.— SUMMARY A. The following summary shows what is now subject of record in the several States and Territories with regard to school age, school population, the number between six and sixteen years, number enrolled in the public school*, average daily attendance, and the average duration of school in days. This is the nearest approach made by the several States and Territories t o an accurate knowledge of what their schools accom¬ plish for their youth. Compared with the showing that could be made five years ago, it is gratifying ; but, compared with what the friends of education in each State desire to know and to indicate, and for which they labor, it is very unsatisfactory. The States include, mainly for convenience in apportioning the public-school funds, an aggregate school population of 13,875,050. All of the States are able to report their school registra¬ tion save Alabama, Arkansas, and Kentucky. If these three States were able to give their school enrollment, the total would probably reach above two-thirds of the aggregate above given. It should bo remarked here that in some instances the pupil is reported schools of some of the leading eastern cities. A very careful and competent observer, Ills views are valuable to any officer iu or out of the systems he visited. Another, equally competent, might have seen differently. Tins possible difference of view of the many phases of school work may suggest to teachers the care to be taken in presenting correctly what their schools do. The parents and the local community should see and understand the whole precisely as it is. This is impossible without con¬ siderable effort. XII REPORT OF THE COMMISSIONER OF EDUCATION. as enrolled if lie attends a single day. Taking this fact into consideration, in connec¬ tion with the column of average duration of school in days Curing the year, it will he seen how meager the amount of instruction received in some States may he. There is an error against which the student of these figures should he on guard — the erroneous conclusion that, because all the children of school age are not in attendance one year, therefore they are to he reckoned among the total illiterate. On a moment’s reflection, however, it will he observed that where the school age — as is the case in about three- fourths of the States and Territories — covers a period of sixteen years or more, a con¬ siderable portion of the school population could be out any one year, and yet in attend¬ ance in the course of this period a sufficient length of time to acquire an elementary education. The decennial census is the only means of applying any direct standard of illiteracy, and ascertaining the number in any State that never attends school to get a knowledge of reading and writing. State school officers understand and feel most deeply the need of this information, and deplore the fact that no adequate means for acquiring it are furnished. The column of average daily attendance, taken in connection with average duration of school instruction in days, is a substantial indication of what is accomplished in the several States. It will be seen that New Jersey furnishes an average of 192 days, Maryland 188, Connecticut 174, against 50 for North Carolina and 65 for Georgia. The contrast in general intelligence that must result among the people is apparent. The differences that must be taken into account in all these comparisons are made too evident by these figures to require a specification. SCHOOL SYSTEMS OF STATES, XIII Summary (A) of Table J, Part 1. , States and Territories. iC o Til School population. | | i £ w 7 C * O (ti •2 £ r ® |S £ j < ~ 5-21 405,839 5-21 194, 314 32. 863 5-17 159, 427 117, 870 70, 790 Connecticut . 4-16 133,528 111,273 114, 857 67,172 174. 18 5-21 47, 825 18, 790 146 6-21 *67. 000 ...... 21,196 15, 897 6-18 394, 037 135.541 65 Illinois . * - 6-21 938,873 1 671, 775 383, 334 142 Indiana . 6-21 654,739 • 489, 044 oil, 272 113 5-21 506,345 365, 125 227, 151 j. 135 5-21 199,010 135, 598 77,386 110 6-20 474,514 114, 603 1 6-21 230,387 I 74.309 . IVTaiTifl -- _ _ *- . 4-21 225,219 127, 395 i 103, 611 . j. 112 Maryland _ _ . . _ ...... ... _ C-O— 20 276,120 135, 874 65,168 188 Massachusetts . . . . . . 5-15 292, 481 297, 025 210, 248 168 Michigan . . . . . . 5-20 436,694 ! 327, 506 170, 000 140 Minnesota . 5-21 210, 194 6152, 544 128,902 133.2 Mississippi . 5-21 349, 813 300,000 223, 089 109,792 100 ‘\fi;!«nTiri _ _ _ 5-21 705, 817 371,440 219 692 Nebraska . 5-21 72, 991 47,718 46, 833 81.7 Hevada . . . 6-18 6,315 4, 811 2,884 ! 27ew Hampshire . 4-21 73, 554 69, 176 47,275 100 Isew Jersey . 5-18 298, 000 230, 596 186, 392 96,224 192 iXew York . . . . . 5-21 1. 596, 846 1, 044, 364 515 525 175 "North Carolina . . . 6-21 343, 603 146, 737 97,830 50 Ohio . ! . 6-21 985, 947 737,272 ! 707, 943 429,630 145 Oregon . 1 4-20 40,898 20,630 15,169 Pennsylvania . 6-21 1,200,000 850, 000 543, 025 148 Rhode Island . 5-15 43,800 39, 401 24, 434 179 South Carolina . . . 6-1G 239, 102 230, 102 ! [ 100, 719 ICO Tennessee _ _ ......... _ 6-18 420,384 258, 577 161, 089 Tcsai . . . . . . 6-18 313,061 ! 161, 670 121, 000 120 Vermont . 5-20 89,541 662,896 78, 139 50,023 111.7 Virginia _ _ ..... _ _ 5-21 43G, 826 173, 462 173,875 98,857 118 TVest Virginia 6-21 108, 356 68,297 "Wisconsin . 4-20 453, 161 276,878 1 Total . 1 . ! 13,735,672 j 1,824,633 8, 030, 772 1 4, 488, 075 1 Estimated. a, The legal school age is 6-21 , 6 Between 5 and 15, XIV REPORT OF THE COMMISSIONER. OF EDUCATION. Summary ( A ) of Table /, Part 1— Conclude!1 ♦ States and Territories. cz o U1 1 § c FL Z O r S tJC £ w 1 Number enrolled in public schools. <1 S o ° * * ® S ^ c? > C rz < 6-21 2,584 343 1 180 5-21 19, 309 9, 993 6,105 98 Dakota . 5-21 6,312 1 4,006 District cf Columbia . 6-17 ! 31, 671 29, 133 17,839 12, 688 200 Idaho . 5-21 4, 010 2,030 Montana . 4-21 3,758 2,210 1, 935 1, 700 88 New Mexico . 23, 000 5, 420 U tah . . . . 4-16 33,297 1 7, 849 12, 996 134 "Washington . 4-21 11, 937 7, 592 165 Wyoming . 5-20 1, 100 1,000 Indian : Cherokee Nation . . . 6-16 2, 400 1, 582 200 Choctaw Nation . 6-16 1, 200 ! . Total . 139, 378 32,925 69, 209 33,489 Grand total . ! 13,875,050 1, 857, 608 8, 099, 981 4, 521, 564 Table showing the ages embraced in the school population of the several States and Territories. States and Territories. o c Si * States and Territories. ! a I Connecticut . 4-16 New York . ; 5-21 Utah . 4-16 Virginia . ! 5-21 Oregon . . . 4-20 Colorado . ! 5-21 Wisconsin . 4-20 Dakota . : . I 5-21 Maine _ _ _ ..... 4-21 Idaho . ' 5-21 New Hampshire . 4-21 South Carolina . | 6-16 Montana . 4-21 Indian . 1 6-16 Washington . . __ _ _ 4-21 District of Columbia . . . 6-17 Massachusetts 5-15 OfinrHa. . . 6-18 "Rhode Island _ 5—15 Nevada . i 6-18 California . 5—17 Tennessee . 1 6-18 New Jersey. . . . . . 5-18 Texas . 6-18 Michigan . 5-20 Kentucky . 6-20 V ermont . . | 5-20 Florida . 6-21 y/ymoino- _ _ 5-20 Illinois . 1 6-21 Alabama _ _ ... .. 5-21 Indiana . 6-21 Arkansas . 1 5-21 Louisiana . 6-21 T)plavram 1 5-21 Maryland . *6-21 Iowa 5-21 North Carolina . 6-21 Kansas . 5-21 Ohio . ; 6-21 "Minnosota 5-21 Pennsylvania . 6-21 "\rississinpi 1 5-21 West Virginia . 6-21 Missouri 5-21 Arizona .... _ _ ............ _ _ 6-21 Nebraska 5-21 New Mexico . . . . (t) * This is the legal school age. The school tax is distributed ia proportion to population between 5 and 20, and the school population reported is between the latter ages, t Not reported. SCHOOL SYSTEMS OF STATES. XV TABLE I. — PART 1. — SUMMARY B. In the following table an attempt has been made by this Office to rednce the num¬ ber embraced in the different school censuses to a uniform standard, and thus afford the means for a just comparison and study of the condition and progress of education in the several States. Special attention is here directed to the column showing the populationbetween 6 and 16 years. If each State furnished by accurate census the facts herein shown by estimate, and the number enrolled between 6 and 16, and the average daily attendance of those between 6 and 16, most valuable comparative lessons could be drawn. This column has not been filled without seeking for a basis for estimate. Ohio includes in the school population all between 6 and 21 years, and also provides by law for a careful enumeration of all between 6 and 16. The difference between the two enumer¬ ations in Ohio is taken as the basis of these estimates. The Ohio commissioner of com¬ mon schools, in his last report, gives the number of the school population between 6 and 21 years as 985,947, and the number between 6 and 16 years as 737,272, the latter number being about 75 per cent, of the former ; in other words, the required ratio of reduction, taking the enumerations of Ohio for a basis, is about 5 per cent, for •each year over 16 (or the same percentage for each year under 6 in case of States enumerating children under that age) embraced in the “ school population,” 6-21. The attention of those who desire to compare our public-school systems with those of other countries may be specially invited to this point. Table showing school age, school population, number between 6 and 16 years of age, '5 5 — ■ 5 ° "S 2 1 3 '3 1 £ ^ C TO O £ fcf; rQ •J S 3 » Sites, build¬ ings, and furniture. o "2 2 s - cc 3 V2 S3 2 o o u o m i s •— l TO O © o 02 a i Total. Alsbtiiiifi §474, 345 A rlrnnsns 405,464 $55, 913 §30, 000 §355, 624 1 §441,537 Cfllifrvrnin, 2,052,004 j 189, 844 1, 534, 657 §353, 871 2, 073, 372 §4, 445, 140 Connecticut 1, 542, 489 226, 705 20, 000 959,229 271,503 1, 477, 442 Delaware *192, 397 192, 397 Florida . 103, 774 . . i 139, 870 Geor A P3 & c f a » X « += =o $14 70 §14 48 §20 45 11 40 8 57 14 15 §3 06 19 55 - 11 00 . 10 72 18 50 18 65 10 40 11 55 18 55 9 47 | 10 83 1 19 66 11 37 Yennont . 7 04 8 89 12 60 10 02 11 11 6 94 10 61 21 52 Iowa _ _ ... ....... _ _ _ _ _ 6 68 9 29 14 93 Michigan . 5 85 7 80 15 03 *9 12 *11 35 Yew Jersey . 5 82 9 30 18 02 7 52 9 34 Indiana. . . . . . - _ _ 5 70 9 02 14 17 Illinois ' . 5 CO 7 82 13 73 Maine . 4 94 8 72 10 70 1 "Maryland _ _ _ _ 4 51 9 17 19 13 Wisconsin.. . 4 16 1 6 80 . West Virginia, . . . 4 14 . Minnesota . 4 06 6 63 13 49 f 5 60 16 53 Missouri . 3 00 5 70 Mississinpi . 2 89 4 54 9 23 . Tennessee . . _ 2 09 3 40 5 47 Yir'nnia . . . 2 02 5 08 8 93 South. Carolina . .' . 1 95 4 23 1 95 Alabama . 871 | Georgia . 63 1 95 1 . Yew Hampshire . 7 05 Elorida . . . . . G 59 8 79 District of Columbia . . 10 70 18 93 26 70 11 63 13 70 Montana . 7 90 15 68 17 79 13 69 14 65 Colorado 7 2^ 13 84 22 56 Arizona . _ . _ _ 4 41 33 28 Utah . . . .. 2 73 5 09 6 99 Cherokee Yation . . 7 40 15 25 24 00 8 63 11 20 1 Estimated. t Between 5 and 15. SCHOOL SYSTEMS OF STATES, XXI SCHOOL STATISTICS. Statistical summary showing the sciiool population, enrollment, attendance, income, expendi¬ ture, j-c., for 1871, 1872, 1873, and 1874, as collected l)y the United States Bureau of Edu¬ cation. Year. Number report¬ ing. In States. In Terri¬ tories. States. Terri¬ tories. 1871 29 9,632,969 j School population . 1872 37 7 12, 740, 751 j 88,097 School population . 1873 37 11 13, 324, 797 j 134, 128 School population . 1874 37 11 13, 735, 672 1 139, 378 1871 28 G, 393, C85 Number enrolled in public schools . 1872 34 7 7, 327, 415 j 52, 241 Number enrolled in public schools . 1873 35 10 7, 865, 628 ! 69, 968 Number enrolled in public schools . 1874 34 11 i 8. 030, 772 69,209 1871 25 3, 6G1, 739 Number in daily attendance . 1872 23 4 4, 081, 569 28,956 Number in daily attendance. . . . 1873 31 5 4, ICG, 062 33, G77 Number in daily attendance . 1874 30 4 4, 488, 075 33,489 1871 14 328,170 ! Number of pupils in private schools . 1872 18 5 356,691 j 7,592 Number of pupils in private schools . 1873 22 5 472, 483 7,859 Number of pupils in private schools . 1874 13 5 352,460 i 10, 123 Total nnmber of tpaoTipv-s . . 1871 26 180, 635 | . Total number of teachers . 1372 33 7 216, 062 | 1,177 Total number of teachers . 1873 35 6 215,210 ! 1,511 i Total number of teachers . 1874 35 8 *239, 873 I 1,427 1871 1 °4 66, 949 ynmhftr l*6iDcil© tcuclicrs 1871 ! 24 108,743 . Number of male teachers . - - 1 1872 30 G 81, 135 374 Number of female teachers . j 1872 30 6 123, 547 633 Number of male teachers . ! 1873 1 28 5 75, 321 529 Number of female teachers . 1 1873 28 1 ° 103, 734 i 78G Number of male teachers . . . I 1874 28 7 87,395 499 Number of female teachers . - . 1S74 23 ; 7 129, 049 731 Public school income • - - _ - - - - i 18fl 30 64, 594, 919 _ ^ . Public school income . — . - 1872 35 G 71, 988, 718 l ’ I 641, 551 Public school income . ! 1873 35 10 SO, 081, 583 | 844, 666 Public school income . - . | 1874 37 10 j 81, 277, 68S 881, 219 Public school expenditure. . . - . 1871 24 61, 179, 220 Public school expenditure . . - . 1872 j 31 6 70, 035, 925 | 856, 056 "PnhTn p.l i j 'i 1 36 10 77, 780, 016 ! 995, 422 Public school expenditure . . - . 1874 35 9 1 74, 169, 217 i 805, 121 *T\ . i i n -j ! 1871 19 1 41, 466, 654 Permanent school fund . - . j 1872 31 1 S 65, 850, 572 64, 385 Permanent school fund . . . - . 1873 2S 1 ! 77, 870, 8S7 j 137, 507 "TJ j -i -» p 1 i 1874 28 ! 75,251,008 I 1 * Including 208 te:vchers of evening schools. SUMMARY OF 'EDUCATIONAL CONDITION IN THE STATES FOR 1574. NEW ENGLAND STATES. Notwithstanding great financial difficulties, embarrassing greatly almost every form of business, tbo educational outlook is much more encouraging than could have been anticipated. XXII REPORT OF THE COMMISSIONER OF EDUCATION. Maine, without the stimulus of an influx of population, shows a growth of only 40 in children of school age during the year. Still, the enrollment in her public summer schools was 5,708 in advance of the number in 1873, and the average attendance in the schools 4,930 in advance. Her receipts for public-school purposes, too, increased] 0223,178; her expenditures, 0107,042; the number of her school-houses, 14; and the value of her school property, 8140,075. Her normal schools have trained, during the year, 587 candidates for teachership; and 163 towns and cities, availing themselves of the provisions of a recent act, have established that number of additional free high schools, imparting to 14,828 students the benefits of good secondary training, without charge. Her State college had in it, at the close of 1874, 121 students ; herother col¬ leges, 355 ; her professional schools, 145. New Hampshire reports an increase of G in the number of her school-houses, but a decrease of 096 in the number of scholars registered ; though the number from 4 to 14 years of age not attending any school was brought down from 3,680 in 1873 to 2,593 in 1874. The list of male teachers is shorter by 45 names than in 1873, and that of female teachers longer by 34; but the average wages of the former (including board) have increased from 040.78 per month to 044.87, and those of the latter from 023.84 to 024.90. The methods of instruction are said to be better than they have been, while drawing and vocal music receive more attention in many schools. In the State Normal School, 122 pupils have been under training, and 2S graduated in 1S74. Secondary instruction has been given in 34 high schools and 52 academies ; and in the one college, with its associated scientific and agricultural departments, 281 young men have been studying under 54 professors and tutors, besides 78 medical students under 8 professors. The State has made a direct contribution to the normal school and State agricultural col¬ lege, but unfortunately cut off the appropriation for teachers’ institutes. Vermont, with an increase of 6,056 in school population, (5-20,) presents a decline of 16,55/ in the total attendance on all schools, though the number of male teachers was 66 greater than in 1873, and the number of female teachers 226 greater. At the same time, there appears additional school accommodation in 90 more school-houses and 133 more in good condition, while 080,399.17 has been expended on new school- houses, against 058,429.87 in 1873. The State board of education has been abolished and a State superintendent of public instruction substituted for it. In the 3 State normal schools there have been 401 students, of whom 90 graduated. In 87 incor¬ porated academies and county grammar schools, secondary instruction has been given, but to what number of students does not fully appear. The three colleges present an aggregate of 186 undergraduates, with 51 medical students, in the autumn of 1874. In Massachusetts the report is more favorable, showing an increase of 7,270 in the attendance on public schools, and in all schools of probably 9,000; an increase also of 0364,1-j7.37 in receipts from taxation for school purposes. The average monthly wages of male teachers, too, have been about double those in the two adjacent northern States, and those of female teachers about 09 more. The large sum of 01,646,670.35 was spent during the year for building and repairing school-houses. Instruction in drawing, now general in all the city schools, has made most encouraging advance ; and with improved school-houses, school furniture, and apparatus, better-paid teachers, and fuller school attendance, the condition of the public-school system seems good, upon the whole, throughout the State. In the 4 older normal schools 182 pupils, out of 1,133, have pursued the course to graduation ; in a new one at Worcester, 69 others began to study ; and in the normal art school were 188 pupils against 133 in the preceding year. In 209 high schools, at least o0 academies, and 21 preparatory schools, secondary studies were prosecuted by perhaps 20,000 pupils ; in 2 universities and 5 colleges were 1,517 collegiate students; in 4 scien¬ tific schools, o4/ others; while in theological, medical, and legal courses were 1,020. In Rhode Island, the receipts for public schools were 0155,900.28 more than in 18/ 3 , the increased expenditure for them 088,039.25 ; the total registration of pupils in theschools, the same for the two years ; the number of teachers greater by 264 than in 18/o, and their average wages better*, the number of evening schools, and of pupils MIDDLE STATES. XXIII registered anti attendant, considerably larger. The State normal school had 141 stu¬ dents in it. In 12 high schools, iu 4 academies, in 5 preparatory schools, and in 1 business college, studies beyond those of the grammar schools were carried on ; and in the one college of the State 253 young men received still more advanced instruction. Connecticut shows an increase of §99,820.19 in her receipts for school purposes; an increase, also, of $70,357.51 paid for teachers’ wages; an aggregate of 8226,705.78 expended for new school-houses ; a greater registration, by nearly 4,000, in her public schools, though other schools show a considerable decrease. Her one normal school, considerably overcrowded, has had 180 pupils on its rolls; her high schools and acad¬ emies had upward of 5,000; her colleges, 955 in collegiate courses and 248 in scientific; her professional schools, 265 studying theology, law, and medicine. MIDDLE STATES. New York reports a gross receipt of $12,088,762.98 for public schools, §532,725 more than in last year’s summary of her condition. Of this great sum, §7,415,181.39 went for teachers’ wages, $1,994,132 for school-house sites and buildings, $294,145.68 for school apparatus, $27,203.79 for school district libraries, and $74,611.49 for schools for colored children. To 93 academies, iu which 1,661 students were being trained as teachers, $47,861.98 was given ; and to 8 State normal schools, in which were 2,913 normal pupils, $150,027.79, this not including, it is believed, what New York City gave its normal schools, which had in them 1,300 pupils more. According to the State super¬ intendent’s figures, there were in common schools 1,030.779 pupils for the year covered by his report, (1872-73:) in private schools, 135,956 ; iu normal schools, 6,319; in acad¬ emies, 27,837; in colleges, 3,414. According to returns to this Bureau, there were also about 3,600 in professional and scientific schools.* In New Jersey the number of scholars in the common schools for 1873-74 was 186,392, an increase of 6,949 over the previous year. The whole reveuue for main¬ tenance of the schools, besides $613,237.84 for building school-houses, was $1,691,160.29, a decrease of $145,192.82 Lorn that of 1872-73. This was from a deficiency of local tax to supplement the State appropriation. The number of teachers was 85 greater than in the year preceding ; the number of school buildings 13 greater ; the number of school departments 194 greater : the cost of each scholar $3.33 less. In. private schools there were 36,527 pupils; iu no known school, 71.895 children of school age. The State Normal School, at Trenton, had in it 269 pupils; the Famum prepara¬ tory school, at Beverly, 12 ; while in 3 city normal schools were nearly 80 candidates for teachership, besides 250 teachers preparing for higher work. The nnmber of high schools and of pupils 'in them does not appear, but in 36 academies and 4 preparatory schools 3,013 pupils were under secondary training, 253 in 3 business colleges ; 110 were in the preparatory classes of the colleges, 645 in the collegiate classes, 181 iu 3 scien¬ tific schools, and 295 in 4 theological seminaries. Pennsylvania reports an increase in school-districts of 21 ; iu schools, of 336 ; in graded schools, of 279; in teachers, of 238; in the number of pupils registered, of 16,754 ; in average number attendant, of 31,608 ; in expenditure for tuition, of $201,510.56; for buildings, fuel, and contingencies, of $301,298.91; and for all school purposes, of $502,103.47 ; the total for the last mentioned, including normal schools * The first trial under the statute of Xew York providing that any person who shall willfully dis¬ turb. interrupt, or disquiet any district school, while in session, shall forfeit #25 for such offense, took place in Paris, Oneida County, and resulted in the conviction of two pupils. The trouble originated with several scholars who refused to sit properly in their seats, for which, and for use of profane lan¬ guage, one of them was expelled. A second afterwards disturbed the pupils sitting around him and after being reproved left school. Finally the t’vyo above mentioned came into the school-room and created a disturbance by throwing hooks, &c. One of the disobedient pupils referred to in the first affair also engaged in this. The next day he was requested to leave the school, and at once advanced toward the teacher, Mr. De Land, threatening to throw him out of doors. The teacher resorted to the fire-poker and soon the pupil left. The next day writs were issued against the three hoys just men¬ tioned, and also a fourth, who was an actor in the first instance. Two of the boys escaped arrest and two were found guilty and subjected to the penalties of the law. XXIY REPORT OF THE COMMISSIONER OF EDUCATION. and orphan schools, reaching $0,403,819.37.* Her 8 noble normal schools received $110;000 of this, and had in them 2,915 pupils preparing to be teachers, besides 941 in model schools within their walls. About 40,000 pupils appear to be engaged in secondary studies in different degrees ; about 2,300 in the classical courses of the colleges ; about 300 in their scientific courses; 570 in theological, 56 in legal, and 1,109 in medical studies. Delaware! remained in 1874 under her old and ineffective school law. the chief edu¬ cational activities developing themselves in the city schools of Wilmington, which enrolled nearly 6,000 children ; in the association for education of the colored people, which maintained 28 schools, with 1,200 colored children ; in a few academies and sem¬ inaries, which gave secondary training to from 400 to 500 pupils ; and in her State col¬ lege, which had in it 45 collegiate students. Maryland appears to have received in 1873-74 for public schools $59,699.71 less than in 1872-73, but to have expended on them $108,824.70 more, increasing her schools by 60 and her teachers by 134. A most important addition to her school-buildings was a new and elegant one for the Baltimore City College, while another large one for the State normal school was put under contract. There has been considerable increase in the expenditure for teachers’ salaries, for building school-houses, and for books, while supervision and incidental expenses have been little more than in the year preceding. The State normal school enrolled during the year 174 pupils, 246 others being in the school for training colored teachers. In the Baltimore City College, in 18 academies aided by the State, in 7 preparatory schools of colleges, and in 20 independent schools, about 4,600 pupils have been in secondary studies ; in 7 colleges there have been 477 in collegiate; in 2 schools of science 373 more; and in 11 professional schools 732 have been studying theology, medicine, or law. The principal of the State normal school, ex officio chairman of the State board of education, and those co-operating with him, have performed a most important work for education by holding teachers’ institutes throughout the State. SOUTHERN STATES. Virginia presents for 1873-’74 a gain in almost every particular : in receipts for pub¬ lic schools, of $54,570.97; in expenditures on them, of $58,651.21 ; in the number of schools, of 205 ; in the number of graded schools, of 32 ; in the number of new school buildings, of 263 ; in the number of teachers, of 205 ; and in tfre enrollment of pupils, of 13,016. There has been a slight advance, too, in teachers’ wages ; an improvement in school buildings and furniture ; and, in the absence of a normal school for whites, an increased instruction of teachers at county institutes. Two schools for training colored teachers have had in them about 300 pupils. In 27 academies, 11 higher female seminaries, and 7 preparatory schools, with one business college, 3,034 students have been under training. In 8 colleges and universities there were 1,209 undergraduates ; in 2 scientific schools, 484 ; and in 9 professional schools, 388. North Carolina has made no report as to her public schools for 1874. It is believed, however, that about 3,500 such schools were taught, and that in them over 100,000 white and over 50,000 colored children received instruction. In 2 normal schools 94 pupils were in preparation for teaching ; in 28. schools for secondary training, 1,500 scholars were enrolled ; in 4 colleges were 267 students, and in 2 professional schools 75. South Carolina reports a net receipt of $478,767.37 for public schools, and an expend¬ iture of $431,500.34 ux>on them, with 44,470 white and 56,249 colored children enrolled in them. There was an increase of 162 teachers, of 196 schools, and 192 new school- houses. In these schools the State superintendent reports 2,848 pupils “engaged in study of the higher branches.” From 6 academies, 1 institute, and 7 higher schools for young women, 895 pupils were reported; in the university and 6 colleges, 436 prepar¬ atory and 287 collegiate, with 20 students of agriculture. 126 of theology, 16 of law, and 61 of medicine. * All tliis, it is believed, is exclusive of Philadelphia. T A new school law was, however, enacted early in 1875, in which the modern improvements in organ* ization, including State supervision, are adopted. SOUTHERN STATES. XXY Georgia reports 2,223 free schools for white and 669 for colored children, with a total enrollment of 84,673 whites and 37,267 colored ; 617 private elementary schools, with 25,745 pupils ; 83 private high schools, with 4,957 pupils ; 11 colleges, with 833 students in the college courses ; to which number this Bureau can add at least 800 more in female colleges and 721 in scientific and professional schools. From Florida the information is imperfect, in consequence of the death of State Superintendent Gibbs before the report for the year could be made. Still there ap¬ pears to be improvement, the receipts from taxation for school purposes being §5,735.23 more than the previous year, with an increase in the expenditures for them of §28,481.61. The increase in the number of schools was 46, and of pupils 1,586. No normal or sec¬ ondary institutions are reported. The State agricultural college was still in abey¬ ance, its funds locked up in State securities, and from two projected colleges for col¬ ored people nothing was heard. In Alabama the embarrassments of 1872-73 continued, greatly affecting all the lower schools. The normal schools, private and public, seem, however, to have gone forward in their work, having in training about 500 pupils. In 7 secondary schools 782 pupils were reported, and in 8 colleges 331 preparatory students, 274 collegiate, 108 agricul¬ tural and mechanical, 8 theological, and 95 medical. In Louisiana the State superintendent of instruction speaks hopefully of the educa¬ tional condition, though he admits that in many instances treasurers have been un¬ faithful, directors negligent, and teachers miserably ill paid. Race-prejudices have also sometimes interfered with the action of school laws. Still, there is a gain in the receipts for schools of §110,595.43 over the preceding year : in the attendance on them of 16,866 ; in the number of schools of 175, and of teachers 18. The value of school-houses and sites, of school apparatus and school furniture, is also reported to have increased, though out of New Orleans there are said to be few school-houses in good condition. Three normal schools, not nuder State control, have had in them over 200 pupils. In private schools, 22,308 scholars are reported, with about 1,600 nnder secondary train¬ ing, 392 in preparatory schools of colleges, 232 in the colleges themselves, and 196 in professional schools. Texas, with a rapidly increasing population, shows great inadequacy of educational provisions. An indebtedness of nearly half a million to the teachers is reported ; there was also difficulty in obtaining school-houses, the law not authorizing the payment of rent and not providing funds enough to build. There being no normal schools, the estab¬ lishment of 3 is recommended. In 11 academies and seminaries, 2 business colleges, and 8 preparatory schools of colleges, 2,265 pupils were reported : in 8 colleges, 701 collegiate students ; in 8 schools for superior instruction of young women, 245 in studies equiva¬ lent to collegiate ; and in 2 professional schools, 25 students of theology and medicine. In Arkansas* the public schools were prostrate for the year, awaiting action of the legislature for their revival. Bat in the normal department of the State Industrial University 53 students were preparing to be teachers. In 3 schools for secondary train¬ ing, 258 students were enrolled ; in the preparatory departments of the university and 2 colleges, 248 more; in collegiate classes, 119; in the State Deaf-Mute Institute and School for the Blind, respectively, 73 and 43. In Mississippi the opposition manifested toward the public-school system is said to be steadily diminishing, the idea of popular education to be more and more favorably entertained, and the free schools to he now receiving very general support. The receipts for supporting these schools were over $330,000 for the year ; the average attendance on them reached about one-third of the number of children of school age ; the number of schools was 3,846 ; the value of school property, 8595,790.56. In two normal schools there were 300 students under instruction. Returns from 2 out of 8 schools for sec- * Dr. B. Sears, agent of the Peabody f and, observes : ‘ Arkansas, without formally abolishing its sys¬ tem of public instruction, seems inclined to reduce it to its minimum of efficiency. That experiment tried in one of the other States had the effect to produce a salutary reaction, ending in a system far more perfect than it ever had before. The same result may safely be anticipated in this case. The abuse of power lor party purposes is often its own best remedy. The people, though slow to learn their traa interests, are sure to follow them when once clearly perceived." XXVI REPORT OF THE COMMISSIONER OF EDUCATION. ondary training show 117 pupils, besides 553 in the preparatory schools of colleges. In the classes of 6 colleges were 292 nndergradnato students, those of 7 institutions For superior instruction of young women having in them 789, and those of one school of theology 10. Tennessee reports a receipt of $993,459.10 for her free schools, more than half her school population enrolled in them, and more than one-third in average daily attend¬ ance ; the number of teachers, 5,551; the average salary of these, $33 per month. Her city school systems appear to he working well, through extra aid received from the Peabody fund. Through the same means 10 teachers’ institutes were held during the ' year, doing much toward training good school-teachers, there being yet no normal • school under State direction. In at least 3 city high schools about 500 pupils were in secondary studies ; in 46 private schools, 4,866 ; in 4 business colleges, 554 ; in prepar¬ atory schools of colleges, 1,920. In the collegiate classes of 15 colleges were 699 stu¬ dents, and in the halls of 6 professional schools 471. Kentucky presents imperfect statistics, owing to the meager returns from local officers to the State superintendent ; but enough appear to show that although, from want of funds, her school term has been short, and the enrollment in schools pro¬ portionately less than in Tennessee, there still has been.a perceptible advance. Public sentiment is more in favor of free schools ; provision for the education of the colored population in them has at last been made, so far as the income from tax on the prop¬ erty of colored persons and any moneys that may be received from the United States will go ; 141 new school-houses have been built ; a more general organization of teachers’ institutes has been effected ; the establishment of a State normal school has been pretty well resolved upon ; in 3 private normal schools, 2 colleges, and 2 city training schools the education of about 300 young people for teachers has been going forward; in some 50 academies and kindred schools not less than 4,000 seem to have received secondary training ; about 1,000 appear in the collegiate classes of 12 colleges, not counting in the female colleges ; and in 11 professional schools were 225 students of theology, 16 of law, and 616 of medicine. West Virginia reports a receipt of $740,938.69 for her free schools, an expenditure on them of $133,689.40 more than in 1873, a school attendance 27,256 greater, 218 more school buildings, 357 pupils in 4 of her 7 normal schools, 834 in secondary schools, 414 in college studies, and 43 in theological. It should be observed, in general, with reference to the Southern States, that much aid is received from other quarters. Considerable donations have been made to higher institutions of learning. Several religious denominations have been active in organiz¬ ing schools of all grades ; among the most notable are those of the American Mis¬ sionary Association. The Peabody fund has continued to extend its most efficient aid to the States designated for its benefactions. GREAT TAKE AND NORTHERN MISSISSIPPI STATES. A prominent educational feature in these States, with only the exception of Ohio and Illinois, is their crowning of the free school system with State universities, to which graduates from the higher grades of free schools may be admitted without other exam¬ ination than they have passed with approval in the schools. Ohio reports a school population of 985,947, an enrollment of 707,943 in her free schools, an average attendance on them of 429,680, a receipt of $8,300,594 for them, and an expenditure of $1,474,083 for extension of them by new buildings during 1873-’74. Some excellent city school systems exist in this State. There are no State normal schools, but 10 conducted under private or collegiate auspices report a total of 2,220 pupils. The high schools of the State and city systems had in them 24,229 ; private academies, 5,151 ; preparatory schools, 4,771 ; business colleges, 2,845. In 33 colleges were 2,441 in collegiate studies, and in 13 higher schools for women, 1,342. Two scien¬ tific institutions reported 148; 12 schools of theology, 332 ; 2 schools of law, 67 ; 11 schools of medicine, 1,177. From Michigan the returns are less complete, but seem to show an enrollment in public schools of about 330,000 out of 436,694 of school age, an average daily attend- THE NORTHWEST. XXVII ance of 170,000, an average school year of 140 days, a sum of $4,094,770 received for school purposes, and an expenditure of $536,307 for new school-houses and repair of old ones. A general zeal for education is reported, better school buildings, improved school furniture, and iucrease of pay to more fully educated teachers being among its fruits. Private and parochial schools have enrolled some 20,000 pupils ; 4 Kindergarten schools have been in operation, and drawing has received much attention in the city schools. The State Normal School has had in it 329 normal pupils ; 4 colleges have trained normal classes also, and in the Stato University a normal department has been established. In 84 high schools, 5,642 pnpils were reported ; in business colleges, 1.506 ; in private academies, 237 ; in preparatory schools of colleges, 901 ; making 8,286 in sec¬ ondary studies. In the State University and 6 colleges were 817 collegiate students ; in the State Agricultural College, 121 ; in 6 professional schools, including the medical, pharmical, and law departments of the university, 826 other students. Indiana lost her energetic State superintendent of instruction near the close of the school year 1873-’74 ; hut so well had his work been brought up, that his temporary successor could report, in the autumn, out of a total of 654,739 of school age, 489,044 enrolled in public schools, which was only 2,010 less than the whole number between 6 and 16. A great improvement in school-honses appears, 479 new ones having been built within the year. The school fund reached $8,711,319; the school revenue, $2,211,328; the number of schools, 9,105; the number of teachers in them, 13,005. In two normal schools 1,026 pupils were in training daring the year. In high schools, private academies, preparatory schools of colleges and business schools, 19,033 appear to have been pursuing secondary studies. The State University and 16 colleges report 1,613 in collegiate classes'; in 9 institutions for superior instruction of young women, appear 149 more ; in the State Agricultural University, 19 ; in 2 law schools, 58 ; in 2 medical schools, 133 ; and in the State schools for deaf, dumb, and blind, 446. Illinois reports an increase of $191,556 in her permanent school fund, hut shows the effect of the general financial troubles of the year in a decrease of $1,365,850.80 in receipts for public schools, and of $1,393,759.80 in expenditure upon them. Still, she expended $1,009,960 upon school sites and buildings for the year ; enrolled 17,466 addi¬ tional children in her schools ; increased the average attendance on them by 31,830, and her teaching force by 354 ; set 11,649 public free schools against 541 private pay schools, and presented an average daily attendance of 383,334 children in the former against an enrollment of 51,022 in the latter. She had, too, in her 2 State normal universities, in city and county normal schools, and in normal departments of col¬ leges and private schools, about 1,800 normal pupils, with nearly 7,000 teachers at¬ tendant upon institutes. In various schools for secondary training, exclusive of her 116 high schools and inclusive of preparatory schools of colleges, were 11,386 students, and in the high schools probably as many more. In college classes, including those for women, were 2,835 ; in schools of science, 486 ; in schools of law, theology, and medi¬ cine, 985 ; in those for deaf, dumb, and feeble-minded, 503. Wisconsin raised for her 5,113 public schools $2,667,050 ; employed in them, notwith¬ standing a somewhat less attendance, 429 more teachers than in 1873 ; increased by 4,306 her school-sittings ; trained in her 3 State normal schools about 700 normal pnpils ; in secondary schools, 2,200 ; in college classes, 405 ; in professional schools, 150 ; and in special schools, 556. Minnesota- reports for 1874 an increase of $122,502 in her permanent school fund, of $19,205 in the interest of this fund apportioned to the schools, of $368,478 in total receipts for school purposes, of $202,497 in expenditure for them, of 14,129 in school- population, of 4,319 in attendance upon public schools, of 276 in the number both of schools and teachers, of 187 in the number of school-houses, and of $1.48 to $4.46 in the monthly pay of teachers. The superintendent of instruction gives, in addition to 128,902 pupils attendant upon public schools, 4,920 as the attendance on normal schools, academies, colleges, and private schools, makiug a total of 133,822. Reviewing the past ten years he says : “ There has been a great improvement in all departments of onr public schools, in the character of our schools, the qualifications of the mass of teachers, XXYIII REPORT OF THE COMMISSIONER OF EDUCATION. ami the methods of instruction and school-management.” “ The log-houses and frame shanties, which served a good purpose while the country was new and the Settlers poor, are fast disappearing, and are giving place to comfortable, and in many instances elegant frame, stone, or brick edifices, supplied with all the modern improvements.” Iowa has increased the interest on her permanent school-fund by $29,047.22, the receipts for public schools by $307,593.62, and the expenditures for them by $200,423.62. The growth of school population has been 15,001 ; that of the enrollment in her public schools, 17,553 ; that of average attendance on them, 22,947. The number of her school-houses was 352 beyond that of 1873, and the value of school property advanced $1,337,750. In the normal departments of her university and Whittier College she had 63 students. Eighty-nine counties held teachers’ institutes for the better training of teachers. Such secondary schools as were reported had 5,543 students ; college classes, 1,127 : professional schools, 414 ; 3 special schools; 284. MISSOURI RIVER STATES. The system here continued in 1874 the same as in the preceding year, a State super¬ intendent of instruction, with county superintendents under him, presiding over and supervising public schools in each State, while a State university, as in the last-named tier of States, stood at the head of the free schools to receive their graduates, though with less definite arrangements in respect to their admission. In Missouri a comparison of the statistics of 1873 and 1874 shows some elements of progress, such as an increase of 2,537 in school population, of $72,198.41 in receipts for school purposes, and of $714,548.83 in permanent county school-funds. But in school districts, school -houses, valuation of school property, number of schools and number of teachers in them, there appears no change, except in St. Louis, where the advance is continuous and great. The normal schools — State, city, collegiate, and inde¬ pendent — had 1,887 pupils ; the secondary schools, including in these the business col¬ leges, reported 9,765 ; the university and colleges, 1.258 collegiate and 145 scientific students; professional schools, 844 ; 2 special schools, 246. Kansas reports for 1S74 a decrease of $18,340.28 in receipts for piftdic schools ; but an increase of $7,282.19 in expenditure upon them, of $79,744.42 in permanent school fund, of 410 in the number of school-houses, and of 1,020 in the teachers employed. In 4 normal schools, one of them for the colored race, she has had 574 normal pupils ; in secondary schools, 2,215 ; in collegiate classes, 415 ; in her institution for the blind, 40. Nebraska increased her receipts for free schools from $901,189.54 in 1873 to $988,740.20 in 1874, and her expenditure upon them from $751,803.98 to $1,004,957.03. The number of school-houses was increased by 378, the number of teachers by 513, the number of enrolled pupils by 9,8 46. The State Normal School had 87 pupils in its normal department. As far as can be gathered from returns received, 7SG pupils were in secondary schools, 67 in collegiate classes, and 2 in a professional school, -with 53 in the State Institute for Deaf and Dumb. STATES ON THE PACIFIC SLOPE. The third biennial rex>ort of the superintendent of instruction in Nevada indicates improvement in almost every respect. School funds, school population, school attend ance have all considerably increased ; the first, from $104,000 to $250,000; the second, from 5,675 to 6,315 ; the third, from 77 to 84 per cent. More than $50,000 has been ex¬ pended upon school-houses; 13 new districts have been formed, 39 more teachers em¬ ployed, a preparatory school for the future university erected, and the 'few deaf and dumb trained to usefulness in the school at Oakland, Cal. The first biennial report from Oregon* states that notwithstanding great embarrass¬ ments growing out of the scattered settlement of a comparatively poor and scanty X>opulation over a large extent of country, the public schools have enjoyed considerable X>rosperity and have made commendable progress. The work of organization is going forward ; the examination of teachers is being made more uniform ; $46,608.96 was spent * The first free-school house in Portland was built in 1349. The city now contains a school population of nearly 3,000 in 11,000 population. About tbe same ratio is shown throughout the State. The schools of Portland have an elevating influence upon the standard of education throughout the State. THE TERRITORIES. XXIX on school-houses in 1373-’74, against $4,352.45 the preceding year ; and out of a school population of 40,898 there were 20,680 enrolled in schools, a larger proportion than in several much older States. In her colleges were 796 preparatory students and 235 col¬ legiate, with 14 medical. California, with a population spread over a vast territory, but with several well- grown cities, reports 117,870 enrolled in schools out of 159,427 of school age, the period of school age being 4 years shorter here. The increase of enrollment over 1873 was 20,189, about keeping pace with the growth of population. The receipts for free schools fell off, however, $73,734.94, with a decrease of $34,984.09 in expenditure for them. The State normal school reported 234 pupils ; secondary schools, 3,077 ; the university and colleges, 682 preparatory and 752 collegiate, besides 131 in the agricultural depart¬ ment of the university and 114 professional students. THE TERRITORIES. For the second time every Territory has been heard from, and the report is, on the whole, encouraging. In all, except Alaska, some school-system is in operation, with a territorial superintendent of instruction, and generally county superintendents also, while in the newly-settled ones the citizens seem to be manfully contending with the great difficulty of educating children in regions where wide waste areas form the rule and fixed settlements the few exceptions. The District of Columbia, compact and populous, led the list last year in enrollment of children in the schools, and Colorado in the amount raised for educational purposes. This year, Utah, vast in territory, but scanty in population, reports 10 more than the District on her list of pupils in the public schools, and 308 more in average daily attendance, while Colorado, rich as she is in mines, falls not only below her former self, but also below the District in school revenue. The enrollment in the territorial schools is, as reported, though the returns are said to be in some instances imperfect, for Arizona, 343, out of 2,584 children of school age ; for Colorado, 9,995, out of 19,309; for Dakota, 4,006, out of 6,312; for the District of Columbia, 17,839, out of 31,671; for Idaho, 2,030, out of 4,010; for Montana, 1,935. out of 3,758; for New Mexico, 5,420, (in all schools, 6,578,) out of 23,000; for Utah, 17,849, out of 33,297 ; for Washington, 7,592, out of 11,937 ; for Wyoming, 1,000, out of 1,100. The returns from the Indian Territory are too meager to admit of a comparison of them with others, each tribe there reporting what it pleases, and some making no definite report. TABLE n. — SUMMARY OF SCHOOL STATISTICS OF CITIES. The following summaries are derived from the above table of the appendix. Only one hundred and twenty-seven cities are included, in place of five hundred and thirty- three cities and towns of the previous report. In view of the great change in the statistical forms before mentioned, and the fact .that some cities could not furnish replies to the inquiries without additional delay, it was deemed expedient to limit the statistics to cities with a population of 10,000 or over. Although the number of cities is less, the summaries in the twenty different items reported for each city contain many most suggestive lessons. Some cities cannot tell the number of their school popula¬ tion ; some have not counted their sittings, aud do not know whether they are adequate to their necessities. The number enrolled in private schools can only be approximated. Of course, wherever these facts are not ascertained, it cannot be told whether the whole school population is under instruction or not. The statistics show that these cities contain 1,344,023 children of school age, and 2,136 school buildings, having 621,498 sittings, or not quite half enough for the children eatitled to attend school. This ap¬ parent deficiency is in part due to the fact that twenty-five cities are nnable to report their sittings. These public schools employ 16,438 teachers. The amount expended in the cities for public schools for the year was $19,122,323, while the total receipts for the year were $19,150,514. The school property was valued at $57,679,227. Striking comparisons are furnished by the columns showing the legal school age, the number of days schools were taught, the fix for school purposes on assessed valuation, and the average expenses per capita of enrollment in public school, for (1) instruction and super¬ vision, and for (2) incidental expenses. X3 l 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 I q 40 I 41 42 43 | 44 | *1 U REPORT OF THE COMMISSIONER OF EDUC. Cities. 1 Mobile, Ala . Los Angeles, Cal . San Francisco, Cal. . . . Stockton, Cal . Hartford, Conn . Meriden, Conn . New Haven, Conn .... ■Wilmington, Del. . Atlanta, Ga . Macon, Ga . Savannah, Ga . Alton, HI . Belleville, HI . Chicago, HI . Decatur, HI . Galesburg, HI . Jacksonville, HI . Peoria, HI . Quincy, HI . Bock Island, Ill . Evansville, Ind . Fort Wayne, Ind . Indianapolis, Ind . Logansport, Ind . Madison, Ind . South Bend, Ind . Terre Haute, Ind . Davenport, Iowa . Des Moines, Iowa . Keokuk, Iowa . Atchison, Hans . Covington, Ky _ .... New Orleans, La . Lewiston, Me . j Baltimore, Md . Boston, Mass . Pall Biver, Mass . Fitchburg, Mass . Haverhill, Mass . Holyoke, Mass . Lawrence, Mass. _ _ _ | Lowell, Mass . j Lynn, Mass : _ *. . | Newburyport, Mass. . . ' Estimated present popula¬ tion. Cw © o GO *3 to © School population. No. of school buildings. >5 GO *8 m cfi ’3 0 d 03 u 0 0 a -S 0 d & No. of days schools were taught. 2 3 4 5 6 7 S 45, 000 ■ 5-21 18, 044 15 100 172 13, 000 i 6-21 2, 411 6 953 18 189 200, 0C0 5-17 38,093 78 545 211 16, 000 5-17 1, 966 8 33 200 *37, 180 4-16 9, 620 131 200 12, 000 5-16 2,925 12 1, 980 34 200 57, 632 4-1G 12, 724 23 8,789 205 1991 39, 230 6-21 21 4, 998 109 210j [ 30, 000 6-18 10, 362 10 2,800 67 200 i 22, 000 6-18 3, 442 8 1, 070 23 178 30, 000 6-18 6, 919 6 2, 850 52 200 12, 000 6-21 2,995 12 750 22 200 12,000 6-21 4 1, 714 34 200 a 395, 408 6-21 102, 555 42 33, 517 713 198 10, 000 6-21 2,485 6 1,702 29 178 13, 000 6-21 3, 572 7 1, 750 29 185 11, 000 6-21 3, 683 7 1, 805 34 188 30, 000 6-2l| 9, 815 8 3,023 63 195 30, 000 6-21 10 2,350 47 195 12, 000 6-21 3, 122 5 1,520 32 180 35,000 6-21 12, 326 11 4,411 90 183 25, 000 6-21 9, 060 13 3, 670 65 190 85, 000 6-21 19, 125 21 8, 620 151 193 15, 000 6-21 3, 339 ' 25 160 12, 000 6-21 1 3,750 6 35 200| 10, 000 : 6-21 3,236 1, 450 27 158 20, 000 6-21 6, 297 9 3, 265 59 1981 24, 000 5-21 9 3, 852 91 196' 16, 750 5-21 4, 384 4 2, 500 44 185 13, 000 ■ 5-21 4, 876 9 2,325 49i 190; 14, 000 5-21 1 2,692 5 1, 328 20 200 26, 500 6-20J 9, 276 5 3, 200 56 210; 195, 000 1 70, 093 .00 20, 000 4-211 6, 279; 26 2,770 58 Ic J ! IS?*] 302, 839 6-18* 77, 737 53i 661 1961 357, 254 5-15 56,684 144 55, 798 1, 289 <2282! 45, 000 «> — 15j 8,977 31 5, 997 113 198 13, 000 0“li)j 2, 205 18 2, 500 52 190 14, COO 5-15 2,639 32 2,700 70 192' 16, 000 2, 565 12 1, 570 40 197; 33, COO 5-15 5, 38o| 19 4, 643 108 195 52, 000 5-15 7, 600! 6,429 1301 244; 30, 500 5-lsl 7, 373| 32 158l 248 13, tool 5— 15l 2, 4241 20 2,355 59! 253- opulation, census 1870. ssessed valuation. a School census, 1874. b Does not include enrollnn SCHOOL STATISTICS OF CITIES, XXXI It. — Cities . X . © *2 ^ ! cq 3 © g s c5 P- GO ^ | © 73 zo * a Q ^ n « 02 7Z y — • i cc a ; g i i Total receipts. Expenditures. Average expenses per capita of en¬ rollment in pub¬ lic schools. 5 .2 ei 1 O 1 1 H 3 "2 i ® i | a 1 — ■ ? S 55 § s ** 13 14 15 16 17 IS 10 20 §32,000 §56, 000 §3,445 §53, 00c §56, 448] §0 15! 6io, ooo, ooo 60, 9C0 J- 22, 785 1,625 15, 037 19, 426 19 SO ! §3 62 212, 407, 505 2, 226, 069 4. 13 713,238 26, 254 454,299 089, 022 26 36 7 42 6, 000, 000 140,853 3.5 71,802 3, 088! 26,204 52, 563i 1 070 500 163, 872 96,773 122, 364^ 145 000 37, 249 23, 690] 22,700 56, 270! 84, 834, 628 502, COO 2 5 223, 164 5, 143 108,628 213, 7021 18 09 4 72 26, 502, 458 185, C32 2.3 63,290 4, 269 37,230 65,784 10 45 4 82 15, 000, 000 113 000 66 097 1, 249 39,017 61,935 19 32' 8,000,000 34,600 3 23,366 649 13, 445] 22,103 17 87 3 23 111, 000 48, 965 55,225 19 751 2 52 12, 696, 480 7. 5 21, 816 110 10, 363 19, 028 11 31 3 98 5, 247, 500 132, 200 ii 34, 846 504 ! 19, 229 34,849 13 91: 2 88 1300,565,220 2,454,185 1.83 631, 672 193, 119 486, 143 783, 630 15 39 3 05 6,750,000 101, 090 10 47, 178 7,418 15,256 42, 221 12 31 5 35 6, 000, 000 c36, 000 6. 1 52, 187 25 627 5, 770, 079 149, 450 15 35, 793 19, 481 27,334 13 63 5 30 1, 500, 000 190, 000 2.5 53, 5021 28,559 31, 109 72, 162 14 66 4 08 18, 650, 000 213, 000 2.5 49, 929 18, 435 23,150 49,391 13 00 3 54 7, 915, 060 104,000 4.5 23, 132 4, 000 13,966 27,353 11 11 3 25 24, 859, 120 162, 215 62, 000 36,800 113, 10O 11 28 2 99 12, 500, 000 173,000 6. 5 80, 217 12,789 29,863 59, 580 17 87 6 58 87, 000, 000 750,000 285, 610 130, 470 95,119 284, 846 16 25 4 67 16, 165,314 . 3 41,289 18, 549 8,300 32,649 10 00 4 38 47, 970 12, 605 I t, 547 9 69 11, 463, 480 154, 500 5. 1 28,000 28,000 115,000,000 153, 550 5 59, 197 3,031 32,774 57, 603 14 94 3 70 16, 000, 000 263,300 23 120, 345 40, 655 40, 321 110,653 17 9G 3 74 10, 241, 875 243,350 14.6 58,036 5, 093 16, 243 48, 760 10 57 4 01 8, 000, 000 160,500 0 46, 000 30 000 33, 835 5, 426, 289 77, 000 10 23, 970 6, 714 10,559 31, 882 15 39 . j 7 58 20, 000, 000 178, COO 2.5 55, 877 35, 402 55 878 1130, 913,350 686, 950 2.25 290, 3Cfc 30,000 373,595 516, 053 22 22 6 04 12, 494, 376 175, 700 ] 3 49,468 13, 373 21, 979 49, 467 12 0G i 6 00 228, COO, 000 1, 300, 488 2.1 530, 863 135, 186 405, 810 646,631 17 37 4 52 798, 755, 050 7, 822, 900 i 2.18 1, 865, 720 505, 365 1,015, 573 1, 865, 720 23 44 7 96 150, 000, GOO 1.8 91, 369 219, 200 70,180 310,560 18 36 i 5 54 12, 581, 318 203, 442 : 3. 7 39, 714 14, 362 28,354 58, 854 13 14 7 60 13, 500, 000 1 283, 050 i . 50, 00C 47,865 39, 000 97,865 13 63 4 65 18, 4S8, oec !] 150, 21C 1 2. 54 27,210 2,123 13, 861 24, 098 14 60 6 42 30, 0C0, 00C ij 286,001 ! 3.48 81, 185 16.6S2 50,431 81,285 14 48 3 09 36, 821, 031 410. 50C 1 _ 123, 355 86, 070 123,355 452, SCO . 107, 920 1, 901 81, 038 106, 755 i 18 84 9, 855, 23; V 105, 100' 3. 8 30, 072 ‘ 25,856 35,38*5 1 14 10 5 30 c Value of grounds and buildings. d Includes Sundays. XXXII REPORT OF THE COMMISSIONER OF EDUCATION Summary. — Table & Cities. Estimated present popula¬ tion. 3d c o fct ! "o 1 If £ .3 ! j 1 "3 £ i § I ° | o ! £ © S *-•- 1 5 fc • 5° 5 c? 43 Cm ft Pupils. o - ’5 © 0 3 ! < | 5 £ ~ % > a *£ Tf, 1 3 3 4 5 G 7 s 9 10 11 45 Pittsfield, Hass . 13, COO 5-15 2, 405 25 2,525 GO 190 2 12b 1 46 Salem, Hass b . 26, 000 5-15 4, 343 19 4,091 85 ' 209 ' 4, 206 3, 035 410 47 Springfield, Hass . 32, COO 5-15 4, 712 28 ; 5, 580 140 i 195 | c5, 448 4,080 ! 350 48 Taunton, Mass . 20, 000 5-15 3,758 28 3,516 76 | 185 j 3,875 2, 639 246 49 ■Woburn, Hass . 10, OCO 5-15 2, 200 14 2,274 47 | 2C0 2, 003 : 1, 562 100 50 Worcester, Hass . 48, 000 i) — lc 10, 200 33 8, 004 ! 168 | 192 | 9,9* ! 6, 493 1, 500 51 Detroit, Mich . 102, 000 5-20 33, 772 I ..... 10, 694 205 195 | 12,983 ' 8, 611 4, 000 52 East Saginaw, Mich. . . 17, ese 5-20 4, 995 10 2, 919 49 194* | 3, 086 2, 034 300 53 Grand Rapids, Hich . . 28, 000 5-20 7, 961 - 12 j 3, 850 69 195 4,819 ! 2, 702 54 Minneapolis, Hinn .... 24, OCO 5-21 6,960 6 2,520 • 47 194 2, 907 2, 200 55 Yicksburgh, Hiss . 13, 000 5-21 4,800 4 ! 1,100 25 200 1, 400 I 1,100 56 Hannibal, Ho . 12, 000 5-21 3,229 6 ■ 1, 542 27 192 1,892 950 300 57 Kansas City, Ho . 40, 000 5-21 7, 738 9 1 3,232 59 200 4, 308 2, 613 58 Saint Joseph, Ho . 25,000 5-21 6,550 17 2,738 1 52 193 3,362 2, 159 j 720 59 Saint Louis, Mo . 425, 000 5-21 | 138, 133 54 32,130 723 | 198 36, 983 25, 767 j 21,789 60 Omaha, Xebr . 19, 140 5-21 4, 019 8 1.S151 39 ! 198 2, 426 1, 542 1 376 61 j Manchester, X. H . 2d, 000 5-21 4, 500 34 3,218 77 | 190 3, 757 2, 305 1,500 62 Nashua, X. H . ! ! 12, 000 4-21 2, 754 53 2, 354 1 4n « I J ersey City, X. J . | | *82,546 5-18 1 34, 769 22 i . . 276 13, 278 9, 301 . 64 Newark, X. J . 120, 000 5-18 I 31, 786 24 ; u,5oo 226 ; 208 16, 291 9, 417 65 | Xew Brunswick, X. J. i 18, 000 5-18 5, 017 5 ! 1, 570 40 I 206 2,428 1, 482 66 Paterson, X. J . j 38, 000 5-18 11, 949 10 5, 491 95 216 5, 835 4, 257 1, 000 67 Trenton, X. J . 1 25, 000 H 8,332 10 2, 300 50 : 190 2,500 2, 129 1, 000! 68 Albany, X. Y . *76, 216 25 8, 831: ! 200 12, 460 7, 095 69 Auburn, X. Y . 19, 000 5-21 | 5, 200 9 2,750 46 194 2,702 1,706 . ! 1,100 7° Binghamton, X. Y . 15, 000 5-21 4,529 8 2, 129 5!j 208 | 2, 635 1, 621 ! 1 71 Cohoes, X. Y . 20, GOO 5-21 9,547 71 1,450 42 210 | 3, 029 1,515 500 72 Kingston, X. Y. d . 22, 000 5-21 2,658 ...... 26 215 1,800 159 73 Lockport, X. Y . 13, 500 5-21 3 945 gj 41 202 2 8 67 1 fCQQ ! 74 Newburgh, X. Y . 17, 014 5-21 5, 873 6 2,666 4 i 40j 201 3, 207 1, Doc 1, 726 1, 3G7j 75 Xew York, X. Y . 1, 100, 000 4-21 . 124 142, G42 3, 063] 204 251, 54s! 117, 239 85, 000 76 Oswego, X. Y. . *20, 910 5-21 j 8,619 14 4,222 69 197 4, 249- 2, 723 1, 827 i 77 [Rochester, Xr. Y . 80,000 5-21 33, 787 23 8, 098 180; 196 10, 799 6, 094 78 Rome, X. Y . 1 10, 500 5-21 1 3, 136 7 1, 500 27 j 200 1, 808 j 1, 00G 47d| 79 Schenectady, X. Y . 13,500 6-21 4, 242 6 1, 749 36 202 2, 092] 1,444] 600 80 Syracuse, X. Y . 55, 000 5=-21 ; 16, 673 33 7, 512! 199! 197 c7, 317* 5, 968 1,935 81 Utica, X. Y . 32,000 5.21 10, 364 17 3, 862 82 196 4, 699 1 3, 042! 3821 82 1 Yonkers, X. Y . 20, 000 5-21 6, 326 7 1,500 47i 200 2,840 1,600 700 83 j Wilmington, X. C . IS, 000 6-21 4, 000 6 1,000 26 156 1,251 700 . i 84 | Akron, Ohio . 14,000 6-21 3, 809 14 2, 031 35 196 2, 307 1,707 424 j 85 | Canton, Ohio . 1 11, 000 6-21 2,907 5 1, 370 30 194 1, G24 1,056 425 86 Cincinnati, Ohio . | 300, OOOj 6-21 76, 477j 39 27, 975 557 205 28, 949 i 21, 486 15, 500 87 ' Cleveland, Ohio . ^ 130, 059^ 6-21 41, 0181 38 15, 393 261 192' clS, 781 12, 085! 8, 808' * Population, census 1870. f Assessed valuation. a Does not include value of libraries. 6 Tbe municipal year lias been changed, and the report is for eleven months only SCHOOL STATISTICS OF CITIES. XXXIII II. — Cities — Continued. « . 5 .E? © o 73 _ aa b5 « » •§ 5 o "3 9 ^ 11 Fh £ 1—* >5 O % o o ® ^ ft pH £ m s T o * E- 13 1? 5 © . ffi o ^ cc r- o rj § g Total receipts. Expenditures. Average expenses per capita of en¬ rollment in pub¬ lic schools. 6 a . •P CO p § c3 £ Teachers’ salaries. Total expenditure. Instruction and supervision. Incidental ex¬ penses. 12 13 14 15 16 17 i 18 19 20 612, 000, 000 C$115, CC0 $30, 231 $22, 365 $25, 529 26, S66, 800 71, 180 50, 452 71, 180 §17 38 $6 07 t38, 336, 778 539, 500 174, 3G2 $67, 604 85, C03 191, 636 21 83 , 8 56 il7, 000, 223 2. 46 42,770 . 36, 273 45, 723 14 50 2 82 8,710, 742 194, 50C 3.4 106, 548 73, 500 22, 003 106, 450 12 25 4 40 61, 000, OOflflft SOS, 650 3.09 153, 100 3, 886 108, 544 152, 205 17 24 5 63 91, 443, 235 664,635 6 262, 609 50, 000 102, 000 210, 609 12 42 6 20 11, 015, 543 179, 299 18.4 70, 765 34, 235 23, 043 69, 743 12 78 4 02 40, 000, 000 333, 000 .7 107, 728 17, 959 36, 882 79, 350 14 48 3 21 35, 000, 000 165, 50C 2.5 103, 624 16, 283 29, 336 65, 234 13 33 4 50 6, 000, 000 35, 300 1.5 25, 140 250 16, 000 j 29, 790 16 18 3 81 13, 298, 521 61,500 7. 5 29, 741 7,451 15, 592 30, 461 17 57 4 39 U2, 000, 000 175, 994 10 77, 430 10, 470 43, 620 95, 918 16 69 3 73 12, 000, 000j 117, 011 64, 319 4, 007 33, 597 63, 212 16 72 6 30 246, 880, 440 2, 415, 736 4 783, 375 104, 923 458, 851 814,892 20 92 9 20 10, 495, 392 409, 500 7.5 86, 187 289 1 26,719 61, 812 20 08 8 67 f2, 095, 192 282, 000 . 85, 000 30, 355 36, 815 84, 038 16 80 5 81 5, 670, 614 200, 775 31, 338 615 24 128 31, 077 697, 84S . i 209, 924 288, 415 160, 000, 000 977, 200 2. 5 189, 533 100, 317 112, 229 338, 250 15 00 4 92 14, 160, 0S6 93, 250 3. 5 46, 329 16, 431 16, 960 44, 075 13 13 2 24 34, 000, COO 220, 645 4. 1 84, 500 20, 000 43, 086 84,500 10 59 4 56 23, 000, 000| 130, 500 2 51, 892 30, 546 26, 000 62, 428 12 21 2 76 343, 005 30, 493 115, 130 186, 985 16, 250, OOO! 130, 000 2.5 47, 303 7,135 23,358 39, 984 14 5. 4 63 10, 250, 000| 217, 545 16 48,530 10,033 26, 704 47, 607 17 70 4 87 18, 035, 345 98, 000 8.8 63, 923 13, 524 16, 332 36, 880 13 90 5 97 3, 936, 901 ! 34, 566! 49, 000 1 10, 000, 000 109, 300 6. 25 48, 996 . 2, 654 21,218 30,807 14 57 3 73 22, 000, 000 156, 000 7 51, 005 13, 886 22, 336 50,264 13 52 7 50 11,154,029, 176 10, 425, 0G0 2. 5 3, 384, 154 176, 676 2, 11 J, 716 3, 384, 154 21 62 7 76 13, 091, 084 146, 791 7 62, 996 7,830 34, 906 59, 335 12 81 6 09 60, 000, 000 495,0*00 .99 274, 946 91, 356 96, 606 247, 957 16 26 8 68 4, 624, 056 61, 600 7.4 19, 393 1, 866 10, 707 19,392 12 12 5 28 71, COO 30, 978 9, 056 14, 506 30, 978 10 04 5 13 50, 000, 000 761, 000 9.6 152, 301 30, 385 87, 958 152, 301 14 62 5 04 34,. 752, 330 344, 539 6.81 103, 779 20, 847 41, 240 77, 505 14 37 4 24 30, 000, 000 157, 950 7 66, 094 8,322 42, 705 63, 379 27 00 6 78 11, 200 8 17, 421, 953 162, 000 52,019 17, 200 22, 139 i 49, 458 14 43 3 29 7, 939, SCO 90, 200 5. 5 36, 718 9, 149 15, 563 34, 266 j 16 44 6 30 f 180, 000, 000 1, 950, COO 3. 5 823, 649 172, 810 391, 591 739, 862 19 84 4 50 219, 630, 432' 1, 359, 951 4.6 1 412, 0721 129, 795 181, 803 | 332, 921 1 15 79 1 4 93 Does not include enrollment in evening schools. d The villages of Kingston and Itondout were united two years ago, and this report, except of taxable property, is jonly for the Kingston district. :s- ttt XXXIV REPORT OF THE COMMISSIONER OF EDUCATION, Sumviary. — Table u y Cities. . o* a o . OQ p pi +3 © c3 m 6 iJC a o |e hi School population . No. of school buildings. a a: tc 'm Vi O £ 2 c 6 No. of days schools were taught. 1 Pupils. £ 1 © rO . £ "c 0 % © ^ s 5 tc © < Estimated enrollment in private schools. 1 *> 3 4 5 6 7 S | 9 10 11 67 PR8 6 21 11 346 301 113 194| 6,540 4, 710 £D 66 400 6-21 10 483 111 98 200; 4, 979 3, 606 DO Portsmouth, Ohio . 13, 203 6-21 4, 242 7 1,848 35 196 2, 019 1,365 400 Q1 15 312 6 21 14 36 196 2, 211 1,425 92 Springfield, Ohio . 17, 112 6-21 4, 293 5 1,965 38 197 2, 242 1,459 640 93 Steubenville, Ohio . 11,700 6-21 4, 253 6 1, 700 31 197! 2 oa^ ri 1, 524 300 94 Toledo, Ohio . 50, COO 0-20 11, 468 15 6,205 110 198: 6, 9sS j 4,233 2,000 95 Zanesville, Ohio . 17, 000 6-21 5,266 16 2,800 C7 196 3, 079 2, 195 500 96 12 non 4 9fl 2 346 9 26 210 1, 226 1, 062 97 70, 000 6-21 19, 000 22 174 195 11, 650 ! 7, 216 98 18, 000 6-21 s' 69 200 3, 524 2,500 300 99 13 000 6 21 2 998 17 j 49 175 2, 085 731 100 10, 000 fi-21 3, 500 7 20 156 1,263 . 987 100 101 Chester, Pa . 12, 000 6-21 10 1, 594 32 ISO 1, 600 ! 1,234 400 102 Erie, Pa . 26, 237 6-21 8, 402 15 2,514 64 196 3, 600 2,755 1,000 103 Harrishurgh, Pa . 26, 000 6-21 24 4, 637 85 219 4, 981 I 3, 078 500 104 Norristown, Pa . 14, 000 6-21 5 2, 010 37 200 2,283 j 1, 504 250 105 Pittsburgh, Pa . 150, 000 6-21 16, 840 397 198 15, 614 1 12, 873 106 Reading, Pa . 42, 000 6-18 122 220 6, 457 j 4,582 ! 1, 200 107 Titusville, Pa . 10, 000 6-21 2, 600 4 1,295 24 196 1,484 943 | 220 108 Wilkesbarre, Pa. a _ 12, 000 6-21 9 1, 930 37 193 2, 296 600 109 Williamsport, Pa . 20, 000 6-21 5, 400 25 2,600 74 157 3, 251 2,117 1 1, 200 110 York, Pa . 13, 000 6-21 . 7 2,000 32 198 2, 305 1, 543 200 111 Newport, R. I _ .... 13, 520 6-16 10 1, 992 42 196 | 1, 846 1,833 804 112 Providence, R. I . 100, 000 5-16 17, 000 45 | ’ 269 11, 106 10, 767 j 113 Warwick, R. I . *10, 453 4-16 3, 246 16 26 198 1, 678 1, 226 ! 114 Woonsocket, R. X . 13, 000 5-15 2, 545 10 1, 033 24 195 1,349 779 900 115 Chattanooga, Tenn. . . . 11, 000 *6-21 2,387 7 I 1,000 19 176 1, 582 250 116 Nashville, Tenn . 28, 000 6-18 8 877 7 3, 345 70 200 3, 656 2, 520 117 Alexandria, Ya . 13, 500 5-21 4,351 4 1,200 16 196 815 549 800 118 Lynchburg, Va . 13, 050 5-21 3, 472 6 1, 075 25 200 1,495 730 250 119 Petersburg, Ya . 20, 000 5-21 6, 758 8 1, 920 29 200 2, 168 1,280 600 120 Portsmouth, Ya . 12, 000 5-21 3 040 3 13 210 765 379 121 Wheeling, W. Ya . 26, 266 6-21 9, 015 9 3, 570 66 199 4,099 2, 444 ! 1,000 122 Fond du Lac, Wis .... 15, 500 4-20 5,796 14 2, 600 48 197 3, 084 2, 100 985 123 La Crosse, Wis . 12, 000 4-20 3, 939 « 1, 400 34 200 1, 954 1,229 124 Madison, Wis .... _ 10, 000 5-20 3, 668 8 1, 500 28 180 1, 400 500 125 Denver, Colo . 20, 000 5-21 3, 800 5 1,700 38 185 1, 950 1, 350 300 126 Georgetown, D. C., (white schools) . 9,000 6-17 2, 086 4 772 14 195 819 643 853 127 Washington, D. C., (white schools) . 89, 000 6-17 17, 403 36 8,160 143 188 9,845 7,350 5, 706 Total . 6, 637, 905 1 ’ 1, 344, 028 2, 136 621, 498 16, 438 r ::v- 976, 837 |604, 639 251, 078 * Population of census. a Eeports were received from the second and third districts, hut none from the first. The report of income and expenditure is for the third district only. SCHOOL STATISTICS OF CITIES. xxxy II. — Cities — Concluded. . Estimated cash value of tax¬ able property in tho city. Estimated real value of property used for school purposes. r* 0} C £3 m *3 | T nr* o c 't: p p 'S ^ 32 s ^ S-I 02 c o 03 rs 'r’1 X ^ X ® £ Total receipts. Expenditures. Average expenses per capita of en¬ rollment in pub¬ lic schools. O r' © •Jh m <*-3 P P © . • or? Yermont . 3 17 401 o^A Virginia . 1 13 . 237 1 ! 115 "West Virginia . 5 18 499 . ! . 2 180 Wisconsin . 3 32 821 0 r.o District of Columbia. . . | 1 3 20 1 4 %JO 141 Total . 73 638 16, 431 2 12 464 ’! ■78 1,862 42 238 5,593 — - - - k t ! The names of ten normal schools from which no statistics have been received will also be found in the table of the appendix. XLI NORMAL SCHOOLS. Summary of statistics of normal schools, ifc. — Continued. States. 6 5: o t: a: * Ct & Number of sta dents. ! Graduates in the last year, j Volumes in library. Total. Male. © r2 j r" © ' r" j ~ 5? i J 1 1 S 5* j r | > £ o © 4 oo 444 263 181 i 1,300 ■ o 203 92 111 6 California . 1 6 • 234 36 198 33 30 ; l.oco 50 Connecticut . . . 1 7 180 24 156 ; 43 40 j 500 o 16 230 165 ! 65 600 1 ICO Georgia . o 11 291 192 99 4 4 Illinois . 8 59 1, 832 f as 1,016 128 103 5, 511 j 851 3 OQ *853 350 275 | 2,200 ; '500 Iowa . 2 7 63 34 29 ! 12 H 800 Kansas . 3 17 656 316 340 23 ; i7 1, 320 20 Kentucky . 4 23 *233 72 1 • 70 j . 1, 050 Louisiana . 3 13 1 *315 1S2 61 1 43 9C6 1 10 Maine . . 4 I 16 I 471 i 174 ' 297 i 44 ; 41 3, 550 ; 50 Marvland . . . 2 14 420 124 j 256 26 24 ! 2,329 | 79 Massachusetts . G 52 976 92 i 884 203 97 : 13, 964 i 357 Michigan . 1 13 ' 486 i 20G 280 51 i 48 2,500 i 200 Minnesota . 3 23 548 126 422 53 1 4,700 ! 550 Mississippi . 2 9 300 ISO 120 3 3 | 300 50 Missouri . 8 67 1, 887 1,012 ■ 875 152 118 6,880 798 Nebraska . 1 8 347 159 188 1 New Hampshire . 1 o 118 84; 34 28 24 200 30 New Jersey . O ; 30 1 286 36 j 250 35 31 3, 800 300 New York . 9 151 ! *3, 518 431 2,257 j 359 215 19, 112 452 North Carolina . . o 5 j 94 62 32 1, ICO 700 Ohio . . . 10 86 *2,230 837 705 147 138 10,371 ! 525 Oregon . . . 1 6 5 Pennsylvania- . 11 ; 113 *3,604 2,124 j 1,254 132 | 124 12, 950 1, 125 Khodc Island . 1 j , 12 141 7 134 39 35 1,000 10 South Carolina . 2 14 127 38 89 10 7 500 60 Tennessee . 5 j 26 841 399 442 16 3, 100 600 Vermont . . 3 ! 17 401 119 282 90 73 ! i, ioo • Virginia . 2 1 18 352 180 172 40 29 1, 768 80 Vest Virginia . 7 25 679 38G 293 50 40 1,900 20 Visconsin . 4 j 38 j *879 345 476 1 25 8 13,760 460 District of Columbia . 2 i < 161 84 77 24 20 200 Total . 124 966 24, 4C5 j 9, 565 | 12, 521 j 1.832 1,386 120,271 7,977 Sex not reported in all cases. XLII REPORT OF THE COMMISSIONER OF EDUCATION. Summary of statistics of normal schools, $c. — Concluded. States. ci U p .5 ^ zn ci o +* o 03 o to cc a *m ■'-* O O X? g 3 ft W o p g o r Si .2 m o ^ ^ cb O jj H ® || u „ % 1 g fl c3 g £ O X {25 •a CJ O k | s 3l g.s r^i _C f-i M Q £ 1 1 1 3 |{i ^ -2 1 __ V £ Number possessing chemical lab¬ oratory. Number possessing philosophical cabinet and apparatus. o o in c3 S jX-2 * £ "in Cv *x cc o in C 0 o O {5 c © 5 U 2 g Number in which students receive diplomas or certificates on com¬ pletion of course. i 2 i 1 1 3 Arkansas . o 0 2 2 1 o 0 0 o 1 o 1 o 1 1 1 1 x Connecticut . 1 i 1 • 0 1 1 0 0 0 1 1 i 1 1 1 1 1 1 2 Georgia . 0 0 2 1 0 1 0 0 0 1 Illinois . 5 2 *8 3 5 6 5 1 6 8 3 1 3 o 2 2 o 2 3 2 o 1 n ITansaa 3 o o 2 3 1 1 3 3 Kentucky . 2 0 4 2 3 1 0 2 4 Louisiana . 2 1 3 2 1 1 0 1 2 3 Maine . . . . 3 2 4 3 1 1 3 4 Maryland . 2 1. i 1 1 1 1 0 2 2 Massachusetts . 6 . 6 0 5 5 4 1 4 6 Michigan . 1 ° i 0 1 1 1 0 1 1 Minnesota . 3 1 3 0 1 2 1 1 3 3 Mississippi . 0 ° 2 2 1 1 0 0 2 2 Missouri . . 8 4 8 5 4 6 5 1 2 8 Nebraska . 1 0 1 1 0 0 0 0 0 1 New Hampshire . 1 0 1 1 1 1 1 1 1 1 New Jersey . 2 2 2 2 2 2 0 1 1 1 New York . 9 5 9 3 9 .9 7 4 9 9 North Carolina . l 1 1 1 2 o Ohio . 8 4 10 8 8 6 2 3 9 Oregon . 1 0 0 0 1 1 1 0 1 1 Pennsylvania . 9 7 9 g 6 8 4 o 8 8 Rhode Island . 1 1 1 0 1 1 1 0 0 1 South Carolina . 2 0 2 0 .0 0 1 0 0 2 Tennessee . 3 1 5 3 3 3 2 3 | 4 Vermont 3 3 3 2 3 1 1 ! x Virginia . 1 1 2 1 o 1 0 1 j i o "West Virginia . 3 j 1 4 4 1 2 2 1 o i 7 Wisconsin . 1 4 1 4 3 3 1 3 3 1 j ~ 1 3 j 4 District of Columbia . I O 1 2 1 j • l o 0 o j 2 Total . ! 95 43 107 0! | 76 ! 84 55 22 1 73 ! 11G . NORMAL SCHOOLS. XLIII The following table shows the names of the schools and appropriations for the past year, total and per capita : Barnes of schools. C* -X) j Appropria- j tion per j capita of j pupils in | the past | year.* Bust Normal Institute, Huntsville, Ala . $ 1, 000 00 $7 00 Connecticut State Normal School, New Britain, Conn . 12, 000 00 G4 00 Normal department of Delaware College, Newark, Del . 3, 000 00 200 00 Southern Illinois Normal University, Carhondale, HI . 15, 000 00 24 31 Cook County Normal School, Englewood, HI . 13,500 00 033 57 Normal University of the State of Illinois, Normal, HI .. . 28, 967 00 40 94 Leavenworth State Normal School, Leavenworth. Nana . 6, 000 00 20 00 Kansas State Normal School, Emporia, Nans . 11, 192 00 25 00 Normal department of Maine Central Institute, Pittsfield, Me . 600 00 2 00 Normal department of Oak Grove Seminarv, Yassalboro’, Me . 600 00 5 00 Western Maine State Normal School, Farmington, Me . ( 6,000 00 45 45 Eastern Maine State Normal School, Castine, Me . ! 5, 600 00 56 00 Baltimore Normal School for the Education of Colored Teachers. Baltimore, Md. 2, 000 00 8 13 Maryland State Normal School, Baltimore, Md . 10, 500 00 60 35 Framingham State Normal School, Framingham, Mass . 10, COO 00 40 00 State Normal School, Salem, Mass . 13, COO 00 46 93 Massachusetts State Normal Art School, Boston, Mass . 7, 500 00 60 00 State Normal School, Bridgewater, Mass . 13,000 00 65 00 Michigan State Normal School, Ypsilanti, Mich . 17, 500 00 25 CO First State Normal School, Winona, Minn . 11, 000 00 31 90 State Normal School, Mankato, Minn . 9,000 00 47 00 State Normal School, St. Cloud, Minn . 9, 000 00 73 50 Normal department of Tougaloo Universitv. Tougaloo, Miss . . . 4,500 00 20 00 Mississippi State Normal School, Hollv Springs, Miss . 5, &00 00 50 00 North Missouri State Normal School, Kirksville, Mo . 10, 000 00 1 40 South Missouri State Normal School, Warrenshurg, Mo . 10, 000 00 25 00 Normal department of Lincoln Institute, Jefferson City, Mo . 5, 000 00 34 34 Southeast Missouri Normal School, Cape Girardeau, Mo . 2,500 00 43 86 Nebraska State Normal School, Peru, Nebr . 7, 000 00 18 00 New Hampshire State Normal School, Plymouth, N. H . 1 5, 000 00 32 79 State Normal School, Trenton, N. J . 20, 000 00 60 00 Fredonia State Normal and Training School, Fredonia, N. Y . i 18,000 00 24 52 Oswego State Normal and Training School, Oswego, N. Y..... . ! 18, 000 00 41 95 State Normal and Training School. Cortland, N. Y. . . | 18, 000 00 45 11 State Normal School, Buffalo, N. Y . . . . . . - . 18, 000 00 CO 00 State Normal and Training School, Potsdam, N. Y . 18, 000 00 61 01 State Normal School, Brockport, N. Y . . . . . . - . Cl 85 Northwestern State Normal School, Edinboro’, Pa . . . . 5,000 00 6 20 Westchester State Normal School. W estehester, Pa . J . I 11, 587 00 16 00 State Normal School. Mansfield, Pa . ! 10, 000 00 19 84 Southwestern Normal College, Sagamore, Pa . ■ 5, 400 00- 20 00 Keystone State Normal School, Kutztown.'Pa . ’ 12, 000 00 21 00 Cumberland Valley State Normal School, Sbippensburg, Pa . j 5,000 00 21 00 Bhode Island State Normal School, Providence, B. I . ! 10, 000 00 55 00 Freedmen's Normal Institute of East Tennessee, Maryville, Tenn . 91 88 1 00 State Normal School, Bandolph, Yt . 1, 500 00 7 60 State Normal School, Castleton, Yt . ! 1, 500 00 10 00 Johnson Normal School, Johnson, Yt . ; 1, 500 00 13 93 Hampton Normal and Agricultural Institute, Hampton, Ya . 1 10,360 00 j 1 543 71 Fairmount State Normal School, Fairmount, W. Ya . | % 500 00 30 00 * Exclusive of appropriations for permanent objects. a County appropriation. 5 Interest on agricultural college land-scrip fond. XLIV REPORT OF THE COMMISSIONER OF EDUCATION. In connection with the important lessons to he drawn from the above tables, in regard to the progress of normal training, the following brief exhibit of the course of instruction, &c., in teachers7 seminaries in Saxony, is presented. Conditions of admission : Age, 14 years ; the education given in the elementary schools ; if possible, some little practice in playing the violin and piano. Length of course : Six years. Number of classes : Six. Course of instruction. Number of hours per week. Class VL Class V. Class IV. Class nr. Class II. Class L .Religion . 4 4 1 4 4 4 A German . 5 5 4 4 4 4 Latin . . 5 r 4 3 2 o Geography . o 2 o 2 2 2 History . ’ 2 2 2 2 2 2 Natural Sciences . 3 3 3 4 O 2 Arithmetic . 3 3 3 2 O 2 Geometrv . g -2 2 2 o 2 Pedagogics . 4 5 5 Music : Harmony . . 1 (1) (1) (1) (i) (D Singing . 3 3 3 3 3' 3 Violin . 1 (1) (1) (1) (1) (D Piano . 1 (1) (1) (1) (1) (1) Organ . (1) (1) CD (D Penmanship . o 2 1 1 Drawing . 2 o 2 2 l l Gymnastics . 3 3 3 3 2 2 Practical exercises in teaching . 3 (4) 3(4) Total . 39 | 38 (39) 33 (37) 36 (40) 35 (40) j 34 (39) Note.— The figures in parentheses denote that these studies are optional. EXTENT OF KNOWLEDGE TO BE BEACHED IN EACH STUDY. Iteligion : A thorough knowledge of the historical and doctrinal contents of the Holy Scriptures, of the historical development of the Christian church, especially during the first centuries and the age of the Reformation, and of the doctrines of the Prot¬ estant church. Gei'inan : A thorough knowledge of German grammar as it is now, and of its histori¬ cal development ; a thorough knowledge of German literature and its history, and of its standard classical works, both as to form and contents } absolute fluency in reading* speaking, and writing German. Latin : Thorough acquaintance with the authors read in the seminary, (viz, Cornelius Nepos, Caesar, Sallust, Livy, and Cicero ;) ability to translate an easy German passage into Latin, without help from the grammar, and without making any striking blunders. Geography : General knowledge of physical, mathematical, and political geography of the whole world, but more especially of Europe and Germany, and those trans¬ oceanic countries having relations with Europe ; being entirely independent of globes and maps. History : Knowledge of the most important events and persons in the world’s history ; special knowledge of German and Saxon history ; a thorough acquaintance with all the leading dates. XLV NORMAL INSTRUCTION IN GERMANY. Natural Sciences : General knowledge of botany, mineralogy, zoology, anthropology, : physics, and chemistry. Arithmetic and Geometry : In arithmetic, a perfect knowledge of all the rules of com¬ mon arithmetic. In geometry, a thorough knowledge of elementary geometry. Pedagogics : A good knowledge of psychology, logics, catecketics, and the various methods of instruction, and history of education. Music : All that is required for worthy musical assistance in divine worship. Penmanship : A good and legible handwriting. Drawing*; A firm hand, easy execution, and good taste. This course of instruction, &c., went into operation April, 1874. As a further aid to preparation for their work, these Saxon students have the use of the books and jour¬ nals of the Comenius-Institution, at Leipsic, founded by a number of educators S November 15, 1871, the two hundredth anniversary of the death of Comenius. Its object is to collect a complete educational library, chiefly for the use of teachers. At |; present (February, 1875) the number of volumes and pamphlets exceeds 10,000, not | counting in the educational journals, which have not yet been arranged. The whole institution is supported by voluntary contributions. Attention is invited to the following extract, as showing what is being done in Ger- , man-speaking universities to promote an improvement in the methods of instruction : From the Allgememe Sclmlzeitung, Jena. § LECTURES ON EDUCATION (PEDAGOGICS) AT THE GERMAN UNIVERSITIES DURING THE WINTER 1874-75. Basel: History of education, (Professor Keinze,) three hours per week; educational | seminary. Berne : Education and methods of instruction in the German language, (Professor Riiegg,) two hours per week. Erlangen: Empirical psychology and education, (Professor Schmid,) four hours. Freiburg : Pedagogics for Gymnasia, (Professor Rauch,) number of hours not known. Giessen : History of education in the eighteenth and nineteenth centuries, (Profes¬ sor Bratnscheck,) three hours. Gottingen : Christian pedagogics, (Professor Schoberlein,) two hours ; outlines of modern education, (Professor Kruger,) two hours; exercises in the pedagogical semi- * nary, (Professor Sauppe,) two hours. Halle: Didactics, (Professor Kramer,) two hours; introduction to pedagogics, (Profes- | sor Siebeck,) one hour. | Jena : Literature of education, (Professor Stoy,) four hours ; pedagogical seminary, eight hours ; Latin disputations on Gymnasium education, one hour. Innsbruck ; Encyclopedia of education, (Professor Barach-Rappaport,) number of hours not known. Bid : Exercises in the pedagogical seminary, (Professor Thanlow,) numbor of hours not known. Leiv&ic: General science of education, (Professor Masius,) four hours ; schools and I school-regulations of the sixteenth and seventeenth centuries, number of hours not known ; exercises in the pedagogical seminary, one hour ; exercises in Professor ZillePs ji pedagogical seminary, three hours. Marburg : Christian education, (Professor Scheffer,) one hour. Munich : Gymnasium education, (Professor Christ,) one hour Bosiock : Pedagogics, (Professor von Stein,) three hours. Strassburg : Review of the most important educational theories, (Professor Laas,) i two hours. Vienna : Protestant education, (Professor Bold,) number of hours not known; Cath¬ ey olio education, (Professor Schuller, ) two hours ; general pedagogics, (Professor Yoigt,) three honrs. XLVI REPORT OF THE COMMISSIONER OF EDUCATION. TABLE IV. — COMMERCIAL AND BUSINESS COLLEGES. The following is a comparative exhibit of colleges for business training, as reported to this Bureau from 1870 to 1874 : 1870. 1871. 1872. 1873. 1874. 26 60 53 112 126 154 168 263 514 577 5,824 6,460 8, 451 22,397 25,892 Number of institutions Number of instructors Number of students. ... Summary of Table IV. — Commercial colleges. Number of students. States and Territories. 1 m Sw O u 1 £ g ] 2 & M a £ 'OIVTC 6 1 H Number of vol in libraries 2 25 764 49 813 3 7 287 13 300 Illinois . 16 69 2, 044 306 | 2, 350 3,575 Indiana . . . 7 . 31 1,530 167 1, 697 800 Iowa . 8 30 1, 205 178 *1,783 493 Kansas . 2 4 140 39 179 85 Kentucky _ _ _ _ ........ _ _ _ 2 8 322 30 352 Louisiana . 2 10 685 30 715 500 Maine . - . . . 2 5 326 37 363 Maryland _ _ _ _ _ _ _ _ _ _ _ 1 7 389 o 389 Massachusetts . 1 o 35 1, 062 184 *1, 430 400 Michigan . 9 32 1, 300 206 1, 506 850 Minnesota . . . . . 1 5 242 11 253 121 Missouri . . . 7 48 1, 181 146 *1, 577 1, 085 Nebraska . . . . . . 1 1 118 17 135 New Hampshire . 1 3 300 78 373 New Jersey . . 2 10 331 22 353 550 New York . 17 80 3, 408 541 3, 949 6, 325 North Carolina . . . 1 1 12 12 Ohio . 13 50 2, 466 377 2,843 1, 715 Oregon _ ...... _ _ _ _ _ ........ _ 1 1 48 16 64 Pennsylvania . 8 51 1, 538 83 *2,015 1,357 Rhode Island . 1 11 250 52 302 2,000 Tennessee . 3 10 542 12 554 387 Texas . . . 1 3 25 2 27 70 Virginia . * . 1 o 74 0 74 475 ■Wisconsin . 7 28 777 125 902 175 District of Columbia . . 1 3 117 79 196 Utah . 1 7 314 67 381 350 Total . tl26 577 21,797 2, 867 25, 892 21, 313 * Sex not reported in all schools. * The names of 12 colleges from which no statistics have been received will also be found in the table. KINDERGARTEN IN THE UNITED STATES. XL VII Kindergarten — number of institutions, instructors, and pupils for 1873 and 1874. 1 • 1873. j 1874. dumber of institutions . 42 55 IT umber of instructors . 73 125 Number of pupils . . . i 1,252 j 1, 636 Summary of Table Y. — Kindergarten — location , man ber of teachers, pupils, $ X to > « , n © Property, income, &c. © 03 ce ji fee c: l ^ 1 ^ ! ° — 1 d 3 |£ 2 ~ © P tc o ce 1 i 2 ^ .5 © ac c r tCr£ -2 5 rr © 2 * »■— * £ © 1 g © .2 ac c s § p © 32 *5 ,2 2 § rp © a? to ,5 ® a? cs O P« o 63 © > © 5 < ! ^ o © Z 1 5 r? ce P eg ! p © T © - 10 6 1 i i 900 $29, 500 $2, 000 50 18 13 i » o i 150 o 60, 000 17, 625 28 14 5 5 3 6 555 167, 000 $50,000 j $2, 8C0 25, 500 38 16 o O 1 1 300 | 75 52, 000 7,000 121 21 23 5 1 350 60 40, 500 6, 000 450 1 5, 905 3G 5 4 2 2 2 60, 000 6,000 0 1 1 400 0 20,000 1 3, 175 . 3 . 1 1 4,590 30 63,000 12, 395 57 33 20 ... 1 1 800 325 60,000 6 500 5 2 1 J Is 0 1 1 287 ! 0 80,000 0 0 1,800 114 54 46 14 1 n 6 5 18,600 170 509,000 675, 000 40,500 66, 500 56 10 8 2 6 5 6 2,100 70 235, 600 1,200 90 68,850 4 1 | 0 : 1 1 1 20, 000 o 0 3,000 25 7 3 O 0 1 1 4C0 j 0 90, 000 0 0 30, 000 3 . J 10, 000 no 10 o 3,160 110,000 20, 000 1, 200 ' 15,800 6 ! I 1 1 64 24 40 10 l 4 3 5 6,200 75 | ' 146, 000 13,000 f 1,000 62, 312 423 j 131 131 27 34 21 23 | 25, 672 • 1, 104 1,160,864 21, 500 840 340,140 148 ; 36 24 4 1 1 1 4,200 | 350 35,000 12 900 44 19 38 9 3 2 4 4, 2C0 ! 148, 200 39, 200 10 i 21 o j 1 2 2 j 1,700 10 | 60, 000 7,000 840 ! 1,000 212 j 543 58 27 ! 16 j 12 7 16,150 ! 59 ! 3, 383, 000 4, 000 609, 300 126, 571 102 40 17 o 1 | 36, 500 13, 800 10 1 I 1 1 1,200 15 ; . 2 1 3 2 I 2 3 , 3,940 28 65,000 0 0 16, 000 74 27 49 5 4 3 3 5,900 i 585 147, 000 20, 000 35, 180 3 1 0 0 1 0 j 1 0 0 40, 000 500 1, COO j 1 1 i 5,050 ; 50 70 ! 33 24 ! 12 i 3 3 125 | 50 ' 31, 500 10, 974 6 i 8 0 0 j 1 1 .... 1 500 15,000 20,000 . 5,000 1,771 1,094 545 j 143 105 I 80 82 j 109, 204 3,032 6, 874, 664 837, 700 648,520 ( 936, 127 135 69 52 ' 236 ! 223 247 144, 738 3, 985 5, 563, 867 66,500 8,728 ! 711,310 3,203 1,542 726. j 246 296 j 345 362 ' 258, 473 15,597 11,002, 421 2,200,147 205,339 932, 447 5, 112 2, 705 j 1,323 394 637 648 691 | 512, 465 22, 614 23, 440, 952 3, 104, 347 862,637 2,579,884 LII REPORT OF THE COMMISSIONER OF EDUCATION. Table VI. — Part 2. — Schools for girls. States and Terri¬ tories. Number of schools. Instructors. Number of ' students. d 5 Female. Total. Male. Female. In English course. In classical course. iri 'cC So p ci o a Preparing for classical courso in college. Preparing for scientific courso in college. Entered college since closo of last academic year. Entered scientific school since close of last academic 3-ear. 1 2 GO GO 50 10 4 4 9 Gl 887 887 422 39 177 9 13 44 6 349 185 20 93 1 35 35 10 160 30 130 9 13 115 20 1, 535 390 280 173 3 20 558 30 528 230 35 46 15 12 94 1 221 7 1, 214 534 33 21 8 23 152 152 141 18 134 40 40 5 Maine . 3 11 87 G 81 87 24 61 Maryland . 14 33 77 702 6 696 437 187 235 M assachnsetts _ 1G 93 900 2 898 427 76 328 1 Michigan . 2 i 10 170 170 Minnesota, _ _ 3 17 183 1S3 153 20 25 Mississippi .... 1 o 40 40 Missouri . o’ • 16 306 11 295 205 71 80 Nebraska . ; 6 90 90 New Hamnshire a G 13 106 1C6 78 29 65 New Jersey . •_ . . 9 14 36- 345 13 332 270 20 148 New York . 59 146 390 4, 817 32 4, 785 1,953 426 1,362 17 1 Nor tli Carolina .... 3 4 179 179 38 1 Ohio . IQ G 89 1, 414 4 1, 410 368 76 85 2 1 Pennsylvania . 29 50 210 1, 722 27 1, 695 1,063 220 592 Rhode Island . • o 3 7 23 23 8 15 20 Smith Ca.rolinn, 4 11 162 2 160 152 51 19 Tennessee . 10 13 46 722 41 C81 510 99 96 71 10 36 Texas _ 4 27 272 272 202 10 95 13 Vermont . _ 4 2 21 316 316 281 34 217 Virginia . 9 10 53 548 14 534 313 106 83 1 2 6 West Virginia .... o X 9 4 178 178 57 4 4 Wisconsin . . . r 54 703 3 700 565 44 500 Dist. of Columbia.. 22 19 116 1, 140 24 1, 116 720 56 210 Cloorado . 2 2 18 170 170 70 3 10 New Mexico _ ... 1 11 140 140 Washington . 1 3 40 40 , Total . 275 42G 1,719 20, 458 278 20, 180 9, 914 2, 007 * 4,909 135 60 52 SECONDARY INSTRUCTION. LITT Table VI. — Pakt 2. — Schools for girls — Concluded. Slates and Territories. b | 1 b - n i « T u o 1 1 * 1 = 5* j? g g 1 5 £ 1 , •S -5 if b B a .5 If 11 11 2 E5 * <£ § a X & "3 > Property, income, &c. S 1 M : 1 1 £ -S Is ft • = E s ^ C cz o l ,2 2 O > j % 1 c ! 5 C 1 l 4 c p 1 *x 1 c 2 ! 1 1 1 1 H ! g !ij <§ 5 ; ® i 15* 1 i i §1, 000 California . 9 8 9 5,000 520 | 8280,000 | §5, 000 I §500 103, 920 8 7 9 3,625 204 185,000 21,400 Delaware . 1 1 1 900 Florida . 1 1 1 500 Illinois . 8 8 8 4,550 100 355,000 64, 000 Indiana . 2 1 2 500 75 50, 000 ! 4,000 Kentucky . 13 12 15 12,200 195 260, 000 10, 000 i 1,850 | 16,880 Louisiana . 3 3 3 450 40,000 5,000 Maine . 2 3 3 j 750 72,000 1,000 Maryland . ' 12 ! 11 : 12 j 4,330 20 498, 3C0 4,000 27,724 Massachusetts . 1 ic I 10 | 1.2 j 4,370 20 153, 400 56,200 Michigan . 1 2 : o 2 j 2,850 70 4,000 Minnesota . 1 j 2 | 3 445 73,000 | 2,800 Mississippi . » 0 ! 0 ! 5,000 0 0 Missouri . 3 3 3 | 3rS00 300 60,000 29,000 Nebraska . 1 j 1 1 1 1,500 15,000 9, 003 New Hampshire . 3 3 4 j 100 50 51, 000 4,500 328 900 New Jersey . 9 ! 8 ; 8 ! 2,200 150 ■ 200,250 23,000 New York . 58 ] 51 5G 30, 334 473 1, 599, 117 31, 000 | 4,750 101,763 North Carolina . 1 2 : 3 100 3,000 400 Ohio . 7 j 7 i 8 9, 200 330 255, 000 54, 706 Pennsylvania . 28 j 24 22 16, 710 845 571,000 300 105, 214 Rhode Island . ! 2 i O , 2 ] 500 South Carolina . 1 3 4 654 20 52,000 0 0 6,270 Tennessee . 8 j 10 10 20,050 213,000 •22,500 Texas . j 4 | 5 5 ! 1,415 60 j 30,000 9,070 Vermont. _ _ ........ i 4 i 3 4 { 3,100 100 ; 24,000 2,200 Virginia . . . | 4 j 7 . 9 j 1,820 200 79,000 10, 534 West Virginia . ! 1 2 2 ! 4,700 10 10,000 ; 3,000 Wisconsin . 5 ; 5 d j 4,775 37 210,000 2,000 13,869 District of Columbia . ! 16 13 16 1, 160 120 50,600 2,900 Colorado . j 2 2 | 2 j 800 36 j 70,000 j 10,000 1,000 10,000 Ne w Mexico _ _ _ 1 1 i ! 500 Washington . ^ . j o 1 1 j 50 50 H 0 0 ! 3, C60 LIV REPORT OF THE COMMISSIONER OF EDUCATION. Table VI. — Part 3. — Schools for hoys and girls. States and Terri¬ tories. tc © o cc © X Instructors. Humber of students. Male. Female. Total. Male. © *53 3 Eh In English course. In classical course. tt rt tL s © s M © 02 © © ’S © ^ tl rt o Si .© - tJC © © © © © 3 © p: © © t£ 5 pH © 1 ■3 £ © © .3 o' &i A « ^ © § * CC © 4; © a H Entered scientific school sineo close of last academic year. o g 8 *429 26 g 424 23 IS 3 3 258 148 110 196 62 4 California . 4 c 12 421 233 188 284 62 12 35 46 H 12 Connecticut . 23 33 33 *1, 338 702 5GC 617 290 82 92 24 14 6 Delaware..-. . 9 15 16 523 271 252 191 42 32 25 16 9 4 1 1 3 25 30 55 10 10 Georgia . 13 13 578 318 260 413 220 67 67 4 O3 6 Illinois . 17 51 33 *2, 663 1,460 1, 143 1, COO 237 789 157 89 43 31 gl 11 21 *1, 357 7C0 577 377 46 36 26 97 10 Iowa . 7 24 19 *1, 260 543 479 552 85 27 35 15 3 Kansas ..... _ .... o 3 2 205 95 110 100 40 Kentucky . 27 42 61 *2, 513 1,243 1,221 1,453 221 172 106 128 OO 6 Louisiana . 1 5 3 172 116 56 172 9 130 Maine . 30 43 44 3, 148 1,584 1,564 1, 406 385 245 144 36 20 3 Maryland . 6 27 15 1,500 1,038 462 857 28 781 39 25 6 Massachusetts . . . 29 56 55 *2, 664 1,331 1,248 1,549 366 477 161 16 38 1 Michigan _ _ 1 3 32 8 24 Minnesota . 8 13 24 1, 167; 1 552 615 158 41 23 50 45 34 Mississippi . 1 2 2 97 1 78 19 74 1 23 1 l Missouri . 9 11 29 757 1 245 220 368 1 O i 29 62 28 2 Hew Hampshire. . . 32 57 57 *3, 067 1,529 1, 323 1, 468 212 j 159 42 34 9 Kew Jersey . 20 43 63 *1,852 j 984 733 1, 057 296 225 95 16 12 14 Xew York . 141 323 438 *20, 647 110,254 8, 838 9, 596 1, 797 1, 521 ! 790 320 ; 183 44 Forth Carolina... ir> 23 20 *832 434 311 534 124 48 69 33 32 1 Ohio . 39 75 59 *3, 884' 1, 859 1,753 1, 502 586 311 155 59 51 11 Oregon . . 2 3 7 240 118 122 133 57 6 2 4 2 Pennsylvania . 28 66 61 3, 071 1, 725 1,346 1,553 44Ci 199 217 117 38 26 Rhode Island . 3 11 12 383 203 180 28 129 28 44 10 1 South Carolina .... ■ o 2 4 196 125 71 182 14 2 Tennessee . 30 64 50 3, 557 1, 945 1,612 2, 328 461 115 296 306 55 46 Texas . 5 5 8 527 275 252 247 22 €6 50 15 7 10 Vermont . 26 43 68 2, 626 1,388 1, 238 1,338 476 109 211 29 40 5 Virginia . 5 7 3 295 185 110 219 32 14 28 35 8 3 West Virginia _ _ 3 17 4C9 163 240 175 58 1 Wisconsin. ........ 23 22 813 444 369 68 17 42 14 4 Dist. of Columbia. . 3 1 5 130 67 63 130 i Utah . 4 12 463 237 226 *40 i » 13 4 ! 4, Total . 561 1, 117 1,305 *64, 129 32, 711 27, 942 32,411 7, 231 5, 876 CO S 1,542 1 _ 246 1 _ ] Sex not reported in all cases. SECONDARY INSTRUCTION. LV Table VI. — Part 3. — Schools for hoys and girls — Concluded. ■a g 3 Property, income, &c. * p * ,3 m ** *5 bfi pj i s s | =2 — 0 z % 1 « § - x X 3 g -2 States and Terri¬ .n tc x .2 -2 X tories. •§ S 1 i rr x u p, r§ £ S3 'S J5 -S O rS * I * g x *72 j ;q 1 0 £ 1 | ft ; a tt -; V- a i t-c 2 1 X g *3 « •*= c: 5 2 G j 1 O a 2 § j 1 1 1 § ■3 | g % £ f> 0 1 1 2.000 12 $1,500 -$1, 800 1 3 3! 300 30, 000 3, 000 California . 0 4 3 870 200 50,000 $9,000 $900 10,300 Connecticut . 12 14 15 5,040 280 310, 100 110, 300 8, 170 27,514 3 6 6 2, 820 25 45, 000 7,150 1 . 2,500 ; . Georgia . 3 6 6 1,325 412: 41, 500 16,200 1, 200 12,000 Illinois . 11 11 11 6, 100 506 418, 0C0 46, G0C 4, 310 46, 858 Indiana . 4 5| 4 4,560 500 81, 000 47,300 4, 550 11, 895 Iotra . 2 5 5 1,650 60 95, COO 44,500 2,400 8,748 p H ^ cl Q . , . . . 2 2' 1 500 13,000 1 000 Kentucky . 10 20 20 3,220 3G 241, 142 3,000 480 39,700 Louisiana . . - j 20 30, 000 0 n 7, 500 Maine . 12 14 17 8. 482 270] 304,700 ! 158, 300 u 8, 747 13,975 Maryland . 3 5 4 5,200 193, 500 16,000 16. 209 Massachusetts ... 21 16 12 15, 345 581 €90, 700 589,343 42, 703 56,994 Michigan . . 1 l1 _ 4,000 1,300 Minnesota . ! 4 c c 2,246 111 87,000 500 1,500 5,800 Iii s ~ -'ippi . j G 0 0 _ 3,000 1 00G Missouri . 1 8 c 1,200 20 62, 500 2,665 2s e-w Hampshire . . . 14 20 M 11, 296 448 293, 200 j 215, 500 13, 237! 21, 496 Kew Jersey . 16! 15 15 17, 432 I, 02C 510, 135 j 145, 000 9,600 84, 913 2s ew York . 90 79 100 116, 262 6, 855 j 4, 732, 314 j 397, 734 76, 620 285,997 2sorth Carolina .... 7 9 7 8,250 1, 150 150, 900 10,000 555 11,444 Ohio . 15 26 25 11,925 550 521, 650 ! 139, 259 12, 052 39,597 Ore . i 2i 2 450 27,000 300 : | 3,206 Pennsylvania . 17 21 21 12, G75 581 432,230 22,000 1, 400 62,542 Rhode Island . 3 ;! O 1 3, 700, 200 735,000 125, 000 7, 525; 47, 745 South Carolina .... oj 1 1 400; 100 16,000 . 1 1,060 Tennessee . 12 ;• 15 20, 4, 437 1,245 166,500 19, 500 3,190 44,963 Texas _ .... _ q ! 4 Q 140 _ 17,0001 . 1 5,300 Vermont . ] 11 13 17 7,485 335' 441, 900 ! 70, 920 4,264] 19, 170 "VirfHfvJft, 1 1 1 14,000 1, OOC 60 3,100 "\V 6st Virginia 1 1 1 600 40,000 2,300 Wisconsin . i 4 5 4 2,323 ICO 193, 0CG 11, 000 1,890 19,360 Dist. of Columbia. . 2 1 1 200 _ 2,000 Utah ! 3 O 1 7,450 0 0 4, 161 Total . ! 29tj 345 362 lj 258, 473 15, 597 11, 002, 421 | 2, 2C0, 147 205,339 932, 447 LVI REPORT OF THE COMMISSIONER OF EDUCATION. TABLE VII.— PREPARATORY SCHOOLS. Detailed statistics of preparatory schools will he found in Table YII of the appendix. The following is a comparative statement of the statistics of these schools as reported to the Bureau for 1873- 74 : 1673. 1S74. Humber of institutions . 86 1 91 Humber of instructors . ! 690 697 Humber of students . i ! 12, 487 11* 414 i It will be seen that there is an increase of 5 institutions, of 7 instructors, and a decrease of 1,073 students. Preparatory schools, Table YII* States. CD C CQ © © r© ; 1 Z © © s ! 1 Humber of students — Preparing for classical com so in college. J §> 3 o CD ^ C h o o ££ ® .5 9 5 0! O 2^ m z sc s © A s © ao fc£ 3 ^ £ I'S l i •So-1 Y* 33 C l - 1 Entered scientific school sinco closo of last academic year. California . 4 25 47 35 261 14 ; 10 Connecticut . j 6 53 a 493 j 76 561 : 46 ! 33 Georgia . 1 o ! 8 12 77 1 3 Blinois . 1 3 24 92 45 123 18 ! 4 Maine . 6 29 166 21 371 36 ' 3 1 14 j 11 271 - _ _ - . Massachusetts . . 21 149 1,024 204 61, 254 146 46 Hew Hampshire . 5 1 36 408 11 251 6i ; 2 Hew Jersey . . . 4 27 118 37 i« °7 ~ j 21 Hew York . 1 17 ! 533 160 cl, 973 131 61 Ohio . . . 3 [ 26 276 193 235 65 j 25 Pennsylvania . I 7 | 47 j 106 36 520 20 | 9 Rhode Island . j 5 | 43 167 34 406 22 | 7 Yermont . 2 18 65 17 116 13 ! 4 Virginia . . . 4 12 i 107 14 eo ; 19 1 4 "Wisconsin . . . O 12 34 33 167 ! 12 5 Total . ; *91 607 3, 655 9"i 6,808 j 632 23-1 * The table contains the names of 9 schools from which no statistics have been received, a Includes the English department of Professor Hassells Collegiate Institute. 6 Includes 405 students in the Cambridge High School, unclassified. c Includes 240 students in the Charlier Institute, unclassified. SUPERIOR INSTRUCTION OF WOMEN. LYII Preparatory schools, ~ ^ c ra X o rz ro <— «*h 2 © V-i 1 A g m o 5 -g © 5 g 1 < Income from pro¬ ductive funds. § O j 1 i ! i .z? ** CD w ? ^ j o 1 Ph 2, 150 250 §202, 000 \ . . §9 500k Connecticut . G, 350 300 492, 000 . §11,500 j $97, 000 §6,670 • 11, 659 Georgia . lo, 000 500 ! 7, £00 Illinois . 4, 400 300 145, 000 . 1, 961 Maine . 4, 900 375 143, 500 12,000 720 7, 330 Maryland . 2, 500 100 75, 000 12,500 Massachusetts . 29,750 3, 224 832, 500 42, 000 400, 100 19, 724 129, 774 N ew Hampshire . 4, 800 164 322,000 23,650 160, 000 10,248 12, 440 New Jersey . 220, 000 23,636 New York . 13, 970 450 1, 188, 40S 2, 000 225, 045 16,366 98, 864 Ohio . . . . . 500 50 150,000 19,300 Pennsylvania . 3, 025 325 368,500 50, 000 3,500 31, 872 Ithode Island . 4,500 230, 000 100,000 7, 000 31, 534 Vermont . 1, 400 1 100 32, 000 800 40, 000 2, COO 2, 000 Virginia. _ 2, 500 100 59, COO 12, 400 Wisconsin . . : 2, 000 j . 85, 000 8,643 ! Total . 82, 745 5,738 1 4, 559. 908 : 80, 250 1, 084, 145 66,223 421, 304 TABLE Tin.— SUPERIOR INSTRUCTION OF WOMEN. Statistics in detail of schools for the superior education of women will be found in Table VIII of the appendix. The following is a comparative summary of institutions, instructors, and pupils, from 1870 to 1874, inclusive : 1870. ! 1371. 1 1872. Number of institutions . 33| 136 1,5 Number of instructors . | 373 1,163 1, 617 Number of students . . . 5,337 12, 841 11, 288 1873. 1874. 205 209 2, 120 2,285 24,613 23, 445 It will be seen that the number of institutions reported is four. more than in 1873 the instructors 185 more, and tho number of students 1,168 less. LVIII REPORT OF THE COMMISSIONER OF EDUCATION. Table VIII. — Superior instruction of women. States. .2 CO .2 © & 8 Corps of instruction. Preparatory department. Collegiate depart¬ ment. Total. Male. Pemalc. Instructors. Students. Number of students in regular course. Number of students in special or partial course. Alabama . 10 87 23 64 8 280 483 42 2 42 3 39 100 3 9 1 8 Delaware . 1 13 5 8 2 75 56 6 Georgia . 18 tl02 39 52 13 388 1,020 25 Illinois . 9 170 69 101 14 386 519 83 Indiana . 4 40 4 36 4 100 129 20 o 25 3 22 57 Kansas . i 9 3 6 3 48 11 16 Kentucky . 16 105 35 70 12 337 806. 11 Louisiana . 1 5 1 4 33 47 Maine . 1 11 0 17 Maryland . 6 58 14 44 4 162 216 1 Massachusetts . 10 1132 38 79 o 110 882 13 Michigan . o IS 2 16 o 29 126 19 "Minnesota, ... _ 1 13 3 10 Mississippi . 7 46 13 33 1 3 328 439 14 Missouri . 10 ‘ 1 106 15 88 O 319 505 8 New Hampshire . . . . 3 O'] 2 21 3 140 New Jersey . 4 54 19 35 i 24 210 7 New York . 16 216 45 171 30 1, 132 714 39 North Carolina . 11 106 28 78 7 179 651 57 Ohio . 13. 146 40 106 15 643 1, 152 191 Oregon 1 9 1 8 Pennsylvania . 16 213 60 153 4 470 465 146 Ronth Carolina, _ 4 34 11 23 3 69 345 Tennessee . 11 182 19 45 6 256 675 95 Texas . 8 45 ’ll 34 3 203 246 21 Y ermont 1 11 6 5 50 200 Virginia . 12 127 56 71 12 123 548 54 “West Virginia . . . . 2 21 4 17 7 75 207 10 Wisconsin . 3 42 4 38 5 126 124 15 Total . 209 *2, 120 583 1,490 165 6, 190 10, 750 1, 093 Classification not reported in all cases. t Sex not reported in all cases. SUPERIOR INSTRUCTION OF WOMEN, LJX Table VIU. — Superior instruction of women — Concluded. States. Collegiate ( g j department. 1 V x ! Library. S _ _ _ I * j f Property, income, ^:c. - L Ui !• Ls II Jill HI = f h 1= \f If IS = = = 3C S = = = H- i Js - 1 - 1 1 1 j 1 3 £ 5: . ! Z m i & 1 1 I 1 © j § 1 g = x I = 5 1 If © 5 © a JZ © © | © © !• ! C*! c 1 £ j » o I if ! Alabama . Arkansas . California . Connecticut . Delaware . Georgia . . — Illinois . Indiana . Iowa . . . Kansas . Kentucky . Louisiana . Maine . Maryland . Massachusetts . Michigan . Minnesota . Mississippi . Missouri . Nebraska . New Hampshire . New Jersey . New York . j North Carolina . Ohio . Oregon . . Pennsylvania . Khode Island . South Carolina . . Tennessee . Texas . Vermont . Virginia . West Virginia . Wisconsin . District of Columbia . Colorado . Utah . Washington . 32 20 256 i I 50 Total LXII REPORT OF THE COMMISSIONER OF EDUCATION. Table IX. — Universities and Preparatory department. 1 Collegiato department. : c 60 . I Students in { Students in j Students. O ■§ classical 1 scientific J 3 Vfi ^ I A course. course, j 2 O m .2 ■£ 1 g 3 8 1 § «g I it 03 £1 • c" c ~ I rz C J Z ! 12 -r-t . cc *7$ o b£ 5 c C 6 V it £ ’'c o c V d 2 S.A i en c,' 2 J d Cl A H & £ £ 6 ? j £ ! 1 £3 1 g | A 1 206 199 j 28 125 \ OD! 274 ! ■ 1 106 106 24 1 j g 39 131 1 9 *681 400 171 248 23 136 752 1SG; 35 57' 30 11 0 0 0 0 0 53 855 70S 6 24! 1 5G c 0 o 0 0 6 45 9 128 11« 16 125 35 274 12; 19!. 4G *3, 416 2, 000 807 1, 311 232, 1,904 807 119 439 169 1 G 49 1,893 1,547 346 928 84 132 1,613 749 68 3i7= 125 2 49 *2, 703 1,534 941 743 ! 183 138 829 272 15l! 129 ! 100 | 9 .... 355 220 135 93 no 42 1 206 44 25 21 1 23 13 7 273 255 18 181 82 79 802 117 m 89 68 1 5 *392 129 12 139 178 56 82 30 5 7, 1 32 355 276 10 64 . 5 29 437 424 13 | 447 [ 477 236 48 183 183 1 132 ! 1,517 1, 297 16 12'. ! 47 12 I *801 336 ! 253 j 194 67 99 817 433 81 105| 54 10 5 391 263 128 | 302 38 ! 167 90 1 64 11 1 429 2”° 157 118 75 46 I 271 G6 3 d4 ! 1, 612 1, 316 296 707 112 175 | 1,338 388 151 78 16 12 190 151 39 57 ! 19 55 17 3| 14 j 6 1 2 j 20 265 265 . . 14 110 110 65 ! 61 645 562 76 .. 83 2, 640 2,085 555 1 482 51 ! 419 l 3,010 1, 576 | 350 598* 121 33 381 336 45 88 31 267 209 . 14 2 57 3, 264 2, 398 866 1, 160 | 151 258 2,430 . 1,406 145 508j 253 : 20 5 644 325 319 43 152 30 180 65 36 44i 35 1 44 1 *1,938 1, 695 203 7eS 124 256 2, 238 1,518 57 55G 58 9 15 253 218 32 _ 3 10 436 386 50 159 33 287 254 J 1 « 1,737 1, 355 382 707 100 130 757 439 79 82 2 1 20 1, 129 701 428 101 64 G91 2S0 | 182 3 7 8 1 2 42 49 42 2G j 1G1 107 12 35l 4 I 4 153 153 1 . 1,289 279 2 ; 3 111 105 G 23 171 135 2 32 1 ! 1, 174 905 269 644 31 84 664 478 36 Co! 47 17 1 6 285 280 5 191 1 93 1 . l ' 1 > 1 60 34 2G 27 i - 15 10 5 4 179 110 69 43 ■ 4 1 J 50 27 i 23 3 56 | i ...... 1 1 S| 603j*23, 529 20,494 j 6, 585 11, 032 | 1,648 3, 180 26, 515 13, 947 1,651 3, 52s| 1, 136 283 1 1 1 1 1 . 1 j . 1 i 1 1 Suites and Terri¬ tories. Alabama . Arkansas . California . Connecticut . Delaware . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine . Maryland . Massachusetts .. Michigan . Minnesota . Mississippi . Missouri . . Hebraska . Hew Hampshire. Hew Jersey . Hew York . Horth Carolina. . Ohio . Oregon . Pennsylvania . . . Rhode Island. . . . South Carolina . . Tennessee . Texas . Vermont . Virginia . "West Virginia .. Wisconsin . Dist. of Columbii Colorado . Utah . Washington . total . Ho. of colleges re¬ porting . 343! Sex not reported in all eases. UNIVERSITIES AND COLLEGES. LXIII colleges — Concluded. Volumes in libraries. Propert3\, income, &c. NL Number in college library. 09 C8 <9 '3 G9 S-. s yA C3 CO ct 3 GO ^ P 09 -J g g 2 « Urz c—1 S o a © 09 p o / X < o © o © 03 OC © £ £ is d 5 !l 1 ^ o . •r. 1 3 c. tc fee <3 12,100 800 500 6440, 000 6351, 000 628, 000 6io, ooo i . ! . 200 300 105, COO 18,000 1. 800' 2, 000 1 . 34, 460 3,700 400 1, 024, 520 70, 000 1 4, 000 105, 300 624, 193 10Q 763 18, 000 5. 547 7 9.T! TOO 1 196 368 84, 3591 61 7°7 | §156, 217 6, 000 83, COO 4,980 900 3, 000 23, 500 11, 600 1,520 549, 600 540,000 43, 329 16, 200 8, COO 10, COO 113, SCO 26, 543 2,740 3, 041, 200 2, 309, 612 87, 285 59, 548 54,308 65, 374 20, 670 5, 045 1, 990, 000 1, 114, 361 95, 582 17, 338 23, 000 132, 000 36, 190 6,291 2,554 1, 061, 048 628, 919 51, 335 42,292 52, 300 16, 282 12, 200 1, 100 850 435, 000 77, 300 7,541 13, 295 29, 244 3, 500 31, 024 9, 200 857 651, 000 760, 400 33, 390 31, 200 28, 400 500 600 358, 055 138, 000 18, 280 15, 917 32, 064 17, 200 1,300 434, 000 454, COO 9, 240 19, 870 20, 000 26, 200 2,525 750 450, 000 58, 089 29,465 1, 500 217, 464 20, 500 9,270 3, 413,215 1,980,467 134, 325 118, 236 378, 023 36, 975 1, 950 820 562, 585] • 630,222 82,264 25, 052: 28, 550 27, 000 13, 015 500 3, 210 177, 950 217, 407 16, 217 3, 437 19, 0001 12, 950 4,000 100 537, 7£5 62, 725 4, 720 6, 000 50, 000 58, 700 10, 095 2 225 1,043,650 60*0, 000 70, 0C0! 137, 969j 13,250 45. 000 3,200 200 350 248, 000 20, COO 2, 000: 8, 500 24, CIO 53, 100 4, 800 160, 000' 460, COO 11, 4S9j «- 21, 025! - 103,000 43, 500 17, 800 300 900, 500 1, 190, 150 63, 347 L 33, 039 - 76, 200 223, 579 16, 097 6, 039 6, 196, 647 8, 182,332 442, 142 305, 849 190, 871 349, 677 23,850 30, 000 1, 375 369, 000 110,000 8, 600 13, 9751 10, 000 132, 096 53, 100 4, 470 2, 433, 153: 1,610,060 141, 573 109, 058 198, 730 7, 405 500 -J 3. 188, 550 139, 000 13, 500 12, 128 5, 000 65, 000 124, 085 63, 856 11, 695 3, 895, 700 1,382,233 115, 07 li 201, 082 135, 000 40, 000 1, 500, 000' 687, 814 41, 479' 23, 009 55, 029 64, 942 7, 000 400 610, 000 445, 000 25, COO • 7, 453] 50, 000 34, 400 30, 060 14, 217 3, 382 1, 217, 500! 1, 019, 800 * 56, 448 67, 713 23, 330 1 8,775 2,250 1, 100 684, 000 49, 000 2, 200 45, 070 30, 724 1, 150 703 362, 300 217, 172 14, 230 4, 706 55, 472 78, 080 33, 100 2, 635 695, 000 460, 000 15, SCO 35, 9G9 12, 060 5, 537 2, 000 200 415, 000 170, 000 11, ICO 3, 800 ! 18, 000 38, 456 6, 300 2, 200 935, 925 750, 967 58, 673 114, 258; 17, 303 61, 000 46. 887 3, ICO 366 720, 500 10, 100 10. coo . . 2 300 I 95 2, 880 2, 500 ' . ! 500 . 150 50, COO 15, 000 . 2, 000 ! . 1,870,455 j 496, 144 78,495 39,170,223 28,080,309 1, 801, 890 ' 1, 768, 929 611, 676 1,999,333 20oj 158 ! | 152, 303 i - 176 163 20? J ! * LXIV REPORT OF THE COMMISSIONER OF EDUCATION. Statistical summary of number of students in institutions for superior instruction, (not includ¬ ing students in preparatory departments.') \ Slates and Territories. 1 r2 ra 1 J to :i o z. i a % ”1 I'll 1 £ ~ to S § 73 p* P 1 ° - 5c 73 . ■ i 2 r h ^ c I 75 to £ 73 274 105 664 j 1, 043 39 80 119 California . 752 131 150 1, 033 Connecticut . - . 855 248 142 1, 245 45 62 107 Georgia . 574 91 1, 264 1, 929 Illinois . 1,904 486 840 3,230 Indiana . 1, 613 19 394 2,026 ooq 295 307' 1, 431 Kansas . . . 206 209 27 442 Kentucky . | 802 140 1, 162 2, 104 47 129 Maine . 355 121 177 G53 Maryland . . . I 477 7G 306 859 Massachusetts . i 1, 517 547 914 2, 973 Michigan . ! 817 121 162 1,100 Minnesota . 167 4 104 275 Mississippi . 271 21 461 753 Missouri . ! 1,358 . 145 711 2,214 Nebraska . . j 55 Nevada . New Hampshire . 265 116 292 673 New Jersey . 645 180 520 1, 345 New Tork . . . . . 3,010 1 ^ 1, 354 5,192 North Carolina . . . 267 | 903 1, 170 fthin . . . - _ _ 2,430 59 1, 352 3,841 Oregon . 180 55 130 365. Pennsylvania . 2,238 225 1, 175 3,033 Rhode Island . 1 253 253 South Carolina . 287 20 345 652 Tennessee . 757 46 1, 110 1, 913 Texas . . . 1 691 418 1, 109 Vermont . . 161 25 252 433 Virginia . . : 1,289 474 1,096 2,859 West Virginia . j 171 24 219 414 Wisconsin . ' G64 190 195 1 1,049 "District of Cnlnmlvin. _ _ 144 j 144 Colorado . ! 15 4 19 TJ tah ... . . . „ , . . . 1 W ashington . . . { 56 l 56 Total . : . | 26, 515 | 5,085 j 17,255 j 18, 855 PREPARATORY SCHOOLS. LXV In connection with the statistics of superior instruction is presented the following summary of students in classical and scientific preparatory courses : States and Territories. j % c © c _ © , • fee ® ‘S *3 © £ No. preparing for classical j course in col¬ lege. ! No. preparing for sci- j entilic course in col- j lege. Total reported. i ^ of -2 g ‘ of £ ! O au : 3 © cr ^ p* ^ _£ cS of 'o 11 l - U o j? a * w o o o ® =3 ^ of p t: 5 ^ £3 co 28 14 10 i 3 55 24 1 142 166 248 85 47 j 64 38 482 % 0 120 j 493 j 38 76 727 0 63 ! 32 95 125 188 | 8 ! 25 I 12 402 760 Illinois . 1,311 j 193 j 92 1 94 45 , 134 1,869 928 51 | 97 27 1, 103 743 35. i o 780 93 40 ; 133 181 160 ; 128 1 40 | 509 Louisiana . 139 40 97 1 150 i 426 Maine . . _ _ _ _ _ _ _ _ 1 149 j 16G 38 1 21 - 1 374 Maryland . . . . 147 153 j 11 1 79 ! 1 15 405 1 Massachusetts . 217 > 1,024 1 26 204 1, 471 Michigan . 194 | 198 Minnesota . 302 75 52 429 Mississippi . 1 118 3 | 119 240 Missouri . . . 707 84 i 23 54 873 Nebraska . 57 12 | 69 Nevada . . . i New Hampshire . . . ! 165 408 42 11 626 Now Jersey . j 65 159 118 40 37 40 i 459 New York . j 1, 482 1,230 ! 533 451 ! 180 . 3,875 North Carolina . 88 2i7 j . i 69 1 374 Ohio . 1, 160 20i j 276 j 78 j 193 1 89 1, 997 Oregon . . . 43 16 21 J 50 132 Pennsylvania . 788 429 j 106 j 660 j 36 | 106 i 2, 125 Phodo Island . . 44 ] 167 ’ 34 245 South Caro 'ir; a 159 O 1 161 Tennessee . . . 707 469 ! 356 1 83 ! 1, 615 Texas . 101 50 28 ! 1 179 Vermont . 42 226 65 31 : 17 381 Virginia . 75 103 107 | '64 : 14 44 407 West Virginia . . 3 23 98 "Wisconsin . 644 42 34 14 j 33 | 1 51 | 818 District of Columbia 191 70 33 1 294 Colorado . . 6 . 1 8 1 41 Utah . j 43 4 j | 47 "\Y a shin 2 1 47 j 7 j 14 100 j 43 0 0 Nebraska . j 1 j o 12 1 . ! 3 1 Nevada _ _ _ bO . i New Kamnshire . 1 o o ! 13 33 0 0 12 33 New Jersey . 1 0 o i o ; 11 52 I 3 0 40 0 New Vork . 1 1 0 0 0 ! 409 j . 1 North Carolina . ' cl j Ohio . i 0 0 0 9 49 10 0 0 Oregon i 1 20 30 o ! 54 . 1 CO Pennsylvania . i 1 72 14 9 56 . lihode Island . . al South Carolina . 1 0 20 j . Tennessee _ _ 1 83 . 1 46 j . . j 275 3 Tpaas _ _ l Vermont . 1 0 0 0 7 19 4 o 0 15 Virginia . o 1 27 17 20 193 . 3 5 232 Vest Virginia . 1 23 0 24 . 0 0 Wisconsin . 1 28 23 190 . 0 0 ‘Total . 40 18 j 926 326 ! 411 1 3,462 j 268 51 1, 614 220 17. S. Military Acad’ y . 1 46 c>7£ U. S. Naval Academy. 1 0 0 ! 0 58 297 1 0 0 0 i 0 • Grand total . ! 42 1 18 926 326 415 i 4,037 268 51 j 1. 614 220 a Reported with classical department. See Table IX. b Not yet established. c Suspended. LXX EEPOIiT OP THE COMMISSIONER OF EDUCATION. Table X. — Part 1. — Schools of science — Concluded. States. Library. Property, income, 7 ^ GO ’O o rO £ Humber of volumes in society libraries. cS p ^ GJQ < r "© o Amount, of State appropri¬ ation for the last year. u 3Q to o g -2 S © 2, 000 son $100, 000 $253, 000 $20, 000 $0 $2 000 Arkansas . 210 0 9 180, 000 130, 000 10, 400 15, 000 1, 200 California . 1 Connecticut . 5,000 215, 000 280, 225 1 . Delaware . Florida . . Georgia . 13, 000 4, 000 350 107, 000 288, 0G0 ' 20, 510 0 550 10, 000 60 260 639, 372 319, 000 56, 150 o 500 216, 686 356, 503 19, 725 60, 000 Iowa . 3, 500 0 100 438, 337 226, 378 30, 000 2S, 500 o Kansas . 2, 952 100 73 109, 091 213, 907 20, 000 28, 012 0 200 0 250, 000 165, 000 9, 900 0 2, 600 Louisiana . 196, 200 Maine . 2, 200 200 120, 000 134, 000 8, 264 12,500 Maryland _ 1, 000 100, 000 112, 500 6, 977 6, 000 o Massachusetts . 3, 000 500 100 230, 000 250,000 15, 000 18, 0G0 8,000 Michigan . 3,436 110 386 231,208 214, 875 15, 041 28, 602 0 Minnesota . Mississippi . 650 650 12, 905 123, 150 9,852 50, 000 Missouri . . 1, 600 300 116, 500 25, 000 23, 500 0 1, 500 "N’p.lrrflska . . . 24. 610 Xevada . New Hampshire . 1,200 200 100 116, 000 114, 0C0 6, 840 5,000 280 "New .T p.rsey _ 5, 000 3,800 300 116, 000 j 6, 960 o "NVvw Vnrlr . . ! Korth Carolina a . d Ohio . 1, 000 0 1,000 300, 000 500,000 30, 000 0 500 Oregon . 6, 000 5, 000 Pennsylvania . 1, 500 397, 589 500,000 1 30, 000 0 0 lihode Island . South Carolina . 180, 000 12, 000 . 1 Tennessee Texas . Vermont, Virginia . 1, 768 250 263 213, G21 257,500 31, 045 15. 000 560 "West Virginia . Wisconsin . 1 Total . 58, 516 10,220 4, 396 4,099,307 1 4, 955, 238 382, 164 | 296, 224 | 17, *190 U. S. Military A cad’y. 25, 000 _ 1 _ 1 1 . | U. S. Kaval Academy. 17, 000 0 0 3,000,000 0 d 5176, 307 | 0 Grand total . 100, 516 10,220 j 4, 396 7, 099, 307 | 4, 955, 238 j 382, 164 472,531 ; 17,190 a Suspended. 5 United States appropriation. SCHOOLS OF SCIENCE, LXXI Table X. — Part 2. — Schools of science. States. Number. Preparatory depart¬ ment. Scientific department. 2 1 f 1 *4 n I ^ 1 “ 1 1 1 r t 1 "o 3 ft GO g 'f- M Students. 5 1 I § j 1 5— « 1 1 i Students. p2 1 In regular course. 00 - c © 5 m y O "S 1 |1 9 Illinois . . 1 l 57 4 j g 70 ! ! 8 0 Indiana . al Maine . bl HI hivuinlinispik 2 24 | 129 o 2 20 7 Mississippi . 1 2 2S 21 2 15 . 0 0 Missouri . . 61 New Hampshire . 2 0 0 0 21 82 1 1 :::::: 1 Hew .T ersey _ 2 3 40 0 21 ! 122 3 0 20 ]\cw Tort _ 4 42 383 27 9 Ohio _ _ _ _ 63 1 34 55 ! Orponn . . . 61 Pennsylvania . 6 4 20 27 152 15 2 : . Vir^rinia 4 IS 266 12 50 Colorado . 1 6 4 10 Total . 30 11 199 i 133 165 i 1, 161 115 23 | 83 23 States. Library. Property, income, &e. / Number of volumes. Number of volumes in society libraries. L' >> j It 5* © c3 __ '£ * s 'd. ? s* 'o ** ® ta Amount of productivo funds. © r* ^ X © 1 i F- © OS -2 *3 ^ o 35 5 cm ^ -2 -° o .2 Receipts for tho last year from tuition ices. Tllinoia _ _ 500 $25, 000 §30, 000 $ 1 , 200 §0 §1, 950 Indiana . 20,000 186, 000 Maine . . . Massachusetts . 4, 000 100 250, 000 228,784 41, 532 6, 133 Mississippi . 0 0 0 3,500 0 0 0 1,400 Missouri . New Hampshire . 2,000 55 | 13,000 155,000 10,500 0 4,832 New Jersey . . 5,000 250 040, 000 600, 000 47,000 o 5, 542 New VnrTc _ . _ 11, 998 700 76,000 25, 090 58, §25 Ohio _ _ 15, 000 Oregon _ _ 1 Pennsylvania . . 32,500 1,000 2,000 307, 000 17,000 Virginia . 5,000 1, 000 1,000 l 351, 800 40, 000 2,200 15,000 20,000 Colorado . 12, 000 5,000 Total . ; 60,998 2, 000 4, 105 j 1, 713, 300 1, 264,784 102, 432 20, 000 115, 382 a Classes not yet organized. 6 Reported with classical department. See Table IX. LXXII REPORT* OF - THE COMMISSIONER . OF- EDUCATION. During the past year an important inquiry* was made, by order of the House of Representatives, into the condition and management of the colleges for agriculture and the mechanic arts, included in the above summary, and established under act of Congress, July 2, 1882. The completeness of the schedule of inquiries sent out fur¬ nished every institution an opportunity to present all the phases of its plans and work. The fidelity to the spirit of the act under which the grants were made, and the fairness and patience with which the work was prosecuted, commend the conclusions cf the committee to all. By the courtesy of the chairman of the committee, Hon. James Mon¬ roe, I am enabled to present the following facts ascertained by them in reply to their inquiries, and which will be embodied in their forthcoming report. Questions like the following were suggested at the very outset : What are the proper relations of the Government to the education of the people 1 What are its relations especially to scientific and technical education, such as is offered by colleges of agri¬ culture and the mechanic arts ? Does the endowment of such schools come within the proper and constitutional sphere of the National Government f In other words, should schools of this class he supported by taxation of the whole body of the people ? If this question be answered in the affirmative, the inquiry then arises, What is the true ideal for schools of this grade ? What systems should be adopted f What should be the eKtent and variety of the instruction furnished ? How ample should be the mate¬ rial appliances ? How numerous and how expensive should colleges of this kind be made ? The temptation to discuss this class of subjects has been somewhat strength¬ ened by suggestions favoring such discussion, from sources entitled to high respect. But not turning aside for the discussion of these questions, the committee discuss the following subjects : “ Sale of land and land-scrip “ investments of the proceeds of the sale of land and land-scrip “ the financial management “ educational results,” and concludes with several miscellaneous references. Quoting the language of the act of 1862, they observe that its great object, with respect to investments, is “ security ” They treat of the investments by the several States considerably in detail, finding some things to disapprove and many to commend. Florida and Kansas furnished the committee no replies to their inquiries in regard to investments cf money. They re¬ port the following as the States which have received noticeably large prices fcr their lands : Minnesota, $5.62 per acre ; California, $5 ; Michigan, $3.25 ; Iowa, $2.27 ; Missouri, $1.84 ; Wisconsin, $1.25 ; and farther add that, “ as regards the States which received only land-scrip, the price for which this was sold ranged from 41A cents per acre in the case of Rhode Island, to 95 cents per acre in the case of Virginia. Between these extremes, two States sold for 50 cents ; seven for prices between 50 cents and 60 cents ; one for 60 cents ; three for prices between 60 cents and 70 cents ; two for prices * Washixgtox, D. C., February 18, 1874. Sir : On the 24 of the present month the House of Representatives unanimously adopted the follow¬ ing resolution : “ Ilesolvcd, That the Committee on Education and Labor is hereby instructed to inquire into the con¬ dition and management of the agricultural and other colleges which have received grants from the United States, under the act of July 2, 1862, and the acts in addition thereto also to inquire in regard to the investment and security of the funds of these institutions, and whether their management is in accordance with the Constitution and laws of the United States and the conditions of the aforesaid grants.” In the discharge of the duty thus imposed upon the committee, we respectfully address to yon the accompanying inquiries, and shall hope to receive your reply as promptly as your convenience and the preparation of the necessary information will permit. These inquiries are addressed to you in no unfriendly spirit, hut in the hope and belief that the large majority of the institutions contemplated by them have been honestly managed, and a large portion of them both honestly and wisely. We trust that the replies received will be so full, thorough, and candid as to prevent the necessity of any further measures to obtain the desired information. This letter and the accompanying schedules will be forwarded, not only to institutions organized under the act of July 2, 1862, but. to others of similar character and object, in the belief that the officers of the latter class will take pleasure in replying to such of the inquiries as are pertinent to their circum¬ stances, and thus furnish the means of an instructive comparison. Yours, respectfully, JAMES MOEftOE, Chairman of the Committee on Education and Labor. AGRICULTURAL COLLEGES. Lxxn: between 70 cents and 80 cents ; three for prices between 80 cents and 90 cents : fonr for 90 cents : and two for prices between 90 cents and 81. Here the relative time of sale was the question of importance.” They state that, “ at a later period, and largely through the energetic management of one of the ablest men and truest friends of education which this generation has pro¬ duced,— the late Ezra Cornell, of Ithaca, X. Y.,— the sale of scrip was brought under the control of a single system of agencies, characterized by unity, method, prudence, and sagacity. The value of the scrip was thus enhanced, and hundreds of thousands of dollars were saved for the education of the people. * * * With the single ex¬ ception of Delaware, the States which received the largest sums for their scrip were, in their order, Virginia, Tennessee, Alabama, Georgia, Mississippi, Arkansas, Texas, and Louisiana.” They state that the interest has been paid in Alabama, Arkansas, Georgia, Missis¬ sippi, and Virginia, while in Tennessee the failure of the State to pay the interest ne¬ cessitated the sale of State treasury- warrants at* a discount, and a loss of §10,065.25 was incurred — a loss to learning by the violation of a just obligation, which it is hoped the honor of the State will not permit to remain unpaid. In North Carolina the bonds have yielded no income. In South Carolina they find that the management of this trust has been “ equally reprehensible :” and that “in the States of Nebraska, Nevada, and Oregon the lands granted by the United States have not yet been sold, and conse¬ quently no investments have yet been made.” The report of the committee further states : No funds are reported lost from the moneys received from the national land-grant, except insignificant sums in two or three cases. It must be added, however, that no attempt is made to report in this connection the amount lost to the colleges from dimi¬ nution of the principal or of the interest paid thereon in consequence of injudicious investments. The losses from this source, if accurately ascertained, would no doubt make a large aggregate. The colleges are generally free from debt. Such debts as exist are commonly for small amounts, and are all "for legitimate objects, and in the way of early liquidation. There is nothing in this respect to produce anxiety among the friends of education. The system thus far pursued, upon all the points named under this head, indicates both sound feeling and practice in the present managers of the colleges, and is one of the best guarantees of future prosperity. ***** * * EDUCATIONAL RESULTS. ******* , These institutions may be described, in general, as being in a state of formation. In a few States no provision has yet been made for the establishment of colleges. In several other States, although the necessary legislation has been enacted, no progress has yet been made with organization. In a larger number organization has but recently been effected, and only six institutions are reported as having been commenced prior to 1865. It is evident that we have not sufficient data for the proper discussion of the topics which at once suggest themselves to the thoughtful inquirer, even were they all Jegitimate fields of investigation in the present report. Are these colleges so in har¬ mony with the spirit of our institutions and the genius of our people that the popular interest will gather about them, and that they will become great centers of enlighten¬ ment : or are the great educational forces to exert themselves rather from schools not established directly by the Government? Which will be most successful, tlaose colleges which are attached to other institutions, or those which have independent charters ? Are schools of this kind better suited to some sections of the Union than to others, and hence more likely to take root and prosper in these than in sections less congenial ? It is too early to obtain intelligent answers to these questions from the imperfect infor¬ mation furnished us. Indeed, many of the colleges very properly ask for a delay of judgment in regard to the amount and quality of their work until time has given them further opportunities. It is due, however, to this whole class of institutions to say that there is nothing in the resul ts thus far attained that can be called discouraging. In several of the States the failure or delay is fairly chargeable to social disorders which, it is hoped, will prove to be temporary. The delays and mistakes elsewhere are probably only such as are incident to human nature engaged in a new enterprise. It may be doubted whether the colleges of agriculture and the mechanic arts have had more than their fair average share of blunders, of which every department of activity furnishes its proportion'. A considerable number of the colleges have done work which LXXIV EEPOET OF THE COMMISSIONER OF EDUCATION. requires no apology, and a few of those earliest organized have already found time to ! take high rank among the institutions of the land. The number of students in attend¬ ance upon these schools is already between three and four thousand, and they have furnished more than 1,600 graduates to the active occupations of life. They are gen- | erally gathering about themselves material appliances in the form of farms, stock, j workshops, machinery, books, and apparatus. More than two hundred teachers are engaged in the work of instruction. There is evidence of an honest purpose to make i the studies pursued such in variety, in extent, and in value as shall meet the require¬ ments of the law to which they are indebted for their endowment. Studies connected with agriculture and the mechanic arts are made prominent if not paramount, and there is reason to believe that by this means the taste for these branches of knowledge f has been considerably increased in the whole community. It must be added, that the £ reports sent from these colleges reveal, in many cases, a certain fresh interest, a spirit i of youth, a new enthusiasm, which, when intelligent and enduring, is one of the best : prophecies of success. Strong evidence is afforded of the power of these institutions to ri establish sympathetic relations between themselves and the communities in which they are placed, in the fact that they have already received, in appropriations from : States and in donations from towns, counties, and private individuals, an amount i| almost equal iu the aggregate to the whole bounty of the Government. Among the inquiries addressed to the colleges is one in regard to the average cost of ] educating a impil — that is, the average cost of instruction, as distinct from other 1 expenses. The replies vary from $40, in the case of Kentucky, to $293.28, in the case H of Pennsylvania. The average of all the sums reported is about $118.42. Tuition to ;| pupils belonging to the State is commonly either free or at a very low rate. To the question whether persons of color are admitted, twenty-nine colleges have J forwarded replies. Of these, fifteen report that such students would be admitted; 1 nine, that none have applied ; two, that they would not be admitted, because provision J has been made for them elsewhere ; two, that no rule prevents their admission ; and I one, that terms of admission have not yet been settled. It will be found that the graduates and other students of the agricultural and J mechanical colleges are doing their fair share of the useful and responsible work eon- J nected with the interests of labor and with practical life. Two industrial schools of high order, not endowed by the national land-grant, the 1 Worcester County Free Institute and the Brooklyn Collegiate and Polytechnic Iusti- I tute, have forwarded reports to the committee. Iu conclusion, the committee will recommend “that the Attorney-General be requested I to report to the House what measures, if any, should be taken by the United States to I secure from any State the fulfillment of its contract to preserve undiminished the .1 principal of the fund derived from the grant of land made by the United States for ■ the support of colleges of agriculture and the mechanic arts, and whether, in his judg¬ ment, the provisions of existing law are sufficient to afford a remedy in the premises.” j Many valuable facts appear in the reports submitted by the several colleges, which j will be found in substance in the appropriate places in this and other reports from this Office. A study of the facts gathered by the committee suggests two important conclusions '» with regard to the management of these colleges : First, the general incompleteness of the records kept ; second, the need not only of fidelity, but of financial skill in the I administration of their endowments. It is apparent that, however the funds of the several institutions have been mis- i managed, none of the stigma of it attaches to the faculties of the colleges. There is abundant evidence that they have, to the best of their ability, sought to secure remunerative investments for the funds, and to organize and conduct the il colleges in full accord with the spirit of the act establishing and endowing them. Scientific colleges, so recently established among us, have to prepare : 1st. Their teachers. 2d. Their apparatus and other means of instruction.* * Among the recent most valuable contributions to the literature of scientific education is Knight's i Mechanical Dictionary. Mr. Knight, in the preparation of it, has had rare advantages, as examiner in the United States Patent-Office and editor of the reports of patent-cases. His work would do good in the reference library of every school. Side by side with it, though very different in aim and scope, may be fitly put Technical Training, by i Thomas Twining, London, who is engaged in efforts to popularize science* especially for the benefit of the working classes. SIGNAL-SERVICE STATIONS. LXXV 3d. The courses of study in tlie fitting schools. 4th. The public mind.* * Iu these colleges we may reasonably expect the various questions of physical sci¬ ence and their application to be solved as they arise.t Officers and instructors are manifesting a thorough sympathy with this spirit of progress. Among the agricultural topics that specially demand their immediate attention are forestry and irrigation. SIGNAL- SERVICE STATIONS AT AGRICULTURAL COLLEGES. I think it is already apparent that the agricultural colleges could, with good reason, be made stations of the Signal-Service of the United States. First. The colleges could furnish an intelligent eorps of observers. Secondly. This connection of the Signal-Service with colleges of agriculture and the mechanic arts would be likely to contribute greatly to the progress of the science of meteorology : (c) by bringing the facts observed directly to the attention of profes¬ sors learned in this and related subjects, and occupied with instruction in them; (6) by creating among students when young an interest in the subject, and giving them peculiar facilities for progress in it; (c) these colleges having in connection with them experimental farms, professors and students would eagerly study the application- of meteorological information to farming, and thus a greater benefit would accrue to this vast and primary interest from the Signal-Service than is possible as it is at present organized. In 1864, in order to arrest the attention of the laboring classes, he prepared a syllabus of six lec¬ tures, as follows : 1. The Alphabet of the Science of Common Life ; or. A First Peep into the Mysteries of Health and Comfort. 2. A Good Home, and what belongs to it. 3. Fumitare and Clothing, and Health as affected by them. 4. Food ; its purposes, principles, and resources. How to make meals palatable, wholesome, and cheap. Beverages. 5. Fire ; what it is, and how to make the best of it. Contrivances for Ventilation. C. Good Health, and how to keep it. * A proposition is under discussion by Harvard and other institutions to send out parties, under the lead of professors, for field study of the aspects of natural science after the method instituted by Agassiz, at Penikese. If carried out, it undoubtedly will accomplish much in the advancement of science and of right methods in the prosecution of scientific inquiry. * Dr. J. M. Toner, president of the National Health Association, and a well-known writer upon medi¬ cal subjects, referring to the injury done by the use of impure vaccine-matter, and the need of some source for a supply of pure virus from the cow, suggests that the agricultural colleges endowed by the General Government, which have experimental farms, might- well furnish this. L XXVI REPORT OF THE COMMISSIONER OF EDUCATION. TABLE XI. — SCHOOLS OP THEOLOGY. The following is a comparative statement of the number of schools of theology (in eluding theological departments) reporting to this Bureau each year, from 1870 to 1874, inclusive, with the number of professors and number of students : 1 1 . 1870- 1871. 1872. 1873. 1874. Number of institutions . . i SO 104 110 113 Number of instructors . . ! 339 369 435 573 579 Number of students . . I 3,204 3, 351 3,838 4, 350 It will be observed that the number of institutions reported in 1874 is 3 more than in 1873, the number of instructors 6 more, and the attendance 518 greater. Table XL — Statistical summary of theological seminaries. Denomination. c w O c3 2 a JZ s «2 o ro r, C r qq ■§3 - p fzi ^ 0.1 Ji ! g| 1 * Roman Catholic . . . 18 144 1, 238 1 J Baptist . 16 58 636 ; Presbyterian . _ _ _ _ . . • . . 15 74 617 :i Lutheran . . . . 13 52 426 ’ Protestant Episcopal . _ . - . . . . . 12 56 291 Congregational . 8 50 329 Methodist Epi sonpal . . . . . . . . 7 53 321 Reformed . . . . . 10 S7 United Presbyterian . . . 3 12 8S Christian . . . . . 2 8 82 Free Baptist . . . . . o 10 45 ' 2 1 45 Universalist . . . o 10 27 African Methodist Episcorsal . . . . I 5 8 Cumberland Presbyterian . . . __ _ . . . i 4 12 German Reformed . . i 3 10 Methodist Episcopal, (Smith) . 1 Moravian . . . .. . . 1 1 3 17 New Jerusalem . ; . i Union Evan gelical . . . . 5 20 United Brethren . i 3 19 Unitarian . . . . i 7 12 Unsectarian . i 6 19 Total . . 113 579 4,356 1 For statistics of the several schools reporting see Table XI of the appendix. Number in each State. SCHOOLS OP THEOLOGY LXXVII Table XI. — Schools of theology. ! I cc 72 3 I 8 o ® ! x I £ o | 3 Number of students. ' Library. Properl ty, income , &c. . 1 c Eb x 5 © *55 - rr. © © § p *P i s u i c a S , ■5 © j £ & g © | ce i CD | r c X 1 CJ '• -T. "A - m o 7. cS c t cb a xn p 3d o o3 c 5 < Income from productive funds. 1:0 8 0 0 0 300 ; 25 §0 $0 « * 8 1 4 1 6,600 | 100 650,000 S I IS 4 154 4 122 27 24.000 ! 258, 842 I . 2 0 60 0 0 0 283 27 8,000 ! 49 13 284 G 65 47 28, 500 1 2, 000 505,000 i 767,103 73,233 ~ ' 53 700 200 20,000 | 17,000 j 1, GOO 14 4 195 10 7 ! 3,500 j * 60,000 172,800 12,000 24 8 i 4 69 22 j 15 19,200 1,000 | • 60, 0C0 170,000 1 10,000 35 ! _ 357 j 6 ; 20 ; 44,400 650 150,000 ^ 46 I 23 ** 9 171 90 : | 64,833 i 1,223 j 548,500 1, 061, 886 91, 662 7 1 1 47 j .... j 12 j 20, COO 1, 800 16 . ..I 61 ! 11 4 1 6 G, 500 309 ! 111,000 1,200 3 .... . 1 i 1 0 | 0 5,000 | 0 0 26 , 2 : 354 I 1 ! 47 1 4, 550 40,000 40, 000 | 2,500 5 0 1 i 2 1 i 0 800 200 3G j 15 | 303 2 j 172 j 55 61,000 1,059 830, 000 940, 000 59, 700 75 j 25 544 6 ; 187 l« 88,582 1,209 |l, 319, 500 1, 655, 373 98, 859 O 50 Cl 9 ] 324 8 ( 92 i 55 23,700 | 1,200 | 410,000 395, 070 30,660 81 1 18 I 5C7 13 206 i115 88, 526 j 3,431 616,387 1, 024, G07 49, 310 10 ! 126 i 49 i 25 23,873 258 j 30, COO 17, 000 IS 1 70 1 5 1.400 ! 200 j 55, 000 1 . 15, 000 1,000 2 ; 0 10 0 0 i o 14 2 135 j 53 ■ 26 20, 200 670 150, 000 345, 0C0 24, 000 3 .... 43 4 3. 000 20, 000 19 ! 1 | 113 7 ! io 6, 000 150 70, 000 25,000 2,000 8 .... 1 60 6 1, 200 25, COO 4 j.... i | . ! . i ■ .... ! . 579 1129 |4, 294 62 1, 188 |706 J52G. 652 13, 951 |5, 033, 387 6, 908, 281 ! 47-i 7°9 | ’ 113 LXXYIII REPORT OF THE COMMISSIONER OF EDUCATION. TABLE XII. — SCHOOLS OF LAV/. The following is a statement of the number of schools of law reporting to this Bureau each year from 1870 to 1874, inclusive, with the number of instructors and number of students : 1870. 1871. 1872. 1S73. 1874. ‘N'nmliftr of institutions _ * 28 30 37 37 38 Number of instructors . . . 99 129 151 158 181 "N’lrmlifir of stmlonts _ _ _ _ _ 1, 653 1,722 1, 976 2,174 2, 585 One more law-school is reported in 1874 than in 1873, 23 more instructors, and 411 more students. The following is a summary by States of Table XII of the appendix : Table XH. — Schools of laiv. States. Number in each State. Corps of instruction. Number of students. Library. Property, income, &c. In regular course. Present students who have received a degreo in let¬ ters or science. Graduates at the commence¬ ment of 1874. 3S c *p o © 3 ^ g -2 oq c n © . log 6 g ^ © i- CD © n ■** O -g g m 5? c3 = O CO > © © © G2 © © OQ z M m t£ ^ cS ci'g CQ* O cc £ ! o o5 j 1 < © © O j! s 1 2 1 £ - ka . i © a r© O ■ g, 3 ’© ^ © I.— Medical and Surgical. 1. Regular. 1 9 95 30 500 o $150, COO §9 $0 9 82 . 8 17 1, COO 200 100, 000 §13, 000 1 50 13 9 2, 500 21,332 ! 3 153 9, 300 125, 000 7, 531 3 53 346 3 130 56 5G 53, COO 6, 800 3 39 133 59 15, 000 15,000 i . 1,500 4, 800 2 249 98 200 75, 000 ! 7, ooo 57 191 4, 000 17. 500 ! 17, COO i 8 101 50 2, 0C0 0 75, 000 0 0 15, 875 Maine . i 9 7G . 8 20 4, 000 0 25, 000 2, 500 150 6, 045 Maryland _ 3 33 283 104 , 1 . 140, COO 16, 000 Massachusetts . 1 30 186 80 27 2, 000 48, 184 4, 309 31, 115 "Mip.Tiicran . _ _ o 23 395 41 91 1, 500 100 70 000 15, 313 Missouri . 4 45 420 12 98 3, 575 300 135, 000 1,000 100 25, 182 New Hampshire. . . . 1 8 78 8 17 1,400 j 100 30, 000 0 0 4, 000 New York . 1 9 157 1, 737 195 428 7, 615 137 1 290, 000 1 2, 500 166, 271 Ohio - _ _ _ c 70 770 27 176 7, 800 25 1 405, COO j 3, 500 Oregon . 1 7 14 3 . . 1, 080 Pennsylvania . ! 4 - 554 105 294 3, 000 . j 150, 000 69,250 1 4, 750 48, 150 South Carolina . o i 11 61 1 29 20. 000 2, 500 Tennessee . 1 8 210 69 250,000 L j 15, 000 Texas . 1 15 0 13 40 o 5, 000 ! 3, 000 Vermont . 1 10 51 6 1 1 19 12, 000 0 0 ! 3,500 Virginia . 2 19 112 1 28 1, 000 60, 000 I 5, 000 1 . District of Columbia 3 31 140 5 * 6 1 95, 000 2, 000 Total . h 160 6, 888 621 2, 066 52, 086 I 91S |2, 292, 500 164, 266 13, 309 j 417,667 2. Eclectic. Illinois . i 13 105 32 500 60, 000 GO, 000 5, 509 5, 350 New York . i 5o 5 22 400 . 0 5 000 2, 500 Ohio . i - 143 80, 0C0 Pennsylvania . i 9 0 | 113 1,500 200 25, 000 0 0 10, 000 Total . 4 36 303 5 | 1C 2, 400 j 200 170, 000 GO, 000 5, 500 17, 850 3. Homeopathic. 1 Illinois . 1 14 92 2° o o 60 000 6, 500 Massachusetts . 1 30 130 8 I s 1, 000 200 125, 000 45, 000 2, 450 10, 000 Missouri . 1 1 12 35 ! 17 0 0 2, 0C0 New York . 35 1 152 39 200 o 160 000 0 o Ohio . 1 1 17 G5 i ooo | 50, 000 i Pennsylvania . 1 14 1 126 15 ! 27 2, 000 75 j 60, 000 0 0 10, 123 Total . 7 1 122 | 565 i 58 1 110 4,200 1 275 I 455, 000 45, 000 | 2, 450 | 28, 623 SCHOOLS OF MEDICINE. LXXXI Table XIII. — Schools of medicine — Concluded. States. d 'eS o ~ © 5-i © © 33 33 o O Humber of students. Library. Property, income, &c. o 03 © 5s © Present students who have. rocoived a degree in let¬ ters or science. © . © rr 1— 2 2 ^ © ’fi r r s 1 > 'o g £ OQ 77 2 § i * | | ri r£ © E §J O © , — ' tJD g C*H & ° « © tc I43 © > © O m o ^ o < O © r3 © 0 © e © 2 <2 2 o 75 2 ^ o © © n.— Dental, * n 43 4 0 0 ! $1,000 i so $0 2-j 19 52 3 23 1,000 i 60 | 11, 500 ! $9, 300 Massachusetts . 2 99 68 3 20 200 ! io 21, 500 . 6, 895 Missouri . 1 10 18 100 0 I . Hew York . 1 18 68 3 12 0 0 1 i . 0 0 5, 222 Ohio . .! . 1 tv 24 11 75 12 j 15,000 3, 000 Pennsylvania . 2 40 160 . 6 64 6, 755 Texas . , 6 . Total . j | 11 133 431 i 19 i 142 ! 1,375 82 49,000 31, 172 1 ; IU.— Pharma- ; ■ - CEUTICAL. 1 | j California . ! 1 4 23 0 15,000 o o 1,500 Illinois . j 36 15 8 1, 800 260 Iowa . ! 1 3 I 1 Kentucky . 3 | 39 6 1,200 70 1 1,025 Maryland . 1 3 j 15 300 50 ! I Massachusetts . 1 3 i 95 44 500 5 2,000 2, 000 140 j 1 2, 556 Michigan . 1 8 j 68 7 L. ...... Missouri . J 3 I 15 100 ’ 500 I 1,500 Hew York . 1 4 137 : 34 1, 000 110 20, 000 | 1,200 j 7, 000 Ohio . o | 6 157 3 100 2,000 200 Pennsylvania _ 1 3 269 i 81 2,350 50 76,000 16,000 ! 1,550 | 10, 300 Tennessee . 1 5 31 2 ! ! 2 200 i 1,200 1 District of Columbia 1 3 50 j 6 1 3 200 50 . Total . 14 50 908 j 30 j 211 6,550 525 95, 500 39,200 | 2,960 i 25,281 TOTALS: Regular . j 63 780 6,888 | 621 2,066 52,086 918 2, 292, 500 164, 266 13,309 | 417, 667 Eclectic . . j 4 36 303 5 167 2,400 200 170, 000 60, 000 5, 500 ; 17,850 Homeopathic . 7 122 565 58 j 110 4,200- 275 455, 000 45, 000 2,459 j 28,623 11 133 431 19 142 1, 375 82 49. 000 1 31, 172 Dental . . . j Pharmaceutical . . . . : 14 50 908 ! 3D | 211 6,553 525 95, 500 39,200 2,960 25,281 Grand total — 99 I1, 121 9,095 ; 733 |2, 696 66, 611 2,000 3, 062, 000 308,466 1 ; 24,219 520, 593 TABLE KEY. — UNITED STATES MILITARY AND NAVAL ACADEMIES. In this table of the appendix will he found the statistics of examinations of can¬ didates for admission to the United States Military and Naval Academies for the year 1874. E — YI LXXXII REPORT OF THE COMMISSIONER OF EDUCATION, TABLE XV. — DEGREES. The table of the appendix shows the number and kind of degrees conferred in course and honoris causa by the universities, colleges, and professional schools in 1874. The following summary exhibits the number of degrees of each kind conferred by institu¬ tions in the several States, and the total of the same for all the States and the District of Columbia: Classification of degrees. — The number of degrees of all classes conferred in course was 8,859; honorary, 441. These were distributed as follows: In letters, 3,476 in course, 149 honorary ; in science, 812 in course, 9 honorary ; in philosophy, 85 in Gonrse, 15 honorary ; in art, 4 in course, none honorary ; in theology, degrees and diplomas, in course 630, honorary, 193 ; in medicine, 2,845 in course, 2 honorary ; in law, 939 in course, 73 honorary. Table XV. — Statistical summary of all degrees confessed. * All classes. cc s EH m Hi Science. O QQ o Abt. 0 0 E4 3 s H 3 Law. © o © w 5 w © g c © >5 w o a © CD f-i 2 O © © 02 o © 85 >5 3 <3 It -j: 1 . ; : « | E ^ © 3 S 3 3 © © © >> rl 0 © 02 u - - © h g 0 = 0 a 73 73 *8,859 441 3,476 . 149 812 15 4j. . 630 193 2,845 2 939 Total in classical and scientific colleges... . *5, 630 563 2,666 441 2,957 519 149 772 40 ji 9 85 15 41 . 74 193 ! 825 | 2 849 Total in colleges for women .... Total in professional schools . . . Alabama . . 556 | 2,020 90 i 1 m h ~7i _ ? 95 4 52 2 4 1 1 30 8 Classical and scientific colleges. Colleges for women . - • •• 19 46 30 4 6 46 o 4 l 1 8 Professional schools . 30 Abkansas . ill - 8 ... 2 5 Classical and scientific colleges. Colleges for women . . - 8 2 i 5 7777! Professional schools . .... Califobnia . = = = 67 .... 20 .... 13 F 16 1 .... 1 17 Classical and scientific colleges. Colleges for women . — 65 20 .... 13 [— H 16 — 17 ... Professional schools . 1 ! 1 Connecticut . .... 1 _ 5 5 292 23 253 10 1 4 5 g! 9 20 Classical and scientific colleges. Colleges for women . 287 23 253 10 1 4 8i 9 20 Professional schools . . 5 5 Delaware . _ _ -- .... Classical and scientific colleges. Colleges for women . Professional schools _ _ ...... 'T Flobida . _ _ !_ _ _ = .. Classical and scientific colleges. Colleges for women . . - — Professional schools . i Includes 63 degrees not specified. COLLEGE-DEGREES, Lxxxm Table XV. — Statistical summary of all degrees conferred— ^ Continued. 1 8 CO CO * CO - w s m o QQ Q o c i4 w a o 3 w <5 C H & i-i o 3 e | OQ , ] O u ! G | d O M U o i! o M j c c X I 5 j s 03 1 >> g 1 f- O O j >. C2 O 6 X 0 0 G r- 0 jj Georgia . 194 123 3 J OO 8 9 Classical and scientific colleges. 87 7 55 r. g .... 3 16 8 2 Colleges for women . . 6S 68 39 39] .... Illinois . . . *504 24 125 1 15 68 N ~ 43 6 1 14 ~2 Classical and scientific colleges. *3& 24 87 15 68 6 .... • • -- 7 6 45 ~i 14 2 Colleges for women . 38 38 Professional schools . 182 ... .... 36 146 _ INDIANA . — . 294 23 107 1 0 58 2 1 1 9 108 21 3 l Classical and scientific colleges. 223 23 95 8 58 2 .... 1 9 49 21 3 Colleges for women . 12 12 Professional schools . 59 59 Iowa . 314 16 81 1. 3 59 2 5 1 = j— j 7 93 = 71 3 Classical and scientific colleges . 241 16 81 3 59 2 5 1 1 7 25 71 3 Colleges for women . • Professional schools . 73 73 ■ _ _ _ Kansas . 8 : o 4 4 2 Classical and scientific colleges . 8 2 4 4 2 Colleges for women . Professional schools . . . Kentucky . 367 83 5 22 i 1 : n | 253 8 " Classical and scientific colleges. 122 7 47 5 10 1 2 57 8 .. Colleges for women . 48 36 12 Professional schools . 197 i 1 . j 196 Louisiana . 82 2 16 1 i ; O 50 14 i Classical and scientific colleges. 79 j 2 13 1 i j 2 50 14 Colleges for women . 3 3 Professional schools . .... Maine . 114 13 72 3 - 1 15 j 5 20 5 “ Classical and scientific colleges. 97 13 69 3 ~ ! i 1 5 20 5 Colleges for women . 3 3 1 . L Professional schools . 14 14 | 1 . Maryland . . . 241 10 54 3 o i= 20 4 ! 147 18 3 b Classical and scientific colleges. 47 10 45 3 2 i 4 3 Colleges for women . 9 9 " | . * Professional schools . . 185 ! . 20 .... i 147 L 18 Massachusetts . 558 1 17 315 8 21 68 i 6 96 58 3 v Classical and scientific colleges. 454 | 17 315 21 _ i 20 6 40 .. 58 3 Colleges for women . I I 8 1 Professional schools . 104 i 48 .... 56 1 1 * Includes 57 degrees not specified. LXXXIV REPORT OF THE COMMISSIONER OF EDUCATION Table XV. — Statistical summary of all degrees conferred — Continued. . 'A m 02 < .-3 O 03 a H a 1-4 o K H s m c 0 P 5 } « < O o S H o I 2 w- 3 : fn F-t O O H d O o o c o w © CO f-t o © >; O o w d CO o O s? a f-t o fl o H d GQ "l O c d 02 5 M >5 g 3 a ° . d 02 f- & © 1 w >ii d 3 CJ 3 hJ o 3 419 c 85 81 14 n 4 113 126 2 11 398 6 85 '81 ! 14 4 92 1261 2 Colleges for women . .. 1 21 21 ...J Minnesota . 14 3 1 7" • = 10 _ ! ...•| Classical and scientific colleges. 4 3 ”1 _ 1 Colleges for women . ' ! 10 ..... 10 =1 68 58 4 4 H r = 1 r? 5 o 1 _ : " Classical and scientific colleges. 26 - 17 4 4 iTTTTi H i i 5 2 Colleges for women . 41 41 i 1 1 .. ** Missouri . 29T 7 78 1 10 } i .... T! 44 5 | 141 22 i Classical and scientific colleges. 92 59 1 10 j i ' 5 22 ! 1 Colleges for women . 20 19 I Professional schools . 185 ' 44 141 |" Nebraska . 3 2 1 3 — i i |= Classical and scientific colleges. .3 2 1 3 i Colleges for women . Professional schools . Nevada . Classical and scientific colleges. 1 Colleges for women . \ Professional schools . . . r _ _ New Hampshire . 137 14 97 8 20 3 20 b 3 1 Classical and scientific colleges. 121 14 81 20 3 20 Colleges for women . . 16 16 1 ^ PrnfpsRi final srVhnnls _ l: New tTerrbv _ _ 244 gj 178, 2 11 1 ~ .55 4 y| . Classical and scientific colleges. 186 9 175 3 i 2 11 1 4 o Colleges for women ...... ...... 3 PrnfpsainTinl sclirmls _ 55 55 _ j l'~" | _ : _ _ _ New York . 1, 480; 1 52 369 1 11 132 7 5 131 23 535 *306 13 Classical and scientific colleges. 969 | 52 369 11 132 .. 7 5 26 23 129 306 13 Colleges for women . i Pmfpssional schnels _ _ 511 . | 105 496 1 Norm Carolina ! 63 1 9 59 | 2 2 1 5 r 2 1 * ! Classical and scientific colleges - 47 j o 43 2 2 5 2- flnljogps fnr wnnira 16 1 16 1 ~ 1 i Professional schools . . . COLLEGE-DEGREES, LXXXV Table XV. — Statistical summary of all degrees conferred — Continuod. CD BQ U J - < QD -~ H H Science. o co o < Theology. Medicine. Law. * In courso. Honorary. | In course. Honorary. | In courso. In course. >> c - £ 7 O C o Z I Honorary. | O O O j Honorary. | In courso. H Iu course. Honorary. | Ohio . 670 42 310 12 60 j 2\1 3 ..j 53 20 209j 7 — ! .6 Classical and scientific colleges: 345 42 275 12 36 1 3 . 12 20 22 6 62 35 24 : 3 .. 26? 41 187j A .. 28 1 8 17 TTTTj 3! = ! ■"■j 28 1 8 17 — r 3 1 .. .. 1 _ _ _ _ Pennsylvania . *1, 186 48 392 14 64 j 9 2;7 ld6 27 j 575] j 4 Classical and scientific colleges . *592 48 369 14 60 1 9 2 . 3 27 121; 19: 4 27 23 4 ..... 1 567 ' ... 113 454! _ .... 1 . ... : - 1 .... 1 59 6 4 4 j- 1 2 ....1 = .... Classical and scientific colleges. 59 6 55 4 4 .... .□ 1 2 Colleges for "women . 1 ! Professional schools . • ... South Carolina . . j 124 13 63 5 2 1 i 25 8 29 5: == . ..j j Classical and scientific colleges. 36 13 29 5 o i i 8 5: Colleges for women . 34 34 1 Professional sehnnls . . 54 25 29 _ _ _ _ _ Tennessee . 295 21 I 144 9 13 5 9 ^1 62; 3 Classical and scientific colleges . ' ! 196 21 47 j 9 13 ... I ~r 5 9 69 62 3 Colleges for women _ 97 97 ...J 1 Professional schools . 2 ....[. 2 ...J _ Texas . . 40 2 22 1 18 1 1 — Classical and scientific colleges. 18 2 18 . 1 1 Colleges for women . _ 4 4 • i Professional sehnnls _ _ ... 18 1 j 18 .... Yervoxt 58 j 12 26 ! 4 : 11 3 2 ! Q 19 | [ 3 1 1 Classical and scientific colleges. 58 12 26 4 11 3 o 19 1 3 Colleges for women . j ~ 1 Professional se.hools . _ .... | _ _ Virginia . J 257 | 26 106 ;i 6 i 53 6 26 17 29 ~ 37 : i Classical and scientific colleges. 202 : 26 90 l! 6 ;! 53 6 17 16 37 3 Colleges for women . . 16 1 16 ,| f" Professional schools . 39 j 26 13 . _ "West Virginia . 28 ! 5 j 21 j 4 ~l ~c. fZT. 1 I ' Classical and scientific colleges. 28 '! 5 »; 21 j i i| Colleges for women . . _ _ i 4 L 1 Professional schools . 1 .... j . 1.. * Includes 11 degrees not specified. LXXXVI REPORT OF THE COMMISSIONER OF EDUCATION Table XV. — Statistical summary of all degrees conferred — Concluded. All classes. m 3 o 5 m 0 ’SI § < Theology. 1 0 r= i Hi © O © g* s o H 6 02 S a EO rH o © h i 1 0 © 1 S | H | >3 « O O d 02 0 >» ’ d 0Q O © O d m 0 © j "Wisconsin . 151 11 72 3 J hf 5 6 21 1 Classical and scientific colleges . 146 li 72 3 53! 1 1 6 21 1 Colleges for women . Professional schools . 5 5 District of Columbia . 100 23 1 p 6 9 i 61 H 1 Classical and scientific collecres. 54 23 1 6 I 24 Colleges for women . . . | Professional scliools . . 46 6 3 1 37 1 I i"“ Institutions and degrees. — The number of institutions of the several classes embraced in the summary, with the number of degrees conferred by each class, is as follows : Universities and colleges of the liberal arts, 228 ; degrees conferred in course, 3,520 ; honoris causa, 441. Colleges of agriculture and the mechanic arts and schools of science, 35 ; degrees conferred in course, 362. Colleges, &e., for the superior instruction of women, 65 ; degrees conferred in course, 563 ; honoris causa, none. Total number of degrees conferred on women in institutions embraced in Tables Till and IX of the appen¬ dix, 860; honoris causa, none. Schools and departments of theology, 59; degrees and diplomas conferred in course, 630. Schools and departments of law, 32; degrees con¬ ferred in course, 939. Schools and departments of medicine and pharmacy, 81 ; degrees conferred in course, 2,845. LIBRARIES. LXXXVII TABLE * XVI. — LIBRARIES. This table of the appendix presents information in regard to libraries concerning which no detailed statistics have been previously given in the reports of this Bureau. The following is a summary of the table : Statistical summary of number of additional libraries , $'C. States. Number of libraries. Number of volumes in libraries. Number of pamphlets iu libraries. Number of manuscript s in libraries. Annual increase — Total. Circulating and reference. o o p o <2 S P5 Circulating. w rX O O rP In pamphlets. 1 i 3,670 12 250 50 6 5 1 24,255 2,336 l, ooo 1, 470 36 13 3 i 9 30, 160 500 875 12 1 i 400 50 1 1 1,500 250 2 2 5,710 400 300 100 18 10 3 5 49, 519 875 6, 321 40 10 3 28,764 173 1, 467 50 Iowa . 5 3 9, 725 250 5 497 35 Kansas . 1 1 2,112 125 Kentncky . . 1 1 1, 314 50 Louisiana . 3 1 2 55, 832 3,628 107 1, 450 Maine . 5 3 1 1 14, 207 3,500 830 Maryland _ 4 2 1 1 16, 570 10 200 Massachusetts . 102 48 6 48 332,991 22, 052 1,253 18, 671 3,062 Michigan . 9 3 1 5 16,954 300 35 2, 095 Minnesota _ _ 7 4 1 2 22,457 650 654 50 Mississippi . . 1 1 1,200 Missonri _ . . . . 6 1 5 13, 819 500 500 Jfebrasta _ _ _ 2 2 5, 500 650 Nevada . . . 2 2 5, 400 700 100 50 New Hampshire . . 13 8 J5 29, 077 100 983 52 New Jersoy . 11 6 1 4 53, 829 5, 000 7 1, 755 250 New York . 45 22 10 13 149, 627 10, 690 2,110 7,544 505 North Carolina . . 2 2 3,700 1,200 157 Ohio . 17 8 1 8 '51, 622 2,425 15 5,472 318 Pennsylvania . . 24 13 4 7 76, 696 936 1 2, 488 50 Khode Island . 1 1 6, 000 30, 000 7,000 Tennessee . o 1 1 7, 155 200 Texas . 1 1 1,500 500 Vermont . 8 4 1 3 26, 868 225 200 Virginia . 3 4 23,519 1, 200 815 50 West Virginia . . . 1 1 5, 000 Wisconsin . . 5 1 4 8,838 100 712 District of Columbia _ 2 2 5, 200 250 100 Utah . 1 1 900 100 Total . . 340 161 | 30 143 1, 091, 590 88, 740 11, 545 56, 891 j 4,910 LXXXVIII REPORT .OF THE COMMISSIONER OF EDUCATION. TABLE XVII. — INCREASE OF LIBRARIES. This table of the appendix presents statistics of increase in hooks, pamphlets, &c., of 336 libraries which furnished detailed statistics in 1872 or 1873. The following is a summary of the table : Statistical summary showing increase of libraries during 1874.* States and Territories, Number in each State. Number of volumes in libraries. Number of pam¬ phlets in libraries. Increase < last fiscal | R luring the year in— "8 3 Arkansas . 1 3 024 250 California . 9 140, 010 678 8,605 463 Connecticut . . . 12 86, 837 1, 750 5,007 196 Delaware . . „ . o 8 700 150 175 Georgia . o 29, 000 7, 000 2,491 587 Illinois . . . 10 114, 898 15, 791 14, 595 2,736 Indiana . . G 54,141 5, 300 5,586 514 Iowa . . . . . 9 47, 639 '6, 196 4,944 419 Kansas . . 1 10, 317 1,076 Kentucky . . 5 91, 713 982 3, 199 50 Louisiana . . 1 3, 000 Maine . . . 10 72,856 430 13, 356 408 Maryland . , , 6 165, 294 13,283 7,660 411 Massachusetts . 81 1, 112, 718 356, 216 95,873 52, 566 Michigan . 9 73, 409 2,961 1,727 • 404 Minnesota . . . o 13, 806 9, 268 2,123 638 Mississippi . . . . . 1 16,000 1, 506 1, 710 150 Missouri . . . . . 5 84, 575 15, 015 4,877 2,280 Nebraska . 1 10, 000 5, 000 250 55 New Hampshire . . . 13 63, 061 2,391 3, 354 1, COO New Jersey . . . 8 57,699 281 2, 477 356 New York . _ . 34 797, 048 68, 916 30, 994 4,415 North Carolina . _ . 1 25, 000 5, 000 1, 150 . 53 Ohio . . . 15 201, 073 25, 949 17, 577 4, 338 Oregon . . . . . .. . I 7,311 100 484 30 Pennsvlvania . _ . 38 493, 592 90, 450 28, 576 3,883 Rhode Island . 17 121,883 4, 920 5,395 999 South Carolina . 3 20, 805 983 417 63 Tennessee . . . 2 32, 000 500 1, 000 500 Tesas . .* . 3 28, 007 | 2,583 1,687 123 Vermont . . . . . . . 3 25, 990 2, 460 1,200 195 Virginia . . . . . 3 36,871 1,000 1 1, 503 95 Wisconsin . . 5 71, 958 31,417 | 6, 955 1, 556 District of Columbia . . . 14 523, 431 84, 7G9 j 23,384 8,910 Colorado . . . „ . . . 1 o 4, 450 1,200 1 Washington . 1 5, 0C0 500 110 20 Total . . . . f . 336 4, 663, 166 J 764, 944 299, 767 88,423 *A. Ii. Spofford, esq., Librarian of Congress, in his report for 1874, states that the increase of the Library of Congress during the past year has been highly gratifying. By the regular annual enumer¬ ation of hooks in the library on the 1st of December, 1874> it is found that the aggregate number of volumes now amounts to 274,157, to which must be added about 53,000 pamphlets. Out of this aggregate, LIBRARIES AND EDUCATION. LXXXIX LIBRARIES AND EDUCATION. All interested in public education were long ago convinced that the work so well begun in the common school ought not to be abandoned when the pupils left, but should be carried forward by methods adapted to their new responsibilities as men and women. Public libraries have rightly been regarded as a great means of stimulat¬ ing ihtellectual growth and activity, and as affording the opportunity of prosecuting the studies and continuing the culture begun in the schools. This belief was justified by the voluntary establishment in many places of subscription or social libraries by those whose desire for knowledge had been awakened in the school-room. Such libra¬ ries, however, did not reach the people generally, and in some of the States it was decided to establish libraries in each school-district as a factor of the school system. In 1827, Governor Clinton, of New York, recommended the establishment of school-dis¬ trict libraries. From that time to 1835 the subject was zealously advocated by edu¬ cators ; and in that year, under the lead of General John A. Dix, then secretary of state and ex officio superintendent of public instruction, their persistent efforts were rewarded by the passage of a law (April 13) permitting school-districts to tax themselves for library purposes. This law proving inadequate, an act was passed in 1838, on the rec¬ ommendation of Governor Marcv, appropriating $55,000 per annum from the general fund, and requiring the districts to raise an equal sum, the whole amount to be ex¬ pended for library-books. In 1837, Hon. Horace Mann, secretary of the State board of education of Massachu¬ setts, and a strong friend and advocate of the measure, secured the passage of a per¬ missive act. This law, like similar legislation in New York, failed to meet the reason¬ able expectations of its promoters, and in 1842 it was amended, the State granting a premium of $15 to each district raising an equal sum by taxation. Maine, Michigan, Ohio, Connecticut, Illinois, New Jersey, California, and Wisconsin have passed laws generally similar to the permissive act of New York. The inadequacy of this plan for school-district libraries to meet the wants of the people, and the remedy therefor in the view of educators, are shown by the following extracts from official sources. Hon. S. S. Randall, city superintendent of schools for New York in 1858, observed : I cordially approve the substitution of the town-school-library system for that of dis¬ trict-libraries. In our own State the latter plan has been in existence for some twenty years, and, although great good has undoubtedly been accomplished by the diffusion of comparatively a few volumes in every district, yet it is manifest that an infinitely greater amount of benefit would have been accomplished by the consolidation of the funds apportioned to the several districts of each town and "the purchase and gradual expansion of a town library, centrally located and easily accessible to all. Hon. Victor M. Rice, State superintendent of public instruction of New York, ob¬ served : The amount now apportioned to the rural districts, where libraries are most needed, is frittered into sums of one, two, or three dollars — sums too insignificant to produce any appreciable effect or even to repair losses. It is believed that the appropriation should be increased, and that it should be accompanied with such legislative provis¬ ions as will secure the greatest economy in its expenditure and the most judicious se¬ lection of books. The trustees, having but one, two, three, or four dollars to invest, purchase a very few volumes, at a very high price, compared with the prices at which they could be obtained in larger quantities. the law department of the library embraces 33,712 volumes. At the corresponding date one year since the library contained 258,752 volumes, thus exhibiting an increase during the year oT 15,405 volumes. The additions to the library during the year were derived from the following-named sources : Books. Pamphlets. By purchase . 6, 528 5G5 By copyright . . . 6, 840 3, 218 By deposit of the Smithsonian Institution . 1, 264 1, 756 By donation, (including State documents) . ...1 . 663 75 By exchange . 105 C58 Total . . . . . . . . . . 15,405 6,272 xc REPORT OF THE COMMISSIONER OF EDUCATION. Hon. H. H. Van Dyck, of New York, stated : Works of an ephemeral character, embodying little amusement and less instruction, have too often been urged upon trustees aud found their way into the library, more to the gratification of the publishing agent than the benefit of the district. It is true also in many cases that when a library has attained to a respectable number of vol¬ umes, as measured in the estimation of those having it in charge, they look upon its enlargement as unnecessary, and seek to turn the appropriation from its legitimate purposes. Hence arise frequent applications to the department for leave to appropri¬ ate the library -money to the payment of teachers’ wages, while others, it is Appre¬ hended, divert it to this and other purposes without the formalities required by law. “ These facts,” says Hon. L. C. Draper, in his annual report as State superintendent of public instruction of Wisconsin for the year 1858, referring to the want of encour¬ agement to maintain school-district libraries in New York, “ point unmistakably to two grand defects in the system of that State: first, the district-libraries being so small as to render them almost useless ; and, secondly, the sad waste of a noble fund by its unwise expenditure by local trustees, who necessarily know but little of the most suitable books ; and if they do, have no proper opportunities to select them.” Mr. Draper further observed, in reference to the libraries of Massachusetts : There were three principal causes of failure : 1. The adoption of the district instead of the township system. 2. The law provided for only a single appropriation, with no provisions for replenishing the libraries ; so when the books were once read, they were laid aside and the interest in the libraries ceased. 3. No proper provisions were made for the management of the libraries, and hence they were often thrust to one side by some blockhead of a librarian and left to neglect. These libraries have gradually dis* appeared. Hon. E. M. Thurston, secretary of the Maine State board of education, in his annual report for 1851, said : It seems to me that the only feasible way of establishing a general system of public libraries in the State is to apply the system of towns instead of school districts. Hon. Anson Smyth, State commissioner of common schools in Ohio in 1858, speaks of opposition to the library-law, and thinks it — Has arisen from the fact that siibdistrict, rather than township, libraries have been attempted. This plan has given to many of the districts so small a number of books as to render these libraries little else than objects of contempt ; whereas, if all the books apportioned to the township had formed a single library, it would have been an object of esteem and proper management. For example, here is a township which receives an apportionment of books to the value of $100 — sufficient for the beginning of an exten¬ sive and useful library ; but the township is divided into twelve subdistricts, and when the books are distributed each receives a library of the average value of about $3. Township libraries administered as a part of the common-school system have been established in Michigan, Indiana, and Wisconsin, but, in the judgment of their early friends, have not been satisfactory. In Massachusetts, home experience and observation of failures in other States led to the adoption of an entirely original plan. The library was separated wholly from the school system, provisions made for the intellectual needs of ail, and the library freely opened for their use. In 1851, an act was passed authorizing “ cities and towns to establish and maintain public libraries.” This law has been twice amended to secure greater efficiency. The success of this plan is established. In 1869 there were 58 public libraries in Massachu¬ setts wholly or partly maintained by taxation. This number has now grown to up¬ ward of 160. The success of free public libraries, supported by taxation, in Massachusetts has led to their establishment in Connecticut, Illinois, and other States, on a similar basis. Though organized under recent legislation, the reports show that they are rapidly multiplying, and that their benefits are equally appreciated in all intelligent commu¬ nities. Public libraries are now universally regarded by school officers and friends of edu¬ cation as an indispensable complement to our system of free schools, and no educational report can now be considered complete which does not recognize their importance. LIBRARIES IN THE UNITED STATES. XCI LIBRARY REPORTS. Hence, in my report for 1870, such facts as could be obtained respecting public libraries were published. The number of libraries reported, including State, proprie¬ tary, mercantile, and other subscription libraries, and excluding those of schools and colleges, Young Men’s Christian Associations, &c., was 152 ; in 1871, the number was 180 ; in 1872, the number was 251 ; in 1873, the number was 351. SPECIAL REPORT ON LIBRARIES IN THE UNITED STATES. The publication of the facts gathered from year to year respecting libraries, lias re¬ sulted in calls for further information on the subject from school officers, librarians, and committees charged with the founding of new libraries. These inquiries hare related to almost every detail of library organization, economy, aud management; and, in the absence of any recent reliable information respecting the number and increase of libraries, and of any guide to those engaged in founding new ones, have been of such a pressing nature as .to seem to justify the preparation by this Bureau of a circular to embrace, besides statistical accounts of American libraries, such facts in relation to the collection, care, and circulation of books by means of public libraries as experience has to give. This view has been strengthened by correspondence with the most emi¬ nent librarians and friends of education throughout the country, all of whom have made hearty offers of aid and co-operation. It is therefore proposed to prepare such a circular,* showing the historical develop¬ ment of libraries in the United States ; their classification, management, growth, and circulation ; the results arrived at by the experience of those best qualified to judge respecting all the details of a public library ; and presenting as foil and accurate sta¬ tistics of all public libraries as can be gathered. The Centennial Commission, recog¬ nizing the importance of this work as a, part of the educational representation at the Centennial Exhibition at Philadelphia, has designated it as a separate class. This will enlarge the scope of the work as originally planned, and doubtless add also to its use¬ fulness. THE BOSTON PUBLIC LIBRARY. As illustrating one phase of the interest taken in library administration, and showing how the taste o£ readers in a public library may be guided and elevated by a wise and competent supervision, I quote the following from the last annual report of Justin Winsor,- esq., superintendent of the Boston Public Library : In August last the long-delayed and consolidated class-list of books in history, biog¬ raphy, and travel, in the Lower Hall, was ready for the public. The new features in popular cataloguing which it presented soon produced the results which were hoped for. The notes appended to the principal cross-references, and intended to assist readers in the choice of books, had a very marked effect upon the character of the *As this report passes through the press, work on the library-circular is approaching completion. The belief in its necessity and importance has been justified and strengthened as inquiries have multi¬ plied and material has been accumulated. The work of preparation, beset with many difficulties, can he appreciated by those only who have undertaken like tasks. At the outset it was found necessary, in order to ascertain with a reasonable degree of thoroughness the names and locations of public libra¬ ries, to address inquiries not only to librarians generally and to school-officers, but to postmasters, offi¬ cers of States and counties, of courts, prisons, reformatories, Ac. The information so gained has been supplemented by direct correspondence with the officers of libraries whose existence was thus ascer¬ tained. This indispensable preliminary work has involved the writing of about 7,000 letters. The prompt voluntary response- to inquiries by nearly all to whom application has been made is most gratify¬ ing, and evinces the strong general interest felt in the subject. Original papers discussing the most important topics relating to libraries, beginning with a historical article tracing the growth of American libraries from their earliest foundation down to the Revolution, and followed by others on libraries of colleges and professional schools ; the relation of free public libraries to public schools ; professorships of books and reading ; the libraries of historical and kindred societies ; the selection, classification, and arrangement, of books in libraries ; the duties and necessary qualifications of librarians catalogues and rules for cataloguing ; buildings, with plans for interior arrangement, Sec., have been contributed by librarians of rare and wide experience. K.CJ1 REPORT OF THE COMMISSIONER OF EDUCATION. circulation in the Lower Hall. As these notes were also intended to bring more prom¬ inently before the class of readers which frequents that department the resources of the higher classification of the Bates Hall, a considerable share of the increase of use of that hall must be ascribed to the influence of these notes, though from statistics it is not easy to indicate the proportions. In the Lower Hall, however, the figures of the circulation can be brought to a demonstration. Although but eight months of the year are covered by its effects, the returns of the entire year show an increase over last year of books used in those departments of 75 per cent., while the additional use of fiction is less than 3 per cent. It has also resulted in reducing the percentage of fiction issued in the popular de¬ partment (Lower Hall) of the Central Library to less than 72 per cent, of the entire issues of that collection, which is several hundredths below the average maintained in the past or ordinarily found in free public libraries. Taking the entire reading of the Central Library, the use of fiction is probably not far from 55 per cent, of the whole issues. I do not share the opinions held by many who indulge in a wholesale denunciation of the reading of novels. After several years7 observation, I am fully cognizant of the fact that the censure of fiction is a good deal a matter of class-feeling — educationally speaking. Books of one literary grade are held to be valueless -by critics on a higher one, who do not appreciate the fact that lower grades of readers should be supplied with mental pabulum suited to their powers of assimilation. The failure to allow for this difference in readers is, I think, at the bottom of many unconsidered assertions regarding the character of certain writers and the literary necessities of corresponding classes of readers. Nevertheless, there can be nothing more deserving of official rec¬ ognition, or of the encouragement of those who are fortunate in literary culture, than endeavors to improve the standard of that reading which free libraries supply. The question is only one of method; and it seems to me that persuasion and kindly assist¬ ance to the unskilled in books is a more gracious procedure than to deprive them of the only books that allure them to partake of the library stores. First of all, the mass of ordinary readers must be made to frequent the library. They are then within its influence, and endeavors to benefit their tastes will, as I think our experiment has shown, accomplish a good result, if the efforts are unremitting. I trust another year will show that the work thus inaugurated will gather strength as it goes on. It is not just to judge of tfye literary taste of a community by the reading of its free popular libra ries. A large class buy their better reading, and depend upon libraries for the ephemeral novels which are the talk of the hour. The laborer or the weary tradesman, notwithstanding his book-case of the classics of his tongue at home, calls at the library after his •day’s work to get a book to supply a pastime, not to advance a study, for which his exhausted energies leave no chance. Public libraries may not ful¬ fill their highest mission in providing mere recreation, but it is for this only, by the nature of the case, that a considerable proportion of the population can find them of benefit. • 1 have during the year made the matter of the public reading in its hygienic rela¬ tions the subject of conference with the late Dr. Derby, the very capable secretary of the State board of health, and have had his assurance of the value of the investiga¬ tions, which I am in hopes of reducing in the future into an order that may yield some profitable conclusions. That the seasons, and even “ spells of weather,77 and events which touch large masses of the population, affect the extent of the library circulation, is patent; but that such causes, including epidemics, whether of a bodily or mental nature, such as result from disease, financial panics, or engrossing topics of thought, produce results in the character of the reading, I am equally convinced, though it will need large observation to array the proofs, and careful scrutiny to allow for other dis¬ turbing influences. I am in hopes to be able to present this aspect of our experience, in something like a satisfactory fashion, at some future time. Experience in collecting information in reference to public libraries has emphasized the necessity of some change in the method of supplying them with the public docu¬ ments of the United States. Although theses documents offer the only opportunity for reading or research in several special directions, to even large communities, many libraries are wholly without them, and few, if any, possess complete sets. In such cases it is manifestly impossible for citizens generally to inforpi themselves from the official records of what the General Government is doing. A careful consideration by Congress of these and other facts connected with the distribution of public documents would undoubtedly result in devising some plan by which these publications might be saved, and supplied to a much larger number of those permanent repositories of information for the people, public libraries. RELATION OF ART TO EDUCATION. XCIII TABLE XVIII. — MUSEUMS OF NATURAL HISTORY. For statistics of museums and cabinets of natural history, reference is made to Table XVIII of the appendix. RELATION OF ART TO EDUCATION.* In Table XIX, Part 1, a list of 27 art-museums and art-collections of colleges, histor¬ ical societies, &c., is given. Of these, seven are in New York, six in Massachusetts, two each in Cbnnecticut and Pennsylvania, and one each in Illinois, Indiana, Louisiana, Maryland, Michigan, New Hampshire, Ohio, Rhode Island, Vermont, and the District of Columbia. The seven in New York report an income the past year of §94,288 ; the six in Mas¬ sachusetts, §18,137 ; one in Connecticut, §13,180 ; one in Illinois, $2,500 ; one in New Hampshire, §489 ; one in Ohio, §800 ; one in Vermont, §750 ; while the one in the Dis¬ trict of Columbia reports the princely amount of §70,000 ; the others give no returns. These reports of income, however, are not in all cases reports of annual fixed incomes, but of exceptional contributions or gifts. Sometimes, as in the case of Amherst College, in Massachusetts, whose collection was obtained this year, the sum represents its cost and the expenditure for the gallery, amounting, in this instance, to §12,000. The Cor¬ coran Art-Gallery has a productive fund of §1,000,000; the Metropolitan Museum of Art, New York, reports an endowment of over a quarter of a million. This, however, repre¬ sents not an interest-bearing fund, but the sum of the receipts from subscriptions and other sources, and expended in the purchase of its collections and in current expenses. It depends, for its yearly revenue, upon subscriptions, entrance-fees, and on annual appropriations made by the commissioners of public parks. The Yale School of the Fine Arts reports an endowment fund of §88,000 ; the National Academy of Design, New York, one of §50,000 ; Vassar College, one of §50,000. The Museum of Fine Arts, Bos¬ ton, makes no report of endowed funds, neither does the Pennsylvania Academy of Fine Arts. Both of these great and wealthy institutions are soon to take possession of noble buildings, nearly completed, when their large and valuable collections will be fitly housed. The Boston Museum of Fine Arts now exhibits some of its tre^feures in the gallery of the Athenaeum, as well as some valuable loan collections, notably the collection of Spanish pictures belonging to the Due de Montpensier. This museum met with severe losses in the great fire ; but it is in charge of public-spirited citizens, who have been active in securing for it valuable works of art, by purchase and gift. When its building is completed, many of the works of art possessed by Harvard College, the Boston Athena um, and the Boston Public Library will be placed in its galleries. This will reduce the list of art-collections in Boston to one, leaving only three in Massa¬ chusetts, namely, the Museum of Fine Arts, at Boston ; the Art-Gallery of Amherst College ; and the collection of the Essex Institute, Salem. The Pennsylvania Academy of Fine Arts possesses many valuable works of sculpture and painting, as well as a large collection of casts of the most celebrated antiques, for the use of the students in their art-schools. Their possessions having been stored during the progress of their new building, the opening of the exhibition of their old and new art-treasures, in the spacious galleries of their Broad-street palace, is eagerly anticipated. The building is so far advanced that the directors expect to occupy it early in 1876. Additional ground has been pur¬ chased, giving seventy-one more feet upon the Broad-street front, and room for addi¬ tion to their building when needed. In December, 1874, an exhibition of engravings, selected from the important collec¬ tion belonging to Mr. James L. Claghorn, of Philadelphia, president of the academy, was opened on the premises adjoining its new building. This exhibition was for the * The subject of the introduction of Industrial Drawing into all grades of public schools as one of the required studies has attracted increased attention during the past year. There are movements in several States looking to the enactment of a law, similar to that of Massachusetts, mating the teaching of drawing obligatory. XCIV REPORT OF THE COMMISSIONER OF EDUCATION. benefit of the academy, and under the supervision of the distinguished engraver, Mr. John Sartain, its secretary. The collection numbered some 800 prints — Mr. Claghorn’s entire collection number¬ ing about 6,000 — which were neatly framed and arranged chronologically, so that the general progress of the art could be studied and the different schools conveniently compared. Many of the prints were rare specimens of early impressions. Among them were several unique prints of the oldest engravings. There were also examples of the same engravings taken at different stages of the plate. Some of the most famous engravers were seen in several specimens of their best work. The collection admirably illustrated the history and progress of the art, “with examples of all the best and leading engravers of the different schools, the time covered being nearly four hundred and fifty years.” The art-schools of the academy will be opened as soon as the rooms provided for them in the new building can be occupied. The New York Metropolitan Museum of Art has, during the year, nearly completed its purchase of the Di Cesnola collection of antiquities from Cyprus. It has exhib¬ ited valuable loan collections of ceramics, paintings, objects of virtu, &c., in addition to its own gallery of old and modern paintings. Its galleries are open to the public on Monday of each week, without charge ; admittance-fee other days, 25 cents. It reports 70,675 visitors, 50,383 of whom were admitted free. These do not include the visits of those entitled by fellowships, life-memberships, &c., to free admission. The Metropolitan Museum has taken an important educational step by beginning the publication of illustrated hand-books of its collections for the use and instruction of its visitors. It has already published one of the statuary of the Di Cesnola collec¬ tion, and one of pottery and porcelain. . This last comprises a brief history of pottery, and an account of pottery and porcelain in different countries, with a description of the different articles in the collections, and with engravings illustrating some of the articles in the Di Cesnola collection belonging to the museum, and also those in the Avery and Trumbull -Prime loan-collections. Free tickets have been issued during the year to the students of the Cooper Union Art-Schools, and to tljose of the National Academy of Design. As the buildings which the city proposes to build in Central Park for the museum will not be ready for occupancy for some time, and the authorities of the museum are forced to refuse many desirable loan-collections, the plan of erecting a temporary addition to the building at present occupied by them is seriously considered. Interest in the museum is increasing. The endeavor made by the authorities, through the hand-books spoken of, to make the collections something more than mere spectacles, argues well for its future. Many libraries used. to be conducted by their librarians as if their function were only to furnish a safe prison or store-house for books, and as if every possible obstacle should be offered to those seeking to consult them ; but the world is rapidly learning that its possessions are valuable only as they can be used, so that now the best librarian is he who most facilitates access to his books. In the same way the controllers of museums and art-collections are learning that their value to the public is in exact ratio to the facilities given to the public to see them intelligently. It is in their educational quali¬ ties that they are valuable. This change in the conception of the uses of museums of art has been greatly promoted by the results of the policy adopted by the directors of the South Kensington collections and schools ; and although the Metropolitan and the Corcoran were not founded primarily with a view to such enlargement and vitalizing of their influence, there are evidences that those who direct them both are fully awake to the new conditions and demands, and that as soon as it can be done effectively, these important collections will be made available educationally. The Corcoran Art-Gallery, after having been opened a couple of years, even with a large and fine building, already finds that it may soon require ampler quarters. Large additions have been made during the past year to its collection of casts from the best antique statuary. It has also purchased an important collection of the reproductions of the choice mediseval work from the Kensington Museum. In painting, a few fine modern pictures have been obtained. Invoices of casts from ancient and mediaeval stat- RELATION OF ART TO EDUCATION. xcv uary have been ordered from Europe. The Corcoran has inaugurated a new feature by issuing photographs of its treasures, both iu sculpture and painting, for sale only in tho gallery; hoping by their distribution among its visitors to extend and popularize knowledge of art- works. With its ample fund, this institution may hopo to accom¬ plish great results, both for tho citizens of Washington and vicinity, and for the whole country. No other art-institution has such an opportunity for free development. Others are hampered by limited means, or by State or city control, or by dependence upon tho continued interest o? the public. The Corcoran, with its productive fund of §1,000,000 in addition to its building and costly collections, depends only on the action of its trustees. The wise use of this ample income will enable them, acting “ without haste, without rest,” not only to concentrate in the capital the largest art-collection in the country, but in time, if they so elect, to found ^ great art-school. State historical societies generally possess sevoral portraits of distinguished citizens of past generations, together with collections of ccAns, medals commemorative of striking historical events, interesting relics, old maps, jdans, views, & c. Similar col¬ lections are sometimes found in the State libraries at the different capitals. In them¬ selves these can hardly, even by stretch of courtesy, be put iu the category of art- museums proper. The New York Historical Society, however, has in its galleries, in addition to the usual collection of portraits, an important collection of old masters, known as the Bryan Gallery, and a notable collection of the works of the early Ameri¬ can painters ; in all, between five and six hundred paintings, with several pieces of statuary ; also the Abbott Egyptian and Lenox Nineveh collections. The Historical Society of Pennsylvania has, besides portraits, quite a number of his¬ torical paintings and a large collection of valuable engravings and etchings, with coins, medals, &c. The Maryland Historical Society has a valuable collection of coins, relics, &c. It pos¬ sesses hut few paintings or pieces of statuary, but it has on free exhibition quite a collection of pictures belonging to individuals, and a large number of casts from the antique, loaned by the Peabody Institute ; and thus furnishes the only public exhibi¬ tion of art-works at present accessible to the citizens of Baltimore. The National Academy of Design of New York possesses a large collection of pictures, portraits of members, landscapes, and genre pieces, and is chiefly interesting for its semi-annual public exhibitions or the works of modern artists, which are largely attended. Statistics of its schools and of the art-material for their use will be found in the appendix, Table XIX, Part 2. The Yale School of Fine Arts has in its museum the well-known Jarves collection of old masters, and a most interesting collection of the historical portraits and revolu¬ tionary scenes painted by Trumbull, as well as several pieces of statuary. The ten collections connected with the other colleges enumerated have been mostly made with special reference to their educational influence upon the students, though two or three of them have attracted public interest in their vicinity. As showing the very recent awakening and rapid growth of interest in art in this country, it will be observed that with the exception of the Boston Athenaeum, founded as a library in 1807 ; the New York Historical Society, 1804 ; the Penn Historical Society, 1824 ; and the Redwood Library, 1730, none of which were founded as art-museums, the twenty-seven institutions reported have all been established since 1842, with the very important exceptions of the two great art-academies, that of Philadelphia hav¬ ing being founded in 1805, and the present National Academy of New York in 1826. Of the eleven collections enumerated as connected with colleges, two of the most important were established during Hiis year; three in 1873 ; one in 1865; two in 1864 ;* one in 1855 ; one in 1854, and one, the Notre Dame Museum, — owing doubtless to its constant connection with friends in Europe, — began its collection of objects of art as * Of one of these, that of Yale, it should he stated that while the School of the Fine Arts was estab¬ lished by Mr. Street in 1S64, still the nucleus of the art-collections of the college had existed for many years in the Trumbull gallery. However, as an educational adjunct, the art-collection may very prop¬ erly date from 1864. XCVI REPORT OF THE COMMISSIONER OF EDUCATION. long ago as 1848. To sum up, five of the eleven were established since 1372, eight since January; 1884. An analysis of the details of the collections shows that those founded latest are most fully equipped with material directly available for the study of art. In addition to these statistics which go to show the comparatively recent increase of public interest in. all matters relating to art, it will be noticed that of the three great art-museums from which so much is reasonably expected, the Corcoran, in Washington, was established in 1869, while the Metropolitan Museum of Art, in New York, and the Museum of Fine Arte, Boston, were both founded in 1870. The Corcoran and the Metropolitan Museums show nearly the same number of visitors for the year; the former about 75,000, the latter nearly 71,000. In each the majority of visitors were on the free days. The Metropolitan is open free but one day in each week ; the Cor¬ coran is free on the alternate day-, of the week. An analysis of the statistics Af our public collections shows that in statuary, with the exception of the 1,000 articles from Cyprus in the Di Cesnola collection, there are but 6 antique marble statues and 2 busts, 54 modern marble statues and SO busts, 556 plaster-casts of antique statues, and 351 busts ; (of these the large majority are in six collections ;) 77 plaster-copies of modem statues, and 122 original modern statues in plaster, and 331 modern busts ; bronzes, 273 ; terra-cottas, 223 ; also, 600 in the Di Cesnola collection ; relievos, 504 ; ceramics, &c., 516 ; with 12,000 in the Di Cesnola collection. Of paintings, there are four collections of old masters, those of the Metropolitan Museum, the Bryan Gallery, belonging to the New York Historical Society, the Jarves collection at Yale, and the Pennsylvania Academy ; in all 609. Copies of old paint¬ ings, 152 ; modern paintings, 2,199 ; nearly 18,000 engravings ; some 6,000 photographs, lithographs, &c. ; 3,480 coins, medals, Sec.; 87 gems, cameos, and models. Casts of historical and other medallions, 8,503; these are comprised in the collections of Cornell, University of Michigan, Yale, and the Pennsylvania Academy. Two important collec¬ tions of Egyptian antiquities are held by the Museum of Fine Arts, Boston, and the New York Historical Society. The tables contain also a list of about 1,000 American Indian relics; also small miscellaneous collections of costumes, armor, and oriental curiosities. These statistics show that, especially for collections bearing upon the application of art to industrial products, for all specimens of artistic work outside the domain of high art, our museums must depend upon their loan-collections. Fortunately these promise to largely supply the want. In Paft 2 of Table XIX a list of twenty-six institutions affording art-instruction is given. Of these, six were also enumerated among the museums, three being the great art- schools, at Philadelphia, New York, and New Haven. The University of Syracuse also has a college of fine arts devoted to the training of artists ; while Cornell has a school of architecture, and the Illinois Industrial University gives instruction in the practical application of science to art. In addition to the three art-schools just mentioned, there are given in this list of art- schools six others for the special training of artists as such : The San Francisco Schools of Design, the schools of the Chicago Academy of Design, day art-classes of the Mary¬ land Institute, the art-school of Messrs. Way and Sauer wein, Baltimore, St. Louis Art School, and the schools of the Brooklyn Art- Association ; also the Art-Schools of Penn sylvania Academy, not now open. Three of these have been founded since 1872. Tho school of the Chicago Academy is soon to 'be re-established. It appears, then, that of the twenty-six art-training institutions reported, ten are for the special training of artists. Three others, the Boston Art-Club, the Palette Club, and the Ladies7 Art- Association, the last two of New York, are voluntary associations of artists, with life-classes, &c., for their own improvement. These were founded in 1855, 1869, and 1870, respectively. RELATION OF ART TO EDUCATION. XCVII Theso art-schools, exclusive of tlie Pennsylvania Academy and the Chicago schools, report 56 instructors and 594 pupils ; also a largo amount of art-material. The Massachusetts Institute of Technology, (1861,) the Cornell University, (1865,) and the College of Fine Arts, Syracuse University, (187*2,) give full courses of three and four years in architecture. They report 11 instructors and 58 pupils. The Worcester County Free Institute, (1865,) the mechanical courses in Cornell, (1865,) and the Toledo University of Arts and Trades, (1872,) are technical schools of the mechanic arts, teaching mechanical drawing in its application to the various crafts and trades. They report 20 instructors and 237 pupils. The Lowell School of Practical Design, at Boston, (1872;) the Woman’s Art-School, Cooper Union, (1855;) the School of Design, University of Cincinnati, (1869;) the Philadelphia School of Design for Women, (1847,) and the Pittsburgh School of Design for Women, (1865,) give instruction in the practical application of art to industrial products. These five schools report 25 instructors and 907 pupils. They furnish a beginning in the education of trained artistic workers, especially in the arts of design, in which we have been so deficient ; and will doubtless be followed by scores of sim¬ ilar technical industrial- art-training institutions, if the introduction of the study of elementary drawing into the public schools of the United States becomes general. The Maryland Institute Night Schools of Art and Design, (1848 ;) the art-classes of the Free School of Science and Art, Cooper Union, (1857,) and the Franklin Institute Drawing-Classes, Philadelphia, (1824,) report 28 instructors and 2,219 pupils. These institutions are designed to supplement the training of the public schools by imparting such technical skill in drawing and in the use of instruments as shall enable their scholars to make more skillful workmen. They are similar to the artisan night classes established in Massachusetts with a view of giving to the adult mechanics of that State some of the advantages which their children now enjoy in the public schools. These three schools have done a ihost important and valuable work for the youth of their respective cities. Nor has their work been confined to industrial drawing. The Cooper Union schools give a thorough training in all branches of English study, and in chemistry, and have yearly many hundred students in these branches. The Maryland Institute does the same. The Franklin Institute sustained a high school until it was made needless by the city authorities establishing one. The work of these three schools in general education is, however, mentioned elsewhere in this report. The only remaining school included in this table is the Massachusetts Normal Art- School, Boston, Mass. This school, in charge of Mr. Walter Smith, State art-director, reports 6 instructors an d 109 pupils. An account of this school was given in my last annual report. An extended statement of the condition of art-education in the United States, and of the importance of the introduction of the study of drawing into the reg¬ ular course of instruction in the public schools, with a brief summary of the action of other nations in making provision for the artistic training of their people, was pre¬ pared, and published by this Office as one of the Circulars of Information, (No. 2, 1874.) A similar publication, with fuller information, is in preparation, and it is the intention of the Office to issue it during the ensuing year.* The increasing interest throughout the country in this subject, and the many cjties and towns which, in advance of State action, have adopted, or are considering the expediency of adopting, a similar system to that so successfully introduced in Massachusetts by Mr. Walter Smith, lead to the addressing of many inquiries to this Office which the proposed work is designed to answer. The results of the Vienna Exposition, and the near approach of the Centen¬ nial Exhibition at Philadelphia, give an added impulse to this newly-awakened interest Ln all forms of art-training and all the applications of art to industrial processes. The Exhibition at Philadelphia may be expected to awaken wider and more intelli¬ gent appreciation of the bearing and importance of this department of education. • I. Edwards Clarke, A. if., one of my assistants in the office, who lias visited many of the best art galleries in Europe, and most of the collections of art in tills country, has been specially charged with the care of this work. XCVIII REPORT OF THE COMMISSIONER OF EDUCATION. TABLE XX. — SCHOOLS FOR THE DEAF AND DUMB. Under Table XX. of the appendix, will be found the details from which the following summary is drawn. These institutions are no more to be classed as charities than any others established for educational purposes. With a view to promoting this understanding of them they have been treated in the descriptive text like all others. It will be observed that 37 of the 275 present instructors in these institutions are known as semi-mutes, and that of the graduates, 207 have been teachers therein. Statistical summary of institutions for the instruction of the deaf and, dural). States and Territories. Alabama . Arkansas . California . Connecticut . . Georgia . . Illinois . . Indiana . Iowa . . Kansas . . Kentucky . . Louisiana . Maryland . Massachusetts . Michigan . Minnesota . Mississippi . Missouri . Nebraska . New York . North Carolina . Ohio . Oregon . Pennsylvania . South Carolina . Tennessee . Texas . Virginia . West Virginia . Wisconsin . District of Columbia. Colorado . 1 i K | 1 1 £ j Instructors. Number under instruc¬ tion during the year. © % ! j! Ji H g IJ 11 !§ Jg 15 'A 1 S s 3 c H a s $18, 000 «32, 770 636, 000 525 14, 500 72, 000 69, 850 31, 400 16, 500 17, 003 22, 000 40, GOO 17,209 651, 872 26, GOO 15, 000 c3Q, 757 15, 750 131, 911 40, 000 81, 000 =2 i S cS « o © 2 2 $150 0 0 40, 807 0 0 900 10, 135 0 0 0 0 51, 862 6, 185, 264 27, 800 10, 000 640, 000 25, 000 35, 000 >> S 5 § P p« 0 CO M © O © '*H © ® 1 ft*1* Total rccoipts for tho past yoar. £ © .• s S A © s £ r ~ © ja Alabama . ' (a) (a) I (n\ Arkansas . . . $20, 000 $18,026 1 $18,026 \U) §18, 160 California . . 1 (0) (a) $2, 609 (a) (a) Georgia . i 1 75J 000 15 000 15 000 Illinois . : 166, 000 17,500 4,784 j 22,284 22, 284 Indiana . ' 500, 000 33,000 j 33,000 38.2S5 Iowa . 300,000 22, 000 0 | 22, 000 21,500 Kansas . 25,000 9,422 0 9,422 8,880 Kentucky . . . 100, COO 17, 490 160 23,312 22 779 Louisiana . 12, 000 8 002 Maryland . 275, 000 21, 975 j 2,425 29, 952 28,265 Massachusetts . 353,176 30,000 18, 715 ! 81, 592 73,139 Michigan . . . 1 (a) 1 ! (a) (cl) Minnesota . 25, 000 (a) 0 (a) \u’/ <«> Mississippi . 10, 000 io, C>co 0 I 10, 000 ! . Missouri . 200,000 21,000 0 21, 000 23,500 Xew York . 623, 972 82,971 7,934 176, 547 j 172,566 Korth Carolina . (a) (a) 0 Ohio . : . 500, 000 64,600 Oregon . . . 64, 000 0 j 64, 000 1 63, 150 Pennsylvania . 200, 000 54,660 1 35, 861 j 90, 521 j 82,809 South Carolina . Tennessee . 65,000 45,000 0 j 45, 000 | 50, COO Texas . 50,000 20,000 0 20, 000 i 19, 880 Virginia . . . . (a) (C) 1, 856 (a) (a) "West Virginia . (a) (a) (a) i (a) ■Wisconsin . 45,000 21,800 6S2 j 25, 804 | 25,792 Total . : 3,533,148 520, 444 | 75, 026 632,460 633, 939 a Included in report of deaf and dumb department. See Table XX and summary, 6 For two years. TABLE XXII. — REFORM SCHOOLS.* For detailed statistics of these schools reference is made to Table XXII of the ap¬ pendix. It is now fifty years since the first house of refuge was established in the United States. The system first adopted has undergone various changes and modifications, and still is by no means regarded as complete in all its methods. To reclaim, not to punish, is the mission of the reform school, and statistics indicate that 75 per cent, of all the youth sent to these institutions have been reclaimed and restored to society. * Mrs. S. A. Martha Canfield has continued her labor in connection with reformatories and asylums for orphans and neglected children, having visited, since her connection with the Bureau, 248 institu¬ tions of this class. The summaries here presented are chiefly the results of her inquiries. A fuller statement of the subject will be presented in a circular of information to be published by the Btfteau. CII REPORT OF THE COMMISSIONER OF EDUCATION. In several institutions tlie family system has been adopted with great success. The children are regarded as subjects of restraint, not of penal inliiction or punish¬ ment. Walls, bolts, bars, and all prison appliances are dispensed with, and a home and school established for the proper care and training of wayward and neglected children. From these schools the pupils can go forth into the world, prepared for its duties and responsibilities, with no stigma attached to their names. The prevalence of juvenile crime, and the questions of its prevention or cure, are now pressed upon public attention as never before. All over our country this great evil is on the increase. Last year over 2,000 children, between the ages of 6 and 17, were arrested for various offenses and brought before the courts in the city of Boston. For the purpose of rescu¬ ing these wretched children from their evil course, and to save them from being identi¬ fied with adult and hardened criminals, the board of State charities earnestly recom¬ mended a special court for their trial. The reports of various institutions show that juvenile crime is on the increase in other States. Statistics show that the greatest success is achieved in efforts for the reformation of those under 14 years of age. As they advance from this point the probability of their reformation decreases. The cases are rare where children who have had any consider¬ able school advantages become subjects for reformatory institutions. It has been said that there are three methods of dealing with juvenile delinquents, viz, banishment, punishment, and education. A teacher of many years’ experience says : “ We educate, because we know that education is reformatory.” Facts in the history of different reformatories indicate that this is not mere theory. The Connecticut State Reform School, conducted “ not as a prison, but as a State school, where boys are educated for good citizens rather than punished for wrong-doing,” has had, since its establishment in 1854, 2,146 boys on its rolls, and “ about three-fourths of these are known to have become orderly and useful members of society.” In the In¬ dustrial School for Girls, where “ the system of discipline aims to be as nearly as pos¬ sible that of a Christian family,” the results are equally gratifying. The Reform School of the District of Columbia is conducted upon the same principle. In the Baltimore House of Refuge, six hours daily are devoted to common school instruction, which ranges from the alphabet to algebra. All the labor of the house is, performed by the boys, who 11 are the engineers, gas-makers, farmers, tailors, bakers, and shoe-makers of the institution. Besides this, 155 boys work under contract at various manufactures, and thus are instructed in trades which will afford them a liv¬ ing when discharged.” Regular instruction is given in music. Massachusetts, in ad¬ dition to her State Reform School, has a State primary school, where young children are sent, to prevent their association with those who are older and more hardened in crime. A feature of this institution is the printing-office. A monthly paper is issued, all the work upon it being performed by the boys. In the State Reform School of Maine, a system of grading and promotions, dependent upon good behavior, with spe¬ cial privileges attached to the higher grades, has worked wonders in the way of re¬ formation with some very hardened characters. The New York House of Refuge at Randall’s Island is the first public reformatory institution for delinquent children, on a large scale, established in this country. The number of inmates since organization is over 15,000. The records of the institution, covering fifty years, have become valu¬ able in a statistical point of view. These statistics are now being compiled for publica¬ tion. Discipline is enforced by the grade-system. Instruction is given in the element¬ ary branches, and such trades are taught as will best enable the inmates to earn a living after being discharged. The New York Catholic Protectory proposes to give to its inmates a course of instruction equal to that of any public school. The elements of algebra and geometry have lately been added to the mathematical course. Music is thoroughly taught; also drawing and painting. The industrial department embraces REFORM SCHOOLS. cut a priutiug-office, a stereotyping-fonndery, aud shops for teaching various trades. This reformatory has been the model for similar ones in various cities of the United States, aud for one in Pern. A very large proportion of the former inmates of the protectQry are reported to be doing well. In the Ohio Reform Farm School the experiment was first made of providing a home, instead of a prison, for vicious aud criminal boys, and, in its management, discipline, aud success, it stands almost unrivaled. The boys are classed in families, cared for by officers called elder brothers, and no restraint is used to prevent them from escaping. Fully three-fourths of them can be trusted without supervision. Among reformatories for adults one of the most important is the Isaac T. Hopper Home, in New York, where women discharged from prison are received until they can obtain employment. Over 5,000 women have been received into the home since its establishment in 1S45, and it is known that in a majority of cases their sojourn there has led to a permanent reformation. Summary of reform schools. States. d -5 TJ1 o ts o 0 £ : Xumber of teachers or officers. to 3 § s i is 3 j 1 ) 1 © - te g i 2 ? i 3 © i S Present inmates. Sex. Pace. 6 ! 1 1 © 1 0 Connecticut . 2 11 20 244 ! 223 ; 300 ! 92 | 362 30 Illinois - . . . . . o 1 13 i 6 152 i 7:> j 252 1 . 239 ! 13 Indiana _ _ _ 2 ! i ] 5 S 385 ! el . . i 104 1 96 ! 3 Iowa . 1 9 ! 70 | 37 ! 146 11 1 157 ‘ 0 Kentucky . 1 12 3 i so ! C3 J 159 ■ 24 ; 174 0 Irfinisiana . . 1 6 5 ICC 1 145 \ ns .... I 57 1 61 Maine . 1 o 27 ' 142 1 . ! 138 j 4 Maryland . 3 ; ll\ g 209 147 a293 ; 31 324 I 72 Massachusetts . 9 i 51 | 45 566 ' 494 ; 1,133 j 323 ! 1,390 ! 66 Michigan . : 2 34 | 15 | j 2,423 | 2, 423 | 651 j 1C2 i 2°7 16 Minnesota . 1 *> ! 4 31 | 35 | 110 j 4 j 111 3 Kew Hampshire . i 1 5 i 9 47 33 91 i 12 101 n Vfiw .Tfrspy . . . : 1 1 S 1 4 133 1 114 ! 184 i . Xew York . ! 13 | 94 j 147 ! 3, 643 3, 032 | . j 2, 663 ; 1, 494 j i . 3,935 70 Ohio . 1 7 j 31 i 26 794 | 562 j 897 537 1, 193 68 Pennsylvania . i 4 20 j 31 492 1 318 ! 4S9 | 122 439 152 Shode Island . ; i j 8 163 149 1 179 41 210 10 Vermont _ _ _ _ _ i i 9 41 32 145 j . 141 j . i ! 113 84 j . _ _ District of Columbia . i 2 4 4 58 26 113 1 . 55 58 Total . 1 56 1 ! 335 i 358 I 9,846 8.023 7, 951 ! 2, 897 9,349 637 a Also 72, the sex of whom is not reported. CIV REPORT OF THE COMMISSIONER OF EDUCATION. Summary of reform .schools — Concluded. States. Present in¬ mates. Number committed sinco es¬ tablishment. Library. Annual cost of institution. Total annual earnings of in¬ stitution. Nativity. Number of volumes. Increase in the past year. © > ■§ Foreign. Connecticut . 208 34 2,464 2,500 400 $59, 547 $15, 540 130 22 1, 760 • 150 35, 000 110 226 12, 879 1,127 Iowa . 152 5 272 250 17, 500 6, 000 Kentucky . „ „ . 62 25 2, 055 400 SO, 000 5, 000 Louisiana . . 111 7 2, 295 200 10, 815 2, 900 Maine . . . 42 5 1, 429 1, 400 120 24, 106 4, 000 Maryland . . . 177 5 2, 591 2, 113 42, 811 7, 876 Massachusetts . . . 691 133 13, 621 6,465 582 143, 466 14, 945 Michigan . . . . 81 28 13, 699 2, 861 60 38, 727 10, 838 Minnesota . . . .. 253 900 300 30, COO New Hampshire . . . . ..... 98 5 744 300 24, 470 16, 537 New Jersey . New York . 2, 021 (510 44, 055 8,028 178 653, 377 147, 227 Ohio . 468 43 6, 064 3, 757 132, 419 16, 677 Pennsylvania . 404 32 13, 291 2,500 75 219, 428 37, 016 Kkode Island . . . 203 IT 2,244 2, 362 230 41, 295 10, 000 Vermont . . . 143 o 427 300 21, 843 9, 444 "Wisconsin . . . _ _ 248 300 H, 116 | . Total..... . . 4, 991 973 110, 622 35, 012 1, 945 1, 541, 799 305, 127 ORPHAN ASYLUMS, ETC. CV Statistical summary of orphan asylums , miscellaneous charities, ijc., Tallc XXIII. States. 6 ( 3 c ! * x j 2 •gig© 5 ! 5 Is j *g a C 1 S £ 1 \u O r~ a ‘3 1 ^ | Present inmates. Library. Income. O 0 w a Total. d d 3 O *q d c p £ 0 p 5 C O +3 BO HE ^ c3 3 Parti.— Orphan asylums. i . 1 6 39 1 38 California . 6 35 2,918 *614 j 370 74 2, 412 320 $63,037 $77, 121 Connecticut . 6: 55 5, 9S9 365 194 171 2,475 55 20,044 28,044 Georgia . h 3 49 29 14 15 200 100 3,065 2,947 3' 21 2 575 289 150 139 18, 962 17,092 Indiana . . 2 6 54 37 17 1 4 120 12 10 2, 200 2,314 Kansas . l\ . 125 i3 70 55 5! 30 1,096 210 1 j 183 1 127 j 240 14, 783 ! 18, 2C3 Louisiana . l1 13 222 3 97’ Maine . 1 4 C ; 3 36 . i 36 . 2,575 2,575 Maryland . . . 111 67 3,467 633 250 353 1, 476 160 44, 991 43, 924 Massachusetts . 8 95 9,021 805 315 490 j 400 20 66,809 66,009 Michigan . . a 14 1, 946 150 75 10 348 16 5,000 6, 000 Mississippi . 1 4 193 45 45 0 350 60 5 500 5,500 Missouri . ! 6 33 i 5, 173 619 230 ' 359 300 29,845 40, 101 New Hampshire . 1 • 3 100 31 15 16 325 125 4, 000 4, 000 New Jersey . ' 3 11 799 170 100 7°! 802 1 11, 610 3,670 New York . 41 j 251 j 28, 833 4,168 2, 555! 1, 613 7, 658 365 576, 401 598, 790 North Carolina . 1 10 220 150 74 76 206 . 10, 800 10,500 Ohio . ! 12 52 20,975 920] 526 304 2,921 90a 134, 992 122,483 Pennsylvania . : 12,916 1, 981 ] 1,287 6, 845 175 756, 046 143, 997 Bkode Island . ' 3 3, 837j 7:4 1631 121 400 ICC 27.565 26,316 South Carolina . 4 24 55 173 157, 1,845 28,300 23,300 Tennessee . : 1,300 122 3li ss! 800 253 18,600 12,600 1 12 7651 87 30 57 150! . 6, C0C 5,758 ■Wisconsin . 5 28 8, 218; 218 10 J 145 . - 26,839 22,136 District of Columbia . 3 ll| 1, 081 256 175 81 1 290: 36} 8,569 5,133 Total . 156; 924] 112, 410i *12, 979] % 178 5,631 30, 712' 2,028} 1, 886, 533 1, 293, 578 Part U.— Soldiers' Orphans' Homes. Connecticut i 11 . ! 147 Hew Yorkt * 1 24j 3, 373’ 20l' 134 C7 47, 976 40,233 Ohio _ - - _ _ 1 341 742 6 ; ; 400 20C 1, 000 400 Pennsylvania . 16 192; 5,754 2,417] 1, 514; 903! 6,215] 415' 197, 172 188, 782 Wisconsin _ ! ll 7 653 1 700 District of Columbia . ' . 1 55 30 gg 347 ......I ....15,149 is, 103 Total . 21} 257 10, 699 1 3,276} 2, 078! 1, 196) 8, 262; 815] 260, 297 344, 123 Part III. — Infant asylums. j Illinois __ . . : i e 1, 500 531 27 26 0 53,771 53, 771 "Michitran _ 1 4 505 45 20 25] -S*6w York O 5, 000j 1 PfiTinsr] 1 . 307I . Rhode Island . ' 1 5 150] 14 9 y * Sex not reported in all cases. CVI REPORT OF THE COMMISSIONER OF EDUCATION. Statistical summary of orphan asylums, miscellaneous charities, cfc. — Concluded. States. d "5 © U £ 2 1 s +-> © © c © g % Total number of inmates since foundation. Present inmates. Lib: rary. d ; 1 A d 'S ■3 ft Total.. Male. Fomalo. L lit i1 I ii Increase in the past year. Part III. — Infant asylums — Continued. 1 4 57 1 70 20 50 Total . 9 19 546 76 106 853, 771 |53, 771 . Part IV. — Industrial schools. 1 22 1, 507 258 201 57 1 . 1 17 9 | . Illinois . 1 7 130 130 0 130 75 75 1, 500 1,500 1 Q 36 0 36 140 25 1 O 130 1 5, 050 3, 910 1 10 2, 000 75 0 75 100 4,150 4, 150 !New York . 12 169 76, 294 *5, 127 482 4,447 3,070 j 190 71, 741 85,687 2 11 680 100 100 100 6,046 o 17 1, 149 117 117 . 1 3,056 6,094 South. Carolina . 1 g 60 0 60 r;;; Tennessee . 2 3 27 33 33 30 4,272 4, 115 District of Colombia . 1 o 365 21 14 3, 59S 4, 2?6 Total . 26 259 82, 709 *6, 096 697 5, 071 3, 515 290 S3, 367 | 115, 778 Part Y. — miscellaneous char¬ ities. Connecticut 3 9, 014 7,503 Georgia 1 1 25 20 20 1 2, 000 2,000 Illinois . 2 14 447 234 64 170 450 200 16, 007 19, 066 Maryland . 4 14 685 71 53 IS i, ooo! 50 12, 306 19, 173 Massachusetts 2 8 1, 959 126 107 19 soo 17, 515 17, 478 Michigan . 3 13 3,193 257 142 115 60 60 5,278 2,830 Missouri . ... . . . 2 1 500 17 9j 8 8,000 3,000 Isfew York . 22 105 48, 302 1,782 917 865 4,725 560 306, 312 341, 043 Ohio 5 24 7, 429 658 352 306 24, 896 24, 796 Pennsylvania . 6 10 .37 137 41 96 500 200' 16, 488 18, 669 South Carolina o 12 23 1 22 West Virginia 1 10 76 13 63 7,000 "Wisconsin 1 53 13 , 6 874 510 District of Columbia . 3 7 92 1 49 27 22 . 1 5, 958 5, 761 Total . : . 57 219 62, 722 3, 463 1, 732 1,731 7, 635; 1, 070 431, 648 461, 829 Total Part I . 156 924 112, 410 12, 979 1 7, 178 5,631 30, 712 2, 028 1, 886, 533 1, 293, 578 Total Part II . 21 257 10, 699 3, 276 2, 078 1,198 8,262 815 260, 297 244, 123 'Total p2.rt iif 9 19 7, 155 546 76 106 53, 771 53,771 Total Part IY . 26 259 82, 709 6, 0961 697 5,071 3, 515 290 93, 367 115, 778 Total Part Y . . 57 219 62, 722 3, 463 1, 732 1,731 7,635 1, 070 431, 648 461, 829 Grand total . 269 1,678 275, 695: *26, 36011, 761 13, 737 56, 124 4, 203 2, 725, 616 2,169,079 * Sex not reported in all cases. ORPHAN ASYLUMS, ETC. CVII TABLE XXIII. — ORPHAN ASYLUMS Thu asylums from which reports have been received are distributed as follows : California . . 1 1 Ohio . Connecticut . . _ . 2 I Pennsylvania.. Illinois . 2 ' [ Rhode Island . . Maryland . . 1 i South Carolina New Hampshire . . 1 ! Tennessee . New Jersev . . 1 j Wisconsin . New York . . 12 Total . 43 Many of them are supported wholly or in part by private charity. Among the most successful are those that are conducted as farm-schools. There are two of these in Pennsylvania. In all of these institutions the children receive an elementary educa¬ tion ; the girls are usually instructed in sewing and housework, and in some cases special industrial training is given. When they reach a suitable age, homes are pro¬ vided for them. The Chicago Half-Orphan Asylum has a nursery attached where young children are carecf for during the hours that their mothers are at work. Girard College is much more than an “ asylum.” Thorough training in the com¬ mon and higher English branches and in French and Spanish is prescribed. The ad¬ dition of Latin and Greek is permitted, but not advised. The change in the appren¬ ticeship system during the last quarter of a century has made it necessary to introduce industrial training, and the boys are now trained for any trade or pursuit for which they show special aptitude. This charity is limited to “very poor white male orphans” — all children who have lost their fathers being considered orphans. Homes and schools for soldiers’ and sailors’ orphans. — Nineteen of these are reported, of which the District of Columbia has one ; New York, one ; Ohio, one ; and Pennsylva¬ nia, sixteen. In these schools a thorough common-school education is given, some of them going as far as the high-school course. A number of pupils from these schools have entered normal schools and are preparing themselves for teachers ; several are already teaching successfully. In some of the schools industrial training is given. The Lincoln Institution in Philadelphia differs from the others in its system of man¬ agement. Here boys are taken care of during the time they are learning a trade, and an evening school is provided for them, so that while earning a part of their support by daily work they are acquiring an education. “ The reputation of these boys in the community is such that oftentimes the demands for boys to fill respectable positions is greater than the supply.” Infant asylums. — The object of these institutions is, mainly, to prevent the crime of infanticide and save the lives of the children to the State and to the world. These are among the most catholic of charities ; no qualifications are necessary and no distinc¬ tion is made of creed or color. They are distributed as follows, according to reports received by this Bureau : District of Columbia . 1 Illinois . 1 Michigan . 1 New Y'ork . o Pennsylvania . 2 Rhode Island . . 1 Total . - H A peculiar feature of the Nursery and Child's Hospital, of New York, is the “ Coun¬ try Branch,” which is becoming larger than the city institution. The statistics of in- CVIII REPORT OF THE COMMISSIONER OF EDUCATION. faDt mortality show a decrease since thi3 nursery was established. At St. Mary’s Hos¬ pital, New York, children between the ages of two and fourteen years, suffering from acute or curable chronic diseases, are admitted free. Very similar to this in object and management is the Children’s Hospital, of Philadelphia. MISCELLANEOUS CHARITIES. Under this head are classed employment societies, homes for the friendless, children’s homes, children’s lodging-houses, sewing-schools, and houses of industry. Most of these are supported by private charity, and many of them are denominational. Their names sufficiently indicate their object. The Michigan State Public School, at Cold- water, is supported by public funds, and designed especially for those children who would otherwise be maintained in the county poor-houses. It supplies for Michigan an important link in the chain of preventives between the compulsory education act relating to-commoa schools and the reform school for juvenile delinquents. Children falling out of the common-school system, and for any reason becoming dependent upon the public charities, are here provided for in a way to accomplish the most possible for them. Two of the charities of New York have a character so peculiar and distinctive that they cannot properly be classified. These are the Sheltering Arms and the Society for - the Relief of the Ruptured and Crippled. In the former are received children from two to ten years of age, and the child’s necessity is the limit of its stay. The object of the last- mentioned society is sufficiently indicated by its name. Children are received j from the ages of four to fourteen, and of the whole number who have been treated dur- ing the twelve years of its existence 81.5 per cent, were relieved and discharged. The . Society for the Prevention of Cruelty to Children was organized in the city of New j York in December, 1S74. It proposes to do a work which does not properly belong to . any other society. All others assume the care and control of children only after they i are legally placed in their custody. It is not their province to seek out and rescue J those little unfortunates who are suffering from abuse and cruelty. This work the so- H ciety undertakes and proposes to do. It will investigate and prosecute, when neces- J sary, all cases of cruelty to children coming to its knowledge. Ample laws have been j passed by the legislature for the protection of children ; they only need to be enforced. ' INDUSTRIAL SCHOOLS. The Women’s Educational and Industrial Society, of New York City, has established • a free training-school for women, where instruction is given in cooking, laundry-work, I house-work, all kinds of sewing, phonography, book-keeping, proof-reading, and i writing. Every respectable woman who applies for help is taught to work, free of expense, and, when competent, is supplied with work or placed in a good situation. Over 3,000 | women have been trained and placed during the x>ast year. A printers’ training-school is connected with the charitable community at St. | Johnland, L. I., under the auspices of the Episcopal church of New York. In the industrial school of the Hebrew Orphan Asylum, of New York, printing in all its branches is taught. Printing is also thoroughly taught in the Episcopal Orphan ;< Home of Brooklyn. The Wilson Industrial School in New York trains girls in house-work, in all branches of needle- work, and in dress-making. A similar training is given in the industrial !j school connected with the Brooklyn Female Employment Society. Dress-makers’ apprentices outside of these institutions earn nothing while learning their trade, while here they are paid for what they do, and, being able to in part support themselves, can ! take time to become thoroughly skilled. A dress-making department has also been added to the industrial school of the young ladies’ branch of the Yfomen’s Christian J Association, where girls receive thorough instruction in all branches of dress-making, | earning during the time from $1.50 to |3 a week. TRAINING-SCHOOLS FOR NURSES. CIS The most extensive industrial training known to he given in any charitable insti¬ tution is in Girard College.* In 1864, a chair of industrial science was established, embracing the practical and theoretic teachings of various handicrafts. The labor- branches in the work-room thus arranged for were type-setting, printing, book-bind¬ ing, type-casting, stereotyping, turning, carpentering, daguerreotyping, photography, electrotyping, electro-plating, and practical instruction in the electric telegraph. Shoe- making had already been taught and carried on successfully for three years. In con¬ sequence of the increasing difficulty of finding employers willing to take boys under indentures, the working-class in 1868 had become too large for the existing facilities for manual labor, and it became necessary to introduce a greater variety of handi¬ crafts. These are the only institutions that have been heard from where any system¬ atic “industrial training ” has been attempted, but a number of orphan asylums and children’s homes have either just opened or are about to open industrial departments. There are also a large number of institutions which take children from the lowest classes, teach them sewing, and sometimes cooking and house-work, at the same time giving them the rudiments of an education, and training them in habits of neatness and order. Almost all of our large cities have one or more of these schools, and in New York City the Children’s Aid Society alone has 21 such schools connected with it, and the Home for the Friendless 11. The great need now seems to be tkgt these schools, which lay so good a foundation, shall be supplemented by special training- schools where instruction shall be given in various industries. TRAIXEXG-SCHOOLS FOR XURSES. Public attention has been directed to schools for training nurses, and they are in¬ creasing in usefulness. The dependence of the physician upon the intelligent action of the nurse to second his skill has always been recognized. These schools, while thus meeting a great need, at the same time, provide useful and remunerative occupation for a large class of women. The best known and most highly-esteemed schools for nurses are those in connection with Bellevue Hospital in New York, and the State Hos¬ pital in New Haven, Conn. In both the difficulty has been to find a sufficient num¬ ber of women fitted for the arduous and responsible duties of the nufse. The secre¬ tary of the New York Association, in his report for 1874, says : We were at first disappointed at the few desirable applicants who presented them¬ selves to be trained, but as the knowledge of our school gradually spread over the country, we received, either through personal interview with the superintendent or by letter, many applications from women offering themselves as probationists. Some were entirely unfitted by incapacity, physical weakness, or because, belonging to the ignorant and uneducated class, they fell below our standard of admission. But the majority were unwilling to devote two years to gaining a career, seeming to care little for really perfecting themselves in their profession. Filled as the land is with the cry for womans work, this indifference to thoroughness is the stumbling-block in the way of all educators, and has proved one of our most serious difficulties. We can¬ not exact a less period from our probationers ; the year of training is so costly, that it surely is not asking too much that they should in return give one year to training others. These applicants, numbering 73, were from all parts of the Union — New Eng¬ land, the Middle States, and the far West, even including Colorado Territory, Minne¬ sota, and California. The scarcity of such professionally-trained nurses throughout the country was per¬ ceived in the effort to find women capable of acting as head-nurses. Advertisements, * The following very gratifying statement comes from Dr. Wm. H. Allen, the president of Girard College ; We know the history of all the pnpils who have been educated here. Some of them, after learning trades, have studied professions. Three have become reputable physicians ; four, lawyers two, min¬ isters of the gospel : a larger number merchants and hankers, successful men, and some of them have accumulated considerable property. One of the best architects in Philadelphia was educated here, "and was hound to a carpenter : he was the architect of our new Masonic Temple, and has built several hanks and churches. But the majority of our pupils are mechanics, and the older of these are doing reasonably well for young men beginning life without capital or influential friends. They have become heads of families, and many of them members of churches. While we know of some who have taken a downward course, and have formed 'had associations and evil habits, we think the number of these is not very great ; certainly not greater than the average of young men educated in other schools. cx REPORT OF THE COMMISSIONER OF EDUCATION. applications to doctors, and, in fact, all available means, only brought us four, one of ■whom we were soon forced to discharge for inefficiency. The probationers are rapidly being trained into good nurses. This is shownlby the fact that when, at one time, the superintendent, Miss Bowden, was left without head- nurses, she was able unhesitatingly to place three of the five months’ students in charge of wards. The degree of success in the work and the appreciation of it by the hospi¬ tal-authorities are indicated by the fact that, whereas there was considerable hesitation in intrusting th .ee wards to their control, they were soon requested to undertake the nursing of the entire hospital; a thing it was not possible for them to do, on account of a lack of a sufficient number of workers, both of hpad-nurses and probationers. Applicants are received for one month on probation, when, if found suitable for the work, they are received as pupil-nurses. They must sign a written agreement to remain at the school for one year, and after that time to consider themselves subject to the orders of the committee (of whom the superintendent will make one) for an additional year, making two years in all, in consideration of the training received. The instruction includes : (1) The dressing of blisters, burns, sores, and wounds; the application of fomentations, poultices, and minor dressings. (2) The application of leeches, externally and internally. (3) The administration of enemas for men and women. (4) The management of trusses and appliances for uterine complaints. (5) The best methods of friction to the body and extremities. (6) The management of helpless patieuts — moving, changing, giving baths in bed, preventing and dressing bed-sores, and managing positions. (7) Bandaging, making bandages and rollers, lining of splints. (8) Making patients’ beds and removing sheets while the patient is in bed. The pupil-nurses will attend the operations and assist at them. They will be taught every kind of sick-cookery and the preparation of drinks and stimulants for the sick ; to understand thoroughly the art of ventilation without chilling the patient, both in private houses and hospital-wards, and all that pertains to night, in distinction from day, nursing ; to make accurate observations, and report to the physician, the state of secretions, _ expectoration, pulse, skin, appetite, temperature of the body, intelli¬ gence, (as delirium or stupor,) breathing, sleep, condition of wounds, eruptions, forma¬ tion of matter, effect of diet, or of stimulants, or of medicines, and to learn the man¬ agement of convalescents. The teaching will be given by attending and resident physicians and surgeons at the bed-side of the patients, by the superintendent, and by the head-nurses. The pupils will pass through the different wards, serving and being taught, for one year. They will board and lodge at the home free of expense, and will be paid $10 (ten dollars) a month for their clothing and personal expenses. This sum is in no manner intended as wages, it being considered that their education during this timo will be a full equivalent for their services. At the expiration of the year they will be promoted to such positions as they may bo found capable of holding, with a proportionate increase of salary. When the full term of two years is ended, the nurses thus trained will be at liberty to choose their own field of labor, whether in hospitals, in private families, or in dis¬ trict-nursing among the poor. On leaving the school they will each receive a certificate of ability and good character, signed by the physicians of the committee and the super¬ intendent. These certificates will require to be renewed at fixed periods, in order to prevent the public from being imposed upon, and to keep up the nurses’ interest in the home. These facts offor important suggestions for those who are endeavoring to provide the best instruction in the centers of population where large numbers recently slaves are now free. It is well known to what a great extent in these places the nursing of chil¬ dren and sick is intrusted to the colored women. All know something of their adapta¬ bility and fidelity, when -their lack of training is taken into account; some of them have acquired a remarkable amount of practical sagacity; but few have had any such knowledge of their duties as the training above indicated would offer. CRIME AND IGNORANCE. These reports from year to year have contained statements concerning the relations between crime and ignorance. The truth contained in the oft-repeated remark “that the prison stands over against the school ; that the child who neglects the latter is more than likely to enter the former,” cannot be too vividly presented to the mind of the parent, the teacher, the cit izen, and the statesman. The reports of this Bureau afford special facilities for collect ing the educational facts respecting forty millions of people, and contrasting them with the record of crimes. If these facts are kept, reported, and CHIME AND IGNORANCE. CXI generalized with sufficient accuracy and fullness, they will eventually furnish a safe basis for inference. Education, used and applied in its largest sense, renders the indus¬ try of the hand and brain more productive, prevents pauperism, crime, and other ills, or affords a means of avoiding them, and of improving the general condition of man¬ kind. According to the method established in human affairs, facts can alone settle the question whether this is or is not the case, and, when recorded and reported on a scale so large, cannot long leave any doubt in the minds of even those who now question or deny the beneficent results claimed for the influence of training. Some of the valuable facts and opinions presented in the forty-fifth annual report of the inspector of the State penitentiary for the eastern district of Pennsylvania, sub¬ mitted by the Hon. Richard Yaux, president, are here given place. It is doubted if in any State, or indeed in any country, forty-four volumes containing the annual statistical tables relating to the populations of a penal institution, covering nearly half a century, can, on examination,' be regarded as more complete. Crime, crime-cause, social conditions, individual character, are ascertained, recorded, and treated as constitutional, chronic, or sporadic superinducements to that abnormal moral state in each individual convict, which produced or resulted in crime-punishment. It is believed no more interesting study can be given to the scientist than the results which are collected in these reports. It will be observed that they touch upon the limits of two generations of people, and exhibit in some degree the effects ofthat social condition called civilization which has grown up and out of the means adopted for its advancement. The reports cover a total of 7,828 persons convicted of crime. The average daily cost per capita for keeping in 1840 was 23.58 cents ; in 1850, 21.71 cents ; in 1860, 20 cents ; and in 1870, 34 cents. Of the whole number of persons received, 1,585 were illiterate; 1,138 could read only ; 5,062 could read and write ; and 43 were well educated. Ont of 7,609 persons received since 1834, 603 had trades, 1,152 a part of a trade, and 5,854 had no trades. Of the 1,605. prisoners received from 1850 to 1860, 26.35 per cent, were physi¬ cally diseased, and 17.44 per cent, were mentally diseased. Of the 2,383 received from 1860 to 1870, 17.2 per cent, were physically diseased, and 25.05 per cent, were mentally diseased. Of the 1,291 received from 1870 to 1875, 29.82 per cent, were physically dis¬ eased, and 15.8 per cent, were mentally diseased. These facts divide crime as, first, crimes against persons ; and, seebnd, crimes against property. When conducting these inquiries, as auxiliary aids, attention should be directed, the report says — 1. To the age of the convict ; 2. To his social relations, parentage, family, business, and habits ; 3. To his education, mental, industrial, and moral ; 4. To constitutional predispositions and peculiarities, so far as they are inherited or result horn the training of his life, and if and how developed ; 5. The circumstances surrounding him antecedent to the offense ; 6. To the means adopted to prevent and elude detection ; 7. The influences of education, as inducing the crime or as agents in its commission ; 8. The term for which he was sentenced. For want of more accurate, expressive, or intelligent designations, it will be found that crime-cause is either chronic, contagions, or constitutional; chronic, as the re¬ sult of social influences surrounding the man; contagious, as the sudden, unexpected, and undeveloped criminal cause and effect ; constitutional, as the consequence of inher ited predisposition or tendency to commit acts violative of law ; or a. Crimes of the passions and temperament ; 1). Crimes of education and training ; c. Crimes of social negative forces. * # * * ? * * That a tendency, predisposition to commit crime, is hereditary, seems hardly to be doubted. It may arise from a lack of moral force to resist it, or that want of moral force may be more apparent from the low mental or physical forces which otherwise would counteract its development. It may be that there are peculiar inherited moral traits, which do not animate the mind to a full comprehension of the motives and actions which are in themselves criminal. CXII REPORT OF THE COMMISSIONER OF EDUCATION. Tlie social condition of persons so constituted Las much influence on tbeir conduct. There are undoubtedly powerful physical causes, which operate on the maternal state during pregnancy. It is therefore reasonable to believe that moral causes will produce like elfects. * * * « * * * Society has heretofore taken no very deep interest in these questions. They are not attractive to the average mind of the average citizen. Many students of penal, as an element of social science, and many practical men, are now occupying themselves with investigations connected with it. The warning all need is, that "as a science it is not to be mastered intuitively ; that crude, ill-digested views are to be subjected to the crucial test of long, large, and continued thought and experience ; and that the logic of prison statistics, carefully prepared, is more conclusive than deductions from infer¬ ences or the expression of general theory, though sustained by general public opinion. Comparative table exhibiting the various characteristics , fc., of convicts, natives of Pennsyl¬ vania, received from 1841 to 1853, a period of twelve years, in comparison with those received from 1854 to 1866, a period of twelve years, a total period of twenty-four years ; also, those received from 1867 to 1870, a period of four years, in comparison with those received from 1871 to 1875, a period of four years, a total period of eight years. Eolations, &o. Whole number received . COLOR AND SEX. White males . - . . White females . . . . Colored males . Colored females . AGE. Under 21 years . 21 to 25 years . 25 years and upward . . . . EDUCATIONAL. Illiterate . Eead only . Eead and write . INDUSTRIAL. JTot bound . Bound and left . Bound and served till 21 years of age - - - PARENTAL. Parents dead . - . Parents living . . . Mother living . Bather living . . CRIMES. Against property . . Against persons . . c' - 2 O CO O O o o o L-S *8 S .U CO CO .t-i t- •w oo i-* r“J tts © o f s « o *© — J *3 ’© t~- •sj o ^ © v © = © 1- o 00 o 00 o OO o OO « *•* pj T-l 00 1,314 625 541 572 1,058 430 357 15 40 8 .7 207 198 185 174 23 18 2 S 156 359 134 189 218 361 183 164 413 594 303 188 1 164 221 ms 165 154 195 115 40 499 898 336 57-5 1, 077 ■533 474 154 153 58 42 • 87 84 j 34 25 253 337 218 168 208 432 164 193 272 353 193 94 84 192 50 86 653 1,109 514 444 154 i io O c* J 111 97 CRIME AND IGNORANCE. CXIII Tabic exhibiting the various characteristics, of the unappren ticcd prisoners received into the Eastern State Penitentiary from 1850 to 1859, inclusive, and also those received from 1860 to 1869. I'HOM 1850 TO 1859, INCLUSIVE. Illiterate. | Head only. 1 | Read and write. | © ~ 7c £ eg v <3 o .O A Average ago. Humber. Average ago. © .a a A Humber received . 27 208 i 27.4 197 27.9 812 Adults . 31.5 136 30.7 142 30.3 645 Minors . 18.6 72 18.6 55 19 167 Convicted of crimes against property . 27.5 154 27.1 143 27.7 691 Convicted of crimes against persons . 25.5 54 28.1 54 28.9 121 During the above period the whole number of prisoners received into the peniten¬ tiary was 1,605, of which 243, or 15.14 per cent., were illiterate ; 247, or 15'.39 per cent., read only; 1,115, or 69.47 per cent., could read and write ; and 1,217, or 75.82 per cent., were unapprenticed. FBOM I860 TO I860, INCLUSIVE. • Illiterate. Read only. Read and write. Average ago. © © i?d < U j © | ft © fcc - £ d © > re < 3 . A Humber received . 26.7 366 26.8 253 27.3 1, 331 Adults . 30.6 250 30.2 183 29.6 1, 042 Minors . 18.2 116 18 70 18.7 289 Convicted of crimes against property . 26 290 26.3 209 27 1, 131 Convicted of crimes against persons . 29.1 76 29.5 44 ! 29 200 During the above decade the whole number of prisoners received into the peniten¬ tiary was 2,383, of which 410, or 17.21 per cent., were illiterate ; 296, or 12.42 per cent., read only; 1,677, or 70.37 per cent., could read and write; and 1,950, or 81,83 per cent., were unapprenticed. E— yin CXIV REPORT OF THE COMMISSIONER OF EDUCATION. Table showing the means of obtaining education o/G26 convicts, the whole number in the peni¬ tentiary during the year 1867, viz, who attended public or private schools, and likewise those who never iceni to school, and the crimes committed by each class. Crimes of G2G convicts in confinement during tlie year 1807 Murder . Bobbery. Bape . Arson . . . Burglary . . . ............. . Forgery . . . . . . Horse-stealing . Attempt at burglary . Conspiracy . Assault and battery . , . Attempt to rob . . Manslaughter . . . Assault and battery -with, intent to commit rape Beceiving stolen goods . Attempt at felony . Passing counterfeit money . Misdemeanor . . . Incestuous fornication and bastardy . Attempt at larceny . Perjury . Keeping bawdy -bouse . Assault and battery with intent to kill. Producing abortion . Breaking prison . Adultery . Bigamy . False pretenses . . . Counterfeiting . Concealing death of bastard child Larceny . Safe-keeping . Total . 133 380 or Gfl. 30 per cent. 159 or 25, 40 per cent. 77 or 12.30 per cent. Average age on leaving public schools, 13 years, 7 months. Average age on leaving private schools, 15 vears, 1 month. From these figures we learn that 62.30 per cent., or about five-eighths of the whole number, (G26,) attended the public institutions of the State ; 25.40 per cent., or a little over two-eighths, private seminaries; and that 12.30 per cent., or one-eighth, never went to school at all. CRIME AND IGNORANCE, cxv The whole number of persons received since tho admission of the first prisoner, on October 2o, 1829, to December 31, 1874, is 7,8*28, viz : White. X amber. I ! Per cent. ■ Colored. X umber. Per cent. Males . 6,083 77. 11 ! Males . 1 1,386 17.71 Females . 216 i 2.76 i Females . ' 143 1.82 Total . 6,299 80.47 i Total . 1, 529 19.53 Sex. Minors. j Xumber. Per cent 1 Adults. ! Xumber. [ Per cent 1,091 60 157 36 209 33 13.94 | 2.01 | .45 2.67 | .42 | \V !i i to males _ 4,990 156 398 38 624 36 ! 63.05 1. 99 5. SO .43 7.97 1.45 White females . Mulatto males . 1 Mulatto females . i Black males . Black females . . Total . Total . 1, 586 20.26 6,242 79.74 Age. Xtunber. : Per cent Xumber. Per cent Under 18 . 355 1,231 1, 977 1,628 869 650 4.51 15.73 *25.26 20.80 11. 10 6.35 40 to 45 . . J 392 j 313 293 103 13 1 5.01 3.99 *3.74 1.33 .17 .01 18 to 21 . 45 to 50 _ 21 to 25 . 50 to 60 . i 25 to 30 . 60 to 70 . 30 to 35 . . 70 to 80 . 1 35 to 40 . SO to 90 . 1 Total . Total . 6,713 1 85.75 1,115 14.25 Social relations. Parental. Xumber. ; Per cent Conjugal. Xumber. Per cent. Parents dead . . Parents living . Mother livin'7, . 2,533 2, 376 1,963 32.36 30.35 25.14 1 12.15 ; 1 Unmarried . Married . ■ Separated . . 4,500 2,844 GO 348 46 57.48 36. S3 1. 15 4.45 . 59 Father living . 951 ! ■ Widowers . Total . i Widows . . : Total . i. fe-3 100.00 j 7,828 100. 00 Educational and moral relations. Educational. ! X umber. Per cent Habits. ' Xumber. j Per cent Illiterate . 1, 585 20.25 • Abstainers . ...! 1,809 23.11 Bead onlv _ _ .1, 133 14. 54 Moderate drinkers . . __.! 3,206 40.96 Bead and write 5, 063 G4. 67 Sometimes intoxicated _ ... 1.295 16.54 Well instructed . 42 .54 • Often intoxicated . 1,513 19.39 Total . 7 823 100. 00 * Total . 7, 828 moo CXVI REPORT OF THE COMMISSIONER OF EDUCATION. Number. Per cent. "Whole number of crimes against property . . . 6,473 1, 355 82.70 17.30 Whole number of crimes against persons . _ _ . Total . . . 7,828 100. 00 The following table will show the time served by tbe 5,886 different individual con¬ victs who have been discharged from the penitentiary, with the number reconvicted of the different classes : Under one year . One to two years . Two to three years Three to four years Four to five years . Five to six years . Six to seven years . Seven to eight years . . Eight to nine years. . . . Nine to ten years . Ten years and upward * Total . Time served. rd • |n i S V o V Pi o o 0 9,500 North Carolina . 107, 500 Ohio . . . Oregon . . . . . . Pennsylvania _ _ i, 663 4, 65o Khode Island . Snnfh Hamlin a . . . 100, 000 10, 000 Tennp.sspn _ _ _ Texas .. . . . . . . 100 Vermont . . Virginia.. . 101,204 . ! 11,250 . West Vircrinia . . . Wi seen sin. .. . . . . . . Colorado _ . . . District of Columbia . 900 10, 000 Utah . Total . - . G, 053, 304 1, 845, 354 481,804 1, 111, 629 44.531 CXXIV REPORT OF THE COMMISSIONER OF EDUCATION. Statistical summary of benefactions, by States— Concluded. States and Territories. Institutions for the superior instruc¬ tion of women. Preparatory schools. Institutions for sec¬ ondary instruction. Libraries. Institutions for the deaf and dumb. m 0 8 f 1 <2 § Alabama . . California . . . $25 21, 600 $11, 420 35, 2G0 6, 000 1, 600 §15, 126 . 1,221 Connecticut . . . §100, 000 Delaware . [Florida . §250 5, 000 100, 000 10, 361 500 16, 000 75 500 150, 000 Iowa . 900 Kansas . . 3, 000 254 1,400 150 3, 000 8,650 1,500 1G, 000 50, 500 163 875 21, 025 §1, 000 Massachusetts . 5, 500 20, 000 609, 790 Michigan . Minnesota . 125 Mississippi . . . 120 2,100 800 500 Missouri . . . [Nebraska . . . [Nevada . . Kew Hampshire . 5, 000 37, 650 100 75 8,630 31, 700 55, 855 4, 640 350 9, 839 Hew' .T ersf ‘,y . . . . Hew York . 2,500 3, 770 1, 000, 000 [North Carolina . . . Ohio . . . . G2, 300 9, 500 3, 500 7,450 1, 152 Oregon. . . ■ . Pennsylvania . 1, 000 8,180 1, 400 2, 000 "Rhode Island . . . . . . . 1, 300 South Carolina. . . . . 2, 000 50, 1,600 Tennessee . . . . 6,130 20 21, 500 1 14, 000 800 11, 000 3, 000 Teva s . . _ _ . _ _ . 8, 650 280 Vermont . . _ . 2,000 Virginia 553 West. Vircrini a . ... _ W i soon sin . . 15, 000 1, 421 Colorado . . District of Colnmlvin. _ _ _ TTtnh . . 1,801 Total . 241, 420 723, 040 272, 281 75, 422 7, 323 1, 250, 500 EDUCATIONAL PUBLICATIONS. CXXV Table XXVI. — Summary of tlic number of educational jmblications. Number of firms in — California . 3 Connecticut . 6 Illinois . 7 Indiana . 1 Iowa . 2 Kentucky . 1 Maine . 2 Maryland . 1 Massachusetts . 29 Missouri . 2 New York . 80 Ohio . 10 Pennsylvania .. . 31 Tennessee . 1 Virginia . 1 | Wisconsin . 1 District of Columbia . 3 Total . 181 Number of books on — Art . 39 Biography . . . s, . 69 Education . ' . 142 Geography and travels . 38 History . 99 Lawr . 74 Logic and metaphysics . 12 Mathematics . 24 Mechanics . 25 Medicine . 70 Natural sciences . 77 Philology and translations . 35 Political economy and social science . . 21 Theology and religion . 100 Miscellaneous . 9 Total . 834 Table XXVII. — Patents for improvements in school-furniture. From California Delaware . Illinois . Indiana . Kansas . Kentucky .... Maine . Massachusetts Michigan . Missouri . 6 ! 1 ! 1 2 8 1 From New Jersey ... New York . North Carolina. Ohio . Oregon . Pennsylvania . . South Carolina W est Virginia . 2 Total 2 22 1 3 1 8 1 1 65 Improvements in alphabet-block . 1 , alphabet-case . 1 toy-block for object-teaching . 1 syllabication of words . 1 adding-machines . 3 apparatus for teaching arithmetic . 1 means for teaching fractions . 1 arithmetical frame . 1 apparatus for teaching geography . 1 apparatus for teaching in schools . 1 dissected maps . 1 map-exhibiter . 1 map-exhibiter and cabinet . 1 apparatus for teaching music . 1 device for teaching music-transposition . 1 drawing-tablets for children . 1 drawing-boards, tables, &c . 4 blackboards . 4 music-blackboards . 1 composition for blackboards . . . '. . 1 CXXVI REPORT OF THE COMMISSIONER OF EDUCATION. Table XXVII. — Patents for improvements in school furniture — Concluded. Improvements in slates, slate-frames, &c . 4 slate and blackboard rubbers . 6 combined ruler and blotter . 2 rulers... . 4 marking-pens . 1 pen- wipers . 1 school desks and seats . 8 desk-covers . , . 1 school-furniture . 1 writing-desks . 1 window-ventilators . 4 means for ventilating buildings . 3 means for cooling and ventilating buildings . 1 Total . 65 - ASSOCIATIONS FOR EDUCATIONAL WORK. The activity of voluntary associations for the advancement of education in our country is increasing. In addition to the opportunity they afford for extending to teachers a knowledge of improved methods, and of giving to teachers and school-officers the stimulus of association, as well as the increased confidence which consciousness of the sympathy and co-operation of other workers in the same field always gives, they are of value in affording the means of forwarding such measures of public policy as thoir members deem useful or advisable. School officers and teachers everywhere constitute an intelligent corps of observa¬ tion, and are more and more felt to be a positive force in the body politic. The meetings of teachers’ institutes and of educational conventions attract increas¬ ing attention from the public, and are more fully reported by the press. At these meetings, discussions of all educational questions, and of questions of social science, are held, and the public naturally looks to them for information upon these and kin¬ dred topics. The teacher must represent the higher life of his day and generation ; to do this he must extend his associations beyond the school-room.* ZOOLOGICAL COLLECTIONS FOR EDUCATIONAL PURPOSES. To those living on farms, or in villages, the common animals, trees, and plants are familiar objects, but children confined to the streets of cities grow up in almost total ignorance of native domestic animals; while as to any practical knowledge of the wonders of animal life throughout tha globe, the generally unsatisfactory collections of the traveling menagerie have been in the United States the chief source of instruction, though a few private collections of merit have been maintained in different cities. *As an illustration of the activity of teachers and school-officers in promoting special means of cul¬ ture, the following abstract of the constitution of the St. Louis Art Society is given : Article I.— Section 1 provides for the election of officers ; Sec. 2, for a board of managers, to consist of the officers of the society and officers of the Public School Library ; Sec. 3, for meetings of the society and payment of bills ; Sec. 4, for the secretary to keep records and collect dues ; Sec. 5, for the treasurer to keep and pay out the funds of the society ; Sec. 6 vests the board of managers with disbursement of funds and authority to employ a curator for the collection of works of art ; and to arrange meet¬ ings, business, by-laws, etc. Article II.— Provides specially for meetings in January, April. September, and November, yearly. Article HI. — Specifies conditions of membership ; and annual fee of five dollars. Article IT. — Amendment of constitution. A somewhat similar and very -successful organization has been effected in Manchester, X. II. Books and works of art are collected, and discussions held to great advantage. EDUCATION AT THE CENTENNIAL. CXXVII Iu most of the principal cities of Europe, the people have at hand in the public col¬ lections of animals, and iu the botanic gardens, such as the Jardiu des Plantes, in Paris, the Zoological Garden, iu London, and the Botanic Gardens, at Ivew, opportunities of seeing all animals as nearly in their natural habitats as possible, while iu the botanic gardens the native conditions of the various plants and trees are carefully provided. The attention of many thoughtful persons in our o\vu country has been drawn to the advisability of securing similar collections in the vicinity of our large cities, and of organizing natural-history societies, collections, and museums. An important beginning has been made in Central Park, New York City. The col¬ lections, visited as they are by the pupils of the schools, have been a source of pleasure and instruction. In Philadelphia, a zoological society has been organized. Its management is in the hands of some of her most worthy citizens, and has the confidence of the public. Its third annual report shows an income of $175,000. Suitable grounds have been secured in Fairmount Park. A portion of the buildings have been finished on the most approved plans, and an excellent beginning made in the way of collections. Hon. John A. Peaslee, superintendent of schools for Cincinnati, writes that extensive grounds have been secured there for gardens, and a few animals procured by the zoological society of that city. It is hoped that buildings will be completed during the coming year. EDUCATION AT THE CENTENNIAL. This subject has necessarily required a large amount of attention in the Office during the year. Many questions respecting it have arisen. I have generally replied by com¬ municating the action of the department of superintendence of the National Educa¬ tional Association at a meeting held in January^ 1874,* and by expressing my desire that the Centennial should be altogether a school of patriotism, illustrating the excel¬ lencies of the American system of government by the people, for the people, and that education, as the primary cause of these excellencies, should be fully represented, inviting, at the same time, from all interested, any suggestions with a view to the adoption of some adequate and satisfactory plan for the presentation of these interests. In the reports of this Office for 1871,1872, and 1873, attention was called to this subject. The first important step will be the final revision of the classification by the Cen¬ tennial Commission. When this has been published, it is hoped that the educators of the country will be ready to agree upon some uniform plan, and at the same time provide for the representation by States and cities, and by separate institutions of learning. If no special provision is made by Congress to enable this Bureau to partici¬ pate in the preparation, the necessary correspondence cannot be carried on without great detriment to its regular work, and in that case the Office can only attempt the presentation of such brief historical summaries as may come clearly in the line of its regular publications. These are fortunately made upon a method which may be indef¬ initely extended in any historical representation. They embrace : (1) school-systems of States and Territories; (2) school- statistics of cities; (3) statistics of normal schools; (4) commercial and business colleges ; (5) schools for secondary instruction ; (6) pre¬ paratory schools ; (7) schools for the superior instruction of women; (8) universities * At this meeting, January 29 and 30, 1S74, the Committee on the Centennial made a report, which was accepted. This report contained the following recommendations : (1.) That each State and Territory he invited fo prepare a representation of its educational condition for the Centennial. (2.) That each State and Territory also ho invited to prepare a historical record of its educational progress for the same purpose. (3.) That each city he invited to act with the State authorities in preparing such records, and that it present an exhibit of its own educational growth and condition, t (4.) That each educational institution be invited to participate in the same way. (5.) That a census be taken in 1875. That the Commissioner of Education be requested, on behalf of the educators of this country, to correspond with the prominent educators of the world and invite their co-operation iu the matter of the Centennial. (6.) That an international educational congress be held in connection with the Centennial. CXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. and colleges ; (S) schools of science; (10) schools of theology; (11) schools of law; (12) schools of medicine, of dentistry, and of pharmacy; (13) educational degrees conferred; (14) libraries; (15) museums of natural history; (16) museums of art; (17) schools for the education of the deaf and dumb ; (18) for the education of the blind ; (19) education in connection with orphan-asylums ; (20) in connection with reform schools; (21) schools for the feeble-minded; (22) educational benefactions; (23) educational publications ; (24) Kindergarten ; (25) art-education, both industrial and in the fine arts; (26) educational associations and institutes; (27) improvements in school architecture and furniture ; (28) education and its relation as increasing the skill of labor ; (29) education as preventing pauperism ; (30) as preventing crime ; and (31) as related to health of mind and body. The facilities of the Office can also be made useful in promoting the attendance of foreign educators and educational exhibit¬ ors. Should Congress, however, see fit to make a special appropriation, by which its means to aid in the representation of the education of the country will be increased, the Office can (1) accomplish this plan ; (2) become more useful in promoting the value of the educational exhibition on the part of foreign nations ; and (3) serve to stimulate and supplement the representation to be made by each of the several States, cities, and institutions. That there will be great need of this, is already apparent. Pecuniary interests will come forward of their own accord to represent themselves; but edu¬ cation can only be adequately represented, in its appliances, its relations, and its results, by the action of public authorities. Acting under your direction, I shall hope to have the fullest advice and co-operation of all educators in the country. Foreigners who visit the International Exhibition at Philadelphia in 1876, chiefly with the desire to study the results we, as a people, are able to present as the fruit of our form of government, will go away disappointed if they do not see a just representation of that education by which the ideas of self-government have been largely developed and applied. So far, although great attention has been paid to education in many quarters among us, its records and its memorials* are limited and imperfect in the extreme.! * Tho following few sentences indicate liow interesting, in a single direction, these memorials may be. The writer, mentioning a few of the distinguished alumni of Brown University, observes : First in this list should stand the name of William Eogers, the first student of the college, who sub¬ sequently was a noted divine, and also filled with great success the chair of oratory and belles- lettres in the College of Philadelphia, and then in the University of Pennsylvania. Jonathan Maxcy, of the class of 1787, was successively president of his alma mater, Union College, iSTew York, and the College of South Carolina. Henry Wheaton, of the class of 1802, was lecturer on civil and international law at Harvard College, and his teachings in that branch of jurisprudence are authority to this day. Gaspar Adams, of the class of 1815, was first professor of mathematics and natural philosophy at Brown, then president of the College of South Carolina, and finally professor of ethics at West Point. Horace Mann, class of 1819, was the great advocate of public schools, and Massachusetts, to- ay in the forefront of the educational arena, can trace back to his labors, as secretary of the Board of Education, the source of many of her chief excellencies. Alden March, a graduate of the Medical School, class of 1820, as president of the Medical College at Albany, H. Y., developed to a remarkable degree the surgi¬ cal talent of the medical profession. Edwards A. Park, class of 1826, at first professor of moral and intellectual philosophy at Amherst and now senior professor of the Theological School at Andover, is known as a most eminent Christian teacher. Sears, Caswell, and Bobinson, successively presidents of their alma mater, are recognized as among the foremost teachers of the age. Professors Garnmel, Chase, Lincoln, and Greene need only to be mentioned to call forth the acknowledgment of their eminent abilities in the line of their vocation. Champlin, of Watervilie ; Samson, of Columbia ; Dodge, of Mad¬ ison; Boyce, of the Southern Baptist Theological Seminary. South Carolina; Angell, of Michigan; and Magill, of Swarthmore, are names synonymous with' a 'ripe culture, a remarkable power of imparting instruction, and a rare executive ability. t The Commissioner having lately been appealed to by the agents of the Chilian government, through the honorable Secretary of State, to co-operate in promoting the success of an exhibition illustrative of education in our own country at the international Chilian exposition, to be opened at Santiago in September, 1875, a circular has been issued, and already as a result a considerable number of our citi¬ zens have applied for space to exhibit schooLfurniture, apparatus, and text-books. Among the objects may be specially noted a small school-building of the style generally in use in country districts, and the valuable collection sent by Hew York City to Vienna. A large number of educational documents illustrating the growth and condition of education in this country have been forwarded from the States, and cities and from this Office. COLLEGE OF WILLIAM AND MARY. CXXIX MEMORIALS OR MEN AND EVENTS AS EDUCATORS. As memorial events thicken, their influence is hettor understood. If history teaches philosophy by example, memorials of good men and great events may be justly set down as important educators ; they teach by example indeed, and by tho object-method. These memorials may fitly be gathered around the school and college. It is gratifying to know how widely attention has been turned in this direction, and at how many centers these collections have been commenced. Important beginnings have been made at Washington, Richmond, Philadelphia, Albany, New Haven, Hart¬ ford, Boston, Cambridge, Concord, N. H.,* and other places. The restoration of Inde¬ pendence Hall is specially worthy of note, t A most effective method of promoting the increase of learning and good-will is suggested by the following letter from the Hon. George F. Hoar, M. C. : Worcester, March 15, 1875. To the Editors of ike Boston Daily Advertiser : Last summer, as usual, the colleges of New England gathered their alumni at their annual festivals. Without an exception, so far as I have seen, they reported a season of unusual prosperity. Harvard has completed her noble memorial hall. Yale makes good progress with the Woolsey fund, which its donors deem a less valuable gift to their college than the great service rendered to education by the character and labors of the honored teacher whose name it bears. General Eaton’s last report states that * The following letter from the Hon. B. F. Proscott, formerly secretary of the State of Hew Hampshire, is given as illustrating how much may be accomplished by one individual, and with very slight expense : Bpping, H. H., August 10, 1874. Beak Siu : In accordance with your request, I send you a list of the portraits and busts which I have been instrumental in securing for tho State of Hew Hampshire, Dartmouth College, Phillips Exeter Academy, the Hew Hampshire Historical Society, and the State Hormal School, from December, 1871, to June, 1874. TVben I entered upon the duties of secretary of the State of Hew Hampshire, June 21, 1872, there were in the State-house the following portraits : Washington and Webster, both full-length ; John De Graff, the first foreigu magistrate who saluted the “ stars and stripes.” Of the governors since tho revolutionary war there were : Josiah Bartlett, Samuel Bell, David L. Morril, Matthew Harvey, Isaac Hill, Anthony Colly, Jared W. Williams, Hathaniel B. Baker, Ralph Metcalf, William Haile, Ichabod Goodwin, Hathaniel S. Berry, Joseph A. Gilmore, Frederick Smyth, Walter Harrim.an, and Onslow Steams. Also, that of Major Edward E. Sturtevant, the first volunteer from Hew Hampshire, in the late war. Of the above, I have secured the repainting of the portraits of Governors Hill, Goodwin, and Harriman. The State of Hew Hampshire now possesses portraits of seven of its provincial governors, all of its governors since 1785, save two, and those are promised ; seven of the generals of the revolutionary war ; two generals of the Avar of 1812-T4 : all of her signers of the Declaration of Independence, and several of tha chief-justices of the State, with quite a number promised. Tha whole number of portraits and busts actually secured by me aud now on exhibition in tbe State is 78 ; the number promised is 14, making tbe total number 92. This work has been done as J could find an hour aside from other duties to attend to it. Almost all of them have been contributions to the State and the several institutions before mentioned. I have found the people with whom I hav e corresponded, without exception, kind in answering my letters, and prompt to accede to my invitations when it was in their power to do so; and I am confident the people of the State and the several institutions are truly grateful for so mauy generous gifts. All the work which I have done and am still doing in the same direction has been without compensation, excepting the pleasure and satisfaction I have derived from it. I ghre you the names of the artists and' donors of the portraits which I have secured, as far as I now remember them. Very truly, yours, B. F. PRESCOTT. Col. Albert H. Hoyt, Boston, Mass. , t Colonel Ettiug, who has done so much to restore Independence Hall, in a letter to this Office observes that “ in the enlargement of object-instruction in the public schools,” he has “ found a museum to be an important auxiliary.” And again : ‘‘As one of the most important means of memorizing history ; as the best mode possible of inciting to noble and disinterested action by the contemplation of results in the way of honor; and certainly the surest way of restoring good feeling between tbe various sections ot our country, such work (museum founding) cannot be regarded by thiukiug persons as a more senti¬ mentality.” E— IX CXXX REPORT OF THE COMMISSIONER OF EDUCATION. the sums voluntarily contributed by individuals in the United States as benefactions to institutions of education for the year ending October 15, 1874, so far as be can ascertain them, amount to $11,226,977, against $9,957,494 so contributed during the preceding twelve months. The people of Massachusetts are getting ready for the celebrations of the centennial year. Closely following the hundredth anniversaries of Concord, Lexington, and Bunker Hill, will come the memory of the expulsion of the British from Boston by an army among whose finest soldiers were the men from Virginia, and of the ever- memorable scene enacted close to the walls of Harvard, when George Washington, of Virginia, first drew his sword in the cause of independence. It seems to be a fitting brae to make an appeal to the generosity of Massachusetts, and especially of the friends « t Harvard, in behalf of the old college of William and Mary in Virginia, which gave Washington his first commission in his youth, and of which he was chancellor for the last twelve years before his death. This venerable seat of learning was destroyed by lire on the 9th of September, 1862. The college was on territory treated by the United States as loyal territory, and in the actual occupation of our troops from May, 1862, to the close of the war. There was a conflict on the 9th day of September between our t roops and a body of rebel cavalry, who got possession of the place for a few hours. After their withdrawal, returning stragglers of the garrison set fire to the building, which had been, with the exception of these few hours, in our military occupation. A court-martial had been going on there the day before, and the building contained hay and other stores, and cavalry equipments. It will take about seventy thousand dollars to replace the buildings, and, I think, fully one hundred thousand to restore the college to as good condition as before the war. There are few civilized governments in the world that would not deem themselves constrained, if not by the law of nations, yet by the respect which such nations feel toward institutions of learning, to restore such an institution, even when it belonged to an enemy, if injured by its troops under such circumstances. History contains many conspicuous and interesting examples of the care taken by great commanders for col¬ leges exposed by the operations of war, and of the reparation made by them when such institutions have been injured by their troops. The college of William and Mary has eminent claims to be remembered with rev¬ erence by every true son of Massachusetts. In the great events which preceded the Revolution, in educating the American people in the principles of civil liberty and of constitutional government, her services to the country were scarce second to those of Harvard. Washington received her diploma as surveyor in his youth, and rendered, as her chancellor, his last public service in old age. Jefferson, author of the Declara¬ tion of Independence, who announced the great law of equality and human rights, in whose light our Constitution is at last and forever to be interpreted, was her son and drank his inspiration at her fountain. Peyton Randolph, the first president of the Con¬ tinental Congress, Edmund Randolph, Washington’s Attorney-General, and President Monroe, were her graduates. Marshall, without whose luminous and far-sighted expo¬ sition our Constitution could hardly have been ‘put into successful and harmonious operation, who embedded forever in our constitutional law the great doctrines on which the measures that saved the Union are based, was a son of William and Mary. It is claimed that before the Revolution she was the richest college on the continent. Her corporation held the office of surveyor-general of Virginia. Every surveyor of public lands must be her deputy, and for every survey must pay a fee to her treasury. The cession of the great northwestern territory, largely due to the efforts of one of her illustrious sons, from which the country has derived such incalculable benefit, deprived her of this large portion of her revenues. The* living alumni of William and Mary do not deem themselves able to contribute the money needed to supply her wants. A bill appropriating $68,000 for this purpose passed the House of Representatives in the Forty-second Congress, but failed in the Senate. Many of the wisest and most influential of the republican leaders feared that the bill might create a dangerous precedent, to follow which would burden the Treasury with the cost of rebuilding every school or church or institution of charity destroyed during the war. But I have good reason to know that the attempt, though unsuccessful, produced excellent results in its effect on the feelings of the numerous friends of the college of Virginia. The argument, forcible when addressed to the national legislature, has, of course, no weight when voluntary contributions are in question. Nothing would, in my judgment, have a greater tendency to revive affection between the North and South than to rebuild by a national contribution this ancient institu¬ tion, chief among the household gods of Virginia. What proof so certain that the bit¬ terness of the late war is over, and that the early memories of the days of the Revo¬ lution and of the framing and inauguration of the Constitution are returning in full force, than the rebuilding of this sacred temple of learning in Virginia by the people of the North, under the lea d of Boston and Harvard ? I am, yours, very respectfully, GEORGE F. HOAR. PUBLIC-LAND SALES FOR EDUCATIONAL PURPOSES. CXXXI AT.’PBOPR IATION OF NET INCOME OF SALES OF PUBLIC LAND FOE EDUCATIONAL PUR¬ POSES. Tho several reports of this Office have recommended that the net income of the sale of the public lauds be set apart in aid of education in the several States and Territo¬ ries. Seeing no other means by which it could be secured without perilous delay, I have, in each instance, only mado the general recommendation, reviewing the propo¬ sition in its most simplo form, desiring not to embarrass it by any opinions with rogard to the details of its operations. Before making the proposition I had conferred per¬ sonally with many eminent educators and other persons in reference to its merits. I finally sought- the opinions of all the gentlemen then in charge of State systems, and some others, respecting its feasibility and the benefits it might confer. Only two ob¬ jections came from any quarter, although the gentlemen who were consulted enter¬ tained all the diverse political and religious opinions common among us. One officer, while acknowledging the soundness of the general proposition and the desirableness of the beuefits it would confer, objected, not to its essential features, bTit to two facts contained in the proposition which was first presented to Congress. His chief objec¬ tion was that the proposed law would require a report from his State showing the ad¬ ministration of the school system at a time different from that required by the State law. From that time to this no objections from educators to the general proposition have come to my notice. Demands are frequently made for the details of the methods of carrying out the proposition, and seem to require that I should state them more fully than previously. I cannot do better than present the main provisions of the bill that has been under discussion in Congress, and which once passed the House of Representatives : 1. The bill proposes to set apart the net proceeds of the public lands for the benefit of the education of the people. 2. One-half of this income annually to become a permanent fund drawing a specific rate of interest ; and the other half to be distributed annually together with the ac¬ crued interest. 3. The fund, for the greatest possible security, to be held in the United States Treas¬ ury, and disbursed by the United States to the States and Territories. 4. This fund to be offered to each of the several States and Territories. 5. Each Stato to decline or receive the fund at its own option. 6. As the fund is created and offered, not as adequate to provide education in any State or Territory, or with a view to controlling the system of education w'ithin any State or Territory, but only for the purpose of aiding the endeavors of the friends of education in the several States and Territories to stimulate the whole people to greater efforts in this behalf, this offer has been made on several conditions. These require, for the first year, for distribution to any State or Territory, (a) only the acceptance of the offer, and (6) the announcement of the establishment of a school system for the instruction of every child within its borders. The apportionments to be made to each State on the basis of the illiterate population ten years old and over for the first ten years, as shown by the last preceding census — thus bestowing aid where now most needed — and after the lapse of ten years these are to be made upon the basis of the whole population. For each year after the first the conditions provide that there shall be a report from the appropriate officer of each State, to the United States Commissioner of Education, certifying to tho fact that schools had been supplied to the children of the State, and that this fund had been expended in their support ; and giving the number of children of school age, number in attendance, number of teachers, and such other facts as are generally included in these reports for the purpose of showing the efficiency of tho sys¬ tem. Equal provision for all the children of the State must be made. Non-compliance with these conditions is to result in forfeiture of the amount appor¬ tioned to the State ; and the amounts forfeited are to be returned to the goner'll fund for redistribution, unless otherwise ordered by Congress, CXXXII REPORT OF THE COMMISSIONER OF EDUCATION. In view of the importance of training teachers, and of aiding the agricultural col¬ leges, the hill provides for a subdivision of a portion of the funds to each of these objects in the respective States. Much as this aid is needed in some States, it would be useful to all. INTERNATIONAL EXCHANGE IN EDUCATIONAL WORK. The exchange of reports and documents between educators of this and other coun¬ tries has made satisfactory progress during the year. We need to gather from every people the fruit of their educational experience. ' % While thus availing ourselves of the results of the world’s experience, wo endeavor to develop our own systems and to improve upon former efforts,. It is not surprising, therefore, that others should desire to become acquainted with the working and results of our systems of education. The Japanese students in this country have been mostly called home for govern¬ ment service. The plan to which I have previously alluded, of educating a number of Chinese youth in this country, I am informed, is progressing satisfactorily to all par¬ ties. I have favorable reports of the high esteem in which the services of Dr. David Murray are regarded in the educational department of Japan. Dr. Martin, as the head of the Imperial College at Pekin, is making excellent progress in the solution of the questions which beset the introduction of western learning, through this institution, into that vast empire.* The founder of the Royal Normal College and Academy of Music for the Blind, in London, is a native of Tennessee. The following letter from Samuel G. Howe, LL. D., so widely known as au educator of the blind and of the feeble-minded, will be read with interest : Perkins Institution and Massachusetts Asylum for the Blind, Boston , November 19, 1874. Dear Sir: Agreeably to your request I inclose a brief notice of Mr. F. C. Campbell, founder of the Royal Normal College and Academy of Music for the Blind, in London. Mr. Campbell was born in Tennessee in%1833. He injured his eyes when about six years old, and soon became totally blind. * He received some instruction and such ad¬ vantages as his father could give him at home. He afterwards entered the State School for the Blind in Tennessee and distinguished himself by his talent, his restless activity, and especicdly by his courageous self-reliance and his ambition. Wishing for more advantages and opportunities for self-improvement than he could obtain in any western institution, he came here and was my guest for some time. I soon saw that he had uncommon natural ability, very quick perceptions, great industry, courage, and ambition. I employed him as a teacher in our department in music, and. soon gave him the whole direction of it. Our relations were not entirely harmonious, and we parted without formal dissolution of our business relations, and in doubt about their renewal. He seemed not content to aid me in building up and perfecting our establishment, but dreamed of and planned an establishment of his own invention which should be dis¬ tinguished from all others by the loftiness of its aims and extent of its operations. But if the field here was wide enough it had too many able laborers in it to permit any new establishments to be created without imitating immediately all the excellencies and the peculiarities which it might introduce ; so he went to Europe in 1869, and after passing some time in Germany studying music, he went to London in 1870, and organ¬ ized, by his own personal effort, an establishment now known as the Royal Normal College and Academy of Music for the Blind. It is in many respects an imitation of this institution, and has many features taken from American institutions in general rather than from those of Great Britain. In order to carry out his plans more easily, he applied to me to permit one of our teachers to assist him. This was readily granted, and soon he applied lor another, and then for a third, fourth, fifth, and sixth of his own choosing. I consented to release them from their engagements here. He thus obtained the advantage of the talent and experience of some of our best * As this report goes into type I am informed that Col. D. E. Boyd, the superintendent of the Univer¬ sity of Louisiana, so veil known for his interest in education, has been appointed by the Khedive superintendent of the military school of Egypt, STATISTICS OF EDUCATION IN FOREIGN COUNTRIES. CXXXIII teachers— Mr. Joel W. Smith, Miss Mary C. Greene, Miss Sophia E, Faulkner. Miss J. II. C. Howes, Miss Mary Knight. Miss Sarah Dawson, teachers, and Miss C. Martha Saw¬ yer, clerk and factotum. He had seven assistants trained in this institution, and still retains four of them. Thus a college has been founded and established in the capital of Great Britaiu, in the face of many institutions for the blind, by a blind youth from the wilds of the West, and it is successfully conducted by him with the aid of six American teachers, three of them trained in this institution. The successful introduction of our system of education is a sufficient reply to the ques¬ tion recently asked by an eminent writer, whether our American institutions for the blind might not be advantageously changed so as to resemble the schools of Great Britain. In reply. I say they are copying the best features of ours. May Mr. Campbell have all the success which he may continue to deserve, and the blind of both Europe and America be benefited by honorable competition between them. Faithfullv, .SAME. G. HOWE. Hon. John Eatox, Commissioner of Education, Washington , D. C. • EDUCATION IX FOREIGN COUNTRIES. I.— Europe, Asia, axd Africa. 1. Austria-Hungary, (statistics of 1874.) — a. Austria, constitutional monarchy : Area, 108,-234 square miles ; population, 20,394,980. Capital, Yienna ; population, 833,855. Minister of worship and public instruction, C. von Stremayr, (since November 25, 1571.) Total expenditure for public instruction, $5,546,750, gold, distributed in the follow¬ ing manner: Superior instruction, (universities, technical high schools, &c.,) $1,953,969; secondary instruction, (Gymnasia, Eealschule, nautical schools.) $1,7*24,700; primary instruction, (elementary schools, normal schools, &c.,) $889,806; special instruction, (exclusive of schools of miffing, forestry, agriculture, and military schools, which belong to other ministries.) $202,200; central administration, scientific institutes, expeditions, museums, &c., $746,025. Statistics. Primary instruction. — The last census of primary schools was taken in 1571. Number of schools, 14,769, with 25,259 teachers, and 1,777.619 scholars. The following statistics are all for 1873-1874: Normal schools for male teachers, 40. with 418 teachers and 3,074 students ; normal schools for female teachers, 18, with 125 teachers and 1,923 students: total, 53 normal schools, with 546 teachers and 4,997 students. Secondary instruction. — Total number of schools, 224, with 3,709 teachers and 53,290 scholars, viz, 94 Gymnasia, with 1,668 teachers and 22,308 scholars : 55 Realgymnasfa, with 790 teachers and 10,258 scholars ; 72 Eealschule, with 1,251 teachers and 20,724 scholars. Superior instruction. — Number of institutions, 13, with 987 professors and 12,434 students, viz, 6 universities, with 699 professors and 8,957 students, and 7 technical high schools, with 288 professors and 3,477 students. Special instruction. — One thousand and twenty-seven schools, with 4,296 teachers and 67,713 scholars. Illiteracy , (statistics of 1873.) — Total number of conscripts examined, 53,116. Of these 27,042, or 51 per cent., were able to write. Legislation. — The two most important laws passed in 1574 were the one of May 18, regulating the courses of instruction in the different grades of the elementary schools, and the one of May 26, re-organizing the normal schools.^Official report for 187 4. b. Hungary, constitutional monarchy: Area, 118,172 square miles; population, 15,509,455. Capital, Aula-Pestb: population. 270,470. Minister of public instruction, A. deTrefort. (since September,) 1672. Statistics of 1873. Primary i nstraefior. . — Number of schools, 15,216, with 18,546 teachers and 1,379,67’ CXXXIV REPORT OF THE COMMISSIONER OF EDUCATION. scholars, (oat of a total school-poi>ulation of 2,144,768;) percentage of attendance, 64.37. Number of normal schools 60, (40 denominational and 20 government insti¬ tutions,) with 516 teachers and 2,097 scholars. Illiteracy. — Number of recruits examined. 38,415. Of these 12,975, or 34 per cent., were able to write. — Chronik des Volksschulwesens, 1874. 2. Belgium, constitutional monarchy: Area, 11,412 square miles; population 5,087,105. Capital, Brussels; population, 314,077. Minister of public instruction, the minister of the interior, C. Delcour. Sum voted by the Chamber of Representatives for public education in 1874, $1,940,355. Illiteracy. — It appears from official returns, based upon a recent examination of the national guards of the kingdom, that about 30 per cent, of the grown-up population are unable to read and write. — Statesman’s Year-book, 1875. 3. Denmark, constitutional monarchy : Area, 14,553 square miles ; population, 1,784,741. Capital, Co¬ penhagen ; population, 193,000. Minister of public instruction, M. Fischer, (since June 11, 1875.) City of Copenhagen. — Number of children of school age, (7 to 14,) 27,275; attendance at public schools, 22,747; at private schools, 4,286; total attendance, 27,033, leaving only 242 not accounted for; mostly children in weak health, &c. The sanitary condi¬ tion of the school children has been excellent ; during the two years 1873 and 1874 only 50 deaths occurred among them. Farmers’ high schools. — Number of schools in operation during 1874, 49, with 3,135 stu¬ dents, (2,132 males and 1,003 females.) — Chronik des Volksschulwesens, 1874. 4. Egypt, nominally a pashalik of tho Turkish Empire, virtually an independent state since 1811; Area, (estimated,) about 200,000 square miles; population, (estimated,) 7,000,000. Capital, Cairo; population, 349,883. Minister of public instruction, (according to last official accounts,) Prince Tous- soum-Pasha. * Number of primary Arabic schools, ( Kouitdb ,) 1871, 1,223, with 44,199 scholars ; num¬ ber of students at the Arabic university of El Azhar, in 1871, 9,668; governmental schools, 18, with 173 teachers and 2,388 students ; denominational schools, 15, with 59 teachers and 1,041 students ; European and American schools, 45, with 243 teachers and 4,480 students. — Ed. Dor, L’instruction publique en Egypte. 5. France, republic : Area, 207,480 square miles ; population, 38,067,094. Capital, Paris ; population, 1,851,792. Minister of public instruction, M. Wallon. Primary instruction. — France has at present 145,600 schools, with 36,793 teachers (25,011 males and 11,782 females) and 3,625,000 scholars. Illiteracy, ( census of 1872.) Degree of education. Under 6. From 6 to 20. Above 20. Per cent, of total above 6. j Total. Per cent. Total. Per cent. Total. Per cent. Unable to read or write . 3, 540, 101 88.85 2, 082, 338 23. 89 7, 702, 362 33. 37 30. 77 Able to read only . . . 292, 348 7.33 1, 175, 125 13. 48 2, 305, 130 9.99 10. 94 Able to read and write _ _ 151, 595 3.82 5, 458, 097 62.63 13, 073, 057 56. 64 58.29 Unascertained . 38, 042 70, 721 214, 005 Total . 4, 022, 086 8, 786, 281 23, 294, 554 * __ The new university education hill. — This bill passed the French Assembly July 12, 1875, by a majority of 50, (316 to 266.) The bill sanctions the establishment of free universi¬ ties, subject to certain regulations and government examination ; it also requires the STATISTICS OF EDUCATION IN FOREIGN COUNTRIES. CXXXV government, w ithin twelve mouths, to introduce a bill reforming the state faculties. — Clironik de3 Volksschulwesens, 1874 ; London Times, July 13, 1875. 6. Germans:, constitutional monarchy, empire: Area, 212,091 square miles; population, (December 1, 1871,) 41,060.695. Capital, Berlin ; population, 820,341. Germany has no national system of education, each one of the twenty-six states com¬ posing the empire managing its own educational affairs. Primary instruction. — There are about GO, 000 elementary schools, attended by about 6,000,000 children, (total population of school age, varying in the different states, 6,5G9,711,) with about 109,000 teachers. Total number of normal schools, 1G9, (40 Roman Catholic and 129 Protestant.) Total number of educational periodicals, 63. Want of teachers. — In Prussia alone, owing to the scanty remuneration held out to teachers, there are 3,619 vacancies for schoolmasters. Secondary instruction. — Total number of schools, 1,041, with close upon 120,000 scholars, •(330 Gymnasia, 214 Progymnasia, 14 Eealgymuasia. and 483 Realschule, secondary, tech¬ nical, and commercial schools.) Superior instruction. — There are 10 polytechnic schools, with 360 teachers and 4,428 students. The number of universities is 21, with 1,799 professors and 18,923 students, the largest being Berlin with 188 professors and 3,714 students : Leipzic coming next, with 152 professors and 3,057 students. Illiteracy in Bararia. — Total number of conscripts examined in 1873, 16,314. Of this number 1,166, or 7.3 per cent., had not received a satisfactory elementary education. Illiteracy in Prussia, (data from the census of 1871.) — lu the schedules seut out there was one column with, the question, “ Education, i. e., able to read or write !” The answers to this question have formed the basis for showing the elementary educa¬ tion of the whole population. Although the question was in many cases not properly understood, the knowdedge of the ability to read and write remained doubtful only in the case of 277,572 persons above 10 years of age, i. e., 1.31 per cent, of the population in question. The total result was the following : Degree of education. Above 10 years of age. Males. Females. Total. Able to read and write . . . . . 8. 112, 051 118, 863 863, 843 7, 926, 901 158, 709 1, 396, 434 16, 038, 592 277, 572 2, 260, 277 Abilitv to read and write not ascertained . . . . . Not able to read and write . In percentages the result is the following : Out of every 10,000 inhabitants above 10 years of age, 950 men (or 9.5 per cent.) and 1,473 women (14.73 per cent.) are illiterate. According to religion, the illiterates are grouped in the following manner : Religion. Males. Females. Number. Percent¬ age. Number. Percent¬ age. Protestants . . 390,117 6.60 j 693,400 . 11. 37 Catholics . 464, 755 15.16 685, 535 21. 81 7, 976 6. 65 16 648 12. 55 Dissenters . 995 4 96 1,851 9. 02 In 1874 the total number of conscripts was 83,333. Of these 3,324, or 3.98 per cent., Were not able to read and write. The highest percentage of illiterates was in the CXXXYI REPORT OF THE COMMISSIONER OF EDUCATION. province of Posen, 10.26 per cent. ; and in tlie province of Prussia 10.G4 per cent. ; and the lowest in the province of Schleswig-Holstein, .62 per ceut.-^Chronik des Volks- schulwesens, 1874. 7. Great Britain and Ireland, constitutional monarchy, kingdom : Area, 120,879 square miles ; pop¬ ulation, 31,483,700. Capital, London ; population, 3,254,200. Vice-president of the committee of coun¬ cil on education, Viscount Sandon, M. P. — Report of 1874. a. England and Wales, (population, 22,712,266;) Total number of children of school age, (3 to 13,) as defined by the education act, 5,374,301, or 23 pef cent, of the total population. Accommodation in schools vistedby the inspectors, 2,871,826 places. Of the 2,497,602 children registered, 1,013,068 scholars qualified by regularity of at¬ tendance to bring grants to their schools ; whereas of the 2,070,727 who were present on the day of inspection, only 857,611 were examined by the inspectors as being so qual¬ ified by attendance. Each year the question of local organization assumes greater importance. In their previous report the committee of council expressed a confident expectation of being able to show that voluntary effort was being largely supplemented by the agency of school boards. These they divided into two classes — those formed compulsorily to meet an ascertained deficiency, which nothing but a rate levied on the district could make good, and those applied for by certain districts which resorted to this means for making good a deficiency which they desired to remedy, or to enforce the due use of existing available and sufficient premises. By the end of August, 1874, accommoda¬ tion had been provided for 245,500 children in board schools. The school-board sys¬ tem already covers one-half of the population. It is spreading, as might be expected, more rapidly over urban than rural districts. It embraces five-sixths of the total pox>- ulation in municipal boroughs. There are thirteen towns in England with more than 100,000 inhabitants ; all these have boards. Of twenty-one towns whose population ranges from 50,000 to 100,000, all (except Preston) have boards. Upon the subject of compulsory attendance, it appears that the percentage of total population to which it has been applied has only risen from 40 to 43 in the year, and from 78 to 80 as regards the borough population. Of the total population under school- boards, 84 per cent, have been brought under compulsion. The majority of school-board districts have paid a rate varying from 3d. to 6d. in the pound. The highest rates were levied at Staplehurst, Kent, Is. id., and at Melindwr, Wales, Is. 3d. The sum levied in the metropolis was £105,951, equivalent to a rate of 1 id. Sixty-one boards paid fees on behalf of indigent parents, in amounts ranging from 2s. 2d. to £2,404. Number of training colleges 41, with 2,500 students. b. Scotland, (population, 3.360,018.) In the year ending 31st August, 1874, the inspectors visited 2,366 day-schools, to which annual grants were made, containing 2,577 departments under separate teachers, and furnishing accommodation, at 8 square feet of superficial area per child, for 372,090 scholars. There were on the registers the names of 344,628 children, of whoip 46,276 were under 6 years of age, 252,521 were between 6 and 12, and 45,831 were above 12. Of these scholars 297,247 were present on the day of the inspectors’ visit to their respect¬ ive schools, while 263,748 were, on an average, in daily attendance throughout the year ; 240,500, having made the requisite number of attendances, were qualified to be examined. The inspectors also visited 221 schools which do not fulfill the conditions on which annual grants are made. In these schools 17,329 scholars were present on the day of inspection. The night-schools examined during the year were 102 in num¬ ber ; 5,555 scholars abote 12 years of age were, on an average, in attendance each night. The inspectors found 3,165 certificated teachers at work in the aided schools which they visited, while the six training colleges from which the supply of such teachers is mainly recruited were attended by 822 students. STATISTICS OF EDUCATION IN FOREIGN COUNTRIES. CXXXVII Annual parliamentary grant to popular education in Great Britain in 1873-,74, £2,472,780 ; and in 1874-75, £2,577,380. In the distribution of these grants about seven-tenths were given in recent years for examination and attendance of pupils, two-tenths as stipends and salaries to teachers, and one-tenth spent in administration and for building schools. The income from the fees paid by the children amounted, on the average of the last five years, to less than one-sixth of the sums voted by Parliament. c. Ireland., (population, 5,411,416.) On the 31st December, 1874, there were 7,257 schools in operation, being 97 more than in 1873. The number of children ©n the rolls who made any attendance was 1,006,511, which was an increase of 31,815 over the previous year. The average daily attendance was 395,390. The number of warranted schools is 5,356. There are 1,252 clerical and 204 lay Roman Catholic managers, 261 clerical and 36S lay Protestant Episcopalian managers, 328 clerical and 178 lay Presbyterian managers, 88 clerical and 42 lay managers of other denominations, and 207 official lay managers. There are 4,741 schools under Roman Catholic clerical management. Over 79 per cent, of the pupils in attendance are Roman Catholic, 11 per cent. Presbyterian, and over 8 per cent. Protestant Episcopalian. The average daily attendance in the model-schools was S, 619.— Official Report for 1874. S. Italy, constitutional monarchy, kingdom : Area, 112.677 square miles; population, 26,796,253. Capi¬ tal, Home ; population, 244,481. Minister of public instruction, Antonio Bongki, (since October 3, 1674.) Primary instruction. — Public schools for hoys, 18,234, with 17,940 teachers, a maxi¬ mum attendance of 801,358 and a minimum attendance of 571,445 scholars, and a total expenditure of $2,378,393.40. Public schools for girls, 12,732, with 12,723 teachers, and a maximum attendance of 577,308 and minimum attendance of 404,844, and a total expenditure of $1,316,215.31. Public schools for both sexes in common, 3,238, with 3,266 teachers and a maximum attendance of 90,597 hoys and 84,126 girls, and a minimum attendance of 57,220 hoys and 10,108 girls ; total expenditure, $227,297. Total number of public elementary schools, 34,204, with 33,929 teachers, a maximum attendance of 1,553,389 and a minimum attendance of 1,043,615 scholars, and a total expenditure of $3,921,905.71. Private schools for hoys, 3,892, with 4, 045 teachers, a maximum attendance of 72,141 and a minimum attendance of 58,627 scholars. Private schools for girls, 3,982, with 4,168 teachers, and a maximum attendance of 88,860 and a minimum attendance of 73,999 scholars. Private schools for both sexes in common, 1,293, with 1,373 teach¬ ers ; a maximum attendance of 14.219 hoys and 16,858 girls, and a minimum attendance of 11,565 hoys and 13,647 girls. Total number of private elementary schools, 8,987, with 9,576 teachers, and a maximum attendance of 192,078 and a minimum attendance of 158,238 scholars. Infant schools : Number of schools, 1,099, with 2,627 teachers, 130,806 scholars, (65,727 boys and 65,079 girls,) and a total expenditure of $324,090.03. Evening schools: Number of schools, 9,809, (9,342 for males and 467 for females,) with 11,54S teachers and 375,947 scholars, (359,673 males and 16,274 females,) ranging in age from 12 to 25 years. Total amount of expenditures, $168,326.13. Snnday schools, (not for religious instruction :) Number of schools, 4,743, (903 for males and 3,835 for females,) with 5,020 teachers, and 154,585 scholars, (33,830 boy3 and 120,755 girls.) Total expenditures, $30,882.79. Boarding schools for females: Number of schools, 570, with 2,723 teachers and 29,095 scholars, and a total expenditure of $244,247.66. Normal -schools : Number of schools supported by the government, 59, (23 for males cud 36 for females,) with 491 teachers and 4,090 students, and an expenditure of CXXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. $140,289.92. Number of schools supported by the municipalities, 56, (13 for males and 43 for females,) with 324 teachers and 2,040 students, (521 males and 1,519 females,) and an expenditure of $71,704.48, making the total number of normal schools 115, (36 for males and 79 for females,) with 815 teachers and 6,130 students. Secondary instruction : Number of royal lyceums, 79, with 4,728 scholars ; number of royal Gymnasia, 103, with 8,962 scholars; number of royal technical schools, 63, with 6,380 scholars ; number of royal boarding schools, 26, with 2,458 scholars, making the total number of secondary schools 271, with 22,528 scholars. Superior instruction : Number of universities, 21, with 6,997 students ; institute of superior instruction in Florence, 182 students ; royal school of engineering at Turin, * 186 students; royal higher technical school at Milan, 198 students; royal school of engineering at Naples, 21 0 students • royal superior normal school at Pisa, 42 students ; the three royal schools of veterinary surgery at Milan, Naples, and Turin, 272 stu¬ dents. — Official Report of 1874. 9. Japan, absolute monarchy, empire : Area, 156,604 square miles ; population, 32,794,897. Capital, Tokio, (Yeddo ;) population, 779,361. Vice-minister of education, Hon. Fujimaro Tanaka. STATISTICS OF SCHOOLS UNDER THE IMMEDIATE CONTROL OF THE EDUCATIONAL DEPARTMENT. I. Kaiseigakko at Tokio, ( first Daigakku.) (1) 15 teachers— 2 Japanese, 13 foreigners. A. Jurisprudence and philosophy: 1 English and 4 American teachers. B. Technology : 4 French teachers. C. Mining: 4 German teachers. (2) 236 students. A. Jurisprudence, (preparatory :) First class, 10 students ; second class, 15 stu¬ dents. ' Philosophy, (preparatory :) First class, 20 students ; second class, 18 students; third class, 20 students. C. Technology, (preparatory:) Lower class of three years, 10 students; upper class of 1 year, 16 students ; lower class of 1 year, 24 students. D. Mining : Third class, 11 students. E. Mining, (preparatory:) First class, 11 students; second class, 7 students; third class, 17 students. F. Manufacturing, (preparatory :) Sixth class, upper portion, 28 students; sixth class, lower portion, 24 students. (Besides, there are several students not included in the classes.) II. Igakko (school of medicine ) at Tokio. (1) 19 teachers — 11 Japanese, 8 German. A. Medicine and surgery : 2 teachers. B. Anatomy : 1 teacher. C. Natural history and mathematics : 1 teacher. D. Physics and chemistry : 1 teacher. E. Latin and German: 1 teacher. F. German and arithmetic : 1 teacher. G. Pharmacy : 1 teacher. (2) 242 students. A. Main studies : Sixth class, 34 students ; seventh class, 1 student ; tenth class, 33 students. B. Preparatory studies : First class, 7 students ; second class, 47 students ; third class, 57 students ; fourth class, 46 students. C. Hospital, 17 students. III. Igakko (school of medicine ) at Nagasaki, (fifth Daigakku.) (1) 10 teachers — 7 Japanese, 3 foreigners. A. Medicine : 2 Dutch teachers. B. German and Latin : 1 Germau teacher. (2) 74 students. STATISTICS OF EDUCATION IN FOREIGN COUNTRIES. CXXXIX A. Main studies: Seventh class, 5 students; eighth class, 11 students; ninth class, 13 students ; tenth class, 12 students. B. Preparatory studies : Fourth class, 33 students. IY. School of foreign languages at Tokio, ( first Daigakku.) (1) 32 teachers — 17 Japanese, 15 foreigners. A. English language : 5 English and 2 American teachers. B. French language : 3 French teachers. C. German language : 3 German teachers. D. Russian language : 1 Russian teacher. E. Chinese language : 1 Chinese teacher. (2) 542 students. A. English language, upper degree : First class, 23 students ; second class, 24 students. B. English language, lower degree : First class, 29 students ; second class, 29 stu¬ dents ; third class, 28 students ; fourth class, No. 1, 37 students ; fourth class, No. 2, 33 students ; fourth class, No. 3, 28 students ; classes not passed examination, 58 stu¬ dents. C. French language, upper degree : Fourth class, 32 students. D. French language, lower degree : First class, 20 students ; second class, 14 stu¬ dents ; third class, 9 students ; classes not passed examination, 21 students. E. German language, upper degree : Fourth class, 10 students. F. German language, lower degree : First class, 20 students ; second class, 27 students ; third class, 21 students ; fourth class, 18 students ; classes not passed exam¬ ination, 11 students. G. Chinese language, lower degree : First class, 9 students ; second class, 9 stu¬ dents ; third class, 5 students ; fourth class, 9 students. H. Russian language, lower degree : First class, 5 students ; fourth class, 9 stu¬ dents. Y. Kaimeigakko at 6'zaka, ( third Daigakku.) (1) 9 teachers — 5 Japanese, 4 English. (2) 117 students. A. English language, upper degree : First class, 1 student ; second class, 9 stu¬ dents ; third class, 8 students ; fourth class, 16 students. B. English language, lower degree: First class, 9 students; second class, 27 students ; third class, 20 students ; fourth class, 27 students. YI. Kowungakko at Nagasaki , ( fifth Daigakku.) (1) 5 teachers — 3 Japanese, 2 Americans. (2) 90 students. English language, lower degree : First class, 21 students ; second class, 29 stu dents ; third class, 26 students ; fourth class, 14 students. VII. Female school at Tokio, ( first Daigakku .) (1) 7 female teachers — 6 Japanese, 1 American. (2) 36 female students. (There is no classification established.) VIII. Normal school at Tokio, ( first Daigakku.) (1) 4 teachers — 3 Japanese, 1 American. (2) 85 students. A. Upper degree, 31 students. • B. Lower degree, 54 students. (3) 85 students for the lower schools— 56 males, 29 females. Sixth class, 12 males, 3 females ; seventh class, 33 males, 16 females; eighth class, 11 males, 10 females. IX. Normal school at 6'zaka, ( third Daigakku.) (1) 2 teachers. ' (2) 34 students. (There is no classification established.) CXL REPORT OF THE COMMISSIONER OF EDUCATION. X. Normal school at Miyagi, (seventh DaigaTiJeu.) (1) 2 teachers. (2) 46 students. (There is no classification established.) * TOTAL. (1) 7 government schools, 97 teachers— 51 Japanese. (45 males, 6 females,) 46 for¬ eigners, (45 males, 1 female ;) 1,337 students — 1,301 males, 36 females. (2) 3 normal schools established by government, 8 teachers — 7 Japanese, 1 foreigner : 165 students, 85 students for the lover schools, (56 males, 29 females.) Statistics of lower schools, loth public and private, established in various Fus and Kens. A. Number of lover schools . 6, 261 B. Number of teachers . . 5,856 C. Number of students . . 472,047 [From the Japan Weekly Mail, March 4. 1874.] THE XU3HJEE OF SCHOOLS ET FC3 AND KENS. First Daigakku-Ku. Tokio-Fu: Schools of foreign languages, 5, (4 of English and 1 of French.) Irregular schools : 27 of English, 2 of French, and 1 of German language. Besides these, there are 28 vhere the English, French, and German languages are taught, and books are translated into Japanese or Chinese, and vriting is also taught. Kanagawa-Kcn : School of foreign languages, 1. Tiba-Ken : Irregular school, 1. Ashigara-Ken : Irregular school, 1. Tochigi-Ken : Irregular school, 1. Second Daigakku-Ku. Shidzuoka-Ken : School of foreign languages, 1 ; irregular school, 1. Chikuma-Ken : Irregular school, 1. Ishikawa-Ken : Irregular night-schools, 6 ; irregular school, 1. Tsugura-Ken : Private school of middle class, 1. Third Baigalcku-Ku. Ozaka-Fu : School of English language, 1 : irregular school, 1. Kioto-Fit: School of English, French, and German languages, 1. Sakai-Ken : Private school of middle class, 1 : school of English language, 1. Okayama-Ken : Private schools of middle class, 2. Kochi-Ken : School of English language, 1. Fourth Dcigalcku-Ku. Yamaguchi-Ken : Schools of foreign languages, 2, (1 of English and 1 of German language.) Fifth Daigakku-Ku. Mitsv.ma-Ken : School of English language, 1. ShiraJcaica-Xen : School of English language, 1. Kagoshima-Ken : School of English and French languages, 1. Kolcura-Ken : Irregular schools, 2. STATISTICS OF EDUCATION IN FOREIGN COUNTRIES. CXLI Sixth Daigakku-Ku. Niigata-Ken : Schools of foreign languages, 5. Wakamatsu-Ecn : School of English language, 1. OMtama-Een : School of English and French languages, 1. « Seventh Daigakku-Ku. Miyagi-Een : School of English and French languages, 1. Iwasaki-Een : Irregular school, 1. Aomori-Eci \i : School of English language, 1. The total number of this class of schools is 103 ; 4 of which are private schools of the middle class ; 25 schools of foreign languages ; 08 are irregular schools, and 0 are night- schools. % 10. Non WAT, constitutional monarchy, kingdom, (dynastically united to Sweden:) Area, 1*20,729 square miles; population, 1,750,898. Capital, Christiania; population, 66,657. Minister of public instruction, B. T. Nissen, (since November, 1874.) Primary instruction, (ex elusive of Christiania.) — Number of school districts, 6,371 ; permanent schools, 4,277 ; migratory schools, 2,094 ; work schools for girls, 131 ; gen¬ eral work schools, 4 : infant schools, 13. Number of children of school age, 213,968 ; number of children instructed in permanent schools, 169,737 ; in migratory schools, 36,577 ; instructed outside of the district schools, 3,235 ; children not attending school, 4,419 ; expenditure for primary schools, $ 673,052, towards which the state contributed $91,875. City of Christiana : Number of primary schools, 5 ; with 6,508 pupils. Superior instruction. — The Royal Norwegian University of Christiania numbered 978 students, viz, 200 of theology, 170 of law, 231 of medicine, 70 of philology, 2 of min¬ eralogy, 45 of natural sciences, 260 of philosophy.— Official Report of 1874. 11. POKTUpAli, constitutional monarchy, kingdom : Area, 36,510 square miles ; population, 3,995,152. Capital, Lisbon ; population, 224,063. Minister of public instruction, the minister of the interior, A. Rodrigues Sampaio. The new education hill. — The following are the principal points in the new Portuguese education bill : Henceforth, while the teachers shall be salaried by the communes, subsidies shall be granted by the state or the province. The masters are to be ap¬ pointed by a school board after a competitive examination. There will be elementary and extended elementary education, but the former alone shall be free ; for the latter payment may but need not necessarily be exacted. As a rule there will be separate schools in every parish for boys and girls. Attendance at the elementary school is to be made compulsory from the sixth to the twelfth year. Finally, there will be estab¬ lished two training-colleges for men and two for women. — London School-Board Chron¬ icle, April 10, 1875. 12. ItouMAXlA, constitutional monarchy, (tributary to Turkey :) Area, 45,642 square miles ; population, 3,864.848. Capital, Bucharest; population, 221.150. Minister of public instruction, T. Maioresco, (since April 17,. 1874.) Among the higher classes the education of the children is principally confined to private tuition from French teachers. Twenty years ago there were in the Moldavia district no more than 1,400 children in the public schools, of which thfere were then only 15 ; Wallachia at that period instructed as many as 15,000 children. The census of 1868, however, showed a school attendance of 72,000 children in 1,867 public schools, together with several private establishments for both sexes. Education is now compulsory for both sexes, provided there be schools ; for in this respect much remains to be done ; only 4,000 teachers of all grades can be found in Ronmania. The principality has seven Gymnasia and two universities, (at Bucharest and Jassy.) Besides many so-called French and German colleges, there is a military school, a techni¬ cal school, a school of design, and a school of agriculture. These institutions number CXLII REPORT OF THE COMMISSIONER OF EDUCATION. together 3,000 pupils. The educational budget of 1874, including public, worship, amounted to about $1, GOO, 000. — London School-Board Chronicle, July 3, 1875. 13. Russia, absolute monarchy, empire : Area, 8,404,7(37 square miles; population, 82,172,022. Capi¬ tal, St. Petersburg : population, G67.026. Minister of public instruction, Count D. Tolstoi. • There are only 2,400 national schools, educating 875,000 pupils, in the whole of Eu¬ ropean Russia, (population 63,658,934.) The cost to the state is set down at $2,390,631. Many of the schools are greatly in want of teachers, the districts of St. Petersburg, Moscow, Charkow, Kasan, and Odessa, with 11,000 schools, having among that number 500 without a teacher, and 300 with incompetent teachers, who were retained only be¬ cause there were none to supply their places. In 1858, out of every 100 recruits levied for the Russian army, only two were able to read and write — a state of things which has since undergone material improvement, the returns of 1872 showing that, instead of two, as many as twelve recruits in the hundred had successfully mastered these rudiments of knowledge. The number of training colleges for school teachers is 49 ; 35 of which are partially maintained by the state. School law . — The school lav/ in operation dates from July 1, 1874. This law defines the object of the elementary schools, which is “ to spread religious and moral ideas and useful elementary knowledge.” The elementary schools comprise: 1. The primary schools under the direction of the clergy. 2. The primary schools under the ministry of public instruction, both public and private. 3. The elementary schools under other ministries which are supported by the communes. 4. All Sunday schools. The course of instruction embraces reading, writing, the four fundamental rules of arithmetic, the catechism, Bible history, and if possible singing (of church tunes.) The language of instruction is to be Russian. Nothing is said regarding school fees. Religious instruc¬ tion is confided to the clergy, while otherwise the superintendence of elementary instruction is taken away from the clergy and given into the hands of the corporative nobility. The teachers are appointed by the district authorities. — London School-Board Chronicle, May 22, 1875 ; Chronik des Volksscliulwesens, 1874. The following additional information concerning education in Russia has been taken from the Russian Annual of Suworin : Lower schools. — District schools, 423, with 29,709 scholars; popular schools, 21,666 with 875,445 scholars. Intermediate schools. — Gymnasia, 122, with 39,270 scholars ; Progymnasia, 33, with 5,014 scholars ; Realschule, 7, with 1,752 scholars. Higher schools. — Universities, 8, (not including the one in Finland,) with 543 pro¬ fessors and 6,115 students; lyeeums, 5, with about 600 students. Schools exclusively for females. — Institutes, 28, with 5,453 scholars ; Gymnasia and Progymnasia, 195, with 23,854 sc holars. Special schools. — Normal schools and teachers’ seminaries, 54, with 2,552 students ; higher theological schools, 4, with 118 professors and 446 students ; intermediate theo¬ logical schools, 51, with 789 professors and 13,103 students ; lower theological schools, 187, with 1,375 professors and 26,671 students ; higher military schools, 7, with 1,416 students ; intermediate military schools, 25, with 6,330 students ; lower military schools, 31, with 6,863 students; naval schools, 7, with 1,109 students; higher agricultural schools, 3, with 293 students ; lower agricultural schools, 16, with 1,025 students ; higher technical schools, 6, with 2,666 students; lower technical schools, 12; schools of art and drawing, 5 ; Schools of music and the drama, 3 ; business colleges, 4 ; law-schools, 1, with 320 students; (each university has a faculty of law;) schools of philology, 3. Total government expenditure for education in 1872-73, $29,156,775.95. 14. Sssvia, principality, nominally belonging to Turkey, but semi-independent since 1856 : Area, 12, GOO square miles ; population, (1872,) 1,325,437. Capital, Belgrade : population, 14,600. Minister of public Instruction, M. Christitcb. Primary instruction, (1870-71.)— Four hundred and eighty-four schools, with 605 teachers and 25,270 scholars; 1 teachers’ seminary with 62 students. STATISTICS OF EDUCATION IN FOREIGN COUNTRIES. CXLIII Secondary instruction, (Realgymnasia, Progymnasia, and Gymnasia.)— Sixteen schools, with 95 teachers and 1,762 students. Superior and special instruction. — One high school, (university,) with 16 professors and 329 students; high school for ladies, 21 teachers; military academy, 11 professors and 40 students. — Allgemcino Schul-Zeitung, August 15, 1S74. 15. Switzerland, federal republic: Area, 15,233 square miles ; population, 2, 609, 117. Capital, Berne ; population, 30,001. Switzerland has no national system of education, each one of the twenty-two cantons managing its own educational affairs. Educational provisions of the Swiss constitu tion. — The federal authorities are empowered to establish, besides the existibg Federal Polytechnic School at Zurich, a university and other superior schools, or to aid such schools. The cantons have the care of pri¬ mary instruction, which is to be under the exclusive jurisdiction of the secular author¬ ities. It is to bo compulsory, and, in the public schools, free of charge. The public schools are to be attended by children of all religious denominations without inter¬ fering with their faith or conscience. Cantons that do not carry out these provisions will be forced to do so by the federal authorities. Primary instruction. — Switzerland has now altogether 7,000 elementary schools, which are conducted by 6,000 managers of both sexes — the same master, in some cases, pre¬ siding over two schools. There is one school to every 380 inhabitants; and as the total number of scholars (boys and girls) amounts to 400,000, we get about 57 scholars to a school and a school attendant in every 6 inhabitants. With the exception of canton Uri, education is compulsory throughout the republic. In six cantons the number of clerical teachers exceeds that of the lay masters. In fourteen, schooling is free. In six, school fees may be raised. The school age, as determined by law, varies from the sixth or seventh to the twelfth or fifteenth year. The entire annual cost of education amounts to $1,200,000. Superior instruction. — Number of universities, 3, with 162 professors and 897 students. (Swiss revised constitution; London School-Board Chronicle, April 17, 1875; Deutscher Universitats-Kalender, 1875.) Comparative statistics of European school attendance, on the calculation that the children be¬ tween 6 and 12 constitute the sixth part of the European population. In Saxony the school attendance is to the population as 1 to 5 ; in Norway, as 1 to 6 ; in Prussia, as 1 to 7 ; in Denmark, as 1 to 7-1 ; in Netherlands, as 1 to 8 ; in Scot¬ land, as 1 to 9 ; in Protestant Switzerland, as 1 to 9; in Austria, asl to 10 ; in Belgium, as 1 to 101- ; in Ireland, as 1 to 16 ; in Catholic Switzerland, as 1 to 16; in England, as 1 to 17 ; in France, as 1 to 21 ; in Lombardy, as 1 to 30 : in Sardinia, as 1 to 64 ; in Portugal, as 1 to 80 ; in Italy, as 1 to 100 ; in Greece, as 1 to 118 ; in Spain, as 1 to 170 ; in Russia, as 1 to 700. — London School-Board Chronicle, March 6, 1875. H.'— North America axd South America. 1. Brazil, constitutional monarchy, empire: Area, 3,275,326 square miles ; population, 10,196,328. Capi¬ tal, Bio de Janeiro ; population, 260,000. Alinister of public instruction, the minister of the interior, Dr. J. A. Correa de Oliveira. Primary instruction, city of Bio de Janeiro. — Number of public (state) schools, 77 — 41 for boys and 36' for girls — with 5,721 pupils, viz, 3,088 boys and 2,633 girls. Number of municipal schools, 2 — one for boys and one for girls — with 335 pupils, viz, 271 boys and 164 girls. Number of private schools, 99 — 45 for boys and 54 for girls — with 5,740 pupils, viz, 3,501 boys and 2,239 girls. The provinces.- — Number of public schools, 4,178 — 2,709 for boys, 1,466 for girls and 3 for both sexes in common — with 139,190 pupils, viz, 98,993 boys and 40,197 girls. CXLIV REPORT OF THE COMMISSIONER OF EDUCATION, Number of private schools, 899 — 590 for boys, 250 for girls, and 59 for both sexes in common — with 21,570 pupils, viz, 15,021 boys, 6,049 girls, and 500 whose sex is nob given. Total for the empire, 5,254 schools, with 172,556 pupils. • Secondary instruction , city of Rio de Janeiro. — State school, 1, the Imperial College 'of Pedro II, with 258 scholars. Private schools, 54 — 27 for boys and 27 for girls — with 3,214 scholars, viz, 2,393 boys and 821 girls. The provinces. — Number of public schools 157 — 137 for boys, 17 for girls, and 3 for both sexes in common — with 3,808 scholars, viz, 3,209 boys and 599 girls. Number of private schools, 198 — 137 for boys, 44 for girls, and 17 for both sexes in common— with 4,933 scholars, viz, 3,255 boys and 1,738 girls. Total -for the empire, 410 schools, with 8,999 scholars. Superior instruction. — Polytechnic school at Rio do Janeiro, 502 students; law-school at Recife, 284 students ; law-school at S. Paulo, 151 students ; school of medicine and pharmacy at Rio de Janeiro, 615 students ; school of medicine and pharmacy at Bahia, 324 students. Total, 5 schools, with 1,876 students. Special instruction. — Business college at Rio de Janeiro, 35 students ; institute for the blind, 29 students ; deaf-mute ihstitute, 16 students ; academy of the fine arts, 205 stu¬ dents; conservatory of music, 146 students; imperial lyceum of art and industry, 1,129 students. Total, 6 schools, with 1,560 students. — Official Report for 1874. 2. British Columbia, British colony: Area, 213,000 square miles; population, 10,586. Capital, Vic¬ toria. Superintendent of education, John Jessop. Number of schools, 30, with 33 teachers. School population between the ages of five and sixteen, 2,048. Number of pupils between five and sixteen attending school, 1,223. Pupils of other ages attending school, 22. Total public-school expenditure for the year ending July 31, 1874, $35,287.59. Date of act respecting public schools, April 11, 1872 ; amendment making education compulsory, February 21, 1873. — Official Report for 1874. 3. Central America. — a. Guatemala, republic: Area, 41,830 square miles; population, 1,180,000. Capital, Santiago de Guatemala ; population, 45,000. Minister of public instruction, M. A. Soto. Number of primary schools, 541 — 358 for boys and 183 for girls — with 20,523 scholars. Total amount appropriated by the government to primary instruction, $51,804. b. San Salvador, republic : Area, 9,594 square miles ; population, 434,520. Capital, San Salvador; population, 16,000. Minister of public instruction, D. Gonzalez. By a decree dated October 15, 1874, a new university is to be established in the city of San Miguel. The course of instruction will embrace Spanish, French, mathe¬ matics, philosophy, universal history, rhetoric, physics, geography, natural law, Roman law, civil law, canonical law, forensic practice, xrablic and administrative law, political economy, chemistry, natural history, anatomy, pathology, hygiene, materia medica, obstetrics, medical jurisprudence, therapeutics, pharmacy, moral philosophy, dog¬ matics, sacred history, English, trigonometry, and surveying. — El Nuevo Mundo, December 1, 1874. 4. Chili, republic: Area, 130,977 square- miles ; population, 1,938,861. Capital, Santiago; population, 115,377. Minister of public instruction, J. A. Barcelo. Primary instruction. — Public elementary schools, 756 — 466 for boys, 280 for girls, and 10 for both sexes in common — with 59,786 pupils ; private elementary schools, 483 — 206 for boys, 131 for girls, and 146 for both sexes in common — with 20,823 pupils. Total number of elementary schools, 1,239, with 80,609 pupils. Higher primary schools, 24, vizj 17 for boys and 7 for girls. Number of normal schools, 4, viz, 1 for males and 3 for females. Secondary instruction. — Fifteen lyceums, with 3,203 scholars. Superior instruction. — The national institute or university, at Santiago, with 400 students. STATISTICS OF EDUCATION IN FOREIGN COUNTRIES. CXLY Special instruction. — Six theological seminaries, 1 military academy, 1 naval academy, 1 conservatory of music, 1 academy of painting, 1 school of sculpture and architecture, 1 school of technology, and 1 school of agriculture. Expenditure for public instruction in 1873, $1,185,700, viz, $641, 700 for primary in¬ struction, $395,000 for secondary and superior instruction, $107,000 for special instruc¬ tion. $42,000 for extraordinary expenses, pensions, Ac. — Official Report for 1874. 5. Jamaica, British colony : Area, 6,900 square miles ; population, 510,354. Capital, Kingston. Gov¬ ernment school inspector, .John Savage. Elementary schools. — Total number of elementary schools, 515 — 500 under government inspection and 15 not under government inspection. Number of pupils enrolled, 43,714; average attendance, 25,542. Government schools. — Two, with 256 pupils on boots, and :.n average attendance of 156. Endowed schools. — Twenty-five, with 1,643 pupils enrolled, and an average attendance of 1,188. Normal schools. — Seven, with 113 pupils enrolled, and an average attendance of 112. Private schools. — One hundred and sixty, with 4,879 pupils enrolled. Grand total, 703 schools, with an aggregate of 50,635 pupils enrolled, and an aver¬ age attendance (not counting the private schools) of 26,993 pupils. Expenditure for education. — The following may he regarded as a fair estimate of the total cost of all the schools in Jamaica in 1874 : £ s. d. Government annual grants...-. . 12,707 12 0 Government opening grants . . . 1,586 0 0 Schools wholly supported by government . 637 9 9 Fees from inspected schools . 6, 087 14 0 From religious societies and private contributions . . . 5, 000 0 0 Elementary schools uninspected . 20 3 0 Endowed schools . 5,934 4 3 Normal schools . . . . . 4, 193 13 10 Private schools, (roughly estimated) . . 5,600 0 0 Total . . . 41,766 16 1 — Official Report for 187 4. 6. Mexico, federal republic: Area. 1.030.442 square miles; population, 9,176,052. Capital, Mexico; population, 200,000. Acting minister of justice and public instruction, J. B. Covarrubias. Primary instruction. — More than half the States of the republic have passed laws making education compulsory. Total number of primary schools, 8,040. Of these 603 are supported by the federal and State governments, 5,240 by the municipalities, 378 by private corporations, 117 by religions associations ; 1,518 arc private schools in which tuition is paid, and 1S4 are without classification. There is, therefore, one primary school to every 1,141 inhabit¬ ants. The attendance has been during the past year 349,000, or something less than one- fifth of all the children between the ages of 6 and 13. As regards the sexes, there are 5,691 schools for hoys and 1,615 for girls, the remain¬ der beiDg in common for both sexes. The total expenditure for primary instruction during the year 1874 was $1,632,435 Of this sum, $1,042,000 was famished by the municipalities, $417,000 by the genera and state governments, and $173,000 by individuals and private corporations. Secondary and professional instruction. — The schools of this kind are entirely under th«. control of the general and state governments. Number of colleges, 54, with 9,337 stu¬ dents ; number of Catholic seminaries, (having substantially the same course of study, E — X CXLVI REPOET OF THE COMMISSIONER OF EDUCATION. with the addition of theology,) 24, with 3,800 students. Of the total of 78 colleges of the republic, law is taught in 33, medicine in 11, engineering in 9, agriculture in 2, and theology in 24. There are live special schools in the federal district, one of mines and engineering, and one each of medicine, law, agriculture, and the fine arts, the last-mentioned attended by about 700 students of both sexes. Higher schools for girls, 15, with a total attendance of 2,300. Total expense of supporting the government colleges during 1874, $1,100,000, of which $200,000 were expended in fellowships, entitling those who hold them to free board and lodging in the college building. — Official Report for 1874. 7. Xew Beuxswick, British colony: Area, 27,105 square miles ; population, 285,594. Capital, Frederic¬ ton. Chief superintendent of education, Theodore H. Rand. The common-schools act of 1871 came into operation in January, 1872, and the direct result of its working has stamped it as a genuine educational measure. The act pro¬ vides special aid to poor districts toward the current support of schools. It provides that there shall be three trustees for each district of the province, except cities and incorporated towns, each of which shall have seven trustees. There are to be fourteen inspectors, one for each county. Statistics. Public schools , (including common, superior, and grammar schools :) Summer term, (closed October 31, 1874,) 979 schools, with 1,020 teachers and assistants, and 42,611 pupils. Winter term, (closed April 30, 1874,) 992 schools, with 1,045 teachers and assistants, and 44,785 pupils. Provincial training and model school at Fredericton. — Number of teachers, 5 ; number of students and pupils in attendance during the summer term, 129 — 46 in the normal and 83 in the model department ; during the winter term, 157 — 74 in the normal and 83 in the model department. School finances. — Total provincial grant to the teachers for the year, $101,519.57 ; total amount of county fund apportioned to the trustees, $80,024.70; special aid to poor districts, $18,326.64. — Official Report for 1874. 8. FTova Scotia, British colony : Area, 18, 6G0 square miles ; population, 387,800. Capital, Halifax; popu¬ lation, 29,582. Superintendent of education, A. S. Hunt. Primary instruction. — Number of school sections, 1,722 ; number of schools in winter, 1,490 ; in summer, 1,673. Number of teachers and licensed assistants in winter, 1,576 ; in summer, 1,741. Number of pupils registered at school in winter, 72,645 ; in sum¬ mer, 79,910. Number of children at school for some portion of the year, 93,512. Pro¬ portion of present population at school for some portion of the year, 1 to 4. Total expenditure, $552,221.40. Normal and model school, (at Truro,) 13 teachers — 4 in the normal school and 9 in the model school. Number of students, 118 ; number of pupils in model school during the winter term, 543 ; during the summer term, 614. Total government grant, $3,913. Secondary and superior instruction. — Special academies : Pictou Academy, 2 instructors, 120 pupils ; Mt. Allison Academy, 7 instructors, 89 pupils ; Horton Collegiate Academy, 6 instructors, 145 pupils ; Yarmouth Seminary, 2 instructors, 45 pupils ; Halifax Gram¬ mar School, 4 instructors, 60 pupils ; Institution for Deaf Mutes, 5 instructors, 42 pupils; Mt. Allison Female Academy, 9 instructors, 90 pupils. Total, 7 schools, with 35 instruct¬ ors and 591 pupils. Colleges: King’s College, 5 instructors, 11 undergraduates; Dalhousie College, 19 in¬ structors, 80 undergraduates ; Acadia College, 7 instructors, 39 undergraduates ; St. Francis Xavier’s College, 3 instructors, 41 undergraduates; Mt. Allison College, 6 instructors, 25 undergraduates; St. Mary’s College, 4 instructors, 22 undergraduates. Total, 6 colleges, with 44 instructors and 218 undergraduates. — Official Report for 1874. STATISTICS OF EDUCATION IN FOREIGN COUNTRIES. CXLVII 9. Ontario,* British colony : Area, 121,260 square miles ; population, 1,620,851. Capital, Toronto ; population, 46,092. Chief superintendent of education, E. Ryerson. Statistics for the year 1873. Population betweeu tlie ages of 5 and 16 years . 504, 869 Colleges in operation . 16 County high schools . 108 Academies and private schools reported . 265 Normal and model schools . 3 Total public schools in operation as reported . 4, 662 Total Roman Catholic separate schools . 170 * Ontario. — Since 1871 the public schools of Ontario have been absolutely free. The school revenue is derived from legislative grants and local taxes. The number of these separate schools in 1873 was 170, with 22,073 pupils. The townships are divided into school sections, each of which is controlled by a hoard of three trustees. Half-yearly returns and annual reports are made by the hoards of trustees to the department of education. A uniform series of text-hooks is in use throughout the province. The text-hooks have (with two exceptions) been changed only once in twenty-five years. The use of foreign hooks is prohibited. A compulsory law, passed in 1871, requires that every child from the age of 7 to 12 years, inclusive, shall attend some school or he otherwise educated for four months in each year. There are six grades in the schools. Drawing and vocal music are taught in all the grades. Teachers’ certificates are of three grades. First-grade certificates are granted only hy the central board of examiners at Toronto. Second and third grade certificates are granted by the county hoards. The number of female teachers is increasing every year, and that of male teachers decreasing. The salaries of male teachers in the counties range from §110 to §660 ; average §323 ; and in cities from §500 to §850 ; average, §695. The salaries of female teachers average in the counties §229, in cities §276. The salaries are all paid in gold. Teaching is looked upon as a life-work in Ontario, and teachers who from age or infirmity become disabled in the service receive a yearly pension from the superannua¬ tion fund. The council of public instruction, consisting of ten members, has supreme authority in all matters relating to the public and high schools, and to the public libraries. The members of this body are elected by the people. The office of chief superintendent is non-political and permanent. Connected with the department of public instruction in Toronto is the educational museum, containing models of school buildings, school apparatus, and a large collection of paintings, engravings, and marbles. The number of public-school libraries in the province is 1,283, containing 258,879 volumes, valued at §147,081. Maps, apparatus, and prize-books are furnished to schools at a reduction of 50 per cent, by the edu¬ cational depository in Toronto. A legislative grant makes up the difference. During 1873 the amount expended in supplying maps, apparatus, &c., for the schools was §42,902, of which the government paid one-half. The high schools are of three classes, viz : (1) High schools for teaching classical and English subjects, in which boys and girls may be instructed together or separately. (2) High schools in which boys and girls may be instructed in English subjects alone. (3) Collegiate institutes, for giving instruction in classical and English subjects, in which there shall be an average daily attendance of at least sixty boys in Greek and Latin. Of the third class of high schools there are 8 in the province : of the first and second classes there are 100. After pupils have passed the entrance examination for the high school, it is optional with them to enter tho high school or remain in the public schools to complete the work of the sixth class, which cor¬ responds precisely to the lowest class in the high school. This “overlapping” of the public and high schools is regarded by many teachers and inspectors in the province as the great defect of the school system. The government of Ontario has made use of some of the high-school teachers for observing and record ing meteorological facts. Ten of the high schools are “stations” for this purpose. The observers are paid by a special appropriation, and the best of instruments are provided for all the stations. The receipts for the support of the 108 high schools amounted, in 1873, to §246,801; of which §78,463 was from legislative grant, §96,650 from municipal grants, and the remainder from pupils’ fees. The normal school at Toronto, established in 1847, has until lately been the only institution in the province of Ontario for the training of teachers. Another has recently been opened .at Ottawa- Oven 7, COO teachers have been trained in the school at Toronto. A normal-school course, with requisite prac¬ tice in the model-school, and a certificate to that effect, entitles a pupil to become a candidate for a first or second class certificate, without spending in the one case five and in the other three years i i the actual teaching of a school, which is otherwise required in addition to passing the examination. CXLYIII REPORT OF THE COMMISSIONER OF EDUCATION. Grand total educational establishments in operation . Total students attending colleges and universities . ♦. . Total pupils attending county high schools . Total pupils attending academies and private schools . Total students and pupils attending normal and model schools . Total pupils attending public schools . Total pupils attending the Roman Catholic separate schools . Grand total of students and pupils at all the schools . . Total amount paid for the salaries of public and separate school teachers. Total amount paid for the erection or repairs of public and separate school- houses, and for libraries and apparatus, books, fuel, stationery, &c .... Grand total paid for public and separate school teachers’ salaries, the erec¬ tion and repair of school-houses, and for libraries and apparatus . Total amount paid for high-school masters’ salaries . Total amount paid for erection and repairs of high-school-houses . Amount received for other educational institutions, &c . Grand total paid for educational purposes . Total male public-school teachers . Total female public-school teachers . . Grand total public-schoolteachers . — Official Report for 1874. 5, 124 2,700 8, 437 7,758 800 438, 911 22, 073 480, 679 $1,520,123 • $1, 084, 403 $2, 604, 526 $165, 358 $32, 939 $455, 302 $3, 258, 125 $2, 581 $3, 061 $5, 642 10. Peixce Edwaed Island, British colony : Area, 2,173 square miles ; population, 91,201. Capital, Charlottetown ; population, 8,807. Secretary of the hoard of education, J. McNeile. Total number of schools in the three counties, 395 ; number of scholars registered, 16,292 : average daily attendance, 9,411 : number of teachers, 358. — Official Report for 1874. 11. Quebec, British colony: Area, 210,020 square miles ; population, 1,191,516. Capital, Quebec : popu¬ lation, 59,699. Minister of public instruction, Ged6on Ouimet. Number of public schools, 4,237, with 226,719 pupils; total expenditure for public instruction, $1,171,856; number of normal schools, 3, with 254 students; number of private schools, 220, (185 Protestant and 34 Roman Catholic, ) with 7,665 pupils, viz, 6,156 in the Protestant schools, and 1,509 in the Roman Catholic schools. — Official Report for 1874. The following table gives a summary of the progress of public education during the last twenty-five years: Year. Number of pub¬ lic schools. □5 p EH Cm W 05 m ~ S ft 1850 . 3, 059 §434, 498 151, 891 I860 . 3, 969 1, 324! 272 30l! 164 1870 . . . 4 566 1, 944, 364 42i! 866 1875, estimated . 4,675 2, eoo! 000 460! 000 Tear. 1850 . ] 1860 . 1870 . | 1875 . j 2,070 4, 546 7, 351 8, 500 STATISTICS OF EDUCATION IN FOREIGN COUNTRIES. CXLIX 12. United States of Colombia, federal republic : Area, 432,400 square miles; population, 3,000,000. Capital, Bogota ; population, 50,000. Minister of public instruction, V. G. Manrique. Primary instruction. — Number of public schools, 1,198, and number of private schools, 615. Total number of primary schools, 1,814, with 42,577 pupils— 31,000 boys and 11,557 girls. — El Educador Popular, June, 1874. HI.— Australaslv. •1. Xew South Wales, British colony: Area, 323,437 square miles; population, 503,981. Capital, Sid¬ ney ; population, 134,755. President of the council of education, J. Smith ; secretary, W. Wilkins. Public schools, 400, with an average enrollment of 48,831 pupils ; amount of school- fees, £28,579 15s. ll^d. Provisional schools, 216, with an average attendance of 7,466 pupils : amount of school fees, £3,430 15s. lid. Half-time schools, 117, with 2,209 pupils; amount of school fees, £529 15s. Id. Denominational schools, 209, with 33,512 pupils; amount of school fees, £16,406 ISs Grand total, 942 schools, with 92,018 pupils; amount of school fees, £48,947 5s. ll^d. School attendance. — From inquiries instituted through the council's inspectors in 1873, it appears that, exclusive of the great pastoral districts of the interior, upward of 25,000 children attend no school, and, as far as could be ascertained, receive no systematic instruction. Of these -about 3,000 reside in localities in which no schools at present exist, 5,000 will be provided for by schools in course of establishment, and the remain¬ ing 17,000 do not avail themselves of facilities for education placed within their reach. The proportion of pupils in daily attendance to the total number enrolled was, for all schools, and for the whole year, 66 per cent, only, and at no part of the year did the proportion rise above 68.5 per cent. Teachers. — At the close of 1873 there were in the service of the council 950 principal teachers, 167 assistants, and 272 pupil-teachers ; in all 1,389. Their aggregate emolu¬ ments for the year were, from salaries, £82,414 17s. 2d; from school fees, £48,947 os. Hid; total, £131,362 3s. ljd. The highest salary paid to any teacher during the year was £200 ; the average salary paid in the public schools being £107 3s. 4 d. — Official Report of 1874. 2. ISTew Zealand, British colony : Area, 102,000 square miles ; population, (January, 1873,) 279,500. Capital, Auckland ; population, 20,425. Total number of schools at the beginning of 1873 was 467. There were 704 teachers in these schools, wrhile the total number of pupils on the books was 27,096. — London School-Board Chronicle, February 27, 1875. 3. Queensland, British colony: Area, 678,600 square miles; population, (December 31, 1872.) 133,553. Capital, Brisbane ; population, 19,413. Chairman of the boar d of education, Hon. Arthur Maealister ; secretary, E. Butterfield. Number of schools in operation, 203 ; number of new schools opened, 45 ; number of schools closed in previous year, 5 ; number of applications dealt with for new schools or additions, 58 ; number of new vested schools completed, 40 ; increase in number of schools in operation, 40 ; number of vested schools in operation, 127 ; number of non- vested schools in operation, 36 ; number of provisional schools in operation, 40 ; num¬ ber of teachers, including pupil-teachers, 590 ; aggregate attendance of scholars, 29,012; average attendance of scholars, 15,045; parliamentary vote for education, £72,000; local subscriptions for school buildings, £3,116 17 s.6d.; salaries and allowances of officers of the department, (including inspectors and their traveling expenses,) £4,295 16-s. 1 Id.) salaries and allowances of teachers, £44,606 10J. ; buildings, furniture, and repairs, £29,085 17s. 3d. ; total expenditure out of parliamentary vote, £77,4 ?4 2* Total expenditure out of local subscription, £2,638 8s. 2d. CL REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of training classes during the year 1874. Humber of pupil-teachers. Males. Females. Pupil-teachers on the class-roll January 1 . 19 31 Pupil- teachers admitted during the year . 12 20 Aggregate number in attendance during the year . 31 51 Deft the class during the year _ _ _ _ _ _ 10 12 Pupil-teachers on the class-roll December 31 . 21 39 — Official Report for 1874. 4. South Australia, British colony: Area, 760,000 square miles; population, (estimated, middle of 1873,) 192,500. Capital, Adelaide; population, 27,208. Chairman central hoard of education, John A. Hartley. Number of schools in operation, 320: number of scholars on the rolls during one month, 17,426 ; average attendance for one month, 13,774 ; average number on the roll at each school, 54 ; average attendance at each school, 43 ; percentage of attendance to the number on the rolls during one month only, 79 ; number of licensed teachers, 313 — 216 males and 97 females. Average roll number of scholars in model schools, 739 ; average daily attendance in model schools, 586. Total amount expended for educational purposes, £31,476 19s. 11 d. — Official Report for 1874. 5. Tasmania, British colony : Area, 26,215 square miles ; population, (estimated December 31, 1873,) 104,217. Capital, Hobart Town ; population, 19,092. Secretary of council of education, George Rich¬ ardson. The educational system of Tasmania is under the management of a council. Thera are six public schools in Hobart Town, three in Launceston, and at least one in every country township, (numbering 141,) supported by the government, and open to all, under a board, under whose supervision is the distribution of all moneys voted by the parliament for the purposes of public education. In 1873, 141 schools in all were in operation, the average attendance being 7,047, 10,803 scholars being on the rolls : 105 male teachers, 108 female teachers, and 32 pupil- teachers and paid monitors. Average cost of each scholar, £2 7s. 8d. Number of superior schools, 4. Attendance of children at school is compulsory, under a fine of £2, unless it can be shown that the child is being privately educated or is prevented by sickness or other valid cause from being present. In 1870 the number of persons in the colony of all ages who were unable to read was 29,444. There are three ragged-schools, ail in Hobart Town, with an average daily attend¬ ance of 352. These schools unsupported by private subscription and government aid. — London School-Board Chronicle, April 17, 1875. 6. Victoria, British colony: Area, 88,198 square miles ; population, 790,492. Capital, Melbourne; popu¬ lation, 193,698. Minister of public instruction, Angus Mackay. Statement, June 30, 1874, showing the progress madasiuce the education act came into operation, January 1, 1873 : Number enrolled during 1872, 135,962 ; average attendance, December, 1872, 66,439 ; average attendance for the year 1872, 68,436 ; number enrolled during 1873, 207,826 ; average attendance for 1873, 93,746 ; highest average attendance for 1873, September, 101,910 ; average attendance, as shown by the returns received, for five months of 1874, 98,813 ; overage attendance for February, 1874, 104,115. PAYMENT OF TEACHERS IN THE DISTRICT OF COLUMBIA. CLI From a special return furnished by the teachers, it was found that less tliau 16,000 of the scholars on the rolls during 1873 had been hitherto attending private schools. Al¬ lowing this number, their average attendance would be about 8,000. There is, there¬ fore, comparing the returns for 1873 with those for 1874, an increase of about 56,000 on the rolls, aud 24,000 in average attendance, derived from other sources than the private schools. The number of schools in operation at the end of June, 1874, was 1,113, viz, 531 state schools in buildings the property of the minister; 457 state schools in leased buildings, and 125 capitation schools. The total population of the colony, corrected for increase since the census was taken in 1871, is 790,492, and the number of persons between the ages of three and sixteen is 281,876 ; of these there are below six years of age, 73,007 ; between six and fifteen, (school age,) 196,769 ; from fifteen to sixteen, 12,080. The following table shows, so far as can be ascertained, the number at each age at¬ tending schools of any kind, and the number not attending any school : Scliool population. 3 to 5 years. | 6 to 15 years. 16 years. Total. Attending state schools . j Attending industrial and reformatory schools . s Attending grammar-schools . 42,728 350 136, 271 1,250 1,150 12,000 2,132 81 80 300 9,487 181, 131 1,681 1, 230 15, 480 36, 236 46, 118 Attending private schools . Number under and over school age not attending any school . 3, 180 26, 749 Remainder of school age not attending any school . . . Total . 46, 118 73, 007 196, 789 12, 080 281, 876 Total expenditure (1873-’74) for educational purposes, exclusive of buildings, £317,072, being at the rate of £3 4s. 2f d. per child. Total number of teachers, 3,149, viz, 1 ,092 head teachers, 793 assistants, 411 work- mistresses, and 948 pupil-teachers. — Official Report for 1673-74. PAYMENT OF TEACHERS OF THE DISTRICT OF COLUMBIA UNDER SUPERVISION OF THE COMMISSIONER. Under the act of Congress approved April, 1874, it was made the duty of the Com¬ missioner to disburse an appropriation of $97,740.50 for the payment of teachers in the public schools of the District of Columbia. The entire amount has been disbursed under warrants issued to W. L. Cowan, treasurer of the Washington white schools, amounting to $53,898.40 ; to C. A. Stewart, treasurer of the colored schools, amounting to $28,266.19 ; to W. W. Curtis, treasurer of the Georgetown schools, amounting to $5,160 ; and to George E. Baker, comptroller of the District, for the schools of the county, amounting to $415.58. In each case the parties receiving the money had given bonds covering the amount paid over. The treasurer of the county schools not having been required to give any bond, the District comptroller made the disbursement as stated. It is due to say that every aid possible in the making of the disbursement was ren¬ dered by the governor, treasurer, and comptroller of the Territory, and by Superin¬ tendents Wilson and Cook, and the several officers of the school-boards. A full report is on file in this Office from Comptroller Baker, and the vouchers for the appropriation by Congress have been filed with the First Comptroller of the United States Treasury. RECOMMENDATIONS. I have the honor to recommend — First. An increase of the permanent force of the Office. The experience of the Office indicates clearly that the collection of educational in¬ formation, and publication of the same, as required by the law regulating it, cannot be properly done with the present limited clerical force. CLII REPORT OF THE COMMISSIONER OF EDUCATION. Secondly. The enactment of a law requiring that all facts in regard to national aid to education, and all facts in regard to education in the Territories and the District of Columbia, necessary for the information of Congress, he presented through this Office. For the purpose of enabling the 'Government to meet its responsibilities with respect to the education of the people in the Territories, I recommend that the office of super¬ intendent of public instruction for each Territory be created, to be filled by appoint¬ ment by the President, his compensation to be fixed and paid as in the case of other Federal appointees for the Territories. Thirdly. In view of the large number of children growing up in ignorance, on ac¬ count of the impoverished condition of portions of the country, and in view of the special difficulties in the way of establishing and maintaining therein schools for univer¬ sal 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, allotment, expendi¬ ture, and supervision as Congress in its wisdom may deem fit and proper. Fourthly. I respectfully recommend that such provision as may be deemed advisable be made for the publication of ten thousand copies of the report of this Bureau, im¬ mediately on its completion, to be put at the control of the Bureau for distribution among its correspondents, in addition to the number ordered for distribution by mem¬ bers of the Senate and House. CONCLUSION. I have great satisfaction in commending the ability and increased efficiency of my assistants in the Office. Dr. Charles Warren, the chief clerk, as the one next to me in responsibility, deserves special mention. I am under obligations to the honorable Secretary of State for aid in carrying on the correspondence of the Office with foreign countries; also to Prof. Joseph Henry, Secre¬ tary of the Smithsonian Institution, for the exchange of documents ; also to the Con¬ gressional Printer ; to the Chief of the Bureau of Statistics ; to the Commissioner ol Indian Affairs, and the Commissioner of Patents. Another year has added a large measure to my obligations to the Assistant Secretary, to yourself, and the President for most cordial co-operation and thoughtful direction in, the discharge of my duties. I am, sir, very respectfully, your obedient servant, Hon. C. Delano, Secretary of the Interior. JOHN EATON, Commissioner . - ABSTRACTS FROM THE OFFICIAL REPORTS OF THE SCHOOL OFFICERS OF STATES, TERRITORIES, AND CITIES, WITH ADDITIONAL INFORMATION FROM VARIOUS SOURCES. PREFATORY NOTE Tlio following abstracts of education in the States and Territories are derived from a great variety of sources. First among theso como reports of State officials, such as State boards of education and State superintendents of instruction ; next, those of county and city superintendents, school com¬ mittees. acting school visitors, and principals of State institutions. From these are obtained nearly all tho information given respecting elementary and special instruction, city school systems, and normal schools, and much of that relating to secondary schools, as the high schools of the States and cities. What concerns private secondary schools is almost wholly from returns made by the principals of these to the Bureau of Education, supplemented by catalogues and other documents. For the matter relating to universities, colleges, and scientific and professional schools, dependence is based on the annual catalogues of these institutions, on occasional circulars issued by them, and on special returns, made usually in the autumnal and winter months, in reply to circulars of inquiry sent; them by the Bureau. In every instance, official authority only is relied upon for statements distinctly and definitely made, though sometimes interesting information from other than official sources may be given. In such cases, however, the authorship is given and the effort is always made to verify the statement before it # is committed to the press. The matter derived from the various sources above indicated is formulated, in the abstracts of education for each State, substantially in accordance with the schedule given below. GENERAL PLAN OF ABSTRACT. 1. Elementary instruction . (a) Statistics. (b) Public school systems, marking specially anything new and noteworthy. (c) City school systems and their peculiarities. 2. Training of teachers . (a) normal schools and normal departments. \b> Teachers’ institutes. (c) Teachers’ department of educational journals. 3. Secondary instruction . (a) Academies. ( b ) High schools. (c) Preparatory schools. (d) Business colleges. 4. Superior instruction . (a) Colleges for men, with universities. (b) Colleges for women. (c) Resident graduate courses. 5. Scientific and professional instruction.. (a) Training in scientific schools and agricultural colleges. (6) Training in theology. (c) Training in law. (d) Training in medicine. 6. Special instruction . (a) Deaf, dumb, blind, &c. Co) Musical conservatories. (c) Art training beyond that in schools. 7. Educational conventions . (a) Meetings of State associations. (6) Special meetings of teachers, school principals, and superintendents. 8. XOTEWORTHY BENEFACTIONS. 9. Obituary record . (a) Brief memorials of teachers, superintendents, and other promoters of education deceased during the year. 10. List of school officials . (a) State boards of education or State superintendents. (&) County, city, or town' superintendents. The statistics furnished the Bureau, in answer to its circulars of inquiry, are, for convenience of reference and comparison, given in tables at the conclusion of this volume, while summaries of these statistics may be found under their appropriate heads in the preceding special report of the Com¬ missioner. For the general courtesy with which his circulars have been replied to, alike by State and city officials, by college presidents, and heads of schools, as well as for documents additional to these replies, the Commissioner of Education herewith tenders his cordial acknowledgments and thanks to all concerned. 3-4 ALABAMA STATISTICAL SUMMARY. The following embody the only statistics respecting schools that can be gathered from the report of the retiring superintendent (Hon. Joseph H. Speed) for the scho? lastic year 1873-J74 or from the returns of the same period made directly to the Bureau : RECEIPTS. State appropriation for schools, less the poll-tax . $393, 859 86 Unapportioned balance for 1873 . 3,220 55 Normal school funds, reverted . . . 8, 000 00 Total receipts . 405, 080 42 EXPENDITURES. Apportioned among counties and cities . $368,251 14 Apportioned pay of county superintendents . 25, 000 00 Apportioned normal schools and colleges . 8, 000 00 Apportioned contingent fund . 1, 000 00 Apportioned department clerk . 1, 500 00 Apportioned library fund . 50 00 Apportioned special appropriation . 500 00 Total expenditure . 404,301 14 This leaves an unapportioned balance of $779.28. The apportionment to the normal schools was distributed as follows : State normal college for white teachers, located at Florence . $5, 000 00 State normal college for colored teachers, located at Marion . 2, 000 00 State normal college for colored teachers, located at Huntsville . 1, 000 00 ELEMENTARY INSTRUCTION. 8, 000 00 PAST HIXDERAXCES. For the maintenance ofthe schools, required by those who depend for education on the State, the legally-established school system appears to be well adapted. But every system of State schools must fail somewhat of success, unless all agencies concerned in it be in full co-operation. And such co-operation, unfortunately, has not existed here. In a memorial presented by the board of education to the general assembly of 1873-’74, they say that “ since the organization of the present school system, in 1868, ” the provision of the constitution which requires the inviolable devotion of certain rev¬ enues and school funds to the purposes of education “ has been disregarded by each suc¬ cessive legislature.” '• Each year an increasing percentage of the school fund has been diverted from its legitimate use to the defraying of the general expenses of the State.” The indebtedness of the State to the school fund, from this diversion of the revenues, had risen from $187,872.49, at the end of 1869, to $1,260,511.92, at the end of 1873, in which year, out of $522,810 apportioned for educational purposes, only $68,313.93 was paid from the State treasury, (memorial of the board of education, 1873.) The re¬ sult has been an almost entire paralysis of primary education in the State. In cities, where local means are more abundant and where the number of pupils secures aid from the Peabody fund, instruction has gone forward : but in the country districts and small towns there was for the year 1873 a general closing of the public schools, from inability to pay the teachers. The State superintendent earnestly insists that, if the State cannot pay back to the school fund the money taken from it^ there should be at least an issuance of promises to pay, in the form of teachers’ warrants, and that these promises should bear the usual legal rate of interest, (address of Hon. Jos. H. Speed, State superintendent of public instruction, to the board of education, November 18, 1873.) 5 6 REPORT - OP-THE ^COMMISSIONER OF EDUCATION. CONTINUED DIFFICULTIES. In his report for 1874, Mr. Speed, the retiring State superintendent, says that during the past school year the difficulties above referred to have neither been removed nor lessened. On the contrary, some new complications have, unfortunately, arisen out of measures adopted for the relief of the school system. For instance, under an act approved April 19, 1873, 90 per cent, of the amount appropriated to the several counties for school purposes was required to he retained in the counties and disbursed upon drafts of the school authorities. The object of the law was to save the sending of money from the counties to the State treasury and back again, as well as to make more speedily available the funds applicable to the payment ef teachers. But the practical working of it has proved unsatisfactory and embarrass¬ ing. In some cases it proved hard to make the county superintendents understand how the 90 per cent, was to be drawn,* and still harder to bring them to conform to the conditions which the new system imposed. In other cases, the warrant drawn upon the county treasurer exceeded the amount collected or collectible within the county. In yet others, partial settlements of the sums due from tax collectors had been made and the amount covered into the State treasury before the warrants for the 90 per cent, were issued, and consequently the county treasuries did not con¬ tain enough to satisfy the call made on them. Hence came new deficiencies in the sums relied on for paying teachers; deficiencies, too, for which no legal remedy existed. The credit of the State was thus once again impaired, and the poor teachers, some of them still suffering from past delinquencies, were called to wait for the enactment of some means for meeting the debts due them. IMPORTANCE OF SOME REMEDY. For meeting and remedying the financial trouble thus existing the superintendent urges, as in his previous report, that some plan be early matured and adopted by the law-makers. Justice towards the teachers, who faithfully and thanklessly labor in the schools, he thinks imperatively demand such action. But there are other important con¬ siderations. (1) Good teachers o.re essential to effective school work. — But good teachers cannot be had in anything like sufficient numbers unless they can be assured of prompt and honest payment for the work which they perform. Sure payment of even high wages will not, it is true, make good teachers out of poor ones ; but when the pay is adequate and cer¬ tain competition becomes active, selections can be made on the ground of ability, and teachers are stimulated to prepare themselves for their business as do the followers of any other lucrative employment. (2) And then a good teacher becomes a better one by being freed from all anxiety about home concerns. — He is a human being and has the current needs and feelings of his race. He can work with springing earnestness and ready power, if those feelings are regarded and those needs met. But he cannot do his duty in his classes with the harassing fear of hunger hanging over him, nor can he properly g;overn his school and teach the sci¬ ences, when, for lack of pay that is due him from the State, those dependent on him are suffering at his home. (3) The continuous services of good teachers go far also to advance their schools. — New¬ comers to the place of an instructor have to spend usually some time in studying the characters of pupils and getting the reins of government in hand ; but one continu¬ ously employed knows all his pupils and has the benefit of an established discipline. He has no need to find out where he must begin, but takes up work where he knows it was left off, and thus saves time and labor. But this cannot be unless there is such con¬ tinuity of pay as to secure continuity of service. Men paid uncertainly and poorly must soon or late lose heart for their engagements and drift away to other occupations or to more promising and remunerative fields. Such has been the case from the embar¬ rassments referred to ; such will be, till the lack of teachers’ pay is remedied.. OTHER THINGS REQUIRED. Next, after certain pay in its importance, the superintendent puts a personal interest in the schools upon the part of parents. He justly rebukes their too-frequent neglect of any active co-operation with the teachers, and says that if they could be induced to show a practical interest by visiting the schools, not only on examination days, but once or twice during the term, the beneficial results would be at once apparent. Teachers would be inspirited 'and pupils be aroused by the mere presence of friends, that come to look after the latter and to encourage the former in his work. Better and better-furnished school-houses he holds to be another urgent need. Buildings uncomfortable and unattractive, in which the pupils are worse housed than the cattle on the farms and in which during the winter they must often sit in damp clothing and with chilly feet, exposed to draughts from which there is no screen, he rightly says, must have very small enticements to attendance and must implant the seeds of disease more deeply than the seeds of knowledge. If children are to be attracted to the schools, they must not only have good teachers, but good buildings, with comfortable seats and pleasant desks and all. the needful maps and apparatus. Good schools will go far to make good scholars. ALABAMA. 7 CITY SCHOOL. SYSTEMS. MOBILE, 1874.* The school system of this city is regulated by a special local law, which puts the schools of both city and county under the direction of a board of commissioners, com¬ posed of a county superintendent and twelve other members, whose term of office is six years. The commissioners meet four times annually, receiving pay for two days’ session each time, and may meet as much oftener as they think lit without pay, the county superintendent presiding at the sessions. Their duties are to examine teachers, ap¬ prove contracts, supervise the general interests of free schools, and act as trustees for all funds, buildings, and other property which may be given, by bequest or otherwise, for the benefit of free schools. In addition to tire day schools under their direction, they have power to establish such night schools as they deem necessary, which may be attended by persons over the age of 21. The estimated present population of the city is given as 45,000 ; the legal school age, 5 to 21 ; the total number of this age, 18,044 ; the number of these enrolled not given, but the average attendance, both of male and female pupils, put at 98 per cent. : the number of school-rooms 30, including 23 primary, 5 grammar, and 2 high schools ; the number of teachers, 100, of whom 75 are males and 25 females : the number of days that schools were taught, 172 ; the value of school-property, $82,000 ; the local tax for school purposes, one-tenth of 1 per cent. ; the amount received from State taxation, $21,000, from local, $33,000 ; whole expenditure for schools, $56,448. TRAINING OF TEACHERS. This, here as elsewhere, is promoted by a system of normal schools and teachers’ in¬ stitutes. NORMAL SCHOOLS. In the abstract of educational matters in this State for 1373, notice was taken of normal departments in the State University, in Talladega College, and in five schools sustained by the American Missionary Association. Apparently supplanting one of these and additional to the others, there are noted, in the State report issued in 1874 and covering 1873, normals for the training of colored teachers, at Montgomery, at Marion, at Huntsville, and at Sparta. The one at Marion, which is supposed to take the place of the normal department of the Lincoln school there, is meant to be not only a normal school, but also eventually a university for the colored race. It reported to the State board an attendance of 55 pupils in 1873, of whom 20 arc said to have taught with success in public and private schools. That at Huntsville reported an average attendance of from 36 to 42 for each term of the preceding school year, the ag¬ gregate enrollment for the year being 158 and the aggregate of average attendance 117. From the two others no report appears, nor any from the normal department of the university, while the one at Sparta is unnoticed in the list for the year 1874. Besides these schools, another, tor white malo students, was opened in September, 1873, in the buildings which formerly belonged to the Wesleyan University at Florence, the trustees having turned these over to the State for normal school purposes. Ten students formed the normal class in this institution, November 18, 1873, with 70 others admitted for a small tuition-fee to the advantages of the school course. The greater part of the latter being females, the State board resolved to widen the original basis, and make it “ a school for the education of white male and female teachers,” admitting still, however, other students on the xiayment of tuition-fees. An act authorizing this change was signed by the governor December 5, 1873. The school thus established is organized in four departments, each represented by a professor in the faculty, viz, mental and moral science, mathematics, ancient languages, English language and lit¬ erature. An apportionment of $5,000 to the normal department of the university for the ses¬ sion of 1873-74 (report of State superintendent of instruction for 1873, p. 158) appears to indicate its continued existence, notwithstanding the absence of report from it, while the normal class at Talladega College is reported for 1874 to have numbered 112. There are thus apparently existent in the State no less than 10 institutions in which the training of teachers is more or less carried forward, 8 of these being for the colored race and 2 for the white. teachers’ institutes. The law defining the duties of county superintendents makes it one of those duties to “organize aud hold annually, as far as practicable, at such time and place as they may deem most convenient, county conventions of teachers or teachers’ institutes, and provide for the delivery of lectures and instructions in methods of teaching during the session of such convention or institute.” To what extent these means of improving teachers have been established and kept in operation does not appear, but from the re- ^School law and special returns from Superintendent E. K. Dickson. 8 REPORT OF THE COMMISSIONER OF EDUCATION. gret expressed by the retiring State superintendent, that he has found it impossible to give to the formation of them the attention necessary, it is feared that they have not been generally organized. He says, however, (page 12 of report for 1874:) “ In some of our cities these institutes have been formed with the same success which has attended them everywhere, and the limited experience we have had confirms the general verdict regarding them, which may be summed up by saying that the best and most efficient workers in the school-room are those who most regularly attend the teachers’ institute and take the most interest in its proceedings.” SECONDARY INSTRUCTION. In this State, 4 academies and high schools for boys report a total of 8 teachers and 277 pupils, 81 of whom are pursuing a classical course, 10 preparing explicitly for a collegiate classical course, and 6 for a scientific. Drawing and music are taught in one of these schools, (Hamner Hall, Montgomery,) and there also a chemical laboratory and philosophical apparatus are possessed. One school for girls (the Masonic Female Institute at Dadeville) reports 4 teachers and 60 pupils, 50 of whom are in an English course and 10 in a classical, 4 preparing for a classical course in college and 4 for a scientific. Vocal and instrumental music are taught and natural sciences illustrated by laboratory and apparatus. Two schools for boys and girls report 10 teachers and 445 pupils ; 414 in English studies, 23 in classical and 18 in modem languages. In one, (the Green Springs school,) instrumental music, chemical laboratory, and apparatus ; in the other, (the Burrell school, at Selma,) vocal music and philosophical apparatus. SUPERIOR INSTRUCTION. UNIVERSITY OF ALABAMA, TUSCALOOSA. With the zeal for college-training which marks the southern people, this university has been kept in operation by the State, while the common schools have been suffered to go down. A report presented to the board of regents at the close of 1873 covers the preceding school year and shows that there had been in attendance 135 matriculated students, distributed as follows : In the school of Latin, 79 ; Greek; 22 ; modern languages, 54 ; English language and literature, 126 ; moral philosophy, 8 ; natural philosophy, 9 ; mathematics, 116 ; chemistry, 36 ; geology, 8 ; natural history, 32 ; mil¬ itary engineering, 14 ; law, 4. Of these, 4 completed the course in Latin; 3 in Greek; 6 in French ; 3 in German ; 6 in English ; 6 in moral philosophy ; 4 in natural philoso¬ phy ; 2 in mathematics ; 10 in chemistry ; 5 in geology, and 5 in natural history ; while 2 that had pursued the full studies for bachelor of philosophy received that degree ; 2 others, under like condition, that of A. B. ; and one that had gone through a post¬ graduate course in three schools received that of master of arts. The total number of students reported for the session of 1874-75, counting none twice, is 76 ; 1 of these is a post-graduate. All the students, except those specially infirm, are subjected to military drill, and all, without exception, are under military discipline, partly for health’s sake, partly to preserve good order, and partly to develop the manly form and bearing which mark an accomplished gentleman. Some changes have occurred in the faculty. Prof. Wilham J. Vaughn having resigned the chair of mathematics, Asst. Prof. H. S. Whitfield was elected to fill his place and the assistant professorship abolished. Gen. George D. Johnston having also resigned his place as commandant and professor of military engineering, Prof. E. A. Smith, of the chair of geology, was made commandant, with Major T. C. McCorvey as assistant. President N. T. Lupton tendering to the board of regents his resignation, to take effect in the summer of 1874, the board, in commencement-week of that year, elected to the presidency Carlos G. Smith, LL. D., of Huntsville, (proceedings of board of regents, December, 1873.) THE SOUTHERN UNIVERSITY, GREENSBORO’.* Methodist Episcopal. Organized, like the State University, on the plan of separate schools, in any one of which a student may graduate, while, to obtain a degree, as of bachelor of philosophy, bachelor of arts, he must graduate in a certain prescribed number of schools. For that of master of arts, he must go through all the schools and, in addi¬ tion, sustain an approved examination on a variety of designated studies. Schools of biblical literature, law, and medicine exist here, and, besides the usual collegiate de¬ grees, those of bachelor of divinity, bachelor of law, and bachelor of medicine may be obtained. HOWARD COLLEGE, MARION* Baptist. Organized on the European plan of schools, with liberty of graduation in a single one and a necessity for going through a certain number in order to an aca- From reports for 1873-’74. ALABAMA. 9 demic degree. No degrees or honors except upon proved attainments. ‘Students in 1873-’74, 95. 1 graduating as bachelor of arte. For 1874-’75, preparatory, 28 ; colel- giate, 70. The college has paid off, in the year past, a debt of nearly $11,000. spring hill college, near mobile/ Roman Catholic. Under the charge of Brothers of the Society of Jesns, this college is marked by the peculiarities of their educational system, especially in large devotion to classical studies. It has a preparatory course, intended to last one year ; a classical, intended to last six; and a commercial, intended to last three. Premiums for excel¬ lence are largely distributed. TALLADEGA COLLEGE, TALLADEGA. T Chartered as a college, with a special view to the elevation of the colored race, this institution has had to manufacture its raw material into forms appropriate for collegiate training. Its classes thus far have ranged from primary up through intermediate, normal, preparatory, common school normal, higher normal, to junior-middle, and senior-preparatory. Its history as a college proper began with the session of 1873- ’74, when the senior-preparatory students of the preceding year entered upon the studies of the freshman class. COLLEGES FOR WOMEN. Ten such in this State, with 87 teachers and 278 preparatory students, report 483 regular collegiate students, 42 in a partial collegiate course, and 21 post-graduates ; total of students, 664. Eight of these institutions are authorized to confer degrees and as many have libraries of 200 to 3,000 volumes. In all the 10, vocal and instrumental music, drawing, and painting are taught : in nine of them, French, also ; in 7, German; in 1, Spanish, and in 1, Italian ; 8 have laboratories ; 5 apparatus for philosophical illustration, and 3 have gymnasiums. Statistics of universities and colleges , 1874. 1 Names of universi¬ ties and colleges. Corps of instruction. 55 ‘a? s X CD <2 > Number of students. Property, income, Ac. ft 5 i a 2 © © ! e ! £ © c3 § & p 5 © 43 2 Tf 1 P m 7T g {! o 2 rP | r C 5 43 < o p j o 19 >5 . ! 43 X ] ZC © I Sg >cz || j u & <2 S ■■ Z 1 P.3Q i 1 1 o +3 3C j G-3 c.S ■a © is g,'© h "7 yj32 t£i ercentage not attending any school, 20.7. School attendance. — Total enrollment of the high schools, 656 ; increase for the year, 189 ; average daily attendance at high school : boys, 180 ; girls, 339 — total, 519 ; in¬ crease for the year, 180 ; percentage of attendance, 96 ; average number of pupils to each teacher in the high schools, 25f- ; total enrollment of the grammar schools, 6,996; average number belonging to the grammar schools, 4,790.3 ; increase for the year, 224.3; average daily attendance of the grammar department, 4,565.2; increase for the year, 192; percentage of attendance of grammar department, 95.3; average number of pupils to each teacher, 31.4 ; average daily attendance to each teacher, 30.2. Total enrollment in the primary schools, 21,453 ; average number of pupils belong¬ ing to the primary schools, 14,688.6 ; increase for the year, 552.6 ; average daily at¬ tendance of pupils in all the schools, 19,381 ; increase for the year, 417.8 ; average number to each teacher, 43.8 ; average daily attendance to each teacher in primary classes, 40.8. Total enrollment of the evening schools, 2,173 ; average monthly enroll¬ ment, 1,011 ; increase for the year, 144 ; average attendance, 608 ; increase for the year, 67 ; average attendance to each teacher in the evening schools, 36. School-houses. — Total number of school buildings, 73. For high schools, 2 ; grammar schools, 12 ; mixed schools, 9 ; primary schools, 50 ; number of rented rooms, 80. Number of pupils in rented rooms, 4,271. Amount paid for rented rooms, $18,396.36. Number of brick buildings owned by the department, 9; wooden buildings, 32. Schools and classes. — Number classes in high schools, 18 : boys, 6; girls, 12. Number of grammar-schools, 12 : for girls, 3; for boys, 3 : mixed, boys and girls, 6. Grammar classes, 120 : girls, 29 ; boys, 25 ; mixed, boys and girls, 66. Number of primary schools, 24 ; primary classes, 298 : for girls, 37 ; boys, 48 ; mixed, boys and girls, 213. Number of evening schools, 5. Evening classes, 20: for males, 19; for females, 1. Whole number of public schools of all grades in San Francisco, 52. Whole number of classes, 456. Total number of teachers, 545. Teachers of French and German, 45 ; French, 22 ; German, 23. Number of special teachers, 10 : drawing, 4 ; music, 4 ; pho¬ nography, 1 ; general examiner, 1. EXPENDITURES. Total expenses for the year ended June 30, 1874, $686,479.89. Increase for the year, $74,661.55. Growth of the city public schools. — The San Francisco Post of December 26, 1874, says: “ Twenty-five years since, to wit, the 26th of December, 1849, the first American free school opened its hospitable doors to the youth of San Francisco. Three pupils, two boys and one little miss, constituted the first public school of a city then in its infancy, now numbering a quarter of a million. A school of three pupils, then the germ, has in twenty-five years developed into a school department numbering forty-eight schools and 450 classes, which afford instruction to 25,000 pupils. Then, one schoolmaster and his wife as assistant in the organization, performing school labor for the time entirely gratuitous, succeeded to-day by a corps of about 500 teachers, at an annual cost of $686,479.89 for school expenditures.” New school buildings required. — To provide the necessary funds for the construction of new edifices required in different parts of the city, the legislature, in 1874, passed an act authorizing the board of supervisors to issue $200,000 of school bonds, and expend the proceeds in the erection of school buildings as needed. The contracts for a num¬ ber of first-class structures have been awarded, and buildings under these contracts are in progress. The evening-schools. — The attendance at the evening-schools during the year has been gratifying. The young men have shown, generally, a marked improvement in their studies. Quiet, order, and discipline have been secured without much effort or resort to force. During nine months of the year there were five schools in operation, taught by 28 teachers. The teachers have devoted themselves to their difficult work with commend¬ able zeal, and the results are most encouraging. Quite a large number of young men, who are foreigners and who were unable to speak English on entering the school, have made remarkable progress, and have acquired a sufficient knowledge of our lan¬ guage to enable them to transact business with facility. The class in mechanical and industrial drawing has done excellent work during the year. The instruction imparted is of that practical character which will prepare a young man for the duties of the'sliop or for the exercises of the designing or draughting room. Superintendent Denman strongly commends this system of instruction, and says : “ It is the only place in the city where young men can, without cost, obtain practical instruction in the scienoe of 'the most important trades, by means of which the great mass of people in all large cities acquire their support.” Commercial class. — Commendable progress has also been made by the class in book- CALIFORNIA. 23 keeping. But while this class has been generally well attended, the large number of pupils receiving instruction at the commercial colleges of San Francisco still shows that the school system does not afford the youth of the city the practical business education which is demanded in every great commercial emporium. * Mr. Denman, therefore, strongly recommends that greater facilities be afforded to a large class of youth, who are engaged in workshops and stores during the day, that they may ac¬ quire such thorough knowledge as will fit them to perform the business duties of life. Instruction should not be confined to book-keeping, but the legal and business forms of trade be thoroughly taught in the schools. The girls of the city do not seem to have availed themselves of the advantages offered by the evening schools, for, while there are 19 classes for boys, with an average attendance of 664, there is but one class for girls, with an average attendance of 68. This may, however, be accounted for by the previously-mentioned prevalence of “hoodlumism,” a disorderly element in city streets, that girls may, perhaps, reasonably shrink from encountering after night-fall. The report, indeed, indicates this as an objection made. The evening schools have already accomplished great good, in providing the means for educating a large class of youth who in early life have been deprived of the ad¬ vantages of elementary instruction and culture. And, even if they do not effect all that may be wished, they should be sustained and encouraged in the prosecution of the good they are effecting. G Ms’ high and normal school. — This school sustains a high position in the public estimation, and as most of the graduates are candidates for positions as teachers in the public schools, it has become one of the most important educational institutions under the control of the board of education. The whole number enrolled during the year was 416, a gain of 34 per cent. Average daily attendance, 339. Whole number of teachers employed, 14. Average daily attendance to each teacher, 24f±. Still, Super¬ intendent DenmaB says that the failures and low percentages received by most of the graduates at the competitive examination for teachers’ certificates show conclu¬ sively that the present system of instruction has failed to accomplish the great object of thi3 institution. It is a question of the highest importance to the cause of educa¬ tion how this institution shall be conducted, so as to send forth each year its large number of teachers better prepared to discharge effectively their duties in educating the youthful mind and heart ; for the lessons here imparted are disseminated in every portion of the city, and should exert a powerful and salutary influence. One obvious element of improvement is to employ the most competent and skillful educators, well versed in all the modern methods of normal school instruction. To this end liberal salaries should be offered, to secure the very best of talent from either the Pacific coast or from the East. The public funds could hardly be appropriated to a better purpose. The model school, intended as a school of practice for the normal pupils in the high school, is doing good work in preparing young ladies for the daily drill and practical work of the school-room. Teachers? salaries. — The board of education has made some important changes in the matter of teachers’ salaries. The large majority of the changes made were for higher salaries. The following departments remain intact, the same as last year : assistants in primary schools, assistants in grammar schools, outside and unclassified schools, and special teachers of languages. The general rate of increase of salaries on account of experience in teaching in the public schools of San Francisco was raised from $2.50 per month, at the end of four years, to 85 ; at the end of seven years to $7.50 ; and at the end of ten years to $10 per month. The salary of principals of second-class primary schools was raised from $125 to $150, that of principals of other primary schools remaining the same as last year. The salary of the principal of the model school was raised from §150 to $175 per month; that of the principal of the Lincoln school to $225 per month ; that of the principals of the other first-class grammar schools remaining as heretofore, $200. The salary of the vice-principals of these schools was fixed at $145, a reduction of $5 per month. The salaries of principals of second-class grammar schools were made §185, against $183.33 last year; and those of vice-principals $135, against §133.33. The vice-principals of the" Lincoln school were allowed $150 per month. The salary of the special teacher of natural sciences in the girls’ high school was fixed at $200 and of teachers of the middle and junior classes in that school at $175, an increase of $40 and $25, respectively. The salary oi the teacher of French was raised from $lo0 to $175. Salaries of other teachers in "the high schools remain unchanged. The head teachers of music and drawing will receive 8200 per month ; the assistant teachers of music in the grammar schools $15C and in the primary schools $125; the latter salary being an increase of $50 per month, The assistant teachers of drawing in all classes of schools will receive $150 per month. Formerly, in grammar schools they received $175 and in primary schools $125. Super¬ intendent Denman strenuously opposed these increased salaries, and claimed that there were many unfair discriminations made in the schedule adopted. 24 REPORT OF THE COMMISSIONER OF EDUCATION. Private and denominational institutions in San Francisco. — From Langley’s Statistical Data for 1874, we learn tliat tlie total number of colleges and private schools in San Francisco is nearly 100, of which 21 are under the control of the Roman Catholics. Many of these institutions are in a flourishing condition, and the private schools will compare favorably with the public schools for thoroughness of instruction and excel¬ lence of discipline. The last school census shows the number of children between 6 and 15 years of age that have attended private schools for the year to be 5,285 ; the number attending public schools, 24,154. In addition to the attendance on the private schools, there are about 1.300 under 6 years of age at the different infant-schools and benevolent institutions and about 1,200 attending the higher schools and colleges. OAKLAND. Summary of school statistics. — Population of the city, 15,387 ; children under 1 year of age, 386 ; children between 1 and 2 years of age, 381 ; children between 2 and 3 years of age, 446 ; children between 3 and 5 years of age, 749 ; children between 5 and 10 years of age, 1,578 : children between 10 and 15 years of age, 1,524. Number of children between 5 and 15 years of age entitled to State apportionment of school money, 3,002 ; number of children between 5 and 15 attending public schools, 2,118; number of children between 5 and 15 attending private schools, 343; number of children between 5 and 15 attending no schools, 541. There are 1 high school, 4 grammar schools, 6 primary schools, 1 cosmopolitan school, and 1 ungraded school. There are 3 classes in the high school, 18 in the grammar schools, 28 in the primary schools, 2 in the cdfemopolitan, and 2 mixed, making a total of 53 classes. Increase since last year, 18. The average monthly enrollment is 2,088. The average number belonging to schools is 1,789. Average daily attendance, 1,692. At the annual examination for promotions, there were examined 1,263 pupils, of whom 737 were promoted. In reference to the comparatively small number of promotions, the superintendent says : “ Our depart¬ ment has grown very rapidly within the last year, families moving into our city from various portions of the State where the children have been necessarily deprived of thorough drill in the lower grades. These pupils are almost invariably found to be unequal in their attainments — well advanced in some branches and very deficient in others — so that, while grading them correctly for some studies, the grade assigned is often found to be too high for others. The examinations this year have also been more rigid than heretofore.” Vocal music is taught in all of the classes, by their respective teachers. Classes in drawing have made good progress. The cosmopolitan school, started in 1870 as an ex¬ periment, with twenty pupils, is still continued. The exercises are conducted in the French language, and the pupils show remarkable proficiency in their studies. Total amount of disbursements, $89,274.55 ; average cost per pupil for tuition only, $23.44 ; average number of pupils to a regular teacher in high grammar schools, 31.16 ; in primary schools, 40.12. For the fiscal year 1873-74 the board of education estimates the expenses at $80,000, exclusive of building-fund and interest on school bonds outstanding June 30, 1872. Of this, $.20,000 are expected from the State and county and $30,000 from the city. In twenty years the school department has increased from one building, with sixteen pupils, to buildings containing nearly fifty rooms and over twenty-one hundred pupils. TRAINING OF TEACHERS. STATE NORMAL SCHOOL. The last school year has been one of great prosperity. The corps of teachers has been increased. A well-organized training school adds much to the efficiency of the normal school. Total number of regular normal pupils, 160. Whole attendance, according to California Teacher for November, 244. Average time that these are taught, two years. Thirty-six counties of the State are represented and fourteen unrepre¬ sented. Number of graduates for the year 1873-74, 20. Whole number of graduates, since the organization of the school, in 1863, 291. Ladies must be 16 years of age and gentlemen 17, to enter the junior class. To enter the senior, they must be one year older. All applicants must present valid teachers’ certificates. Tuition is free. Text-books and books for reference are supplied by the school. The legislature has just appropriated $3,000 for the purchase of additional apparatus and $1,000 for the purchase of reference-books, maps, diagrams, &c. The school has also a cabinet and museum. teachers’ institutes. As to these agencies for the fuller training of employed teachers, the school law oi California provides that, whenever the number of school districts in any county is twenty or more, the school superintendent must hold at least one teachers’ institute in CALIFORNIA. 25 eacli year; and every teacher employed in a public school in the county must attend 6uch institute and participate in its proceedings. In any county where there are less than twenty school-districts, the county superintendent may, in his discretion, hold an institute. Each session of the institute must continue uot less than three nor more than five days. The pay of teachers must not he diminished by reason of their attend¬ ance. Mr. Bolander makes a strong plea for normal school instruction and drill and for a discriminating preference in favor of normal school teachers in the public schools. “California,” he says, “is justly held up as a bright example in first inaugurating the system of placing the examination of teachers throughout the State exclusively in the hands of experienced teachers. But, because tried here the longest, its inade- # quacies are most glaringly exhibited in this State. A teacher’s certificate, granted as almost all certificates are granted in California, simply testifies that its possessor has a definite knowledge of certain subjects. Now, a candidate may appear so well in arithmetic, grammar, and some other studies, as to overcome a complete failure in theory and practice or methods of teaching, and yet a satisfactory examination in the latter ought to be the first consideration. A superior education does not make a pro¬ fessional teacher. It is one of the requisites, certainly, but by no means the sole, or even chief, requisite. A young man graduating at the head of his class may be totally anfit to teach a district school. One must learn by actual practice in the school-room, or, rather, training room — as connected with every well-organized normal school — the art of imparting knowledge and of governing. There may be, and there are, born teachers, but the number is very small, and would not supply the schools of a single county. It would be the height of folly to expect that a medical student, after study¬ ing and mastering no matter how many text-books, is sufficiently qualified to begin to practice, and that any lack of professional skill will be easily acquired in experi¬ menting upon the limbs and lives of his trusting patients. It is as egregious a folly to expect that a certain amount — no matter how great an amount — of knowledge en¬ titles any one to supply a want of skill in teachin g-, by experimenting upon the healthy life of the souls and minds of the children committed to his care. Nay, the latter is the greater folly of the two ; for here we are trifling with the immortal part of man. The inexperience and stupidity of the physician are sorely felt at the time, but the ignorance and inexperience of the teacher may continue undetected for years, and there is no reparation of the incalculable injury done to the mind when most plastic.” THE REMEDY FOR INCOMPETENT TEACHERS. The only remedy for this crying evil, Mr. Bolander asserts, is to exact that every candidate for the profession pass through a normal school. In this he will be trained to a thorough knowledge of the subjects to be taught and in the science of teaching, and will, in model classes or a training school, acquire that skill which is the first requisite to a teacher. It is not professed that even then every incompetent person will be kept out of the profession, but every teacher will have received, at least, a thorough and careful training. And an efficient supervision will then do much to keep at a minimum any incompetency which still may linger in the schools. But, as a preliminary step, there should be longer school terms and a more adequate compensation for teachers’ services. Give every school district in the State sufficient funds for an eight-months’ school and increase the teacher’s salary in proportion. There need be no fear that, when once trained teachers are demanded by law and paid sufficiently, the supply will nol equal the demand. The State has assumed the task of providing education for the people. To be true to this trust, it must provide for the wants of the schools ; and one of the most pressing of these is trained teachers. The State must now provide by statute that every teacher have a professional training. We must no longer trust to chance to send us a trained teacher ; we must demand trained teachers as our due, and trained teachers will be supplied. SECONDARY INSTRUCTION. CALIFORNIA MILITARY ACADEMY, OAKLAND. This celebrated military school has been visited by a devastating fire, which con¬ sumed the buildings and apparatus for the most part. The school, however, was unin¬ terrupted, and the buildings were speedily rebuilt on a larger scale than formerly. Pres¬ ident, David McClure ; number of professors, 9 ; whole number of students, 176 ; yearly expenses, including board, 0350; number of graduates, 15; number of volumes in library, 1,500 ; value of buildings and grounds, 075,000. CONTENT OF OCR LADY OF THE SACRED HEART, near OAKLAND. Dedicated in 1868. The teachers here are Sisters of the Holy Name of Jesus and Mary, who came from Canada for the purpose of acting as instructors in this schooL 26 REPORT OF THE COMMISSIONER OF EDUCATION. ST. JOSEPHS ACADEMY, OAKLAND. Organized, 1870. of pupils, 80. Conducted l>y the Christian Brothers. A school for boys. MILLS'S SEMINARY, BROOKLYN. Number Unsectarian, but eminently Christian. Rev. C. T. Mills, D. D., is the president and dean of faculty. Number of instructors, 2*2. Whole number of students in attendance during the year, 270. Estimated yearly expenses, including board, $350. Number of graduates, 35. Number of volumes in library, 1,500. Value of apparatus, $800. Value of college grounds and buildings, $150,000. PLACERVILLE ACADEMY, TLACERVILLE. Organized, 1861 ; reorganized. 1871. Principal, E. B. Conklin, A. M. ; assistant in¬ structors, 8 ; number of pupils, 151. A seminary for the education of both sexes. Yearly expenses, $275 ; cost of buildings, &c., $15,000. GOLDEN GATE ACADEMY, OAKLAND. For instruction in studies preparatory to college and university. Estimated expenses per annum, $320. Number of pupils, 64. LAUREL HALL, SAN MATEO. Founded, 1864. A French, German, and English school, offering educational advan¬ tages of high order. Expenses, $380 per annum. ST. MARY OF THE PACIFIC, BENICIA. Organized, 1871, under the auspices of the Episcopal Church. It has a corps of 9 teachers, with 50 pupils, and the standard of graduation is high. SACRED HEART PRESENTATION CONVENT, SAN FRANCISCO- Organized in 1869. Mary Teresa Coinerford, superioress. Number of instructors, 24. Number of students in attendance during the year, 800. TuitioD, free. Number of volumes in library, 300. MADAME ZEITSKA’S INSTITUTE, SAN FRANCISCO. Organized, 1867. A French, German, and English institute of high repute. The modern languages form one of the principal features of this school. A library, cabinet, gymnastic apparatus, dumb-bells, &e., are provided for the pupils. Madame Zeitska lias a corps of 8 assistants. SACRAMENTO SEMINARY. SACRAMENTO. Organized, 1863. Principal, Hermon Perry. Assistant instructors, 10. Number of pupils in attendance, 125. Gross income from board and tuition, $13,000. Value of seminary property, $35,000. SAN JOSE INSTITUTE AND BUSINESS COLLEGE, SAN JOSE. Organized, 1862. Day and boarding school for both sexes. Principal, James Vinson- haler ; vice-principal, Mrs. A. M. Gates. The faculty consists of a corps of 8 teachers. The business college department ranks with the best in tbe State. Yearly expenses, $280. Total number of rmpils, 230. GILROY SEMINARY, GILROY. Organized, 1868. Three departments — primary, intermediate, and classical. Princi¬ pal, Miss Sarah Severance, with 3 assistants. Library of 300 volumes. SANTA BARBARA COLLEGE, SANTA BARBARA. Organized, 1871. Apparently only a preparatory school thus far. Principal, 1874, F. V. Hopkins, M. D. ; vice-principal, Miss E. C. Hatch, with 6 professors. The school is for both sexes and prepares scholars for entering the sophomore class of the university. Library and cabinets, and it is proposed to make practical mineralogy and chemistry prominent features of the course. It is an unsectarian institution, with 6 teachers and 85 students. URBAN ACADEMY, SAX FRANCISCO. Established, 1864. Special object, to prepare boys for tbe university course. Much attention paid to the study of German, Spanish, and French. Principal, Nathan W. Moore. Five teachers and 45 scholars. CALIFORNIA. 27 NAPA COLLEGIATE INSTITUTE, NAPA. The catalogue for 1873-74 presented the following summary of students : classical, 8; scientific, 20 ; normal, 4; preparatory classical, 8; preparatory scientific, 76; pri¬ mary, 43 ; other departments, 44 — total, 203. This seminary has received a valuable addition to its means of instruction and illus¬ tration in a magnificent cabinet of minerals, fossils, shells, &c., said to be unequaled on the Pacific coast for variety and extent. The collection becomes the property of the institute for a merely nominal sum, through the liberality of Rev. Stephen Rowers, pastor of the Methodist-Episcopal church at Napa. SAN FRANCISCO HIGH SCHOOLS. In the boy’s high school the teachers are a principal and 6 assistants ; the registered pupils, 240 ; the average daily attendance, 180. In the girls’, a principal and 14 assistants constitute the -dorps of teachers. The registered pupils are 41G; the average daily attendance is 339. The course of instruction, as shown by the questions used at the examination, appears good and thorough. STATISTICS OF SECONDARY SCHOOLS.* Two private schools for boys report to the Bureau of Education 5 teachers and 145 pupils : 70 in English studies only, 75 in classical, and 35 in modern languages. Of the whole number 30 are preparing for the classical course in college and 8 for the scien¬ tific. Drawing is taught in both these schools and vocal music in one. One reports a library of 150 volumes; but neither has a chemical laboratory nor x>hilosophical appa¬ ratus. Nine private schools for girls report an aggregate of 71 teachers and 8S7 pupils: 422 in English studies, 39 in classical, and 177 in modern languages. None are presented as engaged in preparation for a collegiate course. Drawing is taught in all the nine ; vocal music inwall but one, and instrumental in all. One has a laboratory for illustra¬ tion of chemistry and two have philosophical apparatus. Seven have libraries rang¬ ing from 350 volumes to 2,000, the last number being that of the* Mills Seminary, Brooklyn. Four private schools for boys and girls, with 18 teachers in all, return 421 pupils, of whom 274 are in English, 62 in classical studies, and 12 in modern languages, 35 of the students being in preparation for a classical collegiate and 48 for a scientific col¬ legiate course. Two of these schools give instruction in drawing ; all in vocal and instrumental music. Two have laboratories and one has a philosophical cabinet. Whole number of schools thus reporting, 15; teachers, 94; scholars, 1,453. Adding to these such of the before-mentioned as are not included in these returns, two more which report as high schools and four which report as preparatory schools, we have a total of 131 teachers and 3,077 pupils in connection with known schools of secondary character. THE UNKING OF HIGH SCHOOLS WITH THE UNIVERSITY. In order to bring the public high schools into their proper relation to the State uni¬ versity, the board of regents appointed a committee to devise a system for the high schools which should effect this object. The said committee, in the early part of 1874, prepared a bill for submission to the legislature, containing the following provisions: High schools shall be of two classes, those which provide one and those which pro¬ vide two courses of study. If only one course is provided it shall be the first course. The first or modem course of study shall fit scholars for business or for the scientific department of the State university, and shall give instruction in algebra, geometry, higher arithmetic, book-keeping, history, English composition, and drawing. It is recommended that instruction be also given in French or Herman, and that the study of nature be begun by the study of the plants, trees, animals, rocks, climate, and other natural characteristics of the region in which the school is established. The second or classical course shall include the mathematics of the first course, with so much of Latin and Greek as is required for admission.to the classical department of the State university, (official department of California Teacher for January, 1874.) SUPERIOR INSTRUCTION. COLLEGE OF ST. AUGUSTINE, BENICIA. Incorporated, 1868. It is a collegiate and grammar school, under the auspices of the diocese of California. Right Rev. William Ingraham Kip, D. D., LL. D., ex ojjicio president. Dean of faculty, Rev. W. M. Tucker, A. M. Yearly expenses, $350. The site of the college comprises twenty acres. Military discipline and drill in infantry tactics are required -of all the cadets. * From special returns to Bureau of Education. 28 REPORT OF THE COMMISSIONER OF EDUCATION. ST. VINCENT’S COLLEGE, LOS ANGELES. Chartered in 1869. A Catholic institution, conducted by priests of the congregation of the mission. Board and tuition per annum, $250. PACIFIC METHODIST COLLEGE, SANTA ROSA. Organized in 1862. Denomination, Methodist Churcli South. President, A. L. Fitz¬ gerald. Estimated yearly expenses, $275. Graduates since organization, 34. Yolumes in library, 500. Value of apparatus, $300. ST. IGNATIUS COLLEGE, SAN FRANCISCO. Opened in 1855. Course of instruction, classical, mathematical, and philosophical. Conducted by the Fathers of the Society of Jesus. ST. MARY’S COLLEGE, near SAN FRJNCJSCO. Organized in 1863. In charge of the Christian Brothers. Three distinct courses — scientific, classical, and mercantile. Yearly expenses, $300. Apparatus valued at $2,000. SANTA CLARA COLLEGE, SANTA CLARA. Founded, 1851. Incorporated, 1855. Under the Fathers of the Society of Jesus, but open to all. President, Rev. A. VarsA A monthly magazine, for improvement in En¬ glish composition, is published by the students. There are, also, debating and dramatic societies. A chemical laboratory, with furnaces, &c. ; a museum of natural history, with mineralogical and conchological specimens from different parts of the world ; a com¬ plete philosophical apparatus; lessons in electric telegraphy and photography and superior musical instruction are amomg the many facilities afforded for a complete education. ' Expenses per annum, $350. FRANCISCAN COLLEGE, SANTA BARBARA. Organized, 1868. Conducted by the Fathers of the Order of St, Francis. English and classical. Rev. J. J. O’Keefe, O. S. F., president. CHRISTIAN COLLEGE OF CALIFORNIA, SANTA ROSA. Organized, 1872. Dean of faculty, Alexander Johnston. CALIFORNIA COLLEGE, VACAVILLE. Organized, 1871. Denomination, Baptist. Instruction, both collegiate and theolog¬ ical. President, A. T. Worrell. Annual expenses, $300. UNIVERSITY OF THE PACIFIC, SANTA CLARA. Incorporated, in 1851, tinder the auspices of the Methodist-Episcopal denomination. It is for both sexes. Estimated yearly expenses, including board, $295. Value of apparatus, $2,500. UNIVERSITY OF CALIFORNIA. This university was instituted March 23, 1868. The instructions were commenced in Oakland, in the autumn of 1869, since which time the number of students has steadily increased. Instructions began at Berkeley, the chosen permanent site, in the autumn of 1873, two excellent buildings having been constructed at the expense of the State. Notwitstanding the temporary difficulties inevitably attending the transit, the university entered upon its sixth year with unprecedented promise of success. The numbers enrolled greatly exceeded those of any former year. The institution has made rapid and continuous progress under the presidency of Mr. Gilman.* The administration of the university, including the finances, care of property, and appoint¬ ment of teachers, is in the hands of a board of regents. The instruction and govern¬ ment of the students at Berkeley are intrusted to two faculties, which have hitherto acted as one body : the faculty of science and that of letters. The medical faculty in San Francisco is a distinct body. All the professors and instructors of the university constitute what is termed by law the academic senate, the Meetings of which are ex¬ pected to be infrequent and are restricted to matters of general concern. Organization. — In accordance with the law, seven colleges have been more or less fully organized : of letters, of agriculture, of mechanics, of mining, of engineering, of chemistry, and of medicine. The State appropriations are devoted to the six colleges first named, the college of medicine being self-supporting. The California College of Pharmacy has been affiliated with the university, retaining its own organization. Site. — The site at Berkeley is a domain of about 200 acres, situated on the slope of the Contra Costa hills, about five miles from Oakland, facing the Golden Gate. The back- information has been received that President Gilman has resigned, to accept the presidency of the Johns Hopkins University, at Baltimore, and that Professor Le Conte, the senior officer, has become acting president. CALIFORNIA. 29 ground is composed of the lofty hills of Contra Costa. In front, the ground gradually slopes down a mile and a half to the bay. The buildings are in full view of San Fran¬ cisco, the Golden Gate, and the mountain scenery of Marin County. The groves of trees about the halls have made a fine growth, and already are almost like a forest. The ground is traversed by two water-courses, is much diversified in aspect, and is adapted to a great variety of culture. A part of the site is reserved to illustrato the work of agriculture and horticulture and is to be brought under immediate cultiva¬ tion. Such work has hitherto been necessarily delayed for the want of funds and for the want of plans. So far as possible, such students as desire to earn something by their manual labor will be employed upon the grounds. Buildings.— As mentioned, last year, two large and convenient buildings have been constructed by the State, at an expense of over $300,000, besides a number of boarding¬ houses and eight cottages for the convenience of the students — six occupied by the young men and two by lady students. Medical College building in San Francisco has been given to the university, by the munificence of Dr. H. H. Toland, in honor of whom it is known as Toland Hall. There were in 1873-74 51 students attending lectures at this college, and in connection with the lectures there have been set on foot a medical and surgical clinic, a clinic of diseases of the eye and ear, and an obstetrical clinic, where throughout the course diseases in all their varieties and stages may be studied at the bedside. A chair of hygiene has also been established. There is a library of 2,300 volumes of medicine and the collateral sciences. Connected with the college is also a medical museum, numbering 900 abnormal and pathological specimens. The property is valued at $75,000. The liberality of Dr. Toland in so generously endowing a school of medicine is greatly to his credit, and the unconditional transfer of such a gift to the university inaugurates a medical department in accordance with the expectations of the State, expressed in the organic act creating this university. College of letters. — The north hall, or college of letters, is devoted, for the present, to a large assembly-room ; a philosophical lecture-room, with apparatus-room and study attached ; a general lecture-room ; twelve class-rooms ; faculty-rooms ; study for the young men when not in recitations ; and study for the young ladies when not in reel tations. The college of agriculture. — In the south hall, or college of agriculture, the rooms are as follows : chemical laboratories, with their accessory store-rooms, balance-room, study, &c. ; lecture-room for scientific lectures ; lecture-rooms and work-rooms of the professor of agriculture ; temporary library and reading-rooms ; temporary museum- rooms, for the collections of the State geological survey, and for other collections — agricultural, mineral, metallurgical, &c. In this college of agriculture, within the past year the following among other things have been accomplished : The Berkeley property has been surveyed by a com¬ petent engineer, the right places marked out for agriculture, horticulture, botanical garden, and forestry, and also for roads, paths, buildings, and bridges. A special sur¬ vey has been made of the water-rights of the university, so that a supply of water for household and garden purposes may be assured and the drainage may be wisely regulated. The grounds have been placed under the charge of a competent agricul¬ turist, who is also by law the secretary of the board, residing and holding his office at Berkeley. With him is associated a well-trained gardener, who has charge of the horticultural work. A convenient propagating-house, with the necessary appurtenan¬ ces has been constructed. A bam has been contracted for. Additions have been made to the agricultural and botanical museums. A special appropriation of Si, 000 has been made for the purchase of Auzoux models, showing the internal structure of domestic animals and of plants. Tbe lecture-diagrams made use of by the late Prof. H. J. Clarke, of the Amherst Agricultural College, have been bought. Four eastern gentle¬ men familiar with the agricultural schools of other States have been invited to come here and give special instruction to the students in agriculture, in addition to what they will receive as heretofore from the professor of agriculture. Arrangements are also in progress to secure the aid of California agriculturists in the specialties to which they are devoted, and to enable the students to visit the best farms, dairies, and gardens of the neighborhood. A diploma, equal to that given in the college of letters, and appropriate to all the scientific colleges, has been engraved and given to the agricultural graduates of this year and the last. Facilities offered. — Tuition in all departments of the university, except the medical college, is absolutely free. The helps to students are increasing, and no industrious, ambitious student, however limited in resources, need despair of obtaining a full and thorough education. The State originally declared that there should be no dormitory system in the university. This restriction was subsequently removed from the law. but no pecuniary provision made for boarding-houses or lodgings. Recently, however club-houses have been put up by the regents, wherein clubs of students can live well at §16 per month ; and for such as may not even be able to pay that amount, the re¬ gents and their friends have established a students’ loan fund, from which any student in good standing can receive prompt and substantial aid by simply stating his case. To 30 REPORT OF THE COMMISSIONER OF EDUCATION. enable the students receiving such aid to re-imburse their helpers, the university authori¬ ties have encouraged students to inaugurate schemes by which they can earn something for themselves. A printing-office has been established, a member of the board con¬ tributing the necessary amount, $1,000, for its establishment. The university loans the office to such as are seeking self-support ; and a number of young men and women have been thus enabled to help themselves in their college course, besides getting a drill in accurate composition and English culture. In addition to these aids, the secretary and gardener employ any who wish to work for recompense in the museum and in the fields of the university farm. Again, to encourage such as desire to stay after graduation and pursue the more profound studies, some from each graduating class are retained on the corps of instruction, to give part of their time from studies, for a fair remunera¬ tion. About ninety of the students are known to have earned a part of their support during the past year. The students are not only enrolled in separate colleges, but in each college they may enter in regular or special courses. The regular courses are strongly recommended to those who want a thorough and systematic education. The special courses are adapted to those who desire to acquire proficiency in a single branch or who are unable to remain long enough to pursue a full course. Optional studies. — Students already proficient in the studies laid down in the general scheme Which they are following, or who have sufficient extra time at their disposal, may pursue optional studies, with the permission of the faculty ; or they feay attend lectures and exercises appointed for other sections of the university, if it does not con¬ flict with their regular appointments. Post-graduate instruction. — Students in post-graduate courses will be received in chemistry, engineering, and such other specialties as may be provided by the heads of the different departments. Lectures. — Courses of lectures are arranged for the year, embracing, as subjects, po¬ litical economy, social science, physical geography, physics, mechanics, natural his¬ tory, geology, agricultural chemistry, military science, ancient literature, Greek and Roman archaeology, and constitutional law. Weekly assemblies of students mil also be held, at which occasional lectures and other literary exercises may be expected. Eeport of regents.— In response to a resolution of the senate and assembly inquiring into the affairs of the University of California, the regents of the university made a clear and exhaustive report, from which we extract the following items of information. The object of the course of instruction given in the university in all its departments, including those of agriculture and the mechanic arts, is to furnish a broad and liberal culture adapted to the various callings of intelligent and educated citizens. With this aim in view, the course of instruction in the colleges of agriculture and mechanic arts has been so arranged as to embrace an English course extending through four years ; a course in modern languages, extending through three or four years ; a com¬ plete course of mathematics, extending through three years ; a three years’ course of mechanics and physics; a three years’ course in natural history and geology; a course of chemistry, general and analytical, extending from two to four years ; a course of engineering and surveying, important in its application to irrigation and reclamation of lands ; courses in astronomy, physical geography, and political economy. A special course is also given to the students in the agricultural college, by the professor of agriculture, on the subjects relating more specifically to that department. °In the college of mechanic arts the apparatus has been new and good and the courses of instruction have been comprehensive and extensive. The aim has been to teach principles with thoroughness, and to show, at the same time, as far as possible, the application of these principles to the various industries of society. There are abun¬ dant opportunities in the neighborhood of the university to witness great industrial undertakings and to study the actual condition of mechanical enterprise. The engi¬ neering studies of the university are closely related to the mechanic arts. These studies are not restricted to the measurement of land and the survey of the country, but include the strength of materials, the principles of construction, the work of the architect and builder, the supply of water and the control of water-power, drainage and sewage, the development of ' mines, and a score of other topics, in which the application of mathematics to strong and solid structures is involved. Further plans. — To popularize the work of the university, the regents instituted, at the beginning of their work, six courses of lectures in San Francisco, adapted, as far as possible, to the needs of intelligent mechanics, teachers, and others who are there desirous of adding to their knowledge of modern science. It was not supposed that these courses would do more than serve a temporary purpose, but it was hoped that they would lead to the foundation, in San Francisco, of a polytechnic school, or school of the useful arts. Duriug tho past year a member of the board of regents secured from a number of gentlemen the guarantee for two years of a sum of money sufficient to begin a school of this sort, on a comprehensiye foundation, independent of, and yet affiliated witb, the university. A well-planned scheme was proposed and approved by the parties interested in the project. Finances of university and general prosperity. — The total expenditures by tho regents CALIFORNIA. 31 during their six years of service, exclusive of the amount paid directly by the State for buildings, have been §548,293.76. If to this amount is added §272,000 expended directly by the State for the construction and equipment of buildings, it will show a total ex¬ penditure on university account of §820,293. The amount paid for instruction, for free scholarships, and for support of a preparatory department, aggregates §235,705.47. The property of the university is valued at §840,000. The prosperity of the year 1874-75 surpasses that of any former year, and the friends of the university are full of hope and courage. The commencement exercices, July 22, 1874, were of marked inter¬ est. The graduating class, numbering 24 members, selected their own themes and the mode of discussion. The theses vrere generally chosen with reference to the special college in which the candidates were enrolled, and exhibited the results of the work accomplished. They were in the highest degree satisfactory, evincing a thorough and accurate knowledge of the subjects treated. Siatisiic-s of universities and colleges , 1874. Names of universities and colleges. Number of students, Property, income, Ac. = yj ; o I < u Ui\ % J£* I 110 ... 113 0 I 50 College of Our Lady of Guada- 3 - 35 lnpe. California College . i 9 Franciscan College . Hesperian College . Missionary College of St. Au gustine." Pacific Methodist College . j 11 Petaluma College . . St. Mary’s College . | 17 San Hafael College . . Santa Clara College . j 26 St. Vincent's College . j 5 St. Ignatius College . . University of tlie"' Pacific . j 8 University of California . : 23 University College . 7 ‘Washington College . . 48 . $25,000 $20,000 . . 75 ! . 0 $0 . . . . 30, 000 10, 000 j 1, 000 40 60,000 ! 0 ! 0 .... ;166 106 ! 40,000 0 | 125 36 200,000 0 . 210 , 100, 000 ..! . 11,520 .. 82 I 47 58,000 i 40,000 ; 3,000 1 . 100 500,000 I (a) ....... $4, 000 4,500 *30, 000 C00 55, 000 . . . . I 600 ... 1 2.000 ...J 2,500 . . . . ! 160 $0 ! tl, 500 tl, 000 0 ! 3,000 0 113,500 1,000 4,800 0 24. 193 tl, 900 11, 000 * Including board. t Includes society libraries. 1 Also 23 students unclassified. a State endowment of $50, GOO per annum recently completed; income from national endowment for the year, $19, 500. PROFESSIONAL AND SPECIAL INSTRUCTION. SAN FRANCISCO THEOLOGICAL SEMINARY. Organized* 1871. Presbyterian, but open to students of all denominations. Presi¬ dent, W. A. Scott, D. D.. LL. D. Tuition and room-rent free. Students have free access to libraries containiug 150,000 volumes : and by an arrangement with the faculty of the Pacific Medical College the students of the seminary are entitled to attend the eonrses of medical lectures free. PACIFIC THEOLOGICAL SEMINARY, OAKLAND. Established in 1869. Congregational. Students received from any of the evangeli¬ cal churches. Course of study, three years. Rent of rooms, text-books, use of library, and tuition free. Board in seminary, S3 per week. MEDICAL COLLEGE OF THE PACIFIC. Established in 1858. It is now the medical department of University College. It has an efficient corps of professors — the most eminent physicians in the State. 32 REPORT OF THE COMMISSIONER OF EDUCATION. CALIFORNIA COLLEGE OF PHARMACY, SAN FRANCISCO. Incorporated in 1872. The faculty of the college is constituted of actual pharmacists and due attention is given to the practical as well as the theoretical portion of the science of pharmacy. It is the aim of the college to qualify those who avail them¬ selves of its advantages to cope with all emergencies that arise in the business of legiti¬ mate pharmacy. The course of the past year included materia medica, pharmacy, chemistry, and botany. Statistics of schools for scientific and professional instruction. Schools for professional instruction. SCHOOL OF SCIENCE. Agricultural, Mining, and Mechanical Arts College, (University of Cali¬ fornia.) SCHOOLS OF THEOLOGY. Pacific Theological Seminary . Theological Seminary of San Francisco SCHOOLS OF MEDICINE. California College of Pharmacy . Medical department of the University of California. Medical College of the Pacific . 13 Property, income, &c. 131 §50, 000 15, 000 100, 000 §0 n !li ft < Ill 81, 500 13, 000 I H I fc 1, 600 5, 000 1, 600 0 CALIFORNIA ACADEMY OF SCIENCES. Organized, 1853. Object, the promotion of science by the holding of meetings for scientific intercourse and discussion, by the establishment of a museum and library, and by other suitable means. Some of the papers read during the year have been largely copied abroad, not only for their scientific interest, but also for their practical value. HEALD’S BUSINESS COLLEGE. This leading commercial school of the Pacific coast, and one of the largest, most complete, and thorough of the kind in the United States, is located in San Francisco, and during the past year has had in attendance over 600 students. Actual practice in business affairs is so united to the theoretical study of accounts that the progress of the student is easy and rapid and the knowledge acquired is of the most practical character. There is a telegraphic institute connected with the college, where young men and women are fitted for telegraph-operators. Until recently, ladies have not been received into the college for tuition : but they are now admitted into all the school departments. Their progress has been highly satisfactory. This school is one of the Bryant and Stratton colleges, long and favorably known in the eastern States. There are fifteen competent teachers in the different departments. SAN FRANCISCO ART ASSOCIATION. Organized, 1871. Objects, the promotion of painting, sculpture, and fine arts akin thereto, the diffusion of a cultivated taste for art in the community at large, and the establishment of an academy or school of design. Total membership, 710. SCHOOL OF DESIGN, SAN FRANCISCO. Organized, 1873. Its affairs are managed by a committee of the members of the art association. The first year closed under the most favorable auspices. The class num¬ bered 60 pupils. Its second year, begun, promises far better results than the former year. Pupils in attendance show marked skill in drawing from casts and models, and some have attained excellence in original design, both in painting and crayon-sketching CALIFORNIA. 33 SCHOOL OF PRACTICAL CIVIL ENGINEERING, SAN FRANCISCO. It affords facilities for instruction in civil engineering, mining, mechanical engineer¬ ing, surveying, mechanical drawing, architectural drawing, engineering drawing, and free-hand "drawing. Prof. A. Van Der Naillen, principal. Terms, $20 per month. GRAPHIC CLUB. Organized, 1873. This is, also, an offshoot of the art association. Object, improve¬ ment in the art of impromptu sketching. It numbers about 40 members. SAN FRANCISCO LITERARY AND DRAMATIC SOCIETY. Organized, 1873. Object, improvement of its members in elocution and literature. SAN FRANCISCO MICROSCOPICAL SOCIETY. This society, organized four years since, has for its object the study of microscopical science on the Pacific coast. It is increasing in interest and usefulness. It holds semi¬ monthly meetings, which are well sustained. HANDEL AND HAYDN SOCIETY. Incorporated, 1873. Numbers 200 members. Object, cultivation of musical art and the promotion of musical science. It gives a series of first-class concerts every year of the highest order. CALIFORNIA HISTORICAL SOCIETY. Incorporated, 1870. Number of members, 39. Annual meeting at College of Santa Clara on commencement-day. Object, cultivation of the history, antiquities, and eth¬ nography of the western coast of America, and the publication of early relations and documents connected therewith. MECHANICS’ INSTITUTE, SAN FRANCISCO. Organized, 1855. The objects of this institute are the establishment of a library, read¬ ing-room, collection of a cabinet, scientific apparatus, works of art, and other literary and scientific purposes. The society has a reading-room well supplied with the leading scientific and literary periodicals of the day and a valuable library containing 21,000 volumes. The institute sustains a course of lectures, historical and scientific, every winter. A fair is held annually, under the auspices of this institute, which is con¬ tinued for several weeks, thus giving fresh impetus to local industries and manufac¬ tures. COSMOPOLITAN SCHOOLS. These deservedly popular schools were first established, nearly ten years ago, by Hon. J. C. Pelton, a pioneer educator in the State, who will go down info history as having also organized what proved to be the germ of the first public school in the State. These cosmopolitan schools, though assailed by much opposition at first, after three years of ever-increasing usefulness, received such an unmistakable indorsement from not only all public educators, but from private patronage, as to insure their sure estab¬ lishment and perpetuity. They stand to-day as a grateful tribute to the persevering fidelity of their indefatigable founder. THE SCHOOL SHIP. The school ship question is still agitating the citizens of San Francisco. The details of the proposed enterprise, as elucidated by Lieutenant-Commander Glass, of the United States Navy, who will have charge of the school when everything is ready, are substantially these : The school would supply a want felt in the Navy and the commer¬ cial marine of the United States, both of which are beginning seriously to feel ths need of educated seamen. The scheme has in it the elements of success, if the school is made attractive ; and to make it attractive it must be made honorable. The boys entering it must be given to understand that their service is not in the nature of a penalty for crime, but an avenue to an honorable future life. If there be no openings for promotion in the Navy, there is prospect of advancement in the commercial ma¬ rine, where any graduate of the school who is true to himself might hope to attain the highest place. There should be a regular course of study, besides the indispensable drill, the branches taught being reading, writing, and arithmetic, and an elementary knowl¬ edge of navigation. Lieutenant Glass expects, also, to have several assistants from the Navy, including an executive officer, two or three junior officers, a surgeon, and pay¬ master. The instruction for the first year or two will probably be given by experienced seamen detailed by the Navy Department for that duty. After a few years, the more advanced boys may assist in the drill or in giving lessons to beginners, this being one of the inducements that might be held out as a reward of excellence. Regular cruises will be taken with a view to giving necessary practical instruction. Examinations may be held at intervals, under the direction of the board of supervisors and board of 3 E 34 REPORT OF THE COMMISSIONER OF EDUCATION. education, and those found to Ibe qualified afterward be drafted out to vessels needing their services. The school, once established, will be easily kept full from various sources of sujiply. The society laboring for the reformation of the hoodlum element will furnish a part ; other benevolent associations will assist, and enough will probably come in of their own accord, or at the instance of their parents, to furnish all who may be wanted. The act of Congress regulating the matter very strictly forbids the ship being made a penal institution ; but nothing need be apprehended on that score. Lieutenant Glass visits Washington to make all necessary arrangements with the Navy Department, and will visit the schools of Boston and New York for the purpose of learning what is to be done and what is to be avoided here. Returning at the earliest possible moment, he will have the Jamestown got ready, under his imme¬ diate supervision, and placed at once at some convenient point in the bay for the re¬ ception of pupils. CHINESE MISSION, PRESBYTERIAN. This mission, established more than twenty years ago, is the leading mission of the Pacific coast. The past has been its most prosperous year, and the marked progress made by the pupils elicited the warmest encomiums from the local press of the city at its last examination-exercises. Speaking of these one of the city papers says : “ The feature of the entertainment most remarkable and best calculated to exhibit the intel¬ lectual grasp and keen appetency for knowledge of the Chinese was the examination of the classes in spelling, arithmetic, grammar, geography, history, and astronomy. The questions, which were varied and general in their scope, embracing a fair range in all the different branches named, were promptly and correctly answered, not a single mistake occurring during the entire examination. This is but an exemplification of the rigid painstaking and persistent fidelity of the Mongolian race to whatever they set themselves to accomplish. They are indefatigable and untiring. And when it is remembered that all these pupils are busily employed during the day and many of them a part of every evening, the improvement is most remarkable. They bend to their tasks with earnest application and spare no pains to improve. We have much to learn from this patient, plodding, painstaking people ; and this wondrous juxtapo¬ sition of these two great races has a double meaning involved in it. We are not deal¬ ing with a dull, besotted, stupid people, but with a keen, energetic, intellectual race ; and whatever differences of opinion may exist in regard to the social or civil aspects of the questions involved in this commingling of the nations, there can be but one opinion in reference to the industrial and educational tendencies of the Mongolian mind. “The annual report showed the school to be in a most prosperous condition, the av¬ erage attendance for the past year being 90. Several of the best pupils had left for China, but were expected to return. Hong Noy, a promising student of this mission, is now in the Imperial College at Pekin pursuing his studies.” CHINESE MISSION DAY-SCHOOL. This school was established some five years since for the education of Chinese girls and women. There has been a gratifying increase in all its interests during the year. Over 100 children have received instruction during the year. The mental capacity of some of these children, when tested, seems wonderful. A pupil, only four weeks from China, learned to read connectedly, though attending school only between his hours of labor. Letters from the earlier pupils of this active school have been received from China strongly advocating the education of Chinese women on this coast, that they, in turn, may educate their sex here and in China. This expression is encouraging, coming as it does from those formerly governed by all the prejudices of their nation. CHINESE WOMAN’S HOME, SAN FRANCISCO. Organized, 1874. Object, the reclamation and education of Chinese women. It has opened under the most encouraging auspices. CHINESE MISSION, METHODIST. This mission has been doing a good work during the past year. Aside from the gen¬ eral educational features there is connected with it an asylum for Chinese women and girls, who may be saved from lives of slavery and shame. The schools are graded into four classes, employing four experienced teachers, and are open every evening during the week, except Saturday. Tuition, $1 per month. The progress made, as evinced by recent public examination-exercises, is highly encouraging. The attendance varies, but is uniformly good. Total cost of property, $32,000. CHINESE MISSION, BAPTIST. This institution, opened three years since, has been steadily advancing, and is doing its work in the education and enlightenment of the Chinese on the coast. The school proper is not large. The library, consisting of works in the English and Chinese lan¬ guages, numbers some 500 volumes. CALIFORNIA. 35 CHINESE MISSION, CONGREGATIONAL. The Pacific, of May, 1874, states that the American Missionary Association lias, in. California, 9 schools for the Chinese, with 11 teachers ; that, of these schools, 3 (at Sacramento, Santa Crnz, and Los Angeles) hare both day and evening sessions, the other 6 being held in the evening only ; that on the rolls of these several schools have been recorded, since October 1, 1873, 763 names ; that, of this number, 118 were added to the roll during the month of March, 1874 ; that the average attendance in April was 132 ; and that 220 remained at the beginning of May. As these figures show, the Chinese population and attendance are in a state of con¬ tinual flux, some coming and others going all the time, hut very many constantly evincing a desire to avail themselves of the means of education offered them. Sixty- four have attended steadily for three months or more ; 29 have professed to see the evil of idolatry ; 70 have given good evidence of a change of life and principles ; and all have received an amount of secular instruction that must aid them greatly in their intercourse with those around them. CHINESE IN THE PUBLIC SCHOOLS. The San Francisco Bulletin of March 30, 1875, states that on the preceding day the hoard of education for the city of Sacramento, by a vote of 5 to 2, resolved to admit, to one of the primary schools, a Chinese girl applying for such admission. The girl had been born of Chinese parents in California and had resided in the State since her birth. This case will probably settle, as to all so born and resident, the much- debated question of the admission of Chinese children to the schools. THE LADIES’ PROTECTION AND BELIEF SOCIETY. This, society has under its supervision a home where friendless or destitute girls of the age of 2 to 14 years and boys of from 3 to 10 years may be received and provided for, until permanent homes in Christian families can be secured for them. The children here have fine educational advantages and show commendable progress in study. Nearly two hundred children have been cared for during the past year. Value of property, $44,000. A bequest of $25,000, by James Lick, was a valuable assistance to this excellent charity. PROTESTANT ORPHAN ASYLUM. Organized, 1851. One of the oldest charities in the State. There are about one hun¬ dred and seventy children now in the institution, and the annual examination and exhibition exercises evince the careful training given to the children. Valuable addi¬ tions- and improvements have been made to the property during the year. A hand¬ some bequest, by James Lick, was made to the asylum some months since. teachers’ mutual aid society. Organized in San Francisco, 1873. Meets at the rooms of the board of education semi-monthly. Objects, the mutual assistance of teachers of the San Francisco school department, and more particularly to minister to the wants of the sick. It has been found to be a valuable auxiliary to the public school department. PACIFIC HEBREW ORPHAN ASYLUM. Organized, 1871, for the protection, care, relief, and education of orphan children, and for the care of aged Israelites who are without adequate means of support. ROMAN-CATHOLIC ORPHAN ASYLUM. Established, 1851. It provides for and educates, annually, about eight hundred chil¬ dren. A farm of 53 acres is the property of the society, where has been established a branch institution for the accommodation of young children, called St. Joseph’s In¬ fant Asylum. This is one of the largest charities in the Statei BOYS’ AND GIRLS’ AID SOCIETY, SAN FRANCISCO. Organized, 1874. Object, to better the condition and elevate the tastes of the friend¬ less and neglected boys of San Francisco. THE LITTLE SISTERS. P Incorporated, 1874. This society is doing good in caring for and teaching the younger children of working- women during the day, thus permitting the overburdened moth¬ ers to perform the work xequired for their subsistence. It gives the children a start in the right direction and is a new aid in promoting the early education of the chil¬ dren of the poor. ST. BONIFACE ORPHAN ASYLUM. This institution was founded, a few years since, for the reception of children of every nationality, who could find no home elsewhere. It is private property, but is a valu¬ able educational aid. The building has all the children it can accommodate. 36 REPORT OF THE COMMISSIONER OF EDUCATION. INSTITUTION FOR THE DEAF, DUMB, AND BLIND, near OAKLAND. Opened in 1860, -with 3 pupils. State aid obtained in 1865. The school is now entirely organized under State auspices. The whole cost of buildings, grounds, shops, heating-apparatus, laundry, and furniture has been about $180,000. The institution can accommodate about 150 inmates. During the year 112 persons have received in¬ struction. It is not an asylum in any sense of the term, as its, inmates are received only for purposes of education. The benefits of the institution are free to all resident deaf and dumb or blind persons between the ages of 6 and 25, who are'of sound mind, free from offensive or contagious diseases, and of correct moral habits. Warring Wilkinson, M. A., is the principal, who is assisted by a corps of 6 competent teachers. The recent removal of the university to Berkeley brings its sphere of usefulness within reach of this institution. Already two deaf mutes have entered college, one in the scientific course, the other in a special course of chemistry and physics. It is believed that no congenital mute ever before entered a college to compete with stu¬ dents who could hear, and the progress of these young men will be watched with great interest. The State legislature having made liberal appropriations for a mechanical depart¬ ment connected with the institution, a shop has been fitted up for the blind, and the experiment of teaching basket-making and the cane-seating of chairs is now going on. The pupils have taken hold of the work with zeal. Nearly every blind boy can already seat chairs and many can turn out a very respectable basket. The shoe- shop and cabinet-shop are also doing well. The deaf-mute pupils engaged therein sup¬ ply all the boots and shoes, furniture, and repairs needed by the institution, besides selling to customers in the neighborhood. The time spent in the shops does not inter¬ fere with the duties of the class-room, and the pupils leaving the institution have an assured means of support, and become at once a part of the productive forces of the State. The school law of California says: “Whereas the State has provided an institution for the gratuitous instruction of all resident deaf, dumb, or blind children between the ages of 6 and 21 years, every parent or guardian of any child or children afflicted with deafness or blindness shall be required, under penalties, to send such child or children to said institution for a period of not less than five years, unless such child or children shall have been excused by the authorities on certain specified grounds.” STATE PRISON SCHOOL. Organized in 1869. Its object is the reform of prisoners. M. Smith is the present instructor, assisted by a corps of about 30 teachers. Weekly attendance, 200. Li¬ brary valued at $3,500. Considering the unfavorable circumstances — want of light, room, &c. — the progress made is very encouraging. The branches taught are English, French, Spanish, geography, and mathematics. CITY AND COUNTY INDUSTRIAL SCHOOL. Number of boys in this institution July 1, 1874, 208. The school is graded, and the pupils rank as follows : In the first grade there are 31 ; in the second, 21 ; in the third, 29 j in the fourth, 29 ; in the fifth, 22 ; in the sixth, 14 ; in the seventh, 26 ; in the eighth, 5. The institution is well ordered and prosperous and is proving a reformatory refuge for those who are assigned to its protection. MUNIFICENT BEQUESTS OF JAMES LICK. The munificent gifts of James Lick to benevolent and educational objects in the past year are worthy of especial mention, alike from their character and their amount. On the 2d day of June, 1874, he conveyed all his immense property, in trust, to certain par¬ ties, for various uses and purposes. The James Licit Observatory. — Among the sums bequeathed was $700,000, for the pur¬ pose of constructing and putting up on the land deeded for the object a powerful telescope, superior to and more powerful than any telescope ever yet made, with all the machinery appertaining thereto and appropriately connected therewith, or that is necessary and convenient to the most powerful telescope now in use, or suited to one more powerful than any yet constructed, and a suitable observatory connected there¬ with. The site was left to the final judgment of the trustees, but the same must be located within the State of California. The Protestant Orphan Asylum received also the sum of $25,000 in gold coin, and the city of San Jose, through the legally-constituted authorities, $25,000, for the purpose of building and supporting an orphan asylum in or near the vicinity of said city. The Ladies ’ Protection and Belief Society, of San Francisco, received also the sum of $25,000. The Mechanics’ Institute , of San Francisco, received $10,000, to be applied to the pur¬ chase of scientific and mechanical works for said institution. The Society for the Prevention oj Cruelty to Animals received $10,000, accompanied with CALIFORNIA. 37 a hope on the part of the donor that the trustees of said society may organize such a system as will result in establishing a similar society in every important city and town in California, to the end that the rising generation may not witness or be impressed with such scenes of cruelty and brutality as constantly occur in the State. Free baths. — “ Cleanliness is next to godliness,” and is no mean part of a wholesome training ; we, therefore, record also his gift of $150,000 for free baths in the city of San Francisco. Emblematic statuary. — He gives also the sum of $250,000 for a group of bronze statu¬ ary, which shall represent, by appropriate designs and figures, the history of California and its progress in education, mechanical arts, mining, manufacturing and mercantile pursuits, agriculture, and the general growth and prosperity of the State. The same are to be placed in the State capitol in Sacramento. School of Mechanic Arts. — The sum of $300,000 is given to found and endow the Cali¬ fornia School of Mechanic Arts, the object and purpose of which shall be to educate males and females in the practical arts of life, such as workers in wood, iron, stone, or any of the metals, and in whatever industry intelligent mechanical skill now is or can hereafter be applied, such institution to be open to all youths born in California. * The California Academy of Sciences and the Society of California Pioneers receive the residue of the proceeds of his property, to be expended by them respectively in the erection of buildings, the purchase of a suitable library, natural specimens, chemical and philosophical apparatus, rare and curious things useful in the advancement of science, and generally in the carrying out of the objects and purposes for which said societies were respectively established. The various other charities of Mr. Lick, munificent as they are, do not pertain im¬ mediately to educational advancement, and therefore have no legitimate place in this report.* OBITUARY RECORD. HENRY DURANT. Hon. Henry Durant, the founder of the College of California, the first president of the State University, and mayor of Oakland, died in that city on Friday, January 22, aged 73 years. Though never a man of robust health, President Durant’s regular and careful habits had enabled him to enjoy almost uninterrupted activity until three years ago, when a severe attack of pneumonia prostrated his strength to such a degree that he felt it a duty to resign the presidency, which seemed of right to belong to one who, inheriting and acquiring all that is best in eastern culture, had been educated by a long and varied experience into the fullest knowledge of the wants of this coast. After the mantle of the presidency fell from his shoulders, his fellow-citizens, long accustomed to look to him for counsel on every question which concerned the public welfare, twice elected him their chief magistrate. Large private interests also claimed his attention. Fifty years before his death, Mr. Durant was a tutor in Yale College. Forty years before, he was pastor of a church in Massachusetts, his native State. Twenty -five years before, he, as a missionary of education and culture, set his face toward the shores of the Pacific. (, With the men who came to lay the foundations of a fortune, he came to lay the foundation of a school. When other men mined to get gain, he mined for the where¬ withal to build a house of learning to last forever. As soon as there were boys enough who wanted knowledge, he began to teach, earn¬ ing his bread and sometimes theirs, with hand or brain, as it happened, until the col¬ lege school took root in the Oakland sands. Many a crop of discouragements had to be plowed in before he began to see signs of a harvest. He labored, he sacrified, he risked all that he had and all he expected to have, he put his every faculty in pawn, to build a great free institution of learning on this coast, and he succeeded. The college had been established on secure foundations when the two grants of lands made by Congress to the State for the purpose of higher education — the first of seventy- two sections for a higher seminary of learning, the other of one hundred and fifty thousand acres for industrial education — left nothing to be desired in the way of im¬ mediate endowment, provided those interests were made harmoniously to serve each other. With characteristic generosity, the valuable property of the College of Califor¬ nia was made over to the State with no other condition than that a college of letters should be maintained in the new university. The rarest proof of Mr. Durant’s great¬ ness of character was given in his constancy to the interests of the institution, when, this transfer having been completed, no place either in the faculty or board of regents ■was offered him. Had Starr King lived, so great an oversight could not have occurred. From all sides a suitable recognition of Mr. Durant’s services was pressed upon the * In Marcli, 1875, Mr. Lick requested the trustees to revest in him the property intrusted to them* In April it was announced that he had reconveyed most of the amounts for educational and charitable purposes. 38 REPORT OF THE COMMISSIONER OF EDUCATION board of regents for two years. “ Who is this Henry Durant ? ” a regent inquired at a meeting of the board. “ Henry Durant,” replied John B. Felton, repeating the ques¬ tion, “is the Nestor of education on the Pacific coast, a man whose shoe-latch not one of us is worthy to unloose ; a man who alone of all who are connected with the begin¬ nings of this university will pass into history.” And then, in words few, fitting, and sufficient, Felton proposed his election, which was made unanimous; a most gratifying event to the faculty, who had found in him their truest adviser and friend. His influ¬ ence upon the students was inspirational from the beginning of their course, and told not only upon their scholarship, but upon whatever manhood there was in a man. An active member of the Independent Presbyterian Church, his religious convictions were broad and liberal. He identified himself with the masonic fraternity late in life. He was eminently social, and made it a duty to promote every wholesome amusement. And now he rests ; his greatness and his sweetness Ho more shall seem at strife ; And death has molded into calm completeness The statue of his life. (From a notice by Prof. Ezra S. Carr, M. D.) LIST OF SCHOOL OFFICIALS IN CALIFORNIA. Hon. H. X. Bolander, State superintendent of public instruction, Sacramento. STATE BOARD OF EDUCATION. Xame. Post-office. His excellency Bomoaldo Pacheco, governor, president . . . Sacramento. Sacramento. Santa Bosa. Stockton. East Oakland. San Jose. Sacramento. San Francisco. San Jose. Los Angeles. Sacramento. San Francisco. San Francisco. Stockton. Hon. Henry X. Bolander, State superintendent of public instruction, secretary. A. C. McMeans, superintendent of Sonoma County common schools . T. 0. Crawford, superintendent of San Joaquin County common schools . W. F. B. Lynch, superintendent of Alameda County common schools . J. G. Kennedy, superintendent of Santa Clara County common schools . G. B. Kellev, superintendent of Sacramento County common schools . James Denman, superintendent of San Francisco County common schools . Charles H. Allen, principal of the State Xormal School . . . CITY SUPERINTENDENTS. TTon. William T. T.uckey _ _ _ __ . _ _ Hon. S. C. Denson . . . TTnn. .Tamps Denman _ . . . _ __ _ _ Hon. Joseph Leggett, deputy superintendent . j. . Hon. G. S. Lada _ ’ . . . COUNTY SUPERINTENDENTS. County. Superintendent. Post-office. County. Superintendent. Alameda . Alpine . Amador . Butte . Calaveras . Colusa . Contra Costa... £>el Horte . El Dorado . Eresno . Humboldt . Inyo . Kern . Klamath . Bake . Lassen . Los Angeles. ... Marin . Mariposa . Mendocino . Merced . Modoc . Mono . Monterey . Xapa . Xevada . Placer . W. F. B. Lynch.. A. C. Pratt . S. G. Briggs . _ H. T. Batchelder J. B. Garvey _ J. E. Putnam _ A. Thurber . Mas Lippowitz. John Munson... T. O. Ellis, sr - E. C. Cummings. J. W. Syrnmes.. L. A. Beardsley. A. Hat tz . Louis Wallace. . Z. X. Spalding. . George H. Peck. Sami Saunders. David Egenhoff. J. H. Seawell.... B. F. Fowler _ H. G. Hill . E. R. Miner . R C. McCroskey G. W. Ford . Frank Power . . . Jno. T. Kinkade East Oakland. Monitor. Jackson. Chico. San Andreas. Colusa. Pacheco. Crescent City. Placerville. King’s Biver. Bohnerville. Independence. Bakersfield. Sawyer’s Bar. Lakeport. Susanville. El Monte. San Rafael. Mariposa. Hkiak City. Merced. Dorris ville. Benton. Salinas City. Xapa. Xevada City. Auburn. Plumas . Sacramento . . . San Benito.... San Bernardino San Diego . San Francisco. San Joaquin.. . San Luis Obispo San Mateo . Santa Barbara . Santa Clara... Santa Cruz.... Shasta . Sierra . Siskiyou . Solano . Sonoma . Stanislaus . Sutter . Tehama . Trinity . Tulare . Tuolumne . Ventura . Yolo . Yuba . W. S. Church . . . G. B. Kelley.... H. Z. Morris . H. Goodcell, jr .. J. H. S. Jamison . James Denman. T. O. Crawford.. James M. Feltz. C.G. Warren _ J. C. Hamer . J. G. Kennedy.. W. H. Hobbs _ G. W. Welch - A. M. Phalin - Wm.Duenkel... C. W. Childs.... A. C.McMeans.. James Buraev.. M. C. Clark . C. D. Woodman. H. H. Bragdon'. . B. P. Merrill - John Murnan. . . F. S. S. Buckman G. X. Freman . . . Tk. H. Steel . I Post-office. Taylorsville. Sacramento. Dorrisville. San Bernardino X. San Diego. San Francisco. Stockton. San Luis Obispo Redwood City. Santa Barbara. San Jos6. SoqueL Shasta. Port Wine. Yreka. Suisun City. Santa Bosa. Modesto. Yuba City. Tehama. W eaverville. Porterville. Sonora. San Buenaven¬ tura. Woodland. Marysville. CONNECTICUT, 39 CONNECTICUT. STATISTICAL SUMMARY. The following statistics are from the report of Hon. B. G. Northrop, secretary of the State hoard of education, (pp. 22-16:) SCHOOL FUND. Capital of school fund . . $2, 044, 190 81 Income of school fund, distributed February 28, 1873 . 132, 848 00 Dividend, per child, from school fund.,. . . . 1 00 FINANCIAL STATEMENT. Receipts. Received from school fund . $132, 848 00 Received from State school tax . 199, 272 00 Received from town deposit fund . . . . . 45, 452 58 Received from local funds . 12, 196 45 Received from town tax . . . . . . 598, 873 44 Received from district tax . . . 499,555 19 Received from voluntary contributions . 7, 172 42 Received from other sources . . . 47,119 12 Total receipts for public schools . 1, 542, 489 20 Increase for the year . . . 99,820 19 Am onnt for each child enumerated . . 11 60 . Increase for the year . 65 Expenditures. Amount expended for teachers’ wages . ♦. . §959, 229 40 Increase for the year . . . 70,357 51 Amount expended for fuel and incidentals . 128,588 05 Amount expended for new school-houses . 226,705 78 Decrease for the year . 92, 319 77 % Amount expended for repairs of school-buildings . 53, 960 87 Amount expended for libraries and apparatus . 8, 095 73 Amount expended for other school purposes . 100, 862 89 Total amount expended for public schools . 1, 477, 442 72 Decrease for the year . . . . . *50, 997 35 ATTENDANCE. Number of children between 4 and 16 years of age, January, 1873 . 132, 903 Number of pupils registered in winter schools . 95, 199 Increase for the year . . . 412 Number of pupils registered in summer schools . 86, 987 Increase for the year . 3, 113 Number registered who. were over 16 years of age . 3, 651 Whole number of different pupils registered in public schools . 114, 757 Number in other than public schools . 8, 529 Number of pupils in schools of all kinds . 123, 286 Decrease for the year . . . 448 Average attendance at winter schools . _ . 67, 172 Decrease for the year . ’ . 427 Average attendance at summer schools . 60, 905 Increase for the year . 2,792 Percentage of registration during the year on enumeration of Januarv, 1873 . . . .. 86.41 Decrease for the year . .73 Percentage of children in schools of all kinds . 92. 83 Decrease for the year . 1.16 Percentage of winter registration on enumeration . 71.62 Percentage of summer registration on enumeration . . 65. 44 Percentage of average attendance in winter on registration . 70. 56 Percentage of average attendance in winter on enumeration . 50. 53 Percentage of average attendance in summer on registration . 70. 02 Percentage of average attendance in summer on enumeration . 45. 82 * The total of expenses has been largely (i. e., apparently) reduced by excluding all moneys expended for the payment of loans. Had such moneys been included, this total would show a -very” decided in¬ crease. 40 REPORT OF THE COMMISSIONER OF EDUCATION. TEACHERS AXD TEACHERS’ PAY. Number of teachers in winter : males, 711 ; females, 1,810 . . . 2, 521 Decrease of males for the year, 4 ; increase of females for the year, 48— total increase of teachers . 44 Number of teachers in summer : males, 246 ; females, 2,246 . 2, 492 Increase for the year : males, 48 ; females, 6 . 54 Number of teachers continued in the same school . 1, 574 Increase for the year . 66 Number of teachers who never taught before . 618 Average wages per month of male teachers . $69 03 Increase for the year . - 2 02 Average wages per month of female teachers . - . 36 05 Increase for the year . 1 96 SCHOOL-DISTRICTS AXD SCHOOLS. Number of towns in the State . . . . . . - . . 166 Number of school-districts in the State . 1, 502 Decrease for the year . 19 Number of public schools . . . 1, 648 Increase for the year . 10 Number of departments in public schools . 2, 405 Number of schools of two departments . 100 Number of schools of more than two departments . . 136 Whole number of graded schools . 236 Increase for the year . 4 Average length of public schools . 174. 18 days. SCHOOL-HOUSES. Number of new school-houses erected in the year . . . 34 Number of school-houses reported in “good” condition . 920 Increase for the year . 47 Number of school-houses reported in “fair” condition . 499 Decrease for the year . 21 Number of school-houses reported in “poor” condition . 240 Decrease for the year . . . 14 Progress during the last six years. Report of tho year— api Sh i-? £ « < 0 “ Amount of productive funds. Income from productive funds. Receipts for the last year * from tuition-fees. Receipts for tho last year from State appropriation. © -+3 03 p -r © 3 IS g*3 fee® sm < Trinity College . 14 3 0 80 | 8700, 000 8300, 000 816, 000 850, 000 15,000 Wesleyan University. 15 a7 0 183 533, 700 | 367,756 31, 293 80 §0 24, 763 Yale College . 24 7 0 592 1 1 6528, 612 •37, 066 61,7 27 106, 217 c88, 000 a Partially endowed. 6 This relates to the academical department only, and is made np of the endowed professorship funds, prize and scholarship-funds, fellowship-funds, fund for increase of the library, miscellaneous funds, and productive portion of the general fund up to June 1, 1874. c Includes society libraries. Annual catalogue, 1874-’75. CONNECTICUT. 49 SCIENTIFIC AND PROFESSIONAL INSTRUCTION.* AGRICULTURAL AND SCIENTIFIC. The Sheffield Scientific School has prospered during 1873 and 1874 more than in any previous period of its history, and for the session of 1874-’75 there were enrolled 248 students. For the former year the new building was taken possession of, and the in¬ struction in drawing, dynamic engineering, and natural history transferred to it, wliilo tho old Sheffield Hall, refitted in part, had the accommodations for its chemical depart¬ ment and analytical laboratory greatly improved. A special laboratory for students of physiological chemistry was fitted up, and another also for determinative mineralogy and blow-pipe analysis, in which instruction was given to 54 students. The course in drawing was also reorganized, and made for one year compulsory on all students ; while, for those in civil engineering, dynamic engineering, or architecture it’was made to extend through three years. The graduate section of the school reached 40 members during tho year 1873-74, and a course of popular Sunday evening lectures on scientific topics, in their bearing on religious questions, was provided for the winter of 1874-75. THEOLOGICAL. The Yale Theological Seminary (Congregational) had 104 students for the session of 1873- 74, of whom 3 were resident graduates. It has risen to this large number within a few years, mainly, perhaps, from its wise arrangements for attractive lecture-systems, those of Mr. Henry Y\r ard Beecher and Dr: John Hall having been especially interesting. At the commencement in 1874 there were 22 graduates. The new building, afine structure erectedin 1873-74, corresponds inform and architec¬ ture to the divinity hall built in 1870 and occupies the opposite side of what will event¬ ually be a quadrangle. It affords accommodations for 90 students and is, like Marquand Chapel, with which it is to be connected by a corridor, the fruit of a generous liber¬ ality on the part of Mr. Frederick Marquand, of Southport, Conn., who gave $80,000 towards the purchase of the site and the erection of the building, eliciting thus other gifts to the same amount. Very valuable additions to the library are reported. The Theological Institute, Hartford, (Congregational,) reports 4 professors, 19 stu¬ dents, and 5 graduates, for 1874, with a course of 3 years and a library of about 7,000 volumes. The Berkeley Divinity School, Middletown, (Protestant Episcopal,) reports 5 resi¬ dent professors and 1 non-resident, with 36 students, 29 of whom have received degrees in letters or science, and a three years’ course. LEGAL. The law school of Yale numbered 56 students in the year 1873-74, with a graduating class of 24, of whom 20 received a degree. Its corps of instructors has been increased, important additions made to its library, and excellent new quarters secured in the uppe? rooms of the court-house at New Haven. The school celebrated its fiftieth anniversary on the 24th of June, 1874, Chief Jus- ticeWaite, an alumnus of the school, presiding, Hon. Edwards Pierrepont acting as orator and ex-President Woolsey as historian. The last showed that the law school of the college grew out of one established in the beginning of the century by Mr. S. P. Staples, a graduate of Yale in 1797 ; that in 1826 the first regular professor was appointed, and that it was not till 1843 that the degree of L. B. began to be conferred on graduates, nor till 1846 that it was regularly constituted a department of the college. The Medical Institution of Yale College, established in 1812, is, with the exception of the theological department, the oldest of the professional schools of Yale, as respects length of connection with the university. It numbered 50 students in the early part of the session of 1874-75, under 9 professors and instructors. The ordinary course ex¬ tends to two years, with two terms in each year ; but provision is made for students attending a third year to review the studies of the entire course, with such collateral branches and additional studies as may be necessary or desirable. * Yale statement for 1874 and special returns, 4 E 50 REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of schools for scientific and professional instruction. Schools for professional instruction. s O ! 33 3 o Endowed professorships. 03 1 $ 02 O £ |; 1 i o o 1 J i I £ ! £ Property, income, &c. § > cs c a £ i 1| lj| 1 'HZ il. 52 1 £-5 ' 2 • ! x ! CtH : t| © g 5 O if-J £ rH SCHOOL OF SCIENCE. I Sheffield Scientific School of Yale College.. 31 243 3-6 i . ; 3230, 225 SCHOOLS OF THEOLOGY. Eerkeley Divinity School . 6 i 36 3 15, 000 Theological Institute of Connecticut . 4 i 4 19 3 7’ 000 Theological department of Yale College.. .. 8 ‘ : 103 3 1 258,842 2, 000 SCHOOL OF LAW. Law school of Yale College . 11 ! 57 q 10, 000 #700 7,500 SCHOOL OF MEDICINE. Medical Institution of Yale College . 9 : 50 3 2, 500 . SPECIAL INSTRUCTION. INDUSTRIAL TRAINING.* The superintendent speaks at length of the decline in population and prosperity of some of the old towns of Connecticut, and, as one means of checking this, suggests in¬ dustrial training. To those who do not wish to engage in farm-work the country now affords no employment, and, with the growing tendency to disparage farm-life, the manufacturing towns have become centers of attraction. But there are small indus¬ tries — various forms of handicraft — that can be carried on as successfully in the hill- towns of Connecticut as they are in the rougher and more inaccessible towns of Switz¬ erland. If drawing were taught as generally here as it is there and our youths trained as designers and draughtsmen, their industrial skill would be greatly increased and new kinds of handicraft be multiplied. In Switzerland, the single item of wood-carv¬ ing, carried on in secluded villages or by farmers in the winter season, has brought millions of francs to that ingenious people. Wood-carving, now becoming an import¬ ant industry in America, is carried on almost entirely by imported artisans. Such workmen command high wages. American workmen are excluded from this branch of industry simply because they have not had the requisite training. Industrial schools and technical education, so common in Europe, have not yet re¬ ceived due support in this country. The elements of drawing are now taught in a large number of the public schools of Connecticut, but more than this is needed. The demand for skilled industry is rapidly increasing. The schools should prepare to meet this demand.! *Eeport of secretary, pp. 43, 57, 58. tit seemetl, as the year closed, that the means for meeting the want here indicated were likely to be soon provided as far as Hartford was concerned. On the 14th of December, 1874, the mayor transmit¬ ted to the city authorities of that place an offer from Hon. Timothy Allyn of 8100,000, to' bo expended in the establishment and supervision of an industrial school for the free instruction of both boys and girls, in the business avocations of life, agriculture, and the mechanic arts. Mr. Allyn supposed that the sum offered would be sufficient to purchase ground, erect the needful buildings, and supply the tools and apparatus required for carrying out the enterprise. He gave the following exposition of his views : The school should be a model, fasliioned after our best ideal. It should possess ample grounds for an agricultural department, botanical gardens, and workshops where all the principal trades may be. learned. Every boy. at the same time that he is acquibing a knowledge of the arts, sciences, and modern* languages, should become a practical agriculturist and master of some useful trade. The girls should be instructed in all the practical duties of the household, understand and become familiar with the chemistry of the kitchen.* and be made to master the art of making every article of a lady’s wardrobe. They may also learn book-keeping, hanking, telegraphy, photography, or any other occupation that is within the measure of their strength and adapted to their tastes. In this manner the education of the student would become a healthful exercise and a most fascinating amusement, instead of being (like the present system) destructive to vitality, exhausting the brain and converting Vue schooi-rooin into an unattractive place, little better than a prison. “The annual expense incurred in running the institution, after deducting the amount it would he entitled to receive from the school fund, should cheerfully be borne by the city.” The committee of the city councils to whom the matter was referred, subsequently reported against the acceptance of the donation, on the ground that at least 8500, Oi.O would he required to fairly estab¬ lish such an institution, and that the city was not in a condition to endure the heavy tax that would be needed to raise so large a sum. CONNECTICUT. 51 AMERICAN ASYLUM FOR THE EDUCATION OF THE DEAF AND DUMB, HARTFORD.* The average attendance of pupils here for the year 1S73-74 was 227, against 230 during the previous year, a decrease attributed to a prevalence of scarlet-fever at the beginning of the school year. The number of new pupils admitted was 50; of former pupils re-admitted, 9; dismissed, 55 ; died, 5. Number present May 1, 1874, 225. Except during a partial interruption from the sickness mentioned, the customary course of labor and study has been pursued as usual throughout the year under IS school and 3 industrial instructors. Two of the teachers have devoted their whole time to the instruction of 46 pupils in Bell's method of visible speech, this number in¬ cluding 14 semi-mute and semi-deaf pupils, 14 (all but two) of last year's articulation class still iu the school, and 18 new pupils. The experiment has been attended with considerable inconvenience and trohble from the necessity for the entirely separate in¬ struction of small numbers at a time, but the improvement made has been decided. Pupils have conquered difficulties in pronunciation and in vocal sounds unconquera¬ ble by previous methods, so that some have learned to read intelligibly and others to speak more freely than ever before. The conclusion reached, however, is that the majority have not gained enough to compensate for the time and labor bestowed on them, and that the expectation of giving speech to deaf-mutes as a class has not been realized and is not likely to be. The expenses of the institution for the year appear to have been §70,061.59, includ¬ ing about $14,000 for unusual calls : its receipts, including balance from last year and $4,498.38 borrowed, to have been the same. Monument to Laurent Clerk. — Au occurrence of much interest to this asylum and its friends was the uncovering, on September 16, 187 4, of the monument erected by the deaf mutes of America to the memory of this distinguished friend of their class, whose life was passed in labor for them, forty-one years of it being spent as instructor in the Hartford asylum. The memorial is a line bust surmounting a granite monument of handsome jrroportions and design, the monument bearing on three of its sides appro¬ priate inscriptions, one of which is the following : “Erected by the deaf mutes of America to the memory of their benefactor, the pupil of Sicard, the associate of Gallaudet, who left his native land to elevate them by his teaching and encourage them by his example.” Mr. Clerk was bom in La Balme, France, December 26, 1785, and died at Hartford. July 18, 1869, (Connecticut School Journal, September, p. 213.) WHIPPLE HOME FOR DEAF MUTES. t In October, 1873, this school was removed to its present location in the town of Gro¬ ton. The place is well adapted to the needs of such au institution. It has been hired for two years, and the principal hopes before the expiration of that time to secure it permanently. There are at present 7 pupils. A large proportion of deaf mutes in the State are unable to meet the expenses of a private school and are obliged to go to the free asylum at Hartford. The progress of the pupils in the institution in ar¬ ticulation and lip-reading has been eminently satisfactory. The principal says : u Dur¬ ing the past year my natural alphabet has been thoroughly tested, as a means of teach¬ ing articulation and lip-reading to the deaf. In every case it has been easily learned and readily applied, and much more has been accomplished than could have been done without its help, especially in showing to the pupils delicate shades and distinctions of sound, as well as the more difficult combinations.” OBITUARY RECORD. REV. ABNER JACKSON. Rev. Abner Jackson, D.D., LL.D., president of Trinity, the Episcopal College of Con¬ necticut, died at bis post in Hartford, on Sunday, April 19, 1874, aged 63. Born, 1811. Dr. Jackson graduated at Trinity in 1837 and immediately became a rntor in the college. He was subsequently made professor of ethics and metaphysics, in which chair he did good service till 1858, when his rising reputation as a scholar and a gentleman secured him a call to the presidency of Hobart College, Geneva, N. Y., an institution also under the control of the Episcopalians. He accepted the position offered him, and served the college faithfully for nine years, when he was recalled to take the presi¬ dency of his alma mater, a post for which his finished scholarship, administrative tact, and gentlemanly courtesy made him eminently fit. He filled the place with great ac¬ ceptance, and with the aid of excellent associates brought np the college to a higher point than it ever previously had reached, when, just as there was opening before him a fresh career of usefulness in new and elegant college buildings under way, he was sum- moned to lay down his presidential staff and enter on the higher services of heaven. ’"From the fifty-eighth annual report. tFrom report of secretary, pp. £7, 89. 52 REPOET OF THE COMMISSIONER OF EDUCATION. Few men could carry with them to the grave a better record than that of Dr. Jack- son. A polished scholar and thoroughly imbued with the traditions of college life, he was yet no slave to methods of instruction, but singularly open to conviction from all sides, free from a narrow bigotry, remarkable for sound judgment and catholic spirit, and so genial, gentle, lovable, and courteous as to win golden opinions even from the ones with whom he differed most. A noble type of Christian gentleman/ u His memory” — says the Hartford Courant — “will be warmly cherished by all who had the felicity of his pure society ; his loss will be deeply felt by the college and by the city which he loved and which held him in the highest esteem.” SAMUEL M. CAPRON. Mr. Samuel M. Capron, principal of Hartford High School, a much-esteemed leader of the public school forces of the Connecticut State capital, died at Hartford, after a somewhat sudden illness, January 4, 1874. Bom in Uxbridge, Mass., May 15, 1832, and trained amid the happiest domestic inflneuces, he early devoted himself to study, made partial preparation for college at his home, and completed it under the cele¬ brated Dr. Samuel H. Taylor, at the Phillips Academy, Andover, in his native State. Choosing Yale as his place for fuller training, he passed with honor through its classes and graduated with distinction in 1S53. A post for useful occupation was immediately opened to him. His brother, William B. Capron, who had been classical teacher in the Hartford High School, was about to depart for India as a missionary, and the school authorities, glad to secure another teacher from the same good stock, elected Samuel to succeed him. He entered on his duties in the school that season and served with great acceptance for ten years. Then, broken in spirit by affliction in his household and in his health by the labors of the school, he sought relief in a year of foreign travel. Returning recruited to his work, he was made principal of the high school in 1864. Throwing his whole energies into the improvement of the field thus opened he succeeded in obtaining from the town authorities a new school-building, costing $150,000, and in filling this, before his death, with a pupil force of 350 youths, among the choicest that the State could furnish. Directing these with Christian faith¬ fulness, wise gentleness, and yet firm will, he infused into them his own warm zeal for study, and brought up the number of graduates from 3 in 1865 to 44 in 1873, the rep¬ utation of these graduates standing high for scholarship in all the colleges they en¬ tered. With such success and with a character remarkable for pure integrity, for bland persuasiveness, for hearty enthusiasm in good works of every kind, and espe¬ cially in his own work as a teacher, Mr. Capron rose to such esteem among the citizens that his death was felt to be a shock and a calamity, not only in Hartford, but through¬ out the State. The Hartford papers spoke of him in terms of most profound respect ; the Springfield Republican gave him large space and lofty praise in an obituary notice, and the Connecticut School Journal said of him : “ We have found in him an extraor¬ dinary uniformity of the rarest qualities. He was ever the same calm, scholarly, win¬ ning, popular man ; gentle as a lamb in any matter of mere self-assertion, yet bold as a lion to stand by duty and right ; apparently diffident, yet in reality so decided and firm that he proved a masterly organizer, having sharply-defined views of his own, yet lib¬ eral to those of others ; a thoroughly alive and growing man; and, best of all, one of those pure, true, earnest Christians for whom the irreligious world has never a scoff, but the most sincere respect.” DR. EDWARD W. HATCH. The death of Dr. Edward W. Hatch, superintendent of the Connecticut State Re¬ form School at Meriden, was announced in the March number of the Connecticut School Journal for 1874, as one that had “ bereaved and afflicted the whole State.” Dr. Hatch is said to have possessed “ a rare combination of qualities which made him to be most highly respected as a public officer and thoroughly endeared to all who en¬ joyed his acquaintance. To a large extent, in his peculiar work, a public educator, he was, as such, a master. He knew how to conquer the most stubborn boy by irrepress¬ ible yet gentle means, subduing and controlling, not so much by the application of force as by the development of latent manhood and self-respect. One of the most cheerful of companions, he was yet a deep thinker, a consummate organizer, a broad philanthropist, and a hearty and outspoken Christian.” MISS LOTTIE A. HIGGS AX'D MISS CATHARINE BUTTS. Miss Lottie A. Riggs and Miss Catharine Butts, of the New Haven public schools, died, the former February 3, the latter February 5, 1875. Miss Riggs, a graduate of the city high school in 1872 and subsequently a pupil in the city training school, had been an esteemed teacher in the West Street school for a year and one month before her death. Miss Butts, graduating about twelve years ago at the Connecticut State Normal School, became shortly afterward a teacher of advanced classes in the Washington and Dwight schools of New Haven, subsequently (under the good policy of putting first-class teachers in primary departments) had given her the charge of CONNECTICUT. 53 No. 1 in tlie Webster scliool, and in 1872 was made principal of the Fair street train¬ ing school. The duties of this position were faithfully and successfully performed until her death. MARY W. LOVELL. The secretary of the State hoard sends also the following notice of a deceased lady, whom he speaks of as one of the most efficient teachers in the State : Mary W. Lovell was horn in Sharon, Conn., near Arnenia, N. Y., May 22, 1834. She first taught in an academy in Arnenia, then in Sharon. In July, 1857, she went with others to the Indian Territory to teach the Choctaws. Returning in I860, she taught a select school that was undertaken hy a Presbyterian minister and self-sustaining in its character, among the same nation. This was broken up hy the civil war, and she came home in 1861. The autumn of 1862 found her teaching the high school at River Falls, Wis. She left this school and came to West Haven, Conn., in 1868, where for six years she labored nobly and faithfully, and died November 22, 1874, of heart- disease. She was ever diffident and unsatisfied with her own abilities, coming short of her own high standard. But, in the estimation of all that ever had occasion to judge of her value as a teacher, she was truly a first-class instructor. She gained the good vail and affection of children, parents, school officers, and citizens. Unusually endowed with the faculty of imparting knowledge to young minds and kind and prudent in the managing and governing of scholars, her loss is deeply felt and hardly to be supplied. WILLIAM A. BUCKINGHAM. Among promoters of education deceased in the early part of 1875 was ex-Governor William A. Buckingham, of Norwich, who at the time of his death, in Febrnary of that year, was serving as Senator from Connecticut in the Congress of the United States. Coining of a family remarkable for fervent piety, superior intellectual powers, and rare sagacity in business, Governor Buckingham was born May 28, 1804, in the town of Lebanon, Conn. Amidst the most excellent parental influences, he spent the first eighteen years of his life at home, receiving his training in the public schools of Lebanon and of a neighboring town, and in the intervals of school assisting his father in farm-work. At 18 he became a teacher, served as such for a year, then entered a store in Norwich as a clerk, and, after four years’ service in that capacity, opened a shop himself in the same place, winning custom and favor rapidly by his urbanity, promptness, fidelity to all engagements, and quick sagacity as to all business affairs. He shortly added manufacturing to his mercantile pursuits and in 1848 abandoned the latter to devote himself entirely to the former. His remarkably fine qualities of mind and character becoming known more widely every year, he was soon honored with the mayoralty of Norwich ; then in 1856 was put on the electoral ticket of the State by the republicans, and in 1858 elected governor, and kept in office for eight years by successive annual re-elections, only being suffered to go out in May, 1866, when the storm of war had thoroughly blown over, and the troops which he had sent forth and kindly cared for in the field were returning to their homes. The only other office by which the State could fairly testify the confidence it felt in him, that of United States Senator, was conferred in May, 1868, and it was as his term of six years’ service was just drawing to its close that, at the ripe age of 70 years, he died. Among the many admirable qualities by which Governor Buckingham was marked, his beneficence to all good objects was particularly noteworthy. Though never wealthy, it is said that he gave away more money in his life than any other citizen of Norwich. Besides multitudes of noble gifts for State, national, and religious purposes, he gave for education freely : $23,000 to the Free Academy of Norwich, $35,000 to the Theolog¬ ical Seminary of Yale College, $1,000 to Ripon College in Wisconsin, with other edu¬ cational benefactions of various amounts to many western institutions. His more private gifts flowed out in countless streams. He often had a dozen college students sustained in greater or less degree by his liberality, and this while giving largely to the educational society and contributing generously to the benevolent operations of the age. — (Senatorial testimonies to Governor Buckingham, on Saturday February 27, 1875, and letter from Rev. W. S. Palmer.) 54 REPORT OF THE COMMISSIONER OF EDUCATION. LIST OF SCHOOL OFFICIALS IN CONNECTICUT. Hon. B. Gr. Horthrop, secretary of State board of education , New Raven. Hon. John Gr. Baird, assistant secretary. STATE BOARD OF EDUCATION. Hame. Post-office. Ex officio. His excellency Charles B. Hmersoll . Hew Haven. Hartford. Hartford, Mystic Hirer. Litchfield. Hew Haven. His honor George G. Sill . . . By appointment of the general assembly. Elisha Carpenter . .. . ‘William H. Potter . George M. Woodruff . Thomas A. Thacher . . CITY AND TOWN SUPERINTENDENTS. City or town. Acting visitor. Post-office. Bridgeport . , A . H. A bernethy _ _ _ _ ; Bridgeport. Danbury . E. E. Hendrick _ _ _ _ _ j Danbury. Derby _ _ _ L.B. Baldwin . Derby. Enfield . E. E. Parsons . . . _ _ _ _ _ Thompsonville. Greenwich. . _ _ _ Myron L. Mason . Greenwich. Groton . Samne.1 S. T,amh _ _ _ _ . . Mystic. Hartford . E. K. Hunt.. . . . . . . Hartford. Haltingly . Anthony Ames ..... . . . . West Killingly. Meriden C. H. S. Dn via . _ _ _ _ _ _ _ Meriden. Middletown Pity Henry E. Sawver, snnerintendent . . . I Middletown. Middletown City George W. Atkins . - . I | Middletown. Hew Britain Charles Horthend . . . . i Hew Britain. Hew Haven Ariel Parish, superintendent . 1 Hew Haven. Hew London "Ralph Wheeler . __ __ . . . Hew London. Horwalk . H.H. Denning . South Horwalk. Horwich City Charles D. Hine, superintendent . Horwich. TvYvrwihh CJity John W. Crary . . . Horwich. Stamford John Day Eerguson . Stamford. Stoninoton B. F. Williams . Mystic Bridge. Vernon Gelon W. W ert . . . . . . Bockville. Waterbnry City M. S. Crosby, superintendent . . . . Waterbury. .T "R. Pnherta __ . . Waterbury. "Windham E. "Rogers. .. _ _ _ _ .... _ Willimantic. . DELAWARE. 55 DELAWARE. ELEMENTARY INSTRUCTION. SCHOOL-SYSTEM OF THE STATE.* A superintendent of scliools for each county, a school committee for each school district, and commissioners especially appointed by the levy court for the formation of new districts and location of new schools, have long formed the legal official personnel of the Delaware free school system. As to superintendents the language of the law has been, “ The governor shall- yearly, before the 1st of March, appoint a superintendent of free schools in each county, whose term of office shall continue until a successor is duly commissioned.” No visita¬ tion of schools or holding of teachers’ institutes is prescribed for these, although a school convention for each county is recognized as one of the things that may re¬ ceive a portion of the county school fund. The duties of the superintendents, as de¬ fined, are simply “to correspond” with committeemen and teachers, “to aid them - ith advice, to supply proper forms, to collect information, and to report to the gen¬ eral assembly the state of the districts and snch matters as they may deem proper." The school committeemen (apparently three for each district) are elected by the people for a term of three years. * Their terms, however, differ in date, one member of the committee going out of office on the first Saturday in April of each year, and a suc¬ cessor being chosen at the same date to fill the vacancy thus created. Their duties are to determine the site of school-houses for their districts : to lease or purchase the nec¬ essary grounds : to erect a suitable building ; to keep this in good repair : to supply it with the necessary furniture and fuel : to bring action, if necessary, for any injury to it ; to bring like action, through the collector of the district, for auy delinquency in the payment of school taxes ; and finally, to provide a school, when and as long as their funds will enable them to do so, and to employ teachers, of good moral character, well qualified to teach reading, writing, arithmetic, English grammar, and such other studies as may he deemed necessary. The schools thus established are “free to all the white children of the district over 5 years old.” The colored children have thus far been provided for by a society instituted for the special purpose of maintaining schools for them. A school-fund of considerable amount enables the State to supplement quite liberally the amounts raised by local taxation for free schools.! ' ^Revised edition of the school-law published by authority of tlie levy court of Kent dounty, 1868. f A iie u: school laic. — As this report is about to go to press there comes notice of the passage by the legislature of a new school law which so modifies the existing free school system as to merit mention, though properly belonging in the annual report for 1875. This law provides for a "State superintendent of free schools, to he appointed by the governor on the second Tuesday in April, 1S75. and annually thereafter. He is to visit every school in the State once in the year, anil take note of the number of scholars, the qualification and efficiency of the teachers, the methods of instruction, discipline, and government, and the condition of grounds and buildings. He may suspend the certificates of teachers whom he finds deficient and unwilling to receive advice He is made the examiner of candidates for teachership. and may give or withhold certificates of com petency according-as he finds snch competent or otherwise : must keep a record of the certificates he issues and each year make report to the governor of all his acts. A State hoard of education is also created, to be composed of the secretary of state, the president of Delaware College, the State auditor, and the State superintendent of free schools. This board, meet¬ ing annually on the first Tuesday of January, is to hear appeals from the decisions of the superin¬ tendent, to "determine controversies between him and teachers or school officers, to decide what text¬ books shall he used in the free schools, to issue a uniform series of blanks for the use of teachers, and to require records to be kept and returns to be made according to these forms. The school commissioners are no longer to leave the question of local taxation for school purposes to a vote of the people of the districts, hut are to assess, levy, and collect a school tax without regard to snch a vote, and, after August, 1875, are not to employ any person as a teacher who does not hold a certificate from the State superintendent. Teachers’ institutes are to he held under the direction of the superintendent in each county of the State at least once in every year, and all the teachers of the county must attend, unless unavoidably detained. This law is so great an improvement on the preceding ones, and con fains in it so many elements of farther progress, as to encourage hope that Delaware henceforward will take higher rank, education¬ ally, than she has done. State schools for colored people, — In close connection with the law just mentioned, another was also passed providing for a special taxation of thirty cents on the hundred dollars of the real and personal property of colored persons in the several hundreds, which tax shall he set apart as a separate fond for the support of colored schools and he dispensed through the Delaware Association for the Education of Colored People. This association has done hitherto the greater part of the work for the education of colored children out of IVilmington, receiving voluntary contributions for the purpose from snch as were disposed to give and keeping open twenty-eight schools, in which from. 1,000 to 1.200 colored children were instructed. A ow, instead of such voluntary offerings from a few, all colored people sub¬ ject to taxation will be made contributors to the support of colored schools. 56 REPORT OF THE COMMISSIONER OF EDUCATION. SCHOOLS FOR COLORED PEOPLE. The following information has been received from Mary S. Casperson, actuary of the Delaware Association for the Moral Improvement and Education of the Colored People : “ During the past school year we have had 28 schools, with as mauy teachers, under our charge outside of the city of Wilmington, wherein from 1,100 to 1,200 colored children were taught the rudimentary branches of an English education. These schools do not at present receive aid from the State. All are under the management of colored teachers, some of whom are accomplished and well educated. “The colored schools are maintained in great part with a revenue which is raised among the colored people, who are assisted in the work by the Delaware association. The greater part of the salaries is raised by. the colored people themselves, the asso¬ ciation giving to each school six dollars per month, also purchasing the books at whole¬ sale prices and disposing to the schools at about cost price. The same books are used throughout the State, so that if parents should remove from one locality to another they will find the same kind of books in the schools. Thus we are enabled to have a uniform system. “ Perhaps the best way in which to describe the condition and progress of these schools will be to give some data from one month’s report. For exam|)le : Number of schools, 28; number of teachers, 28; number of enrollment, 1,125 ; number of average attend¬ ance, 951; number of males, 659; number of females, 466; number in alphabet and primer, 144 ; number in reading and spelling, 981 ; number in writing, 802 ; number in arithmetic, 586 ; number in geography, 243 ; number in grammar, 123 ; number in history, 25. At Middletown, the teacher, through her own exertions, has built during the past year the school-building, costing over $1,000. She has an attendance of 67 pupils, all of whom spell, read, and write, and are studying arithmetic, 47 geography, 12 grammar, and 4 history. Thus I might go on through the whole list, showing the proportion of pupils who are pursuing the different studies, which will not vary much from those given above. “The Howard school-building, at Wilmington, is still leased by the public board of education, and a flourishing school is held, composed of colored pupils. Within the past year we have opened 5 new schools, as follows : St George’s, Newcastle County; Scott’s Chapel, St. Jones’s and Massey’s, in Kent County ; Millsboro’, in Sussex County. “ During the last session of the legislature, held during the past winter, the colored people asked to be taxed for the support of their own schools, and I am happy to state that an act was passed taxing the colored men 30 cents on the $100, this tax to be levied, and the money collected and placed in the hands of the Delaware association for expenditure. W e expect this law will take effect this fall or the coming spring, and it yet remains to be seen whether it will be of any permanent benefit.” CITY SCHOOL SYSTEMS. WILMINGTON. 1874.* A board of public education, composed of three members from each of the ten city wards, whose term of office is three years, exercises, here a general care of the city schools, having under it a city superintendent of schools as its executive officer. General statistics. — The present population of the city is estimated at 39,230; the legal school age is 6 to 21 ; the number of children of this age not given ; enrolled in public schools, not including evening schools, 5,776; estimated value of school property, $185,032. Schools and school attendance. — Number of different school-buildings, including 5 used for evening schools, 21 ; number of school-rooms, including also those used for evening schools, 96; number of sittings for study, 4,998 ; whole enrollment, inclusive of normal and evening schools, 6,214 ; average daily attenda nce, inclusive of the same, 3,860. Teachers and teachers’ pay. — The whole number of teachers, including those of evening 1 schools, most of whom, however, teach in the day schools, 109. Of these only 5 are males, 104 females. Of the males, 2 are employed in the eveniug normal school, 1 in another evening school, 1 in a grammar school, and the other is a special teacher of German. The minimum pay for assistants in primary day schools is $360; that for assistants in grammar and high schools, $425 and $500. The maximum is $550 for principals in primary schools, $800 for principals in grammar schools, and $1,200 for male principal of high school, which is also called grammar school No. 1. The assist¬ ants in the evening normal school receive $200 ; those in other evening schools, 75 cents per evening ; the principals of these, $1 per evening ; the special teacher of Ger¬ man, $500 per annum. Financial. — The receipts for school purposes, all local except $3,501.69 from State school fund, have been $63,289.88. The expenditures, including $4,269.45 for sites, buildings, and apparatus, have been $66,785.28. * Report of Superintendent D. W. Ilarlan for 1873-74 and special return. DELAWARE. 57 ELEMENTARY TRAINING. ATTENDANCE OX THE SCHOOLS. Notwithstanding the addition to the city schools of one for colored children, enroll¬ ing 2oo pupils, the superintendent says that the whole enrollment foots up 154 less than the preceding year, or an apparent decrease of 399 white pupils. This is accounted for partly from the disposition of teachers to secure a high percentage of average attendance, and so to reject applicants likely to he irregular, and partly from the fact that, as corporal punishment lias been more under the ban than heretofore, it has been thought desirable not to have pupils with whom the use of the rod would probably be necessary. A careful calculation shows, however, that there is an increase in the aver¬ age number belonging to all the schools of 193, and that this number, diminished by the average number belonging to the colored school referred to, shows au increase of 54 in the average number of white children belonging to all the schools. Still, in view of the large difference between the number enrolled in day schools, 5,776, and the average daily attendance, 3,565, it is suggested that legislation to au¬ thorize a truant-school and a truant-police may become necessary, to secure the attend¬ ance and at least partial education of many who will otherwise grow tip in ignorance. IMPROVEMENT OF TEACHERS. As a body, the teachers of the city are said to have shown, in the past year, an inter¬ est in their work that is in the highest degree creditable to them. Nearly all have been subscribers to one or more educational journals. The monthly teachers’ institute has been attended by a larger number than previously and its exercises have been more generally participated in by them. The preparation for and attendance at the normal school have also been better than ever before ; while, in addition, quite a num¬ ber of teachers have been taking lessons at considerable expense from private instruct¬ ors. Eleven, who completed during the year the course in the normal school and passed creditably the final examination, received permanent certificates. CHANGES AMONG TEACHERS. The changes that frequently occur from the resignation of a teacher of high grade and the consequent promotion of a line of several in the lower grades, has been found so great a disadvantage, as to be a cause of much complaint upon the part of parents. It is hence suggested that all positions commanding the same salary should be con¬ sidered of the same grade. Then merely nominal promotions would be less sought and less likely to occur, and the sentiment, now too prevalent, that it is not creditable to remain long a teacher of little children, might soon cease to have its present power. As one means of checking it, the superintendent argues that, as the foundation of the whole intellectual and moral education of a child is often laid in the instruction of its earliest years, the best teachers for the primary classes are the same that would be the best elsewhere, i. e., those who, from both books and observation, have studied the child-mind and acquired the peculiar power necessary to teach children to think — a power that is seldom acquired without considerable practice in teaching. TRAINING OF TEACHERS. NORMAL COURSE AT DELAWARE COLLEGE, NEWARK. By an act of the legislature, passed in 1673, the faculty of Delaware College are re¬ quired to furnish free instruction, of a suitable character, for ten students from each county in the State, whenever such students, on presenting themselves for admission, shall obligate themselves to teach for not less than one year in the free schools of the State. The course of study in this department extends through three years and em¬ braces all the branches included in the literary course of the college, except Latin and the modem languages, for which is substituted instruction in the higher essentials of a thorough English education and in the best and most approved methods of teaching. Candidates for admission to this normal course are to be appointed by the members of the legislature, must be at least 18 years of age, and must bring satisfactory evidence of moral character. These conditions existing, they must sustain an examination in the rudiments of English studies. Those who complete the full three years’ course will receive a teacher’s diploma and those proceeding through one year or more of the course will be entitled to a certificate of merit proportioned to the degree of progress made in their studies. WILMINGTON NORMAL SCHOOL. The city report of Wilmington shows that three teachers are employed in the city normal school, the sessions of which are held in the evening, the pupils probably belonging to tlie high school classes during the day. The course for the normal school is not indicated. Its graduates are probably absorbed in great measure by the city schools. 58 REPORT OF THE COMMISSIONER OF EDUCATION. SECONDARY INSTRUCTION. WILMINGTON HIGH SCHOOLS. The course of study in this department of the city system appears to he a fair one, embracing the usual higher branches of English studies taught in public schools, with Latin and German optional. The Latin, however, does not appear to go beyond Caesar. The course is three years. The total number in the boys’ high school is 65 ; in the girls’, 36 — in both, 101. WILMINGTON CONFERENCE ACADEMY, DOVER. This institution, first suggested in 1870 aud chartered in 1373, sent out its first cata¬ logue for the school year of 1673-’74. This presents a teaching corps of 9 instructors, with one chair still awaiting occupation, with a body of students numbering 27 in the academy proper and 17 in the preparatory classes. The courses of study are two — one, Euglish and scientific : the other, classical — each embracing three years; the former running up in the last term of the senior year to descriptive astronomy, chemistryf geology, natural aud moral philosophy, and evidences of Christianity ; the latter, in the same term, to Horace and iEschylus or Sophocles, Yirgil and Cicero, Xenophon and Homer, having been previously attended to. A good building, 89 feet by 94, four sto¬ ries high, constructed solidly of brick and having 54 rooms, besides pantries and store¬ rooms, affords good accommodation for teachers and students, while 6 acres of sur¬ rounding grounds give ample room for play and gardening. The building is heated throughout by steam, is lighted with gas, is supplied with hot and cold water, and is said to be well ventilated. Out of $16,000 debt upon it, $10,000 was provided for at a recent meeting of the conference. Its returns for the autumn of 1874 presented 6 teachers, with 77 pupils. This new seminary, with a large kindred school for girls in Wilmington, does credit to the influential denomination by which both have been established. RUGBY ACADEMY. The Rugby Academy, Wilmington, with also an English and a classical course, makes these two years each, instead of three, the last term carrying the classical students into Sallust, Cicero, Livy, or Horace in Latin, and into the Anabasis and Hiad in Greek. The teachers in 1874 were 6; the pupils numbered 95. Drawing, French, and German are optional here. HIGH SCHOOL. The high school at Frederica, Kent County, also sends a return, showing 1 teacher and 34 pupils, 33 of whom are in English studies and 1 in classical. FELTON SEMINARY. The Felton Seminary, Felton, Kent County, eleven miles south of Dover, appears from it3 circular for 1873-’74, to be well housed and generally well arranged. It re¬ ceives both sexes, lodging its boy students on oue floor, its girls on another, with sepa¬ rate stairways, and has a three years’ academic course for each. That for the male students embraces, in Latin, Caesar, Cicero, Virgil’s Georgies and flSneid, and, in Greek, the Anabasis and Homer. That for the females includes, with Cicero and the iEneid, French and German, instead of Greek. OTHER SECONDARY SCHOOLS. Seven other schools, in all of which the two sexes are trained together, make report for 1874 of 27 teachers and 291 scholars, of whom 191 are in English studies, 47 in clas¬ sical, and 42 in scientific. In 2 of these schools drawing is taught : in 4, vocal and instrumental music ; while only 1 reports a laboratory and 2 philosophical apparatus. SUPERIOR INSTRUCTION. DELAWARE CpLLEGE, NEWARK. At this institution, now substantially the college of the State, provision is made for the following courses : (1) A classical course, reaching through four years and embracing the ordinary ele¬ ments of collegiate instruction. The candidates for admission to the freshman class m this must be at least 14 years of age, must give satisfactory evidence of good moral character, aud must sustain an examination in arithmetic, geography, Euglish gram¬ mar, history of the United States, elements of algebra, Latin and Greek grammar, Greek reader, and first two hooks of the Anabasis, Latin reader, Sallust or Ciesar, Cicero’s select orations, and Virgil, or what shall he deemed equivalent. DELAWARE. 59 (2) A scientific course, extending through three years, candidates for which must also he 14, present evidence of good moral character, and stand examination in English grammar, geography, arithmetic, the elements of algebra, history of the United States, and “ such branches as form the basis of a complete English education.” (3) An agricultural course, with the same requirements for admission, and extending also through three years, with opportunity for practical farming exercise in the garden, nursery, and farm of the professor in this department. (4) A literary course, similar to the classical, but extending only through three years instead of four, omitting the higher mathematics and substituting one of the modern languages for Greek. (5) A normal course of three years, previously noticed under the head of “ Training of teachers.” The graduates iu the classical department receive the degree of bachelor of arts ; in the scientific, that of bachelor of philosophy ; in the agricultural, that of graduate in agriculture ; in the literary and normal, a diploma indicating the completion of the course in each. Choice of studies. — Students may, with the approval of their parents or guardians, enter any one of the departments above named or take such select studies as circum¬ stances render advisable, but a regular course is strongly recommended. Changes from one course to another can be matte-only at the opening of a term, and every student must have at least fifteen recitations weekly unless excused for cause. Female students. — Two years ago the board of trustees, with the approval of the col¬ lege faculty, authorized the admission of female studeuts to the college classes on the same conditions as in the case of males. The circular for 1874 says that the experience of these two years bears witness to the wisdom of the action thus taken, the young ladies admitted having shown a capacity to understand and appreciate their various studies fully equal to that of the other sex, while a generous rivalry between the sexes has been the means of mutual advantage alike in studies and deportment. The lady students from abroad have their home with Miss Chamberlain, of the Newark Academy, an institution separate from the college. The Wesleyan Female College, Wilmington, makes no report for 1874. In 1873 it presented 13 instructors in the collegiate and 2 in the preparatory department, with 75 preparatory students, 56 in the regular college course and 6 in a partial course, mak¬ ing a total of 62 collegiates ; four years of college course and library of 3,600 volumes. Statistics of a college and school for professional instruction. Name of college and school of science. Number of students. Property, income, &e. f 1 O ! S .-*■ ■ — . - i Delaware College. SCHOOL OF SCIENCE. Agricultural department of Delaware College.* i I 1 11 8 1 81' II II t a i rz ~ ^ I P O c3 5 ;3 ! SH , % a | f I ! f 45 $50, 000 1 $83,000 .$4,980 ! $900 : $3, 000 = E c a a. i! e2 < 2 % £ G, 000 * Statistics included in those of the college. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. AGRICULTURAL DEPARTMENT OF DELAWARE COLLEGE. It is the design of the college in organizing this department to give to young men of proper age and acquirements a thorough course of instruction directly pertaining to agriculture, which may enable them to conduct the operations of a farm both intelli¬ gently and profitably and at the same time secure such mental discipline by attention to other studies as may constitute a substantial education. 60 REPORT OF THE COMMISSIONER OF EDUCATION. To this end, in connection "with the other studies last referred to, there is, during the j course, a discussion of the most approved methods of conducting the practical opera¬ tions of the farm, garden, and nursery; a presentation of the results of well-tried ex¬ periments, and an exhibition of the way in which they must be conducted to make them of real value. Besides the college, no schools for professional instruction appear to exist in the State, though students of law are trained in experienced lawyers’ offices, students of medicine pursue some portion of their studies under the direction of practicing physi¬ cians, and students of theology sometimes read during the vacations of the divinity schools with a bishop or settled minister. — (College circular. for£l87.4.jr SCHOOL OFFICIALS IN DELAWARE. James H. Groves, state superintendent of; public schools, Smyrna, .Kmt. County. David ~SY. Ha re ax, mperintcndent^of/schoolsA?i%Wilrfiingto'a.‘ FLORIDA. 61 FLORIDA. FINANCIAL STATEMENT, 1874. * RECEIPTS. Iucome from taxation for school purposes . , . $80, 735 23 Interest on permanent school fund . 15, 039 30 From Peabody educational fund t . 8, 000 00 Total receipts . . . 103, 774 53 EXPENDITURES. Total amount expended for education, no particulars^ . . . 139, 870 61 Expenditure per capita of pupils enrolled in public schools . 6 59 Expenditure per capita of average attendance in public schools . 8 79 SCHOOL-FUND, f Amount of available school fund . . . 286, 745 08 SCHOOL POPULATION AND ATTENDANCE. * School year begins October 1 and ends September 30. School age in the State, 6 to 21. Number enrolled in schools during school year 1873-74 . . . 21, 196 Number in average daily attendance - . 15, 897 TEACHERS AND TEACHERS’ PAY. * Whole number of teachers employed in public schools during the year. .. 590 Number necessary to supply the schools . 600 Average salary per month of teachers in public schools... . $35 00 In justice to the State, it must be mentioned that, before the annual returns were made, the late superintendent, Hon. J. C. Gibbs, died; that, possibly from knowledge of this fact, fourteen county superintendents failed to make reports in season ; and that the new superintendent had only just entered upon office when these details had to be made out and forwarded. ELEMENTARY TRAINING. GAINS. Notwithstanding the above-mentioned difficulties and others incident to the slow growth and great impoverishment of the population, there still appear in the statistics given some tokens of advance. Thus the reported receipts from taxation for school purposes are $5,735.23 greater than for the preceding year, and, though the total re¬ ceipts appear to be $12,445.11 less, this is from the absence of some items, such as the revenue from the seminary fund, from sales of lands, and from donations, which, together, amounted to $18,346.41 last year, and which may prove yet available for liquidating obligations incurred in 1874. The reported expenditures for school pur¬ poses, $139,870.61, are an advance of $28,481.61 on those for the preceding year. The number of schools is made out by Secretary of State McLin, acting as State- superintendent after the death of Mr. Gibbs, 46 more than in 1873, supposing no increase in the fourteen counties not reported. The number of children enrolled in schools is 1,586 more than in 1873. SCHOOL-BONDS, ? The following tables show the amount of bonds belcnging to the school and semi¬ nary funds in the hands of the State treasurer at the close of 1874 : * From direct returns to the Bureau by Hon. William Watkin Hicks, State superintendent of public instruction. i t The suspension of the Freedman's Bank locked up $1,500 of this fond which was on deposit in the branch at Jacksonville. t From report of Mr. MicLin. REPORT OF THE COMMISSIONER OF EDUCATION. '62 Statement of bonds belonging to the school fund in the hands of State treasure}' and treasurer of the State board of education. Denomination. Amount. When due. Fiftv 7 per cent. Florida bonds . January 1. 1887. One 7 per cent,. Florida bond . . 29, 747 G3 3, 700 00 5, 000 00 1, 000 00 ' 5, 000 00 505 00 | 99, 500 00 7, 800 00 2, 000 00 i i, ooo oo January 1, 1883. January 1, 1883. July 1, 1881. April 1, 186G. June 9, 1866. May 10, 1866. January 1, 1833. March 1, 1891. Thirty-seven 7 per cent. Florida bonds . Ten 8 per cent. Florida bonds . One 6 per cent. Florida bond . One G per cent. Florida bond . One G per cent. Florida bond . One 8 per cent. Florida bond . Seventy-eight 7 per cent. Florida bonds . Two 6 per cent. Florida bonds . Nin a 7 per cent. Florida, railroad bonds. _ Npm— The interest on these bonds is payable semi-annually. One 8 j>er cent. Putnam County bond.* Balance due, $3^,500. One 8 per cent. Marion County bond. Balance due, $21.73. One 8 per cent. Gadsden County bond. Balance due, $8,000. Statement of bonds belonging to the seminary fund in the possession of the treasurer of the State board of public instruction. Denomination. Amount. When due. Seven 7 per cent. Florida bonds . §7, 000 00 1, 000 00 60, 992 45 2, 300 00 9, 200 00 3,000 00 January 1, 1887. January 1, 1861. January 1, 1863. June 10, 1866. Two 8 per cent. Florida bonds . . One 8 per cent. Florida bond . One 6 per cent. Florida bond . Ninety-two 7 per cent. Florida bonds . . . Two 7 per cent. Florida railroad bonds . . . . . . SCHOOL-LANDS. These lands, made up from the sixteenth sections of the various townships, were given to the State by act of Congress for the support of common schools. The amount originally approved was 704,692 acres ; and, adding the number of acres sold during the past year, 3,012, to the sales of previous years, we have a total of 115,184 acres disposed of and a balance on hand of 587,508 acres. — (From report of Mr. McLin.) SEMINARY LANDS. The iands known as seminary lands were granted by the General Government for the support of two seminaries, one to be located east and the other west of the Suwan¬ nee River, in this State. The amount of these lands approved to the State originally was 85,714 acres. During, the past year 200 acres were sold, which, added to the amount sold previously, makes a total of 47,000 acres disposed of and leaves a balance of 38,000 acres yet unsold. The sum realized from the sale of these lands is $97,204.58 and the estimated value of the remainder is $76,000. These lands, together with the school lands, are under the control of the State board of education. — (From report of Mr. McLin.) INCOMPETENT TEACHERS. The secretary of state, acting for a time as State superintendent of instruction, gives the following painful sketch of a portion of the heads of schools : “ One of the greatest drawbacks to the success of our system is the want of compe¬ tent teachers. The great bulk of the educational corps in this State is made up of colored men and women, who have made sufficient advancement in knowledge to be able to give instruction in the rudimentary branches, such as spelling, reading, writing, and the elementary principles of arithmetic. The sparsely-settled state of the country, the difficulty of obtaining suitable boarding-houses and places of residence, and the smallness of the pecuniary reward offered have operated as an effectual barrier against securing that class of teachers in whom we might expect to find the proper qualifica¬ tions and from whom we might expect a high degree of service. Cultivated and ex¬ perienced teachers who are willing to content themselves with isolation from refined society and suitable companionship, who have no scruples about lodging in log cabins In controversy. Balance claimed as due by both State and county. FLORIDA. 63 and ■working in dilapidated scliool-lioases, are found very rarely ; and in a great ma¬ jority of instances such has necessarily heen tho prospect held out by county boards and "superintendents with every application for competent teachers. As a conse¬ quence, they have been compelled in most instances to take, as teachers, whoever pre¬ sented themselves. Of these, three out of every four are unfit for the place they •occupy, in respect to scholarship, methods and principles of teaching, general intelli¬ gence" and ability to organize and govern a school. The phases and gradations of incompetency reach through the scale of variation, from the barely passable to the most extraordinary lack of every element of fitness for the work of instruction. It is not surprising that, with a great many of our citizens, the employment of such a grade of teachers has brought the school system into disrespect. As economists, they are not satisfied to see so much money expended on schools and school-teachers where there is so little return in the fruits of instruction, and, as men of intelligence and cul¬ ture, they have little faith in the elevating tendency of any system of education in¬ trusted to such incompetent hands. In order, therefore, that our school system may win the favor and cordial support of those whose approbation is so essential to its suc¬ cess, it is necessary that we should have a supply of properly-qualified teachers.” MEANS OF IMPROVING THE TEACHING FORCE. Discussing this important topic, the same gentleman says : “ One of the necessary conditions for a better grade of instruction will be gained by the offer of a larger pecu¬ niary compensation ; and, reciprocally, a better grade of instruction is one of the steps to a more generous compensation. By the offer of a higher pecuniary reward, a large number of young men and women might be induced to enter upon a course of prepa¬ ration and training for common school work, from whose ranks a full supply of good, if not accomplished, teachers would soon be obtained. It is true here, as elsewhere, that skilled labor will cost more than unskilled, and it is also true here, most pre-eminently and emphatically, as it is true in all the higher departments of industry, that intelli¬ gent and skilled labor is worth more than the opposite kind. It is cheaper in dollars and cents. “ The best means, however, of obtaining competent teachers is to provide some special training in the art of teaching such as is furnished by normal schools and teachers’ institutes. This is the only State in the Union that is without an institute for the edu¬ cation of teachers, and until one is established we will look in vain for a higher stand¬ ard of excellence in the instructors of the youth of the State. “ But is it practicable for us to establish such an institute at the present stage of educational development here ? W e think it is. Say, for instance, that one shall be established at a properly-selected point in each congressional district ; that they shall Ire devoted exclusively to instruction and training in the art of teaching and so con¬ ducted that all the lights and aids of all approved methods shall be used : that there shall be annual sessions of, say, one month’s duration, and that experienced and skill¬ ful educator's shall be employed to take charge. Then let attendance on the sessions of these institutes be obligatory on every teacher ; let the proficiency of each attend¬ ant be carefully graded and the standing or rank of each relatively to all be properly certified. Let these grades, then, be made the basis of a schedule of fitness or capacity, upon which another schedule of graded salaries shall be formed, looking to the pay¬ ment of each teacher according to merit or qualification : and, by the aid of such an institute, in a few years the standard of excellence would be raised a large per cent., uniformity would be given to methods of instruction, the usefulness of the schools would be incalculably increased, and all cavil and complaint as to the inefficiency of teachers would cease. Each institute would require two first-class instructors, at a cost of 8150 per month each. This sum might be made up by the several counties in the district, without any extra taxation, and the money thus spent would do more to promote the cause of education than a hundred times the amount expended in paying incompetent teachers. This has heen found the only effective means of reaching and improving the great body of teachers. It has commended itself so strongly by the practical result of its operation that, wherever an efficient school system is, it has be¬ come an unquestioned and indispensable feature. It has heen the means of stimulat¬ ing the teachers to a determination to attain a higher standard of proficiency in their calling and promoting a desire for accomplishing more good. To leave teachers to learn their business by experimenting on the children is the most costly of all systems of teacher-training, when its results are considered. As regards the art of teaching, there is no more fallacious proverb than that 1 practice makes perfect.’ Practice gives familiarity ; hut, if not based upon proper principles, it will only fix had habits. " Some of the worst farmers, the worst mechanics," and the worst teachers are men and women who have been practicing their avocations all their life-time. With the aid of a teachers’ institute we might, in a short time, have a competent corps of teachers, and, as a consequence, better schools, better methods o£ teaching, and incalculable benefits to society. 64 REPORT OF THE COMMISSIONER OF EDUCATION. lt SCHOOL-HOUSES. “ Closely connected with tbe character of the county superintendent is that of the school-house : and if we had more faithful and efficient officers of this class there would he a change in the condition and appearance of the public school-houses throughout the State. We wish to impress on the xniuds of the school-officers of the several counties the necessity of improvement in the style aud character of the buildings erected for school purposes. The educational influence of the school-house itself "is very great. The moment the eye of the child rests upon it. a decided effect of some kind is produced upon his mind. His estimation of learning at once goes up or down. If he sees standing upon a rough, barren spot a building not better than a stable or a still-house, and finds it within repulsive and comfortless, what can he think but that education is a necessary evil, to be shunned as much as jmssible? But if, on the con¬ trary, he sees a neat building, standing upon a pleasant site, with pleasant surround¬ ings, and finds it within bright and comfortable and furnished with interesting means of improvement, at once he feels assured that education is a valued possession that may be pleasantly acquired. The influence of external surroundings and associations in molding character is a subject of general observation, and certainly at no period in life do these things exert so powerful an influence in shaping the plastic mind as during childhood and youth. As the delicate wing of a butterfly resting on a newly- molded potter’s vessel will leave an imprint there that will far outlast its own fleeting life, so the early impressions which the mind receives from external objects are in¬ effaceable, and remain fresh and distinct long after the objects which produced them have perished. Who is there that does not remember the place where he received His early education, the school-house where was laid the foundation upon which all sub¬ sequent attainments rest ? Every feature of its external surroundings and internal arrangements have been distinctly photographed by memory, and these impressions have "had as undoubted an effect in molding character as the instruction imparted by the teacher. Let us take, for example, one of the shattered, broken-down school- houses that are too often seen. Externally it looks like a relic of a former age. You enter, and find yourself in an inclosure of pine boards. It is cheerless and comfortless. The walls are without maps or charts and stare at you with such blank faces that it seems a relief to see your shadow there. What must be the effect of such surround¬ ings on the youthful mind which here receives its first impulse in the path of knowl¬ edge ? No wonder that the children look upon it as a place of torture, and that in after years they recall their school days, not as the happiest seasons of their lives, but rather as a period of imprisonment from which they longed to escape. On the other hand, let us visit a neat, substantial, tasteful school-house, such as we see iu some of the North¬ ern States. The site is a pleasant one. It is surrounded by ample grounds, tastefully adorned : the building itself presents an attractive appearance, and within are found all the appliances necessary to the comfort of the pupils and their rapid advancement in study. The furniture is appropriate ; the walls are furnished with blackboards, maps, and charts, such as will best facilitate the acquisition of knowledge in all the branches pursued. Such things as these give an air of refinement to the school-room that renders it attractive to all hearts, and in after years hundreds who have bid farewell to its hallowed scenes recall with delight the associations of their school days. “For the sake, therefore, of the school system we have framed and of which we have every reason to be proud and for the sake of the youth who are being trained under it for the business of life, we must have a better class of school-houses. To bring the desira¬ ble result about, our county school officers will have to add to their accomplishments a little knowledge of school architecture. Designs of school-buildings, to cost almost any amount, can be had from any of the numerous publishers of educational books by an outlay of a dollar or two ; and whenever a county board purposes erecting a schooi- house, some of these should be secured to insure creditable results.” BETTER SCHOOLS THROUGH BETTER SUPERINTENDENTS. Still looking to school improvement, the honorable secretary goes on : “ There is another method of increasing the efficiency of our common schools, which we fear has not had the consideration it deserves in this State, and that is the appointment of properly- qualified men as county superintendents. For a long time the value of this office was not understood, and in the school system of some of the States he does not appear; but the propriety of providing county superintendents is no longer considered a debatable question by the most experienced educators. This officer is the necessary agent be¬ tween the State superintendent and the county schools, and in his hands are largely the details of the whole organization. He is the medium through which all the opera¬ tions of the entire system are carried on. Such being his position, it is important that a wise discretion should be displayed in his selection. In other positions, custom, pre¬ cedent, or routine will often enable ordinary men to do their work with fair success; but in school matters almost everything depends on the personal qualities and fitness of those who manage them. One indispensable qualification in a county superintend- FLORIDA. 65 ent is intelligence and culture. It is sheer folly to suppose tliat an ignorant naan can successfully manage school interests. His obvious duties aro to visit, to note methods of instruction, judge of text-books and discipline, give direction in the science and art of teaching, be adviser aud assistant to the teachers, as well as examiner of them ; and to do this requires intelligence of a high order aud a practical knowledge of schools. How can a man conduct the examination of teachers unless he has the necessary liter¬ ary qualifications and how can he counsel and aid the teachers except he be familiar with tho work ? “Another qualification is sympathy with the system. If a man docs not appreciate it aud sympathize with it, he will be more likely to make the schools a failure than a success ; he will be a hinderance rather tha(n a help. Consequently the appointment of men as superintendents who do not heartily approve of the entire scope and object of our school-system should be avoided. “ Public spirit is also a necessary qualification. Though not a charitable institution, the school system has the public good immediately in view, aud a county superintend- eut lacking public spirit can hardly be in sympathy with it or properly promote its; interests. “A eounty superintendent should also be a man of moral uprightness. Every parent or guardian has a right to demand that the school influences to which his child is subjected shall be ennobling. The school system that takes upon itself the training of the young upon any other assumption than that it will lead them to paths of integ¬ rity and virtue is a fraud and an evil. To sum up : a county superintendent should be a man well qualified as to knowledge of books, especially such topics as are gener¬ ally taught in our common schools; he should be well acquainted with juactical school¬ room work, especially with primary teaching, as his efforts can be best expended in schools of the elementary branches; he should be a man of energy and also a man of unexceptionable habits and character, that can command the esteem of the scholars, teachers, and public generally; he should be capable of withstanding the influences sometimes brought to bear upon such officers to induce them to give certificates to candidates unworthy or unqualified to become teachers ; he should be enterprising and public-spirited, and, in short, known as a live, qualified, faithful, honest man, before intrusted with the responsibility of this position. When we contrast this picture of what a county superintendent ought to be with the actual state of affairs in regard to those officers here, it will be found a matter of wonder that the system has had so much vitality and vigor as to enable it to survive so long. While a few of our county superintendents are in every way worthy, qualified, and efficient officers, a large ma¬ jority are notoriously unfit for the position and utterly incapable of performing their duties. The literary qualifications of some of them, if judged of from the letters and annual reports sent to this office, are of a very primitive type, and some are so indo¬ lent, incompetent, or uninterested, as to omit the making of an annual report at all. The truth is that this and all other offices in any way connected with the educational interests of the State must be entirely and forever divorced from party politics. Too frequently has the county superintendency fallen into the hands of men who have prostituted it to their political advancement or made use of it for the pecuniary gain it brought. This should net be. The objects of the system are too sacred to be touched by the polluting hand of any political party. The interests involved are too weighty, the results too far-reaching, to be sacrificed to such base purposes. Let it be under¬ stood by all parties that into the domain of public education neither partisanship nor sectarianism shall come ; but that competency and worth shall be sought after and recognized, no matter what political or religious opinions these qualifications shall be found associated with. “One of the best methods of securing better county superintendents would be to cre¬ ate a State board of examiners, and require of each aspirant for this office a certificate of merit from said board before making his appointment. It is a solecism in our school system that, while no teacher is employed or paid without due examination and licen¬ sure, no credentials or qualifications are required of the man who conducts the exam¬ ination and issues or refuses to issue the certificate. It is submitted that this is neither reasonable nor safe, for the wise provision of the law in requiring proof of the fitness and competency of teachers is obviously liable, under such conditions, to be negatived and nullified in any county at any time. Some evidence of competency, some tangible proof of the possession of proper qualifications and capacity to discharge its duties, should be made a condition of eligibility to the office of county superintendent. Either let it be divested of its natural attributes and rendered worthless as an educational force, or let the door be closed against incompetency.” * * * * “ UNIFORMITY OF TEXT-BOOKS. “The want of uniformity in text-books is a matter that is causing serious trouble in almost every county in the State; and what the precise remedy is, it is difficult to de¬ termine. It is particularly embarrassing to the teachers, and their complaints, which reach this office through the county superintendents, are loud and persistent. Every 5 E 66 REPORT OF THE COMMISSIONER OF EDUCATION. child who presents himself at the door of the public school for admission comes either without hooks or with books furnished by the parents, who are guided in the selec-. tiou of them by their own prejudice or opinion or that of the bookseller. The conse¬ quence is a diversity of text-hooks in each school almost as conspicuous as the diversity of faces or the diversity of apparel ; and it becomes a matter of the utmost difficulty for the teacher to organize his school in the face of such a heterogeneous collection of school-books. This is one of the most serious drawbacks to the progress of education, and the question at once arises, How shall it be remedied ? The propriety of the State adopting a series of text-bocks, the use of which should be enforced in the public schools, is becoming more and more questionable every day, particularly in those States distinguished for efficient school systems and educational advancement. For us to adopt a State series would, we think, be supreme folly, because we are without the money necessary to put books into the hands of every child attending school, and only in this way could the adoption of a State series be secured. It is estimated that it would cost four dollars to provide each child with books : and, with a total school attendance of 20,000, it would require an outlay of $80,000. This is a financial impos¬ sibility; and, even were it possible, the wisdom of adopting a uniform series would not be apparent. The matter, we think, should be left entirely with the county boards; and with us judicious action on the part of these boards would secure uniformity to the extent, at least, of giving a oneness of character to the text-books used in each in¬ dividual school or the schools of each county. Uniformity of text-books in each school is an educational necessity. A variety of books is fatal to classification, and without classification successful instruction in ordinary schools is impossible. Let county boards determine upon a good series of text-books ; let them then use what¬ ever means they may determine on as the most efficient to make known to parents, children, and teachers the fact that a certain series has been selected, and urge upon them the purchase of' hooks belonging to the series, pointing out, if possible, at the same time where they can he obtained. In this way in a few years the long-endured and preposterous custom of allowing scholars to use any old or new book that might come into their hands, regardless of all the conditions of successful teaching, would, be utterly extirpated. Of course, in doing so, county hoards would have to exercise the greatest discretion. It is. a matter of much importance — one involving too many in¬ terests to. be passed upon without careful consideration. There should be uo partiality for publishers and no favoritism for authors. When it is remembered that what we put in the schools will soon appear iu the life of the nation — that, as we impress the children, so we stamp the national character — the importance of making a proper choice will he at once apparent. But a short time suffices to accomplish auy revolu¬ tion the principles of which are thoroughly diffused throughout the public schools. “ CONCLUSION . “ Reviewing our progress for the past year in the noble efforts of the State to provide free education for the whole people, we are not left without much hope and encourage¬ ment. With a little better grade of teachers and some provision for their education in the shape of a teachers’ institute, with some improvement iu the selection of text¬ books, and especially with a higher standard of fitness and efficiency on the part of county superintendents, our educational system will, in the near future, achieve the most beneficent results. “ Notwithstanding the severe trial which our school interests sustained in the decease of the superintendent and the depressed condition of our finances, the system shows no signs of weakness, but by its vigor and vitality is rapidly demonstrating the wis¬ dom of its adoption. It is, moreover, making steady progress in the favorable estima¬ tion of the people, and in a few years will stand forth as a fit expression of their patriotism and enterprise. Half a "decade ago there were no schools outside a few of the larger towns or cities. W e have now nearly six hundred scattered throughout the State. They are springing up by the highways and by-ways as pledges of future im¬ provement and progress. Out of a total population of 200,000, we have 20,000 child¬ ren attending school. This is a revolution that cannot go backward. It creates its own momentum. It moves by a power within itself, and strikes out the light and heat of its own vitality. It is estimated by large operators, who employ thousands of hands, that a knowledge of only the elements of a primary education adds 25 per cent, to the value of a man ‘as a simple laborer. This is a fact for our people and legislators to ponder. It teaches ns that the education of the rising generation is the most practical way to utilize our resources. The wealth of our soil, the treasures with which our air is laden, and number of population will he hut barren blessings if we add not the intelligence and virtue that are the true glory of the State.” SCHOOLS AIDED EDOM PEABODY FUND. Jacksonville, 600 pupils, $1,400 ; Key West, 835 pupils, $1,300 ; St. Augustine, 350 pupils, $1,200; Tallahassee, 375 pupils, $1,000; Gainesville, 350 pupils, $900; Pensa- FLORIDA. 67 cola, 270 pupils, $600 ; Madison, 333 pupils, $600; Quincy, 160 pupils, $600 ; Montieello, 280 pupils, $600 : Archer, 200 pupils, $300 : Lake City, 150 pupils, $300 ; Newmansville, 134 pupils, $300; Oakland, 103 pupils, $300; Liberty Hill, 155 pupils, $300; Ocala, 301 pupils, $300 ; East Side, 138 pupils, $200— total, $10,200. CITY SCHOOL SYSTEMS. There are no city systems proper in this State. All that relates to the location and management of schools -within the limits of a county is put by law nuder the direc¬ tion of the county hoard of public instruction. The following is the report from ST. AUGUSTINE AND ITS NEIGHBORHOOD. There is not much of interest to report in connection with the schools in this county. The sparseness of the population renders it difficult to establish schools. In the county there are 10 schools, 9 white and 1 colored ; 2 or 3 others are being organized ; the number of pupils averages about 25. The wages of teachers are $30 per month. The teachers are provided with hoard by the patrons of the schools. Salaries are paid by the hoard of public instruction of the county. Schools are kept open from three to six months. They are all but beginnings of better things. In this city we have a very good school, called the Peabody School, which receives a donation of $1,000 a year from the Peabody fund. It numbers over two hundred pupils and four teachers. It is divided iuto two departments, academic and primary. The principal is an experienced teacher from one of the northern cities. This school is accommodated, by the liberality of the United States Government, with excellent rooms in what was formerly the United States court-house. This school is doing a good work. It has sent out competent teachers in the county. It is the aim and hope of the trustees to make this school the leading school in the State. Considering the difficulties they have had. to contend with, they have reason to he satisfied with the success they have met with. This city, from its salubrity, position, and growing prosperity, offers unusual advan¬ tages for the establishment of a large normal school of the most advanced descrip¬ tion. There is also a colored school in a commodious building erected by the Freedmen's Bureau ; this school has over a hundred scholars. It is divided into two departments, and attached to the school is a teacher’s residence. This school is in a prosperous condi¬ tion, under the management of a hoard of trustees and two female teachers. — (From report of O. Bronson, esq., superintendent of St. John’s County, January 12, 1875.) SUPERIOR INSTRUCTION. STATE AGBICULTUPwAU COLLEGE. This institution being the main hope of the State for superior as well as scientific training, it is matter for regret that the arrangements reported as being made last year for its location and early opening in Alachua County seem to have come to a close. The following communication, from the secretary of the board of directors of this institution to the State superintendent, exhibits its present status : “ In obedience to the requirements of law, I have the honor, on the part of the trus¬ tees of the Florida State Agricultural College, to submit the following report cf the financial condition, progress, and present situation of the agricultural college : “ The fund of the college arising from the proceeds of the sale of the agricultural col¬ lege scrip, amounting to $80,000, as mentioned in the last report of the trustees, having been invested in bonds of the State of Florida of the issue of 1873, at the suggestion and upon the request of Hon. C. A. Cowgill, the comptroller, for the double purpose of securing a safe investment, and in such manner as to strengthen the credit of the State and assist in the negotiation of its bonds then pending, and those bonds having been purchased at 80 cents, left the aggregate amount of $100,000, which, with inter¬ est thereon at 8 per cent., still remains on hand. “ Immediately after the close of the session of the legislature, on the 4th and 5th of March, 1874, a meeting of the trustees was held, when. considering the action of the trustees iu making the investment of the college funds to have been approved by -the legislature, the trustees appointed a special committee to select a place for the ‘ speed¬ iest possible location, inauguration, and operation of the State Agricultural College.7 ‘•'But, at this juncture, dependent, as the trustees were, entirely upon the interest of the fund to defray the current expenses of the college when put in operation, an im¬ portant suit was brought in the courts, in which the question of the constitutionality of the issue of the very bonds in which the college fund had been invested was directly involved, and this, for the time being and up to the present time, has precluded the availability of the whole fund for all the purposes Qf inaugurating the practical opera¬ tion of the college. 68 REPOET OF TEE COMMISSIONER OF EDUCATION. “ The final decision in the suit referred to has not yet been delivered, and the suit is still pending, hut the import of an interlocutory decision which has been rendered therein is to affirm the constitutionality of the issue of the bonds of 1873, to an amount sufficient to cover the then accrued indebtedness of the State, and thus, of course, would include the bonds in which the college funds had been invested, they having actually been exchanged for previous bonds of the State. “ Consequently, while the safety of the fund is well assured, the fund itself, from its entire unavailability, remains intact, and the lack of any other means has precluded the trustees from proceeding witli any of the preliminary work, for although several generous donations have been offered they have all been conditioned upon a prescribed location and the immediate putting into operation of the college, which the tying-up of the fund made impossible. “ Had the fund been untrammeled it is believed that, from the means which would have arisen from the acceptance of some of the donations, the construction of the nec¬ essary buildings would have been possible, so that by this time the college might have been in actual operation. “ It is the wish, and design of the trustees, as soon as the fund shall have been liber¬ ated by a final decision in the pending suit involving their value, to take active meas¬ ures in the immediate prosecution of the work of the college. “ We regret being compelled thus to report nothing, done since the last report, in con¬ sequence of litigation to which the trustees were not parties, but by which the funds of the college were enjoined and made unavailable/’ OBITUARY - RECORD. JONATHAN C. GIBBS. Hon. Jonathan C. Gibbs, superintendent of public instruction since 1872, died be¬ fore the expiration of his term, at Tallahassee, August 14, 1874. Mr. Gibbs, partly of African descent, was born in Philadelphia, Pa., October 21, 1831: graduated from Dartmouth College, New Hampshire, 1852 ; studied theology at the theological seminary of the Presbyterian Church, Princeton, N. J. ; became, after his ordina¬ tion to the ministry, a settled pastor at Troy, N. Y., Rev. Dr. Lord, president of Dart¬ mouth College, preaching the ordination sermon ; subsequently served as a stated supply in his native city ; and in 1865 was sent South, as an agent of the Old School Presbyterian General Assembly, to organize schools and churches in its interest among the freedmen in the Atlantic States. Drifting to Florida in 1867, he so commended himself to the authorities by his evident ability and culture as to be appointed sec¬ retary of state w’ith Governor Reed, under the constitution of 1868, succeeding Mr. Alden. In this office he served till the fall of 1872, when he became superintendent of public instruction, an office previously filled first by Hon. C. Thurston Chase and next by Hon. Charles Beecher. It was a post of considerable difficulty, from the scantiness of the provision made for the support of public schools, from the disordered condition of some important school funds, and from the sparseness, the general pov¬ erty, and the indifference about education of much of the country population of the State. But Mr. Gibbs entered earnestly upon his work, and, with the aid of good school-laws, secured by his predecessors, soon made a marked impression. In his first report he was able to present a considerable addition to the number of the public schools, as well as of the children attendant on them. In August, 1873, he came prom¬ inently before the educators of the country through a paper on “ Education at the South,” read before the National Educational Association at its thirteenth annual meeting in Elmira, N. Y. In this paper he put the educational progress of his State, under its new system of public schools, within a single sentence, thus : “ The censns of 1860 — ante tiellum — shows that Florida had in her schools 4,486 pupils, at an expense of $75,412; to-dav Florida has 18,000 pupils in school, at an expense of $101,820: fully four times as many pupils, at an increase of only 33 per cent, expense.” It was while laboring for the confirmation and continuance of this progress that death found and felled him at his post, the colored race losing in him, as his immediate successor wrote, one of its noblest representatives, the State one of its most valued citizens, and the public school system one of its best friends. Prof. Calvin E. Stowe says respecting him : “Mr. Gibbs was a dark mulatto, of fine appearance and gentlemanly manners. In every position which he occupied he showed himself worthy of entire confidence and had the respect of all that knew him.” FLORIDA, 69 LIST OF SCHOOL OFFICIALS IN FLORIDA. Hon. William Watkix Hicks, superintendent of public instruction, Tallahassee. STATE BOARD OF EDUCATION. Xarne. Post-office. Hon. William Watkin Hicks, superintendent of public instruction, president . Hon. Samuel B. McLin, secretarv of state . . . Tallahassee. Tallahassee. Tallahassee. Hon. William Archer Cocke, attorney-general . COUNTY SUPERINTENDENTS. County. Superintendent. Baker . J. W. Howell . Clay . ,T. W. Applegate __ __ . _ _ Columbia . . . A. A. Hovte _ _ _ _ Dade . E. T. Sturtevant . Dnval . J. P. Rollins _ _ _ _ _ Escambia . 1 George Lindsay.. _ _ _ _ _ _ Franklin . 1 John Howe _ _ _ . _ _ Gadsden . Samuel Hamblin _ _ _ Hamilton . J. H. Boberts . Hernando . T. S. Coogler _ _ _ _ Hillsboro’ . W. F. White . Holmes . J. A. Vaughn _ _ . . Jackson . C. E. Harvey _ _ _ _ _ Jefferson . [Robert Meaeham _ . . _ La Fayette . J. C. [Ramsay. . _ .. . . . Leon." . J. P. Apfhnrp . . _ _ Levy . F. B. Faitonte _ . .. . _ Liberty . M. J. Solomon . . . . . Madison . B. F. Tidwell . Manatee . J. F. Bartholf _ _ _ Marion . W. L Tucker Monroe . J. W. Locke. ... . . [Nassau . C. M. Lewis _ ... . . Orange . W. C. Roper . Polk . W. B. Varn . _ Putnam . R. Chadwick _ _ . . . . . St. John’s . 0. Bronson . Santa Rosa . . . D. H. Colson _ _. _ _ Sumter . A . P. Roberts _ Suwannee . George R. Thralls . _ Taylor . J. S. Sappin°rton Volusia . , . C. G. Sellecli Wakulla . 1 . G. Jaineche _ Walton . J. L. McKinnon _ . _ _ Washington . Thomas Hannah . Post-office. Gainesville. Sanderson. Starke. Ft. Pierce. Iola. Green Cove Springs. Lake City. Biscayne. Jacksonville. Pensacola. Apalachicola. Quincy. Jasper. Brooks ville. Tampa. Cerro Gordo. Marianna. Monticello. Hew Troy. Tallahassee. Bronson. Coe’s Mills. Madison. Pine Level. Ocala. Key West. Fernandina. Apopka. Bartow. Pilatka. St. Augustine. Milton. Leesburg. Live Oak. Shady Grove. Port Orange. Crawfordville. TJcheeanna. Vernon. 70 REPORT OF THE COMMISSIONER OF EDUCATION. GEORGIA. STATISTICAL SUMMARY.* RECEIPTS. From poll-tax . $34,518 90 From tax on shows and exhibitions . 1.665 00 From half rental W. & A. R. R . 150’ 000 00 Total . 186, 183 90 EXPENDITURES. For salaries, postage, stationery, printing, &c . . 4,071 84 Apportioned for support of schools in 1874 . 265, 000 00 SCHOOL POPULATION, AGE 6-18. Number white children of school age . „ . . . 218, 733 Number colored children of school age . 175, 304 Total.., . 394,037 Number confederate soldiers under 20 years of age . - . . 8, 036 ENROLLMENT AND ATTEND AN CE . Number white pupils enrolled: males, 45,559 ; females, 39,114 . 84,673 Number colored pupils enrolled : males, 18,814 ; females, 18,453 . 37, 267 Total enrollment . 121,940 Average attendance . . . 76, 234 SCHOOLS. Number public schools for white children . 2, 223 Number public schools for colored children . 669 COST OF TUITION IN PUBLIC SCHOOLS. Average monthly cost of tuition per pupil . $1 70 Amount of the same paid by the State . 1 09 STATISTICS OE PRIVATE ELEMENTARY SCHOOLS. Number of private elementary schools . . . . 617 Number of instructors in the same . . . . . 678 Number of pupils : males, 13,482 ; females, 12,263 . 25, 745 Average number of months taught . : . 5.25 Average monthly cost of tuition per scholar . . . . . $2 03.5 STATISTICS OF PRIVATE HIGH SCHOOLS. Number of private high schools . . . 86 Number of instructors in the same . . . 155 Number of young men attending. . . . 2, 949 Number of young women attending . 2, 008 Total . 4,957 Average monthly cost of tuition per pupil . . . $3 32 STATISTICS OF COLLEGES FROM WHICH REPORTS WERE RECEIVED. Number of colleges reporting statistics . 11 Number of instructors in the same . — . 55 Number of young men attending . 253 Number of young women attending . . . 580 Total . ^ 833 Average monthly cost of tuition . $4 20 * From report for 1874 by State School Commissioner Hon. G-. J. Orr and special returns from the GEORGIA. 71 INSTRUCTION OF THE DEAF AND DUMB AND BLIND. Aggregate number of pupils attending State Institution for the Deaf and Dumb, at Cave Springs . 51 Number of instructors in the same . 5 Number of pupils attending the Academy for the Blind, at Macon . 51 Number of instructors in the same . . 7 ELEMENTARY INSTRUCTION. GENERAL EDUCATIONAL CONDITION. The State school commissioner, Hon. Gustavus J. Orr, in his report for the year 1874, (p 5.) states that every county in the State now has a local school organization and T25 coun¬ ties had public schools in operation during the yean Notwithstanding the inadequate allowance for the support of these schools, the testimony of many school officers is that they are accomplishing much good. To say nothing of the attendance of the colored children, the number of whites annually admitted into the schools since the inaugura¬ tion of the public school system is, in many of the counties, mere thaii double that admitted into private schools any year previous to that time since the close of the war. But for the public schools, many of these white children and almost ail of the colored would grow up entirely without educational advantages. The commissioner expresses the conviction, obtained from extensive correspondence and repeated interviews with intelligent men from all portions of the State, that at least one-half of the white popu¬ lar in. and nearly the entire mass of the colored, are now decidedly in favor of a liberal public school system. INCOMPLETENESS OF STATISTICS. The commissioner regrets the incompleteness of the preceding statistical facts, which relate to enrollment, attendance, tuition, &e., as well as those respecting private schools and colleges, and states that he kept the tables open to the latest possible moment, having not given them to the print er until January 8. The incompleteness in regard to public school returns is explained to some extent by the fact that the school year runs with the calendar, and in some counties the schools were continued through the month of December. A number of the most prominent collegiate institutions of the State, including the State University, are not included in the collegiate statistics. Blanks were distributed to them, but in many cases no reports were received. — (Report for 1874, p. 39.) PAYMENT OF INDEBTEDNESS TO SCHOOL OFFICERS. A law passed by the State legislature of 1874 provides for the liquidation, out of the school fund, of all claims still held against the department of education by teachers and other school officers of 1871, requiring an apportionment to be made every six months for that purpose. The act, however, empowers the grand jury to levy a tax, to he used for this purpose, instead of the school fund, and also declares that the law shall he inoperative in any county if disapproved by the grand jury of such county. The commissioner expresses his strong disapproval of the law, as being unjust to the children of this and succeeding years, and says it has failed to receive the approbation of the grand juries and school officers of the State. It was intended that the small school fond provided by the State should be used tom year to year for the benefit of the children. The commissioner, therefore, earnestly urges upon the legislature a re¬ peal of this law and the adoption of some other measure for discharging the remain¬ ing indebtedness to teachers and school officers of 1871. — (State report, pp. 9-13.) SCHOOL FUNDS. With the intent to prevent such another misappropriation of school funds as occurred in 1670 and 4871 and to render it certain that when school funds are lawfully applied for they shall be found on hand, the school law passed in 1672 provides that the school funds shall be kept separate and distinct from other funds, and shall be used for educational purposes, and none other. But in quite a number of cases in 1873, says the State commissioner, when the commissioners made application for this money at the treasury, all the requirements of the law having been complied with, they were told that there were no funds on hand, and the same thing has been repeated in 1674 in a much larger number of cases. The reason given by the State treasurer for the absence of the school funds from the treasury, when applied for, was the fact tha t they had. been used in meeting the maturing indebtedness of the State abroad. The commissioner would not be understood as impugning the motives cf the State treasurer, liis aim in the course pursued being doubtless to preserve the credit of the State ; but the violation of law referred to has operated to the prejudice of the schools, in causing delay, which to a considerable extent has been connected in the popular mind with the department of education. So far as the commissioner has been informed, payment has been made subsequently either in currency or by an order on the tax collector of the county interested. REPORT OF THE COMMISSIONER OF EDUCATION. 72 NEED OP LOCAL TAXATION. Tlie commissioner again urges upon the general assembly the necessity and impor¬ tance of ingrafting the power of local taxation in some form upon the school law. Without this power, he says, the public schools cannot be made efficient. The State fund now pays in some counties one-half; in some, two-thirds; and in others, the whole expense of schools of three months’ continuance. The plan that has been pur¬ sued has been to obligate patrons to pay teachers the necessary supplemental amount required to secure reasonable compensation. The schools are thus made only partially free, while a local levy equal in amount to the sum apportioned by the State would secure schools in the different counties absolutely free from three to six months of the year. This amount in many of the counties would be so trilling as to be hardly felt at all, and when heaviest it would not be burdensome. — (State report, pp. 18-21.) AID FROM PEABODY FUND. The commissioner expresses, in behalf of the people of Georgia, renewed obligations to the trustees of the Peabody fund for aid furnished their schools in 1874. Seven¬ teen counties and cities were promised assistance, in sums ranging from $300 to $2,000, and aggregating $10,350. Most of this money has already been paid, but in two or three cases it will probably be withheld, on account of inability on the part of the localities to comply with the conditions npon which the aid was promised. In order to receive aid, schools must be free and must be kept up for about ten months of the year. These conditions make it very difficult for any except the city schools, which are operated under local laws, giving the power of taxation, to receive this aid.— (State report, pp. 26-28.) CITY SCHOOL SYSTEMS. ATLANTA, 1874. General statistics. — Estimated population, 30,000 ; number of children of school age, (6 to 18,) 10,362 ; enrolled in public schools, 3,622; in private or parochial schools, 300. The schools were taught 200 days. The total valuation of school property is given as $113,000, of which $25,000 is for sites, $80,000 for buildings, $7,500 for furniture, and $500 for apparatus. Schools and school attendance. — The schools of the city, 12 in all, report 32 primary, 29 grammar, and6 high school rooms, besides 5 private or parochial schools. The public schools are under a superintendent and 67 teachers, of whom 7 are males and 60 fe- males. The average attendance out of the 3,622 pupils enrolled was 2,261. The.an- nual wages of teachers ranged from a minimum of $400 for assistants in primary schools to a maximum of $1,500 for principals of grammar schools and assistants in high schools. Financial statement. — Receipts for school purposes : from State tax, $6,500 ; from local tax, $56,150 ; from non-resident pupils, $382 ; from Peabody fund, $2,000 ; making, with a balance of $1,065 on hand from preceding school year, $66,097. Expenditures — of which $1,249 went for furniture and apparatus, $8,002 for past indebtedness, $39,017 for pay of teachers, and $2,500 for supervision— $61,933.52. — (From direct returns of Superintendent B. Mallon.) MACON, 1874. Genci'al statistics. — Estimated population, 22,000; legal school age, 6 to 18; number of such age, 3,442 ; enrolled in public schools, 1,557 ; in parochial or private schools, 200 ; number of school days in the year, 200 ; number in which schools were taught, 178 ; estimated value of school property, $34,600 ^ of which $4,000 is for sites, $28,000 ;for buildings, $2,500 for furniture, and $100 for apparatus. Schools and school attendance. — The city schools proper are 32 in^mmber, 23 being pri¬ mary, 7 grammar, and 2 high schools, reckoning by the number of rooms occupied, while 5 parochial or private schools make the total number 37, housed in 13 buildings, 8 of which are for the public schools, with 1,070 sittings. A superintendent and 23 teachers attend to the public schools, the teacher-corps em¬ bracing 5 males and 18 females. The average attendance for 1873-’74 was 864 out of the 1,557 borne on the rolls. The wages of teachers were from $450 to $1,350 for the school year. Financial statement. — Receipts: from State taxation, $4,650; from local, $20,990; from tuition-fees, $726 ; from Peabody fund, $2, 000 — total, $28,366. Expenditures: for fur¬ niture and apparatus, $649.17 ; for indebtedness, $3,211.12 ; for superintendent and teachers, $15,445; for incidentals, $2,798.21 — total, $22,103.50; leaving a balance of $6,262.05 for schools in the county of which the city is a district. — (Returns from Super¬ intendent B. M. Zettler.) SAVANNAH, 1874. General statistics. — Estimated population, 30,000; number of school age, 6,919 ; en¬ rolled in public schools, 2,901. The schools were taught 10 months. The valuation of GEORGIA. school property is, for grounds anil sites, $30,000: for buildings, $60,000; for .furniture, $20,000 : for apparatus, $1,000 — makiug a total of $111,000. Schools and school attendance. — There are 6 school-buildings, with 49 rooms, of which 2*2 are for primary, 19 for grammar, and 8 for high school classes, the sittings amount¬ ing to 2,850. The teachers are 11 males and 41 females, making 52 in all, with a city superintendent. Wages, $500 to $2,500. Financial statement. — Receipts: from balance on hand, $1,017.43; from interest on fund, $1,019.76; from county tax, $20,724.16 ; from city and Peabody fund, $33,506 — total, $56,267.35. Expenditures : for teaching $48,964.70 ; for incidentals, $6,261 — total, $55,225.70. There are no special teachers for music, drawing, or penmanship in either of these tluee cities, and but one for modern languages in Savannah and two for calisthenics. — (Returns from Superintendent W. H. Baker.) TRAINING OF TEACHERS. PRESENT LACK OF GOOD ONES. “Much complaint,'’ says the commissioner, “has reached me from many portions of the State in relation to the lack of an adequate supply of competent teachers. Many of the teachers employed in the white schools of the State are the equals of those in the schools of any State in the Union. A considerable number, however, it must be ad¬ mitted, are incompetent for the work they have undertaken. The number of colored men or women capable of teaching is very small — so small as to interfere seriously in many places with the establishment of colored schools.” Means of supply. — In view of the smallness of the State school fund and the generally impoverished condition of the people, Mr. Orr says he cannot recommend the expendi¬ ture of money for the improvement of the teaching force at present, either by the establishment of teachers’ institutes or normal schools or by the endowment of a nor¬ mal department at the university or in the colleges of the State. “We must, for the present,” he goes on, “ trust for our supply to such of the young men and young ladies coming out annually from the university and from our colleges and high schools as may voluntarily adopt the teacher’s profession.” Under such circumstances, we naturally turn to the university and colleges, to see what hope of supply there is from them. In the former we find that besides the nu¬ merous State scholarships, which might easily be utilized for this end, there is special provision for the admission to the university of fifty young men of limited means, who, in return for the education they receive, are expected to engage in teaching in either a private or public school in Georgia for a term of years equaling those in which they may have enjoyed the advantages of university instruction. A normal class of 9 mem¬ bers appears also in the catalogue of Bowdon College for 1873, and higher and lower normal departments in that of Atlanta University, the higher embracing a four years’ course, with 42 members, the latter, a briefer one for primary school teachers, with 123 members. These, with such others as taste for teaching or necessity of circumstances may call from other colleges or schools, appear to be the only present sources of supply for filling with competent and well-trained teachers the 2,223 public schools for white and 699 public schools for colored children in the State. — (State report, pp. 23-25, and college circulars.) SECONDARY INSTRUCTION. CITY HIGH SCHOOLS. A table at the close of the State superintendent’s report gives a list of 10 high schools belonging to the counties and cities having local school laws, but does not inform us of the number of teachers or pupils or of the courses of study in the schools. Specific returns from Savannah to the Bureau give 237 as the number of pupils in the high schools of the city, under 6 male and 3 female teachers. The course of study is not indicated beyond the fact that it includes modern languages. Atlanta, with two high schools and six rooms devoted to high school instruction makes no note of either the teachers employed in them, of the number of pupils under these, or of the course. Macon, with two high schools and 11 teachers for them, does not separate the high school pupils from the general total of the city schools or indicate the course. PRIVATE HIGH SCHOOLS. In Table 5 of the State superintendent’s report, 86 schools of this character are pre¬ sented, having 155 teachers and 4,957 scholars, of whom 2,949 are males and 2,003 females. One of these schools professes to have a full college course. The others em¬ brace, generally, the study of the ancient classics, with English, mathematics, and the sciences; some, also, modern languages and music ; and one runs into Hebrew. 74 REPORT OF- THU COMMISSIONER OF- EDUCATION. OTHER SECONDARY SCHOOLS. Besides the before-mentioned, 5 schools for boys and 4 for boys and girls make returns to the Bureau of 17 teachers and 604 scholars, 232 of whom are engaged in clas¬ sical studies and 42 attend to modern languages. Drawing is taught in one of the boys’ schools and in three of those for boys and girls, vocal and instrumental music in all of the latter class, and two of each possess laboratories and iihilosophical apparatus, with generally fair libraries in the schools for both sexes, and one of 350 volumes in one of the boys’ schools. BUSINESS COLLEGES. Three of these in this State report seven instructors and 300 students, of whom 287 are males and 13 females. No indication is given of any other than those special English studies which, supplementing the ordinary school course, prepare for mercantile and other business pursuits. SUPERIOR INSTRUCTION. UNIVERSITY OF GEORGIA, ATHENS. Iii the catalogue of 1874, the honored name of the venerable Dr. Lipscomb ceases to head the list of faculty, his long-cherished purpose of retirement having been at last effected. He is succeeded in the chancellorship by Rev. Henry H. Tucker, D. D., while in jilace of Prof. Lipscomb, deceased. Rev. £. W. Speer, D. D., of Atlanta, oc¬ cupies the chair of belles-lettres, and General William A. Browne, of Athens, that of his¬ tory and constitutional law, apparently a newly-created chair. The departments of the university continue to he (1) academic, (2) State College, (of agriculture aud mb- chanic arts,) (3) law, (4) medical, (5) North Georgia Agricultural College, situated at Dahlonega. In the academic department there is the usual southern division into schools, (1) of Latin language and literature, (2) of Greek language and literature, (3) of modem languages, (4) of belles-lettres, (including rhetoric, criticism, and aesthetics,) (5)/ of metaphysics and ethics, (6) of mathematics, (7) of natural history and astronomy,' (8) of chemistry, geology, and mineralogy. As far as can be judged from the sketch given of it in the catalogue, the instruction appears thorough in these various lines. As one important aid in this instruction in the sciences,, the university possesses a valuable philosophical and chemical apparatus. Among the apparatus is a Ruhm- korfrs coil, made by Richie, capable of giving a nine-inch spark, with a superior six- prism spectroscope, with automatic movement, by Browning, of London. There is also under the charge of the professor of geology an extensive mineralogical and geolog¬ ical cabinet : and among the mathematical and astronomical, instruments an achro¬ matic telescope of 6 feet focal length, equatorially mounted. The project for a union of the university and the several denominational colleges of the State in an arrangement for federate and related training, which was noticed in the last report of the Bureau, was favorably spoken of by the governor in a message to the last general assembly. Under a resolution of the assembly, approved March 2, 1874, a commission of five eminent civilians and divines was appointed to perfect a plan for the proposed unification and report to the assembly at its next session. ATLANTA UNIVERSITY, ATLANTA. This college, with preparatory, normal, and collegiate departments in operation, and with plans for the eventual extension of its sphere, stands on a broad platform, is meant to he Christian, hut not sectarian, and offers its advantages to either sex, without regard to sect, race, color, or nationality. Its position in this respect makes it a marked object in a State where slavery recently prevailed and where social distinctions of race are still very generally maintained. On the one hand, a committee appointed by the legislature to visit and inspect the college reported so favorably on the happy working of the system, as well as of the excellence of the discipline and instruction, that by a vote of 189 to 2 a bill making an appropriation of $8,000 annually towards its support was passed by the lo,wer bouse, received the sanction of the upper one, and became a law in 1874. On the other hand, the State superintendent of instruction, while admitting candidly that the instructors in the institution are well qualified for their work, apply themselves assiduously to the thorough execution of it, and are furnishing, from time to time, a considerable supply of the best teachers that have en¬ tered the public colored schools, recommends the repeal of the act making the appro¬ priation, on the ground that although social equality between the races is not taught formally at the college, it is taught by example, in the most effective way, and must eventually work trouble in the State. The matter awaits the action of the legis¬ lature.*1 + It is understood, though, not from an official source, that the usual appropriation v'asmade by the legislature. GEORGIA. tU MERCER UNIVERSITY, MACON. Baptist ; retains the old college arrangement of four successive classes in the clas¬ sical course, with a scientific course extending through three years. Students may, however, with the approbation of the faculty, be admitted to a partial or irregular course, on the application of their parents or guardians, with the understanding that they must attend daily as many studies and recitations as are prescribed in the regu¬ lar classes. The fixedness of the old curriculum is thus united with something of the flexibility of the more recent plan of schools for special studies. BOWDON COLLEGE, BOWDON. Non-sectarian ; has also a regular course, but certificates of proficiency in studies pursued may be granted to such students as have not finished the prescribed course. EMORY COLLEGE, OXFORD. Methodist Episcopal Church South : presents, too, four successive classes in its regu¬ lar course, with a scientific course of three years, any student in which may take up Latin or Greek in place of some other study. COLLEGES FOR WOMEN. In this State, 18 institutions claim this rank, and 13 of them, by State authority, can confer degrees. The total of instructors in the whole number was, for 1874, including teachers in preparatory departments, 1 02 ; of preparatory students, 388 ; of regular collegiate students, 1,020 ; of those in partial courses, 25 ; while 19 post-graduate stu¬ dents are pursuing advanced studies. Total of students in collegiate department, 1,064. In 10 of these institutions there are libraries of from 250 to 5,000 volumes ; in 16, vocal and instrumental music are taught ; in 12, drawing ; in 9, painting ; in 13, French ; in 5, German ; in 1, Italian also. In all, there are 11 laboratories, 10 sets of philosophical apparatus, and 3 gymnasiums, while 2 report also cabinets of natural history. Statistics of universities and colleges , 1874. Names of universities and colleges. 13 "a GC a O VI OQ *§ o £ o Number of students. Property, income, &c. Number of volumes in library. >5 Eg © r Tr i -3 ! o 3 = *3 ~ § r3—< > 1 1 *■§ i o | <3 - g . = o © jJi c £ GC r- Sj If © « o jr^i 1 ! o ! OC i c ® Eg “ =-‘."= | c <3 Atlanta University - Bovrdon College ... - Christ' s College . 1 5 1 4 45 28 18 1 45 !§100, 000 5,600 1 . $200 ^ | 2,500 $3, 000 i 2,500 600 Emory College . Mercer University . . . i G i 15 0 j 55 100 145 266 j 70.000 '■ 150,000 ! 224,000 : $-21,000 > 150, 000 | 369,000 1 §1, «00 j | 12.5G0 | 29,329 | 5,000 j 0 810, 000 *7, 000 *11, 000 *19, 000 University of the State of Georgia. l 8,500 o j 0 4 Includes society libraries. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC SCHOOLS. The State College of Agriculture and Mechanic Arts, in connection with the univer¬ sity at Athens, includes the three departments of agriculture, engineering, and applied chemistry. Every student entering the college is required to pursue fully a four years'- course in at least one of these departments, in order to his graduation as bachelor of science or bachelor of eugineeriDg, and to pursue an additional course of one year, to receive the degree of civil, mechanical, or civil and mining engineer. Those wiio wish to do so may, however, take a partial course in certain selected studies, and receive, at the expiration, a certificate stating the time spent at college and the progress made. Any one may, also, in addition to the studies of a regular course, attend any of the schools of the university for which he may he prepared. A new laboratory for this col¬ lege, costing 825,000, is the gift of the city of Athens. The North Georgia Agricultural College, a branch of the State college, and, like it, 76 REPORT OF THE COMMISSIONER OF EDUCATION. in connection with the university, is located at Dahlonega, in the building formerly used by the United States Government as a mint. It was organized and opened Jan¬ uary, 1873, and, by agreement of the trustees, a portion of the annual income derived from the national laud grant is appropriated to its support, thus rendering it a depart¬ ment of the University of Georgia. N° special age or qualifications are made necessary for admission here, and the course appears to be of lower grade than in the one at Athens. PROFESSIONAL SCHOOLS. The law school of the University of Georgia has, besides the chancellor, a professor of law, a lecturer on medical j urisx>rudence and one on parliamentary law. The course of studies in this school may be completed in one year, but it is a year without vaca¬ tions, the full twelve months being considered as short a time as can be employed to make a respectable preparation for the bar. The degree of bachelor of law is given on satisfactory completion of the regular course. The Medical College of Georgia, being the medical department of the University of Georgia, at Augusta, has a faculty of 11 professors and instructors, with 1 year in its course and 16 weeks in its scholastic year — a brief training for a most responsible pro¬ fession. The Atlanta Medical College has a course of 2 years, with 17 weeks in its scholastic year ; that of Savannah also one of 2 years, with 16 weeks to the year. Theology is taught to some extent in Mercer University, at Macon ; in Atlanta Uni¬ versity, at Atlanta, and in the Clarke Theological Seminary ; in the last two mainly to students of the colored race, who either have no access to the regular theological schools or no means to attend them. Statistics of schools for scientific and professional instruction. Schools for professional instruction. J Corps of instruction. Endowed professorships. | Number of students. Number of years in course. Pi 'i ^ §1 U =3 C Jf § §3 a ^'3 cs ■operty, in< g - Pi® a S3 © +3 > £ O c £ g^J 0 | Income from pro- § ductivo funds. S’ O Receipts for tho last year from tuition-fees. Number of volumes in i library. SCHOOLS OF SCIENCE. Georgia State College of Agriculture 11 .... 9i 4,5 827, 000 8243, 000 817, 010 8200 16, odd and Mechanic Arts. North Georgia Agricultural College 4 402 3 80, 000 45,000 3, 500 350 1, 000 SCHOOL OF THEOLOGY. Augusta. Tnstitnt.fi . . 2 0 60 8, 000 283 SCHOOL OF LAW. Law department University of Georgia. 3 15 1 700 600 SCHOOLS OF MEDICINE. Atlanta Medical College. . . . . - . 11 140 2 25, 000 0 0 3, 700 300 Medical College of Georgia. (TJuiver- 12 60, 000 3, 140 5,000 sity of Georgia.) 1 Savannah Medical College . 12 .... 13 2 40, 000 0 0 800 4, 000 SPECIAL INSTRUCTION. GEORGIA INSTITUTION FOR EDUCATION OP THE DEAF AND DUMB, CAVE SPRING. The trustees of this school, in the latest report received from it, speak encouragingly of the success attained in the instruction of the inmates, and especially of that in the industrial department. Under the good management of the instructor here, who is himself a deaf mute, the pupils have made such satisfactory progress in shoe-making that some of the more advanced do work comparing well with what is done in the great cities, and thus, besides securing for themselves a useful trade, are able to supply the institution with the shoes required for all within it. The establishment has 5 teachers and 26 male and 25 female pupils. It is recommended by the principal that the school term, at present 6 years, should be made 7 years; that an additional term of 3 years be allowed to those who prove GEORGIA. 77 themselves competent, intellectually aud morally, to profit by it ; that a department for teaching articulation bo added to the existing ones, it being thought that perhaps a tenth of the pupils may profit much by it ; aud that there should be introduced ad¬ ditional trades, better furniture and apparatus, gas instead of candles, and proper systems of drainage and ventilation.— (From sixteenth annual report aud report of the State commissioner, table 6.) GEORGIA ACADEMY FOR THE BLIND, MACON. Not meant to be merely an asylum, but, as its name implies, an institution for the education of the blind, this academy gives, in its literary department, instruction in all the branches of English commonly taught in the public schools. In the musical, vocal and instrumental music are taught in connection with the piano, organ, guitar, violin, and flute. In the industrial, the pupils are trained to handicraft-occupations and are taught trades by which they can earn a livelihood. The indigent blind of the" State — if of sound mind, free from bodily disease, and of good moral character — are taken in without charge for board aud tuition, and, even if too old to enter the school, are allowed the opportunity to learn such handicrafts as may aid them in obtaining a support. To those able to contribute means for their education, the charge is graduated from a maximum of £250 to such smaller sum as their circumstances will enable them to pay. The receipts for 1873, almost wholly from State appropriations, were £15,115.37 ; the expenditures for support, £11,200 ; for fence and repairs, £3,000 ; leaving an unexpended balance of S915.37. Seven instructors in 1874 had under them 21 male and 30 female pupils, making a total of 51. — (From twenty-first annual report and Table 6 of annual report of State commissioner.) OBITUARY RECORD. FRANCIS A. LIPSCOMB. Prof. Francis A. Lipscomb was bom in Montgomery Comity, Alabama, July 26, 1845, and died at Anburn, Ala., March 8, 1874. He entered the University of Georgia as a freshman in his fifteenth year. In July, 1866, he graduated, with the honors of the university, and in August, 1866, left Athens for Europe, where he spent two years and three months in travel and study at the most renowned seats of learning in Germany. Not long after, he was elected adjunct pro¬ fessor of ancient languages, aud subsequently was called to the chair of belles-lettres, which he held till his death. It is given to few men of his time of life to exercise the influence which he exercised over the minds and hearts of his fellow-men. This in¬ fluence was due to the rare combination of beautiful qualities which he possessed in addition to remarkable intellectual power, careful culture, and varied accomplishment. He had the keenest sensibility to everything which addressed his feelings and imagi¬ nation, with the calmest and most dispassionate judgment, a devotion to principle con¬ stant and uncompromising, while he had the utmost charity towards the frailties and errors of others, extreme gentleness and forbearance in dealing with opinions, even when they differed most "widely from his own, while firmness in asserting his convic¬ tions was ever equally marked and gave to his character an individuality striking and attractive. And all these great qualities were presided over, tempered, blended, and harmonized by the benign spirit of Christianity, forming a character of uncommon excellence and beauty. From his boyhood physically feeble, a long confinement in Camp Chase during the war gave him a shock from which he never fully recovered. The arduous duties of his chair, discharged but too assiduously, precipitated the disease of which he died, although as long as it was possible for him to work he abated no effort, neglected no duty. As a professor in the university, he achieved pre-eminent success, communicating his own enthusiasm and love of knowledge to his pupils, and winning the confidence and respect of all his colleagues. — (Southern Christian Advo¬ cate, April 15, 1874.) LIST OF SCHOOL OFFICIALS IN GEORGIA. Hon. GtJSTAVUS J. Ore. State school commissioner, Atlanta. STATE BOARD OF EDUCATION. Name. Post-office. His excellency James M. Smith, governor . Atlanta. Hon. N. C. Barnett, secretary of state . Atlanta. Hon. TV. L. Goldsmith, comptroller-general . Atlanta. Hon. N. J. Hammond, attorney-general . Atlanta. Hon. Gustavos J. Orr, State school commissioner . Atlanta. 78 REPORT OF THE COMMISSIONER OF EDUCATION. List of school officials in Georgia — Continued. COUNTY SCHOOL COMMISSIONERS. County. Commissioner. Post-office. Appling . Baker . 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 . Obffee . Columbia Colquitt . Coweta . Crawford . Dade . Dawson . Decatur i . De Kalb' . Dodge . . Dooly . Dougherty. ... Douglas . Early . Echols . Effingham _ Elbert . Emanuel . Eannin . Eayette . Floyd . Eorsytk . Eranklin . Eulton . Gilmer . Glascock . Glynn . Gordon . Greene . Gwinnett . Habersham . . . Hall . Hancock . Haralson . Harris . Hart . Heard . Henry . . Houston . Irwin . Jackson . Jasper . Jefferson . Johnson . Jones . Lewis Thomas . Thomas W. Fleming . . John Hammond . T. C. Chandler . T. E. Smith . . J ames E. Goodman . . . B. M. Zettler* . Charles D. Campbell. . A. G. Smith . . Stephen H. Kennedy t A. H. A. Bell . . E. E. Pound . . . J. J. Beck . E. E. Adams . J. W. Beck . Samuel A. Brown _ D. W. Williams . James W. Leigh . W. H. Baker" . . . C. N. Howard . W. T. Irvine . James W. Hudson. . , . Emory E. Anderson . . B. E. Kennon . . Bobert Logan . H. D. O’Quin . William F. Groves _ James H. Wilcox . Jerry T. Smith . . B. E. Watkins . It. E. Pitman . John W. Ellis . James C. Taylor . D. E. Smith . E. A. Davis . James Bishop . O. P. Swearingen . L. E. Welch..' . John C. Bowden . Joel W. Perry . J. P. Prescott . Samuel S. Pittman — Augustus Bailey . J osephus Camp . J. E. Adams . Samuel T. W. Minor. . M. A. Kevin . . Isaac S. Clement . Lemuel K. Tribble _ Jethro W. Manning. . . E. W. Watkins . Seaborn Kitchens . Stephen C. De Bruhlt . H. C. Hunt . J ames A. Thornton . . . J. L. King . Thomas J. Hughes, sr H. S. Bradley . . W. H. Bass. 1 . Thomas Philpot . Joel T. Johnson . C. A. Webb....’. . John J. Bledsoe . Q. B. Nolan . D. M. Brown . J ames Fletcher, jr . . . . G. J. K. Wilson . W. B. Berner . . . David G. Phillips . James Hicks . Davis W. Lester . Holmesvillo. Newton. Milledgeville. Homer. Cartersville. Nashville. Macon. Quitman. Eden. Statesboro’. Waynesboro'. Indian Springs. Morgan." St. Mary’s. Eairburn. Bowdon. Binggold. Centre Village. Savannah. Cusseta. Summerville. Canton. Watkinsville. Ft. Gaines. Jonesboro’. Lawton. Marietta. Douglas. Appling. Moultrie. Sharpsburg. Knoxville. Trenton. Dawsonville. Decatur. Eastman. Vienna. Albany. Salt Springs. Blakely. Statenville. Springfield. Elberton. Swainsboro’. Morganton. Fayetteville. Borne. Camming. Carnesville. Atlanta. Ellijay. Gibson. Brunswick. Calhoun. Union Point. Lawrencevilie. Clarksville. Gainesville. Sparta. Buchanan. Hamilton. HartwelL Franklin. McDonough. Perry. Irwinville. Jefferson. Monticello. Louisville. Wrights ville. Haddock, M. and A, B. B. Laurens Lee . Liberty. W. S. Bamsay . William H. Baldy. John B. Mallard . . Lincoln C. B. Stother. Dublin. Starkville. Walthowrville, No. 4. A. and G. B. B. Lincolnton * Superintendent of schools for city and county, t Has been elected, but has not, as yet, been commissioned. + Vacancy caused by resignation of Hon. D. McGill.is at present unfilled. GEORGIA. 79 List of school-officials in Georgia — Concluded. County. Commissioner. Post-office. Lowndes . A. J. Bessent . Valdosta. B.F.Sittcn . Dahlonega. Oglethorpe. Daniels ville. Mntlisou . John M. Skinner . j Marion . W. A. Singleton . ! Buena Vista. McDuffie . It. H. Pearce . Thomson. Macintosh* . Meriwether . Alonzo n. Freeman . Green yille. Miiii-r . P. C. Wilkin . i Colquitt. ! Alpharetta. Milton . . Thomas L. Lewis . : . Mitchell . •Tames H. Powell . . . Camilla. Monroe . — Andrew Dunn . Forsyth. Montgomery . John L. Matthews . . . Mt. Vernon. i Madison. Spring Place. I Columbus. Xewton . H. T. Shaw . Oxford. Oglethoroe . Thomas H. Dozier . I Winterrille. Paulding . L. J. Spinks . . Dallas. Pickens . A. P. Mnllinax . . Jasper. Pierce . A. M. Moore . Blackshear. Pike . . A P. Turner . Milner. Polk . T. L. Pittman . Cedartown. Pulaski . G. R. McCall . . . Sawkinsrille. Putnaiu . J. B. Reese . Eatonton. Quitman . Joel E. Smith . Hatcher's Station. Rabun . F. A. Bleckley . ; Clayton. Randolph . xhomas A. Coleman . Cnthbert. Richmond . A. PL McLaws . 1 Augusta. Rockdale . J. C. Barton . Conyers. Schley . John X. Hudson . . . . Ellaville. Scriv'en . i W. L. Matthews . Ogeechee. Spal ding . 1 U. E. Morrow . Griffin. Stewart . j W. H. Harrison . Lumpkin. Sumter . 1 William A. Wilson . Americas. Talbot . W. G. Warthen . . Talbotton. Taliaferro . 1 Henry D. Smith . C ra wfordyille. Tatnall . JohnJIugheY . . Reidsyille. Taylor . Jnlins Gardner . . . ! Butler. Telfair . ! Alexander McDuffie . McRae. Terrell . L. M. Lennard . Dawson. Thomas . O.D. Scott . Thomasyillc. Towns . W. XL McConnell . Hiawassee. Troup . John E. Toole . La Grange. Twiggs . . . . ! 1 A. E.Xash . Griswoldyille. Union . 1 Thomas J. Butt . Blairsville. Upson . . . J. C. McMichael . Thomaston. Walker . D. C. Sutton . La Fayette. Walton . . . I G. A-Xonnally.. . . . Monroe. Ware . Burrell Sweat . . Way Cross. Warren . ! A. S. Morgan . . . Warrenton. Washington . Horatio N . Hollifieid . : Sandersrille. Wayne . A . Clark . ! Jessnp. Webster . : John T. Stapleton . 1 Preston. White . J. J. Methoin . : Cleyeland. Whitfield . . . W. C. Eiehardson . Dalton. Wilcox . John A. Tomherlin . Abbeyille. Wilkes . i F. T. Simpson . Washington. Wilkinson . Franklin Chambers . j Irwinton. Worth . J. M. C. Holamon . : Isabella. City of Atlanta . Bernard Mahon, superintendent of city schools.. Atlanta. City of Columbus . ; George M. Dews, superintendent of city schools. . Columbus. * Vacancy* caused by death of S. W. Wilson is at present unfilled. 80 REPORT. OF THE COMMISSIONER OF EDUCATION. ILLINOIS. STATISTICAL SUMMARY.* SCHOOL-FUND. Amount of available school fund . . . $6,573,784 08 Increase of permanent fund in the school year . 191} 55(3 qq Receipts. From State tax . . . . . l} 021, 971 00 From local tax . . . . . . . 5, 658, 183 00 Total from taxation . 0, 680, 154 00 Interest on permanent funds, including rents of school lands . 659,’ 981 00 From other sources . . . 553, 456 00 Total . = . . . . . 7,893,591 00 Expenditures. For sites, buildings, and furniture . 1} 009, 960 00 For libraries and apparatus . . . 39; 244 00 For salaries of superintendents . . 63, 856 00 For salaries of teachers . . 4, 634, 622 00 Miscellaneous or contingent . . . . 1, U3} 276 00 Total . . . . . . 7,865,682 00 Expenditure per capita of school population . 5 60 Expenditure per capita of pupils enrolled . 7 82 Expenditure per capita on average attendance . 13 73 187.3. 1874. POPULATION. Estimated present population of the State . . 3, 000, 000 1, 444, 141 Humber of persons under 21 years of age . 1,339, 634 Humber of persons from 6 to 21 years of age . 909, 994 938, 878 ATTENDANCE. Humber of male pupils enrolled . . 338, 702 313, 630 350, 082 Humber of female pupils enrolled . . . 321, 693 Total number of pupils enrolled . 654, 309 671, 775 Average daily attendance . . . 351, 504 383, 334 71 Per cent, of enrollment to school census . Per cent, of average daily attendance to school census _ ' . 40 Per cent, of average daily attendance to enrollrpent . . . 57 TEACHERS. Number of male teachers . 8, 767 9, 036 Humber of female teachers . . 11, 092 12, 093 Total number of teachers . . . 20, 775 Si, 129 Highest monthly wages of male teachers . 1 §277 77 §330 00 Highest monthly wages of female teachers . . 211 11 220 00 Lowest monthly wages paid male teachers . ! 15 00 15 00 Lowest monthly wages paid female teachers . - . 10 00 9 00 Average monthly wages of male teachers . 47 44 48 19 Average monthly wages of female teachers . nr . . . 32 56 33 46 SCHOOL DISTRICTS AND SCHOOLS. Whole number of school districts . 11, 361 11,285 Humber in which schools were sustained 5 months or more . 10, 989 11, 011 Humber bavin tr schools less than 5 months . 213 157 *From report of Hon. Hew ton Bateman for 1873-74, pp. 1-14. ILLINOIS. 81 - 1£73. 1874. School districts and schools— Continued. 142 11, 648 6.59 762 106 376 11,323 420 126 11. 646 6.80 754 116 341 11, 434 541 PRIVATE SCHOOLS. Number of mule pupils in urivate seliools _ _ ........ _ ................ . 17,180 17, 521 25,236 Number of female pupils iu private schools . Total number of pupils . i Reported number of teachers in private schools . ; NUMBER OF ILLITERATES OF SCHOOL AGE, AND CAUSES FOE SUCH ILLITERACY. Neofmence of parents and guardians _ _ ...... _ ....... _ ..... _ _ _ 34, 701 894 3,876 350 353 180 138 102 606 363 51, 022 1, 355 3,025 216 344 187 161 46 179 119 467 Indigence . . . . . . - . . . . . . . . . Mental incapacity .. _ _ _ _ _ _ ..... _ ....... _ _ _ _ _ Defective hp-TriniT speech or vision. .... _ _ Physical incapacity, invalids, cripples, &c ...... _ ............. _ ...... Truancv _ _ _ _ _ _ ..... _ ...... _ ... _ _ _ _ _ _ AY ant of opportunity, no schools or remoteness _ ....... _ Forei fmers . . . . - . . . . Unnse, not specified _ _ __ _ _ _ _ Total number of males . . . . . . 3, 455 2,544 2,681 2, 063 Total number of females _ _ , _ _ _ Grand total . . . . . . . . 5,999 4, 744 ELEMJ^NTARY INSTRUCTION. ILLITERACY AND NON-ATTENDANCE. The statistics in respect to illiteracy axe given as reported by the hoards of schoo] directors, npon whom the duty of their collection and return is imposed by law ; but Superintendent Bateman does not consider that the figures given represent the actual condition of facts, but, on the contrary, believes the real amount of illiteracy to bo much greater than thus indicated. The boards of directors, it is stated, failed to make exact reports, except in comparatively few instances, and in some entire counties no report whatever was made. The superintendent renews his recommendation, made in the last biennial report, that those who have the control of children as parents or guardians should be required by appropriate legislation to see that such children have the opportunity to acquire a good elementary education, either by sending them to the public schools for the neces¬ sary period or by providing for them, and securing to them some other equal educational facilities. A sufficiently strong argument in favor of such action, he thinks, is offered by the statistics of attendance npon public schools. It will be seen that, of the whole number entitled to attend in 1874, 29 per cent, did not attend at all, only 40 per cent, were in daily attendance, while but 50 per cent, of those enrolled were in daily attend¬ ance. The allowance to be made for those attending private schools is so small, com¬ paratively, as not materially to change these figures. — (State report, pp. 3, 4.) * COLORED CHILDREN AND THE PUBLIC SCHOOLS. The constitution of the State enacts that the general assembly shall provide a thor¬ ough and efficient system of free schools, whereby all children of the State may receive a good common school education. The question whether separate schools" shall be provided for colored children, or whether there shall be the same schools for all, is one of very secondary importance, and should never be permitted to disturb the peace and harmony of any school district or community. Decisions of the supreme courts in Ohio and New York have substantially settled that the fourteenth amendment to the Constitution does not prohibit the establishment of separate schools for the colored 6 E 82 REPOET OF THE COMMISSIONER OF EDUCATION. race, where such is the will of the people. But, says the superintendent, the real diffi¬ culty is in school districts and communities where there are not enough colored chil¬ dren for a separate school. Ther-5 are a great many such districts in the State, con¬ taining from one to ten each of colored children of school age. These must be admit¬ ted to the same schools with the other children. There is no other recourse ; they can¬ not be deprived of school privileges, 'while to incur the expense of a separate school for three or four, or even for hve or six, colored children would, in the language of the supreme court of the State, be which is 42 more than the preceding year ; average daily ♦attend¬ ance- in high school, 107. During the year two of the school-houses have been enlarged and improved, at an expense of §23,000, giving about 400 more sittings for pupils, while others have been extensively repaired and made greatly more comfortable and useful. The number of teachers in all the public schools was 60 in the last term of the year : their salaries from §350 to §2,000. The president of the board expresses the opinion that the salaries are not sufficient to keep the Lest teachers in the schools, and that the usage which pays a woman for the same work less than a man is beyond any admissible defense. A teachers’ institute held each month has been found a means of great improvement to the teachers and has told upon the every-day work of the school¬ room , — (Report of Superintendent J»E. Dow for 1874.) SPRINGFIELD. Population, 21,000 ; has a board of education of 11 members, with a city superinten¬ dent. The enrollment in public schools for 1873-74 was 2,619 : the average number attending, 1,902. The superintendent claims a higher percentage of attendance on the enrollment than in most cities of the country, as well as a remarkably small num¬ ber of cases of tardiness. The order in the schools, too, has been good during the year. No cases of severe or unusual punishment have been reported, while the suspensions have been very few. This is attributed partly to the possession of a set of teachers well qualified to exercise good discipline ; partly to the tendency of good grading to induce good order. In the schools of these different cities drawing and music seem to he generally taught. Evening as well as day schools were maintained during the winter in Chicago and Peoria.— -( Report of Superintendent A. M. Brooks for 1874.) 88 REPORT OF THE COMMISSIONER OF EDUCATION. TRAINING OF TEACHERS. STATE NORMAL. UNIVERSITIES. The State Normal University, at Normal, says its president, Dr. Edwards, in his report to the State board of education, December, 1874, is a company of 530 pupils, divided into two broadly-distinguished groups. One group (and much the larger one) consists of those who occupy the position of State beneficiaries, and as such have signed a pledge to become teachers in the schools of Illinois. On this condition their tuition is furnished to them gratuitously. These constitute what is called the normal depart¬ ment of the university. The other group consists of those who, notwithstanding the intention of many of them to become teachers, prefer not to bind themselves by a pledge, or, in cases where there is no such unwillingness, of those who are either too young or too insufficiently advanced in studies to enter the normal department.' Of these is composed the model school, which is divided into three grades. First is the high school, which furnishes a thorough fitting for the best colleges or an equally thorough preparation for business. Below this are/ the grammar and intermediate grades. In the economy of the institution, the model school is subsidiary to the nor¬ mal department and is maintained for the sake of furnishing an opportunity for ob¬ servation and practice in teaching. The present organization of the school is reported as much better and more complete than heretofore. The number of pupils in the group of State beneficiaries during the year 1874 was 448, while the model school numbered 316, making a total of 764. The number of persons actually engaged in teaching who had been students in this university was 669 in 1873 and 609 in 1874. The museum of this university is said by the superintendent to be one of unusual interest and value, embracing nearly 140,000 specimens, valued at f .95, 000. — (State re¬ port, pp. 121-150.) SOUTHERN ILLINOIS NORMAL UNIVERSITY. This institution, located at Carbondale, in Jackson County, was opened July 1, 1874. The building, which has been in course of construction for five years, is an elegant and commodious structure of the Roman-Gothic style of architecture. Its length from north to south is 215 feet, with two wings, one on each end, projecting to the front and rear 109 feet. Including the basement story and mansard roof, there are four stories. The basement is devoted to play-rooms, furnace-rooms, and recitation-rooms. The man sard roof story, which is 19 feet high, is occupied as a lecture-hall, and is capable of seating 1,200 persons. Tho elegant normal hall, 100 feet by 76 feet, will seat 500 stu¬ dents, and is now fitted with single desks and seats for 450. During the first term, which opened September 7 and closed December 4, 154 students enrolled them¬ selves, among whom were two of African descent, for whose admission the law of the last legislature made a way. In the normal department there were 100 pupils and in the preparatory and modei schools 54. It was not to be expected that all those in the normal should be prepared for their grade. Most of them, during the first term, were engaged in merely preparatory work. The aim of the faculty has been to carefully review the ground-studies, the common English branches. On the whole, the first term of the school is regarded as a decided success, notwithstanding that the times have been depressing and many of the more advanced who would otherwise have been pupils were driven to teach schools or engage in other employments. — (State report, pp. 151-185.) COUNTY NORMAL SCHOOLS. Two of these schools are in operation, one at Englewood, a suburb of the city of Chicago, in Cook County ; the other in the city of Peoria, in Peoria Couuty. Both have proved eminently successful and useful, greatly contributing to the number of well- qualified teachers in their respective counties. In other counties also the services of their graduates are in demand to a considerable extent. These schools bring the means of professional training to the very doors of the teachers where they exist and at a comparatively small cost. They are attended, for the most part, by those who could not or would not take the more extended and complete course provided in the State normal schools. The Cook County normal school, since its organization in 1867, has instructed an aggregate of 564 pupils, of whom 170 have completed the prescribed course of study and received diplomas. The number in attendance during the fall term of 1874 was : in the normal department, 153; preparatory, 82 ; training, 63 — total, 298. The design of the school is strictly professional, to prepare pupils in the best possible manner for the work of the school-room. The Peoria County normal school has been organized six years. As is specified in the law authorizing the establishment of such schools, its sole purpose is to assist teachers in their preparation to teach. The aggregate attendance for each of the past two years has been 114. The average attendance for the year 1872-’73 was 50. 7 : for 1873-74, 56. 7. The number enrolled in 1874, at the time of the report, was 82. The appropriation for the school, exclusive of the cost of heating and janitor’s service, ILLINOIS. 89 has never exceeded $4,650 a year. According to the statement of its principal, Mr. S H. White, the school seems to he accomplishing the purpose for which it was estab¬ lished ; it is raising the standard of professional ability among teachers, and it has the growing conlidence of the people. — (State report, pp. 186-198.) NUMBER OF PUPILS IN NORMAL SCHOOLS. The whole number of pupils in the various departments of the State and county normal schools is said by the State superintendent (State report, p. 12) to be 1,064. Nearly half of these, however, are in the preparatory and training departments of these schools, the total of those in the normal departments proper being 568. Adding to these such of the 82 in the Peoria County normal schools as are not explicitly separated from the lower grades, we may have about 600 in all as under direct training for teachership. teachers’ institutes.* 1373. 1874. Number of institutes held . . . . . . . . 122 643 5,761 260 §759 40 62 184 828 6,713 267 §647 20 73 Aggregate days’ continuauce . . - . . . . . . . Number of teachers attending . . . Number of lectures delivered . . . Amount appropriated by county boards . Number of counties in which held . * State report, p. 11. OTHER NORMAL CLASSES. In addition to the above-mentioned facilities for the training of teachers, six. of the colleges of the State report normal courses, some of which are coincident with the college course and some independent of it. STATE TEACHERS’ CERTIFICATES. The law in relation to State teachers’ certificates has been in operation, with slight modifications, for fourteen years. It was the result of much previous discussion by the teachers of the State and was supposed to express their views and wishes. It had long been considered as unreasonable, if not an indignity, to demand of veteran teach¬ ers of tried ability and jjower a renewal of their professional license every two years if they remained in the same county or a fresh examination and licensure if they passed into a different county. The State certificate entitles the holder to teach in any county and school district of the State without further examination, and is valid for life, or so long as the personal and professional reputation of the teacher remains untarnished. During the years 1873 and 1874 there were twenty of these granted, ten each year. Four of these were received by ladies, two each year. It is considered, however, that the influence of this provision of the law upon the teachers of the State is not to be measured alone by the number of certificates granted. Its greatest power lies in the unconscious effect produced upon the many who have not yet ventured to appear as candidates, holding up a higher standard of professional excellence and reward to be attained, and thus awakening resolutions and impelling to efforts which are not lost even though they do not culminate in applications for the diploma. Since the passage of the law in 1861 authorizing them, there have been issued a grand total of 202 State certificates, 45 of which have been received by ladies. — (State report, pp. 107-121.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The number of public high schools in the State in 1873 was 106 ; in 1874 it was 116. The school-law provides that, on a petition of fifty voters in any school township, an election for or against a high school may be held at the next ensuing election of trus¬ tees, and, if a majority of the votes be found to be in favor of a high school, it shall be the duty of the trustees to establish such a school at some central point, for the educa¬ tion of the more advanced pupils. In like manner, the voters and trustees of two or more adjoining townships, or parts of townships, may co-operate in the establishment and maintenance of a high school. The superintendent thinks that if the people of the rural districts would avail themselves more largely of the privilege afforded by this act, it would greatly contribute to the improvement of all the schools in the townships adopting such a course. ‘-'In fact,” he says, “I do not know of any other measure authorized by the present law that would be so effective in that direction. High schools have as yet been established, under the provisions of the statute, in but few townships; but, wherever they have been established, the results, as far as I have information, are in the highest degree satisfactory.” — (State report, pp. 2 and 75 ; school law, p. 13.) 90 REPORT OF THE COMMISSIONER OF EDUCATION. PRIVATE SECONDARY SCHOOLS. The report of Mr. Bateman (page 3) states that for 1873 there were 420 private schools • making returns to him. with 34,701 pupils, and that in 1874 there were 541 such schools, with 51,022 pupils. How many of these are elementary and how many secondary does not appear. One boys’ school, 20 for hoys and girls, and 8 for girls — 29 in all — report to the Bureau of Education as secondary schools. These have a total of 206 teachers and 3,977 schol¬ ars, of whom 377 are said to be engaged in study of ancient and 835 in study of modern languages. The 1 school for hoys and 20 for boys and girls report 184 pupils pre¬ paring for a classical collegiate course and 93 preparing for a scientific course. Those for girls make no return on this point. In 19 of these schools drawing is taught; in as many instrumental music, and in 18 vocal music. Ten have laboratories and 13 more or less philosophical apparatus, while 12 report libraries of from 50 to 3,000 volumes. Besides these, 3 preparatory schools, not directly connected with the colleges, viz, Allen’s Academy, Chicago; St. Francis Solanus’s, Quincy; and the Winnetka Institute, Winnetka, report an aggregate of 24 teachers, 33 students preparing for classical course in college, 45 for scientific course, 59 for college course without further designation, and 120 other pupils. These schools have libraries of 2,000, 2,100, and 300 volumes, respect¬ ively, but only the second has a laboratory and cabinet of natural history. Neither reports any apparatus for philosophical illustration. For the number of students in preparatory departments of colleges, see Table IX, at the close of this report. BUSINESS COLLEGES. Sixteen of these useful institutions, supplementing the lower school training and pre¬ paring for commercial life, report 72 instructors and 2,350 students — 2,045 males and 305 females. Of these 1 35 are in German and 114 in French. The courses of the schools are from six months to two years and 10 of them have libraries of 20 to 2,000 volumes. SUPERIOR INSTRUCTION. There being in this State 24 universities and colleges, with 10 colleges for women, a few notes respecting such of these as have sent in their circulars are all that can be ventured on. Abingdon College (Disciples) claims a special moral advantage in the fact that there has never been a licensed drinking-saloon in the pleasant little town of 2,000 people, beside which it is situated and from which it derives its name. Ladies and gentlemen are received alike into its various departments — preparatory, scientific, classical, normal, and commercial. Augnstana College (Swedish Evangelical Lutheran) is mainly engaged in the training of students for the theological seminary connected with it. Blackburn University (Presbyterian) has a preparatory, a collegiate, an eclectic, a scientific, and a theological course. Young ladies are admitted to these courses on the same terms with young men, and receive the same honorary degrees on completion of the course engaged in. Carthage College (Lutheran) offers them like advantages in its preparatory, normal, sub-freshmen, and collegiate classes, the last including scientific as well as classical. Chicago University, (Baptist.) with terms of admission wellnp to the standard of the day, presents a classical, a scientific, a special astronomical course, and one in applied chemistry, while a ladies’ course and English course give still further opportunity for choice. A law course has been also organized, with careful drill in declamation and debate. Besides the usual advantages for French and German study here, instruction is given to any that desire it in Spanish, Italian, and the Scandinavian languages. Dr. Lemuel Moss, D. D., has become president of the university, in place of Dr. Burroughs, resigned. In addition to the regular preparatory department at Chicago, the Way land Insti¬ tute, of Beaver Dam, Wis., forms now a feeder of the university, and with great pro¬ priety, as Dr. Wayland was largely instrumental in the foundation of it.* * Dr. Burroughs, late president, wrote, in 1874, a communication to the Yolante, published by members of the university, giving the following account of Dr. Wayland’s connection with its early history : "Onmy way to Washington to secure the college site, I sought consultation with * * "Dr. Wayland. It was more than an hour's talk that Dr. W. gave the subject. For most of two days he continued the discussion of the merits and demerits of o ar project, examining the statistics of population of the States and Territories ctAhe Northwest, the number and condition of the colleges, and especially the condition and prospects of Chicago, then rapidly rising into notice : and also the whole question of the work and influence of oolleges, particularly as a means of religious advancement. * * * An important result of this interview was the gaining from Dr. Wayland not only assurance of his confidence in our enter¬ prise, but also considerable encouragement that he would give it personal aid, at least to the extent of an annual course of lectures and counsel in the work of organization. Acting on this encouragement, the trustees, in June, 1857, elected him the first president of the university, with a vice-president to act in his absence. He declined the presidency on the ground of the growing infirmities of age, but in doing so expressed his hearty interest in the" enterprise and proffered such assistance as he could render. As a trustee, though he was never able to meet the hoard, his counsels, communicated by letter, were of value.” ILLINOIS. 91 Eureka College (Christian) admits women as well as men to its collegiate, normal, commercial, anil music departments, while a Bible department appears to be for men alone. This college has the advantage of being beside a spacious grove of noble trees, as well as in a beautiful and healthy neighborhood. Ewing College (formerly Ewing High School) is said, by the superintendent of Frank¬ lin County, to have graduated its first class in July, 1874, when five youug men received the degree of A. B.— (Illinois Schoolmaster. September, 1874.) Illinois College (Congregational) includes Whipple Academy as a preparatory depart¬ ment and the Jacksonville Business College as a commercial department. Ladies’ names appear on the catalogue of the last-named, but not on those of the academy and college proper. Illinois Wesleyan University, (Methodist Episcopal,) admitting both sexes, gives, like Eureka, ample opportunities for exercise on its own grounds in a fine campus of ten acres, adorned with young forest and ornamental trees, and is fortunate in having as its president Dr. Samuel Fallows, who brings to his position the large practical acquaintance with school affairs gained in his four years’ incumbency of the State super¬ intendency of Wisconsin. Knox College (Presbyterian and Congregational) enjoys a kindred advantage in the presidency of Dr. Newton Bateman, long the distinguished head of the State school system of Illinois. A classical as well as a scientific course, a ladies’ seminary, an academy, and a normal class are found here. Lincoln University, (Cumberland Presbyterian.) overlooking the fine prairie country around Lincoln, admits both sexes to a preparatory, a classical, a Latin-scientific, a sci¬ entific, or a select course, including, as do several of the preceding colleges, music, when desired. A theological department has been also organized. Lombard University (Universalist) says that students of either sex, of approved char¬ acter and qualifications, may he admitted to any department or any class connected with it. It has a classical, a scientific, and a literary course. The lady students have a special boarding-hall. Mc-Kendree College (Methodist Episcopal) has for its new president, in place of Dr. R. Allyn, elected to the Southern Normal University, Rev. John W. Locke, D. D., a graduate of Augusta College, Kentucky, in 1842, for three years president of Brook- ville College, Indiana, and for twelve years professor in the Indiana Asbury University. A classical and a scientific course, a law department and a commercial, offer here large opportunity for selection. Monmouth College (United Presbyterian ) has reorganized its preparatory depart¬ ment, and, besides the scientific and "classical courses of the college, presents to its students a normal course for the senior year and an honor course, the former embrac¬ ing the theory and practice of teaching and the science of education, the latter several studies additional to the ordinary or degree course. Success in the former entitles to a teachers diploma as well as an A. B. ; success in the latter, to special honors, propor¬ tioned to the advancement made. There is a department of music and one of art here, the last under the 'charge of a lady professor. The Northwestern University. Evanston. (Methodist Episcopal,) has secured a son of Rev. Doctor Hatfield, of New York, as professor of chemistry, and has appointed, as professor of French in the university and dean in the Woman's College, Miss Soule, in place of Miss Willard, resigned. — (New York School Journal, December 12, 1374.) Northwestern College, Naperville, (Evangelical.) has a German course, an English- German course, a commercial department, and an art department, in addition to the scientific and classical courses of the college. Its catalogue for 1873-774 gives the names of 405 male and female students. The St. Ignatius College, Chicago, (Roman Catholic.) is for day scholars only, and St. Joseph's, (also Roman Catholic.) for ecclesiastical students "only. Both are for males. Shuttleff College, (Baptist,) with departments for both males and females, houses the latter in a separate building, the Kendall Institute. It has a classical, a scientific, a Latin, and a theological eourse. Westfield College (United Brethren) has, with its classical and scientific classes, also classes in instrumental music, drawing, and painting, and a teachers’ course for such as desire simply a sufficient preparation for teaching in the public schools. Both sexes admitted in all. 7 Wheaton College (Orthodox Congregational) presents a classical collegiate, a ladies collegiate, and an English course, with instruction in music, drawing, and painting. ILLINOIS COLLEGIATE ASSOCIATION. Representatives from S of the prominent colleges of the State met in Bloomington, April 9, 1874. and organized an association, having for its object the holding of annual prize contests in oratory, one representative only from each college to appear for par¬ ticipation in such contests. An invitation was extended by the association to the tolieges of Ohio, Indiana, Michigan, Iowa, and Wisconsin to organize similar associa¬ tions and join this one in an inter-State collegiate convention. 92 REPORT OF THE COMMISSIONER OF EDUCATION. COLLEGES FOE WOMEN. Of institutions devoted especially to tlie superior instruction of young women, 0 make report of 170 instructors, 386 students in preparatory departments, 519 in regular college course, 36 in partial courses, and 4 post-graduates, making 559 collegiates. Of these institutions, 7 are authorized to confer degrees ; all have libraries of 200 to 2,400 volumes, and in all music — vocal and instrumental — drawing, and painting are taught ; in 8, French is added; in as many, German; in 1, Spanish, and in 1, Italian; 5 have museums of natural history; 7 have laboratories; 4, rdiilosophical apparatus; and 6, gymnasiums. Statistics of universities and colleges , 1874. Names of universities and colleges. u o GG m I pH o O 13 cc c ED o Number of students. Property, income, &c. Number of volumes in library. V "3 "So o 6 ‘5 ro m £ © fcfl £ i ° 1.^3' 1 l ^ §! ** 1 I § | J| j o 3 m £ p l "3 ^ ?o © g w ci 1 1 o m j -2 i fci:® 1 I ^ Abingdon College . 12 a‘2 \ §5 1 50 §50, 000 | §20, COO 1 §1,500 33, 500 1 6800 Augustana College . ' 9 1 45' 27 10, 000 1,000 0 : 7 000 Blackburn University* . . 13' 4 141. 116 90, 000 i 90, 000 8, 500 i 1, 200 Carthage College . . 8 1 161 49 50, 000 ! 45, 000 ! 3, 000 3, 700 §0 §0 : 62,200 Chicago University . 17 1 ICO 71 700 000! _ i . 6, 000 48, 000 : 18,000 College of the Sacred Heart 7 .... 50 , of Jesus. Eureka College . 6 o! 83 60. 000 j 25,000 2,000 4, 465 0 §0 ' 62,500 Hedding College . ’. . 9 c 200] 18 50; 000 0 0 3,500 0 ! 61, 20(5 Hliuois W esleyan University. . 15 3 3.i0 149 150, 000 90, 000 5, 000 4, 434 0 0 ! 62,400 Illinois College . . . . ! 12 3 6! ! 39 190, 000 135, 000 11, 500 4, 500 1 3, OCO 610, 000 Knox College . : _ 6 0 187 42 150, 000 102, 000 10, 000 5, 600 0 0 67,700 Lombard University . 1 11 71 j 35 80, 000 100, 000 10, 000 2, 500 . ! 64,100 Lincoln University . . . . 1 12 1 3321 54 475, 000 834, 000 1,000 622, 000 AIcKendree College . : 14 fl5 102 | 139 60, 000 30, 000 3, 000 4, 000 i 67,500 Mendota College . Monmouth College . . 17 206 147' ' *40.000 [ 1, 500 Northwestern University . 27 2 403 1 212*356.500 *648, 612 ;*23, 800: *28, 600 N orth western C ol 1 e. ere 11 280 | 42] 50, 000 85, 000 ! 1 000 Shurtleff College ..f. . . 10 2 103 GO 65, 000 40, 000 3, 500 , 6,250 | 3, 308 610, 000 St. Viator’s College _ 14 1 200 1,000 St. Ignatius College . 14 1 o 36 197 259, 000 4,000 0 9, 000 St. Josenh’s Ecclesiastical Col¬ 8 44 38 lege. * Westfield College . 9 .... 164 42 50, 709 ! 35, 000 2, 000] 2,500 0 0 6475 Wheaton College . 17 3 208 44 85, 000 30, 000 2, 485| 3, 599 62, 163 1 • * From Report of Commissioner of Education for 1873. a Partially. & Includes society libraries. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. ILLINOIS INDUSTRIAL UNIVERSITY. This institution is now in its eighth year. Its catalogue for 1874 reported a faculty of 24 professors, instructors, lecturers, and assistants, and an attendance of 406 stu¬ dents. It also reports, as already organized and in actual operation, four colleges : that of agriculture, that of engineering, that of natural science, and that of literature and science. These colleges embrace 12 subordinate schools and courses of instruction, including a school of domestic science and art. Since the last biennial report of the State superintendent, a new university building, one of the most spacious, convenient, and complete on tke continent, has been erected, and is now occupied by the several de¬ partments. A large physical laboratory has been provided with apparatus, at an expense of several thousand dollars. The library has continued to receive well-selected books, and now numbers about 10.000 volumes, forming one of the best collections of books in agriculture, in mechanical science and engineering, in architecture, and the natural sciences, to be found in the West. * The question has sometimes been asked, “Do the agricultural colleges teach agri¬ culture?” Illinois, at least, may point to its agricultural college and reply in the ILLINOIS, 93 affirmative. Large classes have been and are engaged constantly in the study of agri¬ cultural science, hotli theoretical and practical ; not hook-farming, but a knowledge of the real nature of all true farming — of the great natural laws of tho farm, and of all its phenomena, such as the chemistry of agriculture, the practical management of soils and fertilizers, the principles and practice of drainage, plant and orchard culture, veterinary science and stock-breeding, farm-mapping, agricultural book-keeping, rural architecture, rural economy, and law. Tho instruction unites, as far as possible, theory and practice, theory explaining practico and practice illustrating theory. The following table presents, perhaps, all that need bo said of other professional schools, as the great number of them in the State precludes the mention of each one with any satisfactory fullness of detail, while such mention of a few only might seem invidious -to tho remainder. — (State report, pp. 198-212.) Statistics of schools for Scientific and professional instruction. Schools for professional instruction. SCHOOLS §F SCIEKCE. Illinois Industrial University . Illinois Agricultural College . . SCHOOLS OF THEOLOGY. Augustana Theological Seminary .. - Baptist Union Theological Seminary . . . Biblical department of Eureka College. Chicago Theological Seminary . Garret Biblical Institute . Jubilee College . Presbyterian Theological Seminary of the Northwest. Theological department of Shnrtleff College. Theological department of Blackburn University. Wqrtburg Seminary . SCHOqpS OF LAW. Law department- of Illinois Wesleyan University. Law department of McKendree College . Union College of Law . SCHOOLS OF 3IEDIC1XE. Chicago Medical College, (medical de¬ partment Northwestern University.) Rush Medical College . Woman’s Hospital Medical College . Bennett College of Eclectic Medicine . and Surgery. Hahnemann Medical College ahd Hos¬ pital of Chicago. Clpcago College of Pharmacy . Corps of instruction. m 02 © <2 © ft o T. S-3 © 3 o L ft © 02 o © 02 © © ft\ Property, income, &c. Number of volumes in library. S) fl *3 * crT g •§ g • §f © 8 © > Amount of productive funds. Income from productive funds. Receipts for tho last year from tuition-fees. 25 408 4 0639,372 §319,000 §56, 150 §0 cilO, 060 5 .... &78 4 25,000 30, 000 1,200 1,950 500 3 i 12 2 5 GO 3 90, 000 I 100,000 9, 000 5, 000 6 "6 33 o 7 5 44 3 105, 000 1 207,319 18, 038 5,500 15 4 74 3 100, 000 250,000 28, 000 3, 000 1 4 ! 3, 000 C 4 26 3 200, 000 150,000 13, 000 ! . 8, 000 3 3 8 3 51, 784 4,500 1 . ! . 2, 000 3 1 33 3 10, 000 | 8, 000 2, 00Q I 4 31 _ 1 g 6 85 2 0 0 4, 000 18 128 3 50, 000 0 0 6,000 ! 9.1 200 i 3 1 ■ 18 o 3, 000 0 0 800 56 13 .... 105 .... GO, COO I 60, 000 5, 500 5, 350 500 1 14 92 60, 000 6, 500 0 5 3G : . . 1, 800 1 a Includes society libraries. b Also 134 preparatory. SPECIAL INSTRUCTION. ILLINOIS INSTITUTION FOR EDUCATION OF THE DEAF AND DUMB. The report of this school for 1874 speaks of it as having come to be, in respect to size, the third in the United States, with intellectual, domestic, and indnstrial departments thoroughly and systematically organized. The intellectual, in which are 15 instructors, 94 REPORT OF THE COMMISSIONER OF EDUCATION comprises subdepartments for instruction by means of signs, for instruction in articu¬ lation, and for instruction in drawing. The domestic, with 4 matrons, appears to con¬ cern itself mainly with the household arrangements necessary for the comfort of the inmates. The industrial, which has a foreman of the farm, foreman of cabinet-shop, foreman of shoe-shop, and foreman of printing-office, includes subdepartments for in¬ struction in gardening, cabinet-making, shoe-making, printing, baking, and confec¬ tionery. Drawing, with a view to its use as a means of industrial occupation, has been introduced, and in some cases has developed quite a marked ability for improvement in this art. Articulation, or lip-speech, has been for sis years taught, as far as possible, and its advantages, as indicated by replies to inquiries of the principal, appear to have been considerable to pupils that have gone out into the world. The number of pupils on the rolls of the institution, November 30, 1874, was 394 ; the number in actual attendance at that time, 342 ; instructors, including principal, 20. — (From twenty-fourth annual report.) ILLINOIS INSTITUTION FOR THE EDUCATION OF FEEBLE-MINDED CHILDREN. The report for the year ended November 30, 1874, gives the receipts for that year as $26,082.18, the expenditures as $25,981.59 ; leaving a balance of $100.50. The at¬ tendance for the school term, including day’s board furnished pupils in vacation, was equivalent to 1 07, at an average cost to the State of about $230 per capita ; certainly a small amount for training almost helpless outcasts to be useful in some fair degree to multitudes of families to whom they had been previously a burden and a care. At the close of the year 103 were present, while of 34 removed 14 had been qualified to earn a living by their labor, 12 had learned to read and write and were somewhat familiar with geography and arithmetic, 2 were transferred to the State Institution for the Deaf and Dumb, and 2 dismissed on account of epilepsy. The list of the studies pursued by these poor children is quite remarkable, embracing most of those in the lower common schools-; while out of school hours the girls are exercised in house¬ hold duties, such as washing dishes, sweeping, making beds, and ironing, the boys being employed out of doors in cutting wood, doiqg garden work, &c., the chief aim being to develop a capacity for useful occupation. EDUCATIONAL ASSOCIATIONS. STATE TEACHERS’ ASSOCIATION. Ti^e twenty-first annual meeting of the State Teachers’ Association was held in Chicago, December 29-31, 1874. The attendance was good and the meeting was a profitable one. The topics which elicited special interest were the “ Relation of high schools to colleges;” “Are we not sacrificing the English language to mathematics and the sciences ?” “ Conditions of learning and teaching ; ” “ The true idea of the American college,” “Language culture,” and the “Public schools of Prussia.” It being the twenty- first anniversary of the association, addresses were made by several of the old mem¬ bers. The testimony was uniformly to the effect that great progress has been rpgde in all directions in matters educational since the organization of the association. SOCIETY OF SCHOOL PRINCIPALS. In the winter of 1868-’69, the principals of schools in the large and populous county of La Salle, with others in adjacent counties, readily accessible by lines of railroads crossing that county, met frequently on Saturdays for consultation on important points connected with their work. They found opportunity for closer analysis of principles, for more thorough investigation of the practical working of methods, for more intimate comparison of personal experiences, and a more thorough testing of results than could usually be reached in the mass- meetings of the miscellaneous educators of the State. These local meetings attracted such attention and drew in so many from other counties that it was deemed advisable to give the organization a wider field. Accord¬ ingly, at a meeting held at Aurora, July 6-9, 1889, a State society, to meet annually, was organized, and three days were spent in earnest discussion upon educational topics. A marked characteristic of these meetings has been the pushing beyond details and systems to the principles which they were to embody. There has been apparent a growth in liberal conception of elevating, ennobling, and christianizing forces outside the school-room, a sinking of self and of preconceived opinions in the devotion to truth and in the search for the best modes of developing independent, sound thinking among those growing up. The association has been the means of marked gain to the spirit and the vigor of educational efforts. In the meeting for 1874 such important topics as examinations, truancy, the relations of the pulpit to education, the connection of training classes with graded schools, and the value of reference libraries were discussed with much ability. Several very valuable papers read at fhis meeting may be found in the Illinois Schoolmaster for August, 1874. ILLINOIS. 95 STATE ASSOCIATION OF COUNTY SUPERINTENDENTS. This body was organized about ten years ago as a means of promoting the efficiency of county school supervision, of securing greater unity of action in the several counties in respect to all the more important requirements of the school lave, and of cultivating that personal acquaintance so desirable among those engaged iu the same sphere of duties. All of these objects have beeu accomplished to a u encouraging extent. The meeting of 1874 was held in Chicago, December 28 and 29. A noteworthy feature of this occasion was the participation in the proceedings by several ladies, five of whom were county superintendents of schools. It will be remembered that iu 1873 ten ladies were eleeted to this office. The State superintendent believes that they ac¬ quitted themselves with credit. ASSOCIATION OF NATURAL HISTORY. This is a new and promising enterprise set in operation in connection with the museum of the State Normal University, and chiefly through its accomplished curator. Prof. S. A. Forbes. Its full title is The School and College Association of Natural His¬ tory for the State of Illinois, and its purposes, as declared in the constitution of the society, are : (1) To collect, study, and exchange specimens in natural history, and to contribute to a natural history survey of the State; (2) to form a State museum; (3) to obtain for the schools with which its members are connected suitable cabinets of specimens for study and reference ; (4) to encourage and assist the rational study of nature hv the pupils of our schools. Any teacher, principal, or superintendent of a high school, academy, semipary, or college in the State may become a member by signing the constitution, as may any other person specially devoted to the study of natural history. It is made the duty of each member to collect and prepare objects of natural history in his own locality and to encourage similar work by all under his control, to transmit the specimens so obtained to some point to he designated by vote of the association, to receive and care for all specimens returned in place thereof, to hold these for the school or college with which he may be connected, and to transfer them to his successor in it. Twenty members of the association were enrolled at its organization and 21 were subsequently added, making a total of 41, representing 3 colleges, 2 academies, and 33 public schools. Sixteen of these institutions have inade report of work done, and some others have promised active service, while the idea of association for such pur¬ poses has awakened extensive interest and favorable observation. — (State report, pp. 143-150.) OBITUAEY RECORD. PROFESSOR JOSEPH HAVEN, D. D., LL. D. Prof. Joseph Haven, D.D., LL. D., a notable divine, author, and educator, horn in 1816, at North Dennis, Mass., died of typhoid fever, at Chicago, Ill., on Saturday, Mav 23, 1874. The son of a Congregational minister on Cape Cod, his mind was early developed by reading and intelligent association in his home. He was at ten years old sufficiently prepared for the somewhat narrow freshman studies of those days to he able and desirous to enter college. The college laws would not admit this, however, and he had to wait till he was 15, when he entered himself as a student at Amherst, which had been his father's alma mater. At 19 he graduated with high honor; taught for two years at the Deaf and Dumb Institute, New York ; studied theology for three more years at Andover, Mass. ; and then became, successively, minister of a parish in Ashland and pastor of a church at Brookline, in the same State. While yet a student at Andover, he had prepared and published an elaborate review of Paley’s Natural Theology, which at¬ tracted much attention, and now he signalized his pastorate by publishing an able and searching review of Dr. Bushnell on the Trinity. This showed such power that Am¬ herst sent after her young graduate an urgent invitation to come hack to her as pro¬ fessor of mental and moral philosophy in 1850. He went, filled with ability the chair for eight years, and, out of the lectures to his classes, prepared his well-known works upon the sciences of which he was the teacher. In 1858, attracted by a call to the chair of theology in the then new Congregational Theological Seminary at Chicago, he relinquished his professorship at Amherst and threw himself into the active life of the great rising city of the West. Twelve years of this life exhausted him, and iu 1870 he had to seek recuperation iu travels through Europe, Egypt, and Palestine. Returning in 1671, he added to Ms other work lectures on metaphysics to the senior class of CMeago University ; on philosophy, to the Philo¬ sophical Society of Chicago, of which he was the president ; and on English literature, to a class iu the Christian Union of that city. It was from exposure iu attendance on these classes that he took a cold wMch resulted in his death, just after he had been elected to the professorship) of mental and moral philosophy in the Chicago University. 96 REPORT OF THE COMMISSIONER OF EDUCATION. As an educator, Dr. Haven liad great power. His clear conceptions, earnest convic¬ tions, and decided expression of his views gave him command over the attention of his classes and enabled him to mold them to his will. His works on mental and moral science, published in 1858 and 1861, have had extensive circulation, and are largely used as text-books in our higher schools and colleges, while his activity of mind continually effloresced in contributions to the Bibliotheca Sacra and other re¬ views on important topics in philosophy and theology. A volume of these had been collected and published not long before his death, and the variety and value of the ar¬ ticles embraced in it show how wide had been his studies and how deep were his in¬ vestigations. DOCTOR JAMES V. Z. BLAKEY. • Dr. James V. Z. Blaney, an eminent physician and chemist of Chicago, and professor of chemistry in Rush Medical College, of Chicago, died December 10, 1874. Respecting him no further particulars than the above given have been received. LIST OF SCHOOL OFFICIALS IN ILLINOIS. Hon. S. M. Etteb, State superintendent of public instruction , Springfield. COUNTY SUPERINTENDENTS. County. Superintendent. Post-office. Quincy. Alexander . Mrs. Phoebe A. Taylor . . . Cairo. Pleasant Mound. Belvidere. Mt. Sterling. Princeton. Hamburg. Lanark. Ashland. S. L. Wilson . Champaign. Taylorvilie. Clark _ _ _ _ Perry A. McKain . . Marshall. Clay . George W. Smith . Louisville. Clinton -- -- _ Phillipp Bottler . . . . . Trenton. Coles _ _ _ _ _ Allen Hill . Hutton. Cook -- _ _ _ George H. Plant . . . 173 East Bandolph street, Chicago. Crawford . . . Presly G. Bradherry . . . . Bobinson. Cumberland _ _ ... _ _ .... Thomas C. Killie . . . Greenup. Do Kall> _ _ Horace P. Hall . . . . . . . Sycamore. Do "Witt* _ - _ Miss Mary S. Welch . Clinton. Douglas Samuel T. Callawav . . - . . Tuscola. Hu Pa^e _ _ _ _ _ _ Charles W. Bichmond . . . Kaperville. Ed °rir _ _ _ Kufus S. Cusick _ _ _ _ Paris. Edwards _ - _ Fevinus Harris . . . Albion. Effingham ». Owen Scott _ ..... _ _ _ _ Effingham. Fayette . . . . Beniamin F. Shipley . . . . . . Vandalia. Eord B. H. Gorsuch . Paxton." ’F'ranVHn . _ _ _ _ _ George C. Boss . . . Benton. Eulton Vincent M. Grewell _ _ _ _ Ipava. Gallatin . . . . . Thomas J. Cooper . . . Shawneetown. Groono Mrs. Catherine L. Hopkins . 1 Carrollton. Grundy _ _ ..... _ _ _ John Higby. . . - . Gardner. Hamilton _ John P. Stelle _ _ _ _ _ _ McFeanshoro’. Hancock _ _ _ ... William Griffin . . . . Carthage. Hardin Marshall Bose . . . . . . . Elizabethtown. Heuderson _ _ _ _ _ James McArthur . . . . Olena. Henry _ _ _ _ ... _ Benj amin F. Barge . . . Geneseo. Iroquois ...... _ _ David Kerr . . . . . Gilman. .Tp,r.Vsnn F. H. Bedd _ ..... _ _ _ De Soto. Jasper _ _ _ _ _ Calvin S. James . . . Kewton. .Tf'fffYrsrvn _ _ _ _ John D. Williams _ _ _ .... _ _ _ ... _ _ Mt. Vernon. Jersey _ _ _ _ _ William H. Fynn . . . . . . Jersey ville. .To “Daviess _ Bobert Brand _ _ _ ... _ _ _ _ Galena. Johnson . . Thomas G. Farris . _ . . . . Vienna. Kane _ _ _ _ _ Charles E. Mann _ _ _ _ _ _ St. Charles. Kankakee . . . Miss Kettle M. Sinclair . . . . . Kankakee. Kendall . . . . . J ohn B. Marshall _ _ _ _ _ Yorkville. Knox _ _ _ _ _ Miss Mary A. AV est _ _ _ _ ....... _ Galesburg. Fake _ _ _ _ _ ... John P. Manchester _ _ _ _ _ _ _ Waukegan. T.n Sallo . . . . "R.inalrlo Williams _ _ _ Farm Bidge. Lawrence _ _ _ _ _ _ _ F. W. Fox . Bridgeport. Fee . . . . . Daniel Carey .... _ _ _ _ _ _ _ _ _ Boehelle. Livingston. ....... _ _ _ ..... M. Tnmhnncrh . _ _ _ _ Odell. TiOiran _ _ _ *. Jam as G- Chiilfant . _ _ Lincoln. McDonough . John M. Duns worth _ _ _ ... _ ....... Colchester. McHenry . v . . • William Kicklc . *. . . . . . Bing wood. Macon . .*. . Simon P. Kickey . Oakley. ILLINOIS, 97 List of schpol officials in Illinois — Concluded. County. Superintendent. William H. Hillvard . Pike . .Tames* W, Johnson . _ _ _ _ _ _ _ Pone . James A. Bose . . Pulaski . William M. Hathaivav . . . Putnam __ . _ . J ames H . Seaton _ _ _ _ _ _ _ _ _ _ Bandolph . Peter X. Holm . Bichland . . i John J. Coons . . . Bock Ishmd . ! Mansfield M. Sturgeon . . . St. Clair . John B. Gwillin . . . Saline . 1 Barnett L. Hall . . Rnn.cnvmn'n _ _ _ I Patrick J. Bourke ..... _ _ Schuyler . . . . . . i William A. Clark . . Scott . . . . . Bufus Bunk . . . Shelby . John Stapleton . . . . . . Stark . Alonzo B. Abbott . Stephenson . . Johnson Potter . . ! . Tazewell . . . Michael E. Pomfret . . . Union . Joseph H. Samson . . Vermillion _ . Charles V. Guy _ _ _ _ _ Wabash _ _ _ _ j James Deeds . . . Warren James B. Donnell _ _ _ _ Washington _ _ | Samuel C. Pa^e . . . . . Wavne . . . _ J Brancis M. Woolard . . . White _ . A hart. S. Harsh a. . . . . Whitesides . . Orrin M. Crarev . Will Mrs. Sarah C. McIntosh . Williamson . Augustus If. Dodge . . Winnehaon _ _ _ Mrs. Warv D. Carpenter . . . . Woodford5 _ _ _ ' 'William H. Gardner . ;> Post-office. Carlinville. Highland. Sandoval. Sparland. Mason City. Metropolis. Bloomington. Petersburg. Viola. Chalfin Bridge. Hillsboro’. Jacksonville*. Sullivan. Oregon. Peoria. Hu Quoin. Monticello. Pittsfield. Golconda. Caledonia. Hennepin. Evansville. Olney. Bock Island. Belleville. Baleigh. Springfield. Huntsville. Exeter. Oconee. Bradford. Davis. Hopedale. Jonesboro'. Danville. Eiiendsvillo. Monmouth. Is ashville. Eairfield. Camd. D viiuoii. Joliet. Marion. Bockford. Panola. 98 REPORT OF- THE COMMISSIONER . OF EDUCATION. U¥JDIANA. STATISTICAL SUMMARY. The following statistics are from the report cf Hon. Alexander C. Hopkins, State superintendent of public instruction, for 1873-74, pp. 11-41, with Statement VI. SCHOOL FUNDS, 1874. The state of these funds at the beginning of the year, together with the increase during the year, are concisely exhibited in the following statement : Common school fund. Non-negotiable bonds . $3,904,783 21 Amount held by counties, June, 1873 . 2,341,267 12 Additions by fines from clerks of courts ... - . . - 35, 247 82 Additions by fines from justices of the peace . 28, 843 83 Additions from ether sources . , . 3, 105 53 Total common school fund . $6,313,247 57 Congressional township fund. Amount in June, 1873 . $2,289,183 76 Additions from sale of lands . . . 6, 594 87 Value of 13,453 acres of unsold lands . 102, 293 40 2, 398, 072 03 8, 711, 319 60 Total congressional township fund Total school* fund . SCHQOp 113$VENUJJ, 1874. Receipts. By the State : From general taxation . . . . - . $1,013,463 42 From interest on. common fund . 173, 542 19 From liquor licenses . 350 00 From unclaimed witness fees . . . . . 8, 438 09 From State’s interest on bonds . . . 234, 2S7 00 From other sources . 63, 516 87 Total State receipts . . 1,493, 597 57 By the counties : From State apportionment . $1, 487, 332 53 From interest on congressional township fund . . . 172, 209 82 From local taxation . . . 551, 785 74 Total county receipts . 2, 211, 328 09 The items of expenditure to be opposed to these receipts do not appear in the State report, except $73,413.49 paid trustees for managing educational affairs, and $775,517.33 lor school-houses erected during the year. SCHOOL POPULATION, 1874. Number of white males between 6 and 21 years old . 333, 274 Number of white females between 6 and 21 years old . 312, 005 Total number of white children . . . . 645, 279 Number of colored males between 6 and 21 years old . . . 4, 786 Number of colored females between 6 and 21 years old . 4, 674 Total number of colored children Whole school-population . 9, 460 654, 739 Increase oyer 1873 14, 407 INDIANA. 99 SCHOOL ENROLLMENT AND ATTENDANCE, 1674. Number of pupils enrolled in schools . $139, 04^ Number of pupils in average daily attendance . 311, 27*2 Average number enrolled for each school district . 53 Average daily attendance for each district in which school was taught . 34 SCHOOL DISTRICTS, SCHOOLS, ETC., 1874. Total number of school districts in the State . 9. 158 Total number in which schools were taught . : . 9, 105 Total number in which schools for colored children were taught . 53 Number of district graded schools, (5 less than in 1873) . 161 Number of township graded schools, (48 more than in 1373) . 110 Number of school-houses . 9, 129 Estimated value of school-houses, including grounds, seats, «5c c . 10,015,394 48 Estimated value of school apparatus, globes, maps, &c . 358,296 10 Total estimated value of school property . 10, 373, 692 58 New school-houses erected within the year . 479 Estimated value of these . . . 775, 517 33 Number of private schools taught in public school-houses* . . . 1, 122 TEACHERS AND TEACHERS’ PAY. Number of male teachers employed, 1874, in primary schools . 7, 363 Number of female teachers employed, 1874, in primary schools . 5,292 Total in primary schools . . . - . 12, 655 Number of male teachers in high schools, 1874 . . . 223 Number of female teachers in high schools, 1874 . 127 Total in^high schools . 350 Average pay of male teachers in primary schools per month. . $41 60 Average pay of female teachers in primary schools per month . 36 20 Average pay of ale teachers in high schools per month . 88 00 Average pay of female teachers in high schools per month . 54 40 EDUCATIONAL AIDS. Number of township teachers’ institutes held in the year . 4, 592 Number of volumes in township libraries . . . 265, 029 Number of volumes added during the year . 1, 341 Number volumes taken out during the year . 72, 302 ELEMENTARY INSTRUCTION. THE WORKING OF THE C0UNTY SUPERINTENDENCY, t The aefc of March 8, 1873, providing for county superintendents of schools, instead of county examiners, having been threatened with reversal, the State report for 1674 goes into an examination of the worth of the new agency and shows that, as a means of improving education, increasing attendance on the schools, and saving to the school fund moneys which had previously been lost, it abundantly deserves retention. As an educational agency it is shown to be of value, thus: (1) The visitation of schools under it is more systematic and effective than under the former system. The county examiner was, indeed, required to visit schools with a view to the improve¬ ment of them ; bat* there were two restrictions ou the efficiency of this visitation. He need only go as often as he thought it to be expedient for him to do so, and the county commissioners might also limit him to any number of days they pleased. The county superintendent, on the contrary, must visit each school of his county in succession, at least once a year ; must see that it is provided with the needful educational appliances ; must look alter its discipline, plan construction, uniformity of text-hooks, end profi¬ ciency of pupils; and must get monthly reports from the teacher of the condition and progress of the school. (2) The information obtained under it respecting the schools * With, apparently 931 teachers and 25,523 enrolled, pupils, these schools appear to ha continuations of the teacher’s work after the regular public schools had completed their term. t State Report for 1874, pp. 20-30. 100 REPORT OF • THE .COMMISSIONER OF EDUCATION. is, by means of these visits and reports, much more satisfactory than it used to be, while teachers and schools are incited to greater diligence and care, from the knowl¬ edge that they are to be inspected and that full returns of their condition must be made. (3) The standard of teaching, too, is elevated from the fact that the county superintendent looks after the formation of township teachers’ institutes as well as county teachers’ associations, presiding in these at least once a year, conducting the exercises, and doing all within his power to bring teachers to a sense of their responsi¬ bilities and to acquaintance with the most efficient modes of work. As an economical agency, moreover, its value is proved by the fact that while the whole cost of county superintendents for the seventy- seven counties heard from has been $63,002.73 for the year past, these seventy-seven superintendents have saved to the school revenue $62,694.32, by examination of the dockets of county officers and reclamation of fines, forfeitures, &c., due that revenue, but not paid over according to the law. They have thus almost entirely paid their salaries by this item of additional work alone. And as they have done each, on an average, ninety days’ work in visiting schools and conducting institutes not previously done by the examiners, $36,800, the State superintendent thinks, may be fairly set down as the value of that item to the schools and to the State. Nor is this all. They have increased the school enrollment by 25,840 names within the year and the average attendance on the schools by 17,421 pupils. This item is held to be worth to the State $93,802.80. Thus the account, as footed up, stands for the year: Saved by examining dockets and reclaiming fines, &c.T . $62, 694 32 Labor performed by superintendents not required of examiners . 36, 800 00 Value of increased average attendance . 93, 802 80 Total . . . . . 193,297 12 Deduct cost of county superintendents above examiners . 36, 568 16 Balance in favor of county superintendency . . . 156, 728 96 COUNTY BOARDS OP EDUCATION. These boards are a creation of the new school law, and are composed of the township and school trustees of each county, with the county superintendent as president. They meet semi-annually at the office of the superintendent, on the first days of May and September, unless those days come on Sunday, in which case the meetings are held on Monday. A majority of the trustees constitute a quorum. It is the province of these boards to select the text-books for the county schools and to secure for each school a uniformity of text-books. During the first year of their existence the boards are said to have worked well, those of most counties having determined upon the books to be used, which are gradually being introduced into the schools. When thus introduced they are not to be changed for three years from the date of adoption, unless by unani¬ mous vote of the members of a board". — (State report for 1874, pp. 30-31.) educational journals. Two of these aids to education are published in this State, the Indiana School Jour¬ nal, at Indianapolis, and the Northern Indiana Teacher, at South Bend, both month¬ lies, of small octavo size, and both supplying educational intelligence as well as papers to aid teachers in their work.* SCHOOL-HOUSES. In the year ended August 31, 1874, there were erected 479 new school-houses, valued at $775,517.17. And yet there appears to have been a diminution of 167 in the whole number of school-houses in the State, the total for 1873 being 9,302 and that for 1874 only 9,135. No explanation of this is given by the superintendent ; but from an examination of the tables it appears to be the result of a rapid demolition of per¬ haps small and old log, frame, and even stone school-buildings, in order to erect larger brick ones in their place. Thus there was a decrease of 179 in the number of log structures, of 140 in the number of frame, and of 5 in the number of stone, while the number of brick has increased by 157. This makes a total decrease of 167 in the year, but it is from the number reported as existent in 1873, while the number built ought apparently to make a total increase of 312, after subtracting the 167 from 479. In the ten years since 1865 there has been an increase of 17 stone school-houses, of 677 brick, and of 1,887 frame, the log houses having in the same period run down from 1,128 to 279, a decrease of 849. The value of school-property has in these ten years increased by 200 per cent., having gone up from $3,827,173 to $10,373,692.58. Great improvements are said to have been made in the construction of school-buildings, the comfort, convenience, and health of * A third, the Educationist, large monthly octavo, published at Indianapolis, served the same good purposes during 1874, gs well as in preceding years, but was consolidated with the first-named in the early part ofp.875. INDIANA, 101 pupils being much more cared for than they used to be.* Many of the towns are erect¬ ing largo and commodious structures for their schools, and the samo spirit, caught up by the townslr'ps, is leading to not only better buildings but also more sightly and ornamented ground. — (State report, p. 35, and statement No. 6, pp. 17-19.) TEACHERS AND TEACHERS’ PAY. From 187*2 to 1874 tliero has been a decrease of 67 in the number of male teachers in the primary public schools and an increase of 476 in the number of female teachers in the same — total increase, 409, which seems to correspond pretty nearly to the increase of school population. The average wages of male teachers in these schools have mean¬ while increased from 839 per month to 841.60; the average wages of females from $29.80 per month to $36.20, showing a greater growth in the estimate of the worth of women teachers than in that of men for primaries. In the high schools, on the contrary, the male teachers have increased in number about in the same ratio with the female, while the wages of the former, though ad¬ vanced from $49.20 to $54.40 per month, have not gone up in the proportion that they have in the lower schools. — (State report, pp. 37, 38. ) SCHOOL DISTRICTS AND SCHOOLS. \ The number of school districts has increased since 1872 from 9,100 to 9,158. As stated in the statistics, schools were taught in 9,105 of these in 1874. In 96 of them were schools for colored children ; in 161 were district graded schools ; and in 110, township graded schools. Under an act of March 8, 1873, the school trustees of a township and of a town, sit¬ uated within it, can unite in the establishment of a joint graded school. Many such have been established, and are reported to be working well. — (State report, p. 39.) SCHOOL ENROLLMENT, ATTENDANCE, ETC. The scholastic population of the State, according to the enumeration made by town¬ ship and county officers, has gone up from 631,539 in 1872 to 654,739 in 1874. The en¬ rollment in schools has more than kept pace with this increase, being 489,044 in the latter year, against 459,451 in the former. The average daily attendance has in these two years grown from 295,125 to 311,272. This increase of attendance, better than for any corresponding period since the war, the superintendent attributes to the new system of county supervision, which not only stimulates the trustees in school districts to more active j>erformance of their duties, but also acts directly upon teachers, chil¬ dren, and parents to induce a filling of the schools. The average duration of schools in days has in the two years above mentioned some¬ what diminished, 116 days having been the average time in 1872 and 113 in 1374, or 5.65 months in the latter year against 5.8 in the former. It is recommended in the report that an act be passed compelling trustees to levy sufficient taxes within their districts to enable them to extend the school term to six months. The cost of the schools on the per capita of enumeration was, in 1872, $5.64 ; in 1874, $5.70 ; on the per capita of enrollment, 87.60 in 1872 and $9.02 in 1874 ; on the per capita of average attendance, $12.02 in 1372 and $14.17 in 1874. — (State report, pp. 40, 41.) DRAWING IN THE SCHOOLS. The superintendent says : i( There are two great reasons why drawing should be taught in our public schools : first, because of its practical value to every child in point of culture and general usefulness ; secondly, on account of its intimate relations to technical education, to manufacturing, and, indeed, to all industrial pursuits. Either of these two reasons is of sufficient importance to command the attention of those who seek to promote the intelligence and happiness of our people or the greater prosperity of our State in the development of her industrial interests. * * * Indiana, as much as any State in the Union, needs to look after these interests and needs to educate her children for the work that must either be done by them or done by some more skillful class imported from abroad to supply their places. Her wood, wool, minerals, and other rough materials are carried away to be manufactured into the commonest articles of daily use and are returned to the State as imported articles at enormous cost. The articles manufactured in the State are of the coarser and heavier kinds ; the skill of our native workmen is limited through want of training, and our * A Air. Armstrong, trustee of Jefferson Township, Clark County, is reported by the county superin¬ tendent as having introduced, a decided improvement in school ventilation. In two new school-houses erected under his direction, instead of the generally useless cold-air pipe, opening near the ceiling, ho has the chimneys provided with two flues, the one to hear away the smoke and gases from the stove, the other, next to this and heated hy it, to act as an air-pump for drawing off the bad air of the rooms through openings near the floor with which it communicates. To further aid the ventilation, a tube extends from the outside of the building to an opening beneath the stove, surrounded by drums in such a way that the fresh air coming through the tube, being directed upon the stove, is heated and intro¬ duced as warm pure air into theToom. Thus heated, it of course rises, and, pressing from above, is all the time engaged in urging out. through the registers communicating with the hot-air flue, the heavier impure and chilled air that may be within. • 102 REPORT OF THE COMMISSIONER OF EDUCATION. labor is not, therefore, of the most profitable quality. That our system of education is, in this point, defective and that it needs such improvements as shall look, to the preparation of persons for skillful labor are no longer matters of question.7’ — (State report for 1874, pp. 42-47.) * * * He therefore recommends that the one hundred and forty seventh section of the act of 1865, as amended in 3867, be so amended as to include “ drawing,77 and thus make it one of the common school branches of study. DECISION AS TO THE EIGHTS OP COLORED CHILDREN. The question of the right of colored children to admission to the schools intended for the white has been agitated in this State during most of 1874. An act of May 13, 1869, forming a part of the existing school-law, while providing for taxation of the people without regard to race or color,77 provides also for the training of the colored children in separate schools, having all the rights and privileges of other schools. The judges of the superior court of Marion County decided in the spring, upon a case pre seated to them, that under hoth the constitution of the State and the fourteenth amendment of that of the United States this law was void till reasonably convenient separate schools, substantially equal in educational advantages, were provided for the colored children in the districts where they dwelt. Meanwhile they had a right to enter and attend white schools. The matter being carried up, ou an appeal, to the supreme court of the State, that court, sitting at Indianapolis, reversed the decision of the lower court, and decided that, while colored people residing in the State could compel the providing for their children of equal educational advantages with those for the children of white citizens, they could not force their children into the white schools as long as the present State law should continue on the statute-book. The principal points ruled by the court were as follows : “ (1) The State cannot in the future, while a member of the Federal Union, change her constitution so as to create or establish slavery or involuntary servitude, except as a punishment for crimes, whereof the party shall have been convicted, thus protect¬ ing the new class of citizens — i. e., negroes and mulattoes — from being again reduced to slavery. “ (2) The State cannot deny to nor deprive a citizen of the United States — i. e., any negro or mulatto — of those national rights, privileges, or immunities which belong to him as such citizen. “ (3) The State must recognize as its citizen any citizen of the United States— *4. c., any negro or mulatto — who is or becomes a bona-fide resident therein. “ (4) The State must give to such — i. e., to such negro or mulatto who is or who be¬ comes a bona-fide resident therein — the same rights, privileges, and immunities secured by ber constitution and laws to her other, i. e., to her white, citizens. “ The legislature, under our State constitution as it existed without the limitation imposed upon the sovereign power of the State by the fourteenth amendment, as here¬ inbefore stated, had the power to provide for the education only of the white children of the State ; hut, since its ratification, no system of public schools would he general, uniform, and equally open to all, which did not provide for the education of the colored children of the State. It being settled that the legislature must provide for the educa¬ tion of the colored children as well as for the white children, we are required to de¬ termine whether the legislature may classify such children by color and race, and pro¬ vide for their education in separate schools, or whether they must attend the same schools without reference to race or color. In our opinion, the classification of scholars on the basis of race or color and their education in separate schools in¬ volve questions of domestic policy which are within the legislative discretion and con¬ trol, and do not amount to an exclusion of either class. In other words, the placing of the white children of the State in one class and the negro children of the State in another class, and requiring these classes to he taught separately, provision being made for their education in the same branches, according to age, capacity, or advance¬ ment, with capable teachers, and to the extent of their pro-rata share in the school revenue, does not amount to a denial of equal privileges to either, nor conflict with the open character of the system required by the constitution. * * * We are very clearly of the opinion that the act of May 13, 1869, is constitutional, and that, while it remains in force, colored children are not entitled to admission into the com¬ mon schools which are provided for the education of white children.77 CITY SCHOOL SYSTEMS. The towns noticed below were the only ones from which printed reports had been received at the time this statement was made up. Returns frojn others may he found in the tables. INDIANAPOLIS. In 1871 the legislature passed a law conferring certain special privileges on cities of 30,000 or more inhabitants, Indianapolis was the only one that could avail itself of INDIANA. 103 the provisions of the act. arul there nine school commissioners were elected under it in .Tune, 1871, and were organized into a school board in the month following.* They have power: (1) To distiiet the city for school purposes ; (2) to levy taxes for the sup¬ port of schools : (3) to levy each year one-fifth of a mill on each dollar for the support of a free library ; (4) to make all needfnl regulations in regard to the organization and management of schools. Under this board a superintendent of schools and four assistant superintendents are elected each year. Two of these assistants are men and two women. The men super¬ vise the instruction in all grades below the high school down to the three lowest pri¬ maries, which last are under toe two lady assistants. In addition to these five snper- intendents there is a supervisor of penmanship, one of music, and two of drawing. The result is said to he a remarkable uniformity of work in the respective grades, the poorer teachers being gradually brought up to the standard of the best and the scholars advanced proportionally. A training school for teachers — wherein instruction in the theory of teaching is given for five months and in the practice of it under competent instructors for another live — has been in successful operation for several years and has afiorded a partial supply of competent teachers for the primary and intermediate gTades of schools. The schools are divided into three classes: primary, intermediate, and high. Four years are required to complete the course in each of these, or twelve years for the entire The average number of teachers employed in the year ended June, 1574, was 151, of whom 133 were females. In December, 1874, the number of teachers was 172, of whom 14 were in the high school. The number of pupils enrolled in the school year ended June, 1574, was 9,351. Of these 380 were in the high school. Out of the tax of one-fifth of a mill on the dollar of taxable property, a library of 12,798 volumes was made available in April, 1873, and the number of volumes has been since increased to 14,560. The issue of volumes during the first year reached 101,251. With the library is connected a public reading-room, which receives regularly 110 different magazines and periodicals, and which is open ro readers every day and even¬ ing in the week. — (Report of Superintendent Brown, State report for *1574, pp. 48-50.) ELKHART. School population, 1,383 in 1873 : in 1574, 1,519. School attendance : pnpils registered. 1,200 : average number belonging, 815 : average daily attendance. 756. Schools : primary, grammar, and high. In the primary, 825 : in the grammar, 313 ; in the high, 62. Teachers, 18, including superintendent. Amount paid teachers and superintend¬ ent, 87,650. Total incidental expenses, 81.722.35. Total cost per scholar on average number belonging. $15.75. School vear, 180 days. — {From renort of Snuerintendent J. K. Walts for 1873-74.) GOSHEN. School population, 1,152 : number enrolled in schools, 592: .average daily attendance, 585. Schools : primary, intermediate, grammar, and high. Teachers, 12, inclusive of superintendent. The schools of the city occupy four buildings, with nine assembly- rooms and 2 recitation-rooms ; have a good course of studies, reaching up to German, French, and Latin in the high school : and in the higher grades have written examina¬ tions every Friday. Cost per scholar on average enrollment, 87.87. School year, 190 days. — (From report of Superintendent D. D. Lnke for 1573-74.) SUF.LBXVTiLLE. School population. 1.014; number enrolled in schools, 709 : average number belong¬ ing, 515 ; average daily attendance, 464. Schools : primary, intermediate, grammar and high. Teachers, including superintendent and one German-instructor. 14. School year, 7f months. “ Time has been saved and labor of teachers reduced and rendered more effective by conducting recitations and imparting instruction from topics written on tbe black¬ board by pupils. Thoughts thus presented to tbe eye are more clearly apprehended than when the apical is only to the ear by questions. “ Much has been accomplished in tbe improvement of the teachers and the schools by meetings held in the last school hour of each week, and devoted to the study of mental philosophy and botany.7’ Drawing has been attended to, hut below the high school the advantages hoped for have not been realized, from want of sufficiently- skilled instructors. — (From report of Superintendent W. A. Boles for 1873-74. TERRE HAUTE. School population, 6,329 : whole enrollment in schools, 3,577 : average number be¬ longing, 2,543 ; average daily attendance, 2.360. Teachers, 59 : average salary of * Since increased to twelve members. 104 REPORT OF THE COMMISSIONER OF EDUCATION. teachers, $555.49. Whole cost of tuition per pupil, based on average number belong¬ ing and including incidental expenses and 6 per cent, interest on permanent im¬ provements, $17.67. School year, 200 days. A very well arranged and thorough course 'is mapped out for these schools, including German, music, aud drawing, and, in the high school, Latin also. Of the 91 that have graduated at the high school since 1866, 19 are employed as teachers in the schools, besides 4 others who went as far as the senior year. In all these cities rolls of honor appear to have greatly stimulated attendance, pro¬ ficiency in study, and general propriety of deportment. — (From report of Superintendent W. H. Wiley for 1873-’74.) TRAINING OF TEACHERS. STATE NORMAL SCHOOL, TERRE HAUTE.* The faculty of this important school embraces 9 instructors, including the president, while 4 others are employed as instructors in the model schools connected with it, The number of pupils from January 2, 1873, to December 22, 1874, was 401, of whom 187 were males and 214 females. The average age of pupils was 21f. Of the whole number, 327 had been trained in the common schools, 29 in high schools or academies, and 45 in colleges. Two courses of study have been adopted : one elementary, including thorough in¬ struction in the subjects required by law to be taught in the common schools, with such other instruction as is necessarily involved in a science of teaching; the other, more advanced, including all the subjects taught in the high schools of the State, and meant to prepare teachers for occupation in those schools. In this course special prominence is given to the study of the languages, especially to Latin and German. The. whole number of persons that have received instruction in the normal school since its organization in 1870 is 855. In the elementary course, 41 have graduated since the organization of the school. Of these, 9, after teaching for some time success¬ fully in the lower schools, have returned to the institution, and are prosecuting the studies of the advanced course, to qualify themselves for the most responsible posi¬ tions of the public school service. — (Report of president in State report for 1874, pp. NORTHERN INDIANA NORMAL SCHOOL, VALPARAISO. Organized in 1873, this institution, not under State control or patronage, presents in its second annual report to the Bureau the following account of itself : Number of resident instructors, 10 ; non-resident, 5. Years in course, 3. Weeks in scholastic year, 44. Volumes in library, 1,000, of which 100 are pedagogical. Number of educa¬ tional journals and magazines taken, 30. Students, first term, 61; second term, 90; third, 172; fourth, 299; fifth, 325. How many of these are preparing for teaching and how. many for other pursuits is not stated. Drawing and vocal and instrumental music are among the things taught, while the institution has at least the foundations of a chemical laboratory, a philosophical cabinet and apparatus, and a museum of natural history. Its graduates are to receive diplomas or certificates on completion of the course, but are not authorized to teach in the State schools without further examination. — (Special return to Bureau of Education.) TEACHERS’ INSTITUTES. The several county superintendents are required to hold, or cause to be held, a county teachers’ institute at least once a year in each county, the expense of conduct¬ ing which comes out of the county treasury. Besides these, under a new supplement to the school law, at least one Saturday in each month during which the public schools are in progress is required to be devoted to township institutes or mo,del schools for improvement of teachers, and two Saturdays may be so appropriated at the discretion of the township trustee of any township. The county superintendent must attend each township institute at least once in each year, presiding in it and conducting its exercises. At other times a teacher, or other person designated by the township trustee, is president. Of these institutes, 4,592 were held in the last school year, and, as attendance on them is made compulsory, except in case of sickness, the great majority of the teachers of the State are thus brought under process of training for improve¬ ment in their work. — (School law of 1873, pp. 30, 34, 56. * The Educationist, of Indianapolis, stated in its November issue that Mr. Chauncev Loss, of Terre Haute, had set apart $100,000 from his large fortune as a fund the interest from which should be applied for the support and education of girls at this school. He is also said to have offered $10,000 towards the erection of a boarding-house for these girls, if the State will give a like. sum. INDIANA. 105 SECONDARY INSTRUCTION. IN HIGH SCHOOLS. The present connection of the high, schools with tho State University, and the fact that from the arrangements made they must become in future the chief fountains of supply for it, together tend to bring these schools into a position of greater prominence than they have occupied and make one look for something like a uniform course in them. One was recommended by the State board in the early part of 1874, but its details are wanting, and it is not known how far it has been adopted in the schools. The only indication of such a course that thus far appears is that the candidates for admission to the university in 1S74 were examined on geography, grammar, sentential analysis, history of the United States, arithmetic, elementary algebra, higher algebra, four books of geometry, Latin grammar, Latin reader, Latin prose composition, Caesar, and Yirgil. It must be taken for granted that these subjects are all embraced in the courses of at least the 21 approved high schools, as their graduates went in without examination other than that to which they had been subjected in the schools. But on this point there is no information, except "from the larger towns. The number of pupils in the various high schools is reported by the superintendent to have been 13,342 for the year ended August 31, 1874, the teachers employed in the same being 223 males and 127 females — total, 350 ; giving an average of 1 teefeher to 38 pupils. IN OTHER SECONDARY SCHOOLS. Iu a table appended to the State report for 1874, 9 private or denominational insti¬ tutions for secondary training present 810 students in their academic classes and 594 in preparatory ones, while 3 others j>resent an aggregate of 547 students, without indicating any classification of them. These schools have courses of from 1 to 8 years, but what studies are included in these courses, or to what extent they are pursued, is not stated. Four of them — the Spiceland Academy, Spiceland ; Collegiate Institute, at Battle Ground ; Bloomingdale Academy, Bloomingdale ; and St. Joseph’s Academy, South Bend — have apparatus valued at from $200 to $500 and libraries rated at from $800 to $15,000. Three — the Friends’ Academy, Richmond; Collegiate Institute at Stockwell ; and Oxford Academy, Oxford — have apparatus valued, respectively, at $250, $500, and $75 ; but make no report of libraries. The remaining 5 do not indicate the possession of either apparatus or libraries. SCHOOLS REPORTING TO THE BUREAU OF EDUCATION. Two academies for boys, 2 for girls, and 6 for boys and girls report to the Bureau 42 teachers and 1,691 pupils, of whom 107 are in ancient, and 105 in modem languages. Of these, 41 are aiming at a classical course in college and 97 for a scientific course. In 6 of the schools vocal music is taught and in 6 instrumental also ; in 5 drawing is taught ; 5 have laboratories ; 6, apparatus ; and most of them have libraries of 200 to 3,000 volumes. BUSINESS COLLEGES. Ten such schools, with 31 teachers and 1,697 pupils — 1,530 males and 167 females — report themselves forlS74. Of the pupils, 175 are said to be studying German and 20 French. Courses in the schools, from 6 months to 5 years. One library of 800 volumes is reported. SUPERIOR INSTRUCTION. THE STATE UNIVERSITY, BLOOMINGTON. The university is now closely connected with the school system of the State by an arrangement which admits to the freshman class, without further examination, all graduates of high schools, approved by the State board of education, who present cer¬ tificates of their having passed satisfactory examinations in the preparatory course of study. Twenty-one high schools of the State have been admitted to the approved list, and a certificate to the above effect from the principal of any one of these carries a student into the freshman class at the opening of the autumnal term. All other ap¬ plicants for admission are examined on the studies of the preparatory course by the principal and instructors of the high school at Bloomington. These examinations are conducted in writing, ten questions being asked on each subject in the course. The result in 1874 was that, out of 109 applicants, only 50 were admitted to the university, and several of these were conditioned, i. e., were required to review some of their studies and submit to a new examination in them as a condition of continuance in^the class. A part of the 59 who failed to pass went to other institutions, some entering the Bloomington high school for a new trial ; but a large number returned home. The rigidity of this initiatory examination caused, at first, some dissatisfactioh on the part of the rejected applicants, but the issue, has proved the wisdom of- it. The 10 6 REPORT OF THE COMMISSIONER OF EDUCATION. class admitted, though not so large as in some former years, is of greater mental ma¬ turity and higher scholarship, the students more than making up in quality what is wanting in numbers. As in most western colleges, ladies are here admitted to the collegiate course, either classical or scientific, on the Same terms as young men, and are entitled to the same privileges. Tuition is free to all.— (State Report for 1874, pp. 101-112.) DENOMINATIONAL COLLEGES.* Bedford Male and Female College, Bedford. (Christian.) A new institution, organ¬ ized in 1872, with a classical, a scientific, a ladies’, a Bible, a normal, and a commercial course. Wabash College, Crawfordsville. (Preshy teriau.) Combines the functions of an academy and college, having an English and mercantile course, as well as a prepara¬ tory and collegiate. Military drill for students. Concordia College, Ft. Wayne. (Evangelical Lutheran.) Tuition $24, charged to those only whose parents are not members of the synod. Ft. Wayne College, Ft. Wayne. (Methodist Episcopal.) A collegiate department, both classical and scientific, a normal, a commercial, an art, an academic or prepara¬ tory, and a musical. Males and females both admitted, and the faculty including lady members as well as gentlemen. Franklin College, Frank] in. (Baptist.) For both males and females. Faculty com¬ posed of both. A collegiate, preparatory, musical, and art department. Discipline said to be so exceptionally good that even peach-trees loaded with peaches are entirely safe in a lot adjoining the campus. Indiana Ashury University, Greencastle. (Methodist Episcopal.) Ladies admitted on the same terms as gentlemen, but the faculty composed of the latter only. Courses, a, classical, a scientific, a biblical, a normal, and a legal ; the last comprising two years, with some vacation studies. Hanover College, Hanover. (Presbyterian.) Male students only. Courses, classi¬ cal, scientific, and preparatory. Hartsville University, Hartsville. (United Brethren.) For both males and females. Courses, classical, scientific, preparatory, theological, commercial, and musical. Northwestern Christian, Indianapolis. (Christian.) For both sexes. A lady pro, fessor in special charge of lady students. The university comprises a literary colleges a college of business, and a college of law. Union Christian College, Merom. (Christian.) Ladies here pursue the same course- of study, are subject to the same regulations, enjoy the same privileges, and receive the same honors as gentlemen. Courses of study : academic or preparatory, classical, scientific, and musical. Moore’s Hill College, Moore’s Hill. (Methodist Episcopal. ) For both sexes. Courses : a preparatory, a classical, a scientific, au elective, a normal, and a musical. University of Notre Dame, Notre Dame. (Roman Catholic.) For males only. Courses the same as in Moore’s Hill, except that in place of the normal and musical there are a course in modern languages and oue in law. A pos t-graduate course has been arranged , the students in which are to occupy themselves with philosophical, historical, and sci¬ entific pursuits in advance of the collegiate course. Earlham College, Richmond. (Friends.) Both sexes here have the same privileges and receive equal degrees. The usual preparatory, classical, and scientific courses, with special attention to modern languages and English literature. Ridgeville College, Ridgeville. (Free Baptist.) For both sexes. A geueral prepara¬ tory and classical preparatory course, with a classical, scientific, and ladies’ collegiate course, and a department of music. St. Meinrad’s College, St. Meinrad. For males only. Courses : preparatory and classical collegiate. St. Bonaventure’s College, Terre Haute. (Roman Catholic.) For males only. A preparatory course, and classical and scientific collegiate courses. COLLEGES FOR WOMEN. Nine institutions for the higher education of young women report 40 instructors, 100 preparatory students, 129 regular collegiate students, and 20 in partial courses. Two of these are authorized to confer degrees; three have libraries of 500 to 3,000 volumes; in three, vocal and instrumental music are taught ; in two, drawing and painting; in three, French and German. From annual circulars and special reports. INDIANA. 107 Statistics of universities and colleges, 1874. Nauicfi of universities and| ' colleges. Number of students. 1 Property, income, &c. 2 I § >> Bedford College . Concordia College . OEarlham College . Ft. Wayne College . Franklin College . < Hanover College . Hartsville University _ Indiana University. *. . Indiana Asbury Univer- I sity. Moore's Hill College . Northwestern Christian University. Kidgeville College . St. lleinrad's College . Smithson College. 7. . St. Bonaventnre's College. Union Christian College . . University of Notre Dame duDaeh W abash College . 0 0 24 255 159 514 31 37 97 90 130 115 200 174 40 r ,w _o 3C I ^->7? K c ! tn ■r' 91 133 74 14 17 87 71 155 274 80 [8150. 000 . ; 150, 000 I 58, 000 87, COO ! 70, 000 0 i 0 j 40,000 i 48,000 j 3,000 1 145,000 ,100,000 ! 7,600 ] 22, 000 ! 25, 000 j 2, 200 | 200. 000 110, 000 - 7. 500 ; 200,000 190,000 15; 000 . 896 6, 000 SO 81,000 0 0 0 2, 000 1, 500 837 0 24, 000 0 90, 000 4 1 43,600 8,361 I 882 j 3,205 155 200,000 300,000 |30, 000 ! . 15, 000 ! 900 ■ 1, 200 5 | 25,000 26 I 10,000 11 160 33 200 35 | 25,000 I . ; . j 2,500 149 ! 560.000 100.000 I 6,500 ....... 200 . : . ! . ‘ . 129 : 86 >150,000 *160,000 >15.000 1 .1 -J---- I I J 50 5. 000 G4.200 a320 a 3,000 G7.000 700 8.000 all, 000 424 a6,000 300 6.000 650 *400 a20,000 17,000 al3,000 *From Report of Commissioner of Education for 1873. a Includes society libraries. & Also 84 students unclassified. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. PURDUE UNIVERSITY. This is substantially the Agricnltaral and Mechanical College of the State, organized npon the basis of the congressional land grant of 1862 and embracing (1) a school of natural science, inclnding physics and industrial mechanics, chemistry, and natural his¬ tory ; (2) a school of engineering, including ciril and mining engineering and architec¬ ture ; (3) a school of agriculture, including agriculture, both theoretical and practical, horticulture, and veterinary science ; (4) a school of military science. The faculty also present the following post-graduate and special courses, intended especially for students who have taken a degree from a literary college and wish to fit themselves for professional efficiency in certain lines : (1) a course in engineering, (2) a course in natural history, (3) a course in chemistry, (4) a course in metallurgy, and (5) a course in physics. Students proposing to enter any of these courses will be ex¬ amined with special reference to the department chosen and be assigned to such place in the course a3 their examinations warrant. Those who sustain satisfactorily the an¬ nual examinations for such purpose will receive appropriate degrees. The institution was first opened for the reception of students September 16, 1874. The entrance examinations were held September 17 and 18. Thirty-nine applicants for admission were present at these examinations. Of these, 32 were admitted uncondi¬ tionally and 7 conditionally. Nineteen were subsequently examined for admission, 7 of whom failed; and, of the number conditioned at the opening, 5 failed to pass the test examination and were retired, leaving, November 1, 1874, 46 in attendance.-— (Re¬ port of President Shortridge in State report for 1874, pp. 114-126.) TERRE HAUTE SCHOOL OF INDUSTRIAL SCIENCE. This is a new scientific school projected and to he endowed by Chauncey Rose, esq., of Terre Haute, “to prepare young men for any of the activities of life by practical edu¬ cation.^ The name given above is that proposed by the founder : hut those to whom the managemet of it is to be intrusted desire , to change , the title to the Rose Poly- 108 REPORT OF THE COMMISSIONER OF EDUCATION. teclmic Institute, as one at once descriptive of its aim and commemorative of the gen¬ tleman to whom it owes its being. A contract has been made for the erection of a proper academic building, to be in¬ closed by November, 1875, and completed by July 1, 187G. The institution will be hand¬ somely endowed, and operations begun in the fall of 187G. — (From special report to the Bureau of Education.) Statistics of schools for scien tific and professional instruction. Property, income, &c. £ Schools for professional instruction. s o o 05 p- u o O GQ 3 In o GO m o p o c n O o 2 6 6 o : 2 o o S of I % 5 r-2 +* 02 O C? o > 1 o r“l jQ S Incomo from productive funds. Eeceipts for the last year from tuition-fees. 05 g o o u o 3 S SCHOOLS OP SCIENCE. Purdue University, (agricultural col¬ lege.) Terre Haute school of Industrial Sci- ence.b 6 al9 4 §21G, 686 20, 000 $356, 503 186, 000 $19, 725 500 SCHOOLS OP LAW. Indiana University, (law department) . Law school, Northwestern Christian University. 7 42 2 2, 000 12 16 2 ■ SCHOOLS OF MEDICINE. College of Physicians and Surgeons of Indiana. Indiana Medical College, (Indiana Uni¬ versity.) Medical College of Evansville . 17 2 5,000 10, 000 10, 000 1,000 $1, 500 2, 300 12 112 5, 000 500 10 21 1 1, 000 1 a Also 27 preparatory. b Classes not yet organized ; buildings not completed. SPECIAL INSTRUCTION. INDIANA INSTITUTION POP. EDUCATING THE DEAP AND DUMB. Number of instructors, 15. Pupils : whole number for the school-year 1873-74, 333 ; number in attendance November 6, 1874, 288. Annual cost of support per pupil, includ¬ ing repairs and minor improvements of buildings and grounds and refurnishing, $240. The older boys are taught shoe-making,' cabinet-making, and chair-making ; the older girls, tailoring and dressmaking ; and all, as far as possible, are trained to such habits of industry as may prepare them for self-support. The industrial department is sustained entirely by the profits on the work of the pupils, $6,483.65 having been re¬ ceived from this source during the year past, against $6,314.13 expended. The studies in the literary department are divided into primary and academic, the former having seven grades, embracing a seven years’ course of study, the latter, three grades and one special division, embracing a three years’ course. Tea years are thus required for a full completion of the two courses. The average length of time spent under instruction is, however, only five and one half years. — (Report of principal in State Report for 1874.) INDIANA INSTITUTE FOB EDUCATION OF THE ELIND. Educational staff, a superintendent, 5 teachers in the literary department, 3 in the musical, 3 in the industrial, besides 4 household officers. Pupils for the school year 1873- ’74, in all, 113, of whom 52 were males aud 61 females. For the first term of 1874- ’75, pupils, 109 ; males 50, females 59 ; coming over from preceding session, 82. Enlargement of the building, with a view to fuller accommodation of pupils, is de¬ sired, there being at present great overcrowding. Receipts for the year to November, $38,282.25 ; disbursements, $38,235.55 ; leaving in the treasury $4G.70, which, with $13,541.07 still available from State appropriation, was held sufficient to carry the institution to March 31, 1875. INDIANA. 109 The sanitary condition for the year is reported excellent, no case of severe illness having occurred during the year among either officers or pupils. This, taken in con¬ nection with the excess of pupils to accommodations, speaks well for the hygienic precautions used, as well as for the healthfulness of the location at; the capital. Something of this is probably also due to the steady occupation of the pupils, out of school hours, in such industrial engagements as they are fitted for : the boys in different handicrafts, the girls in household work,, as well as in cheerful united occupation with the needle, with which pleasant reading is combined. Pupils from the State of Indiana are received without charge. Others are charged at the rate of $200 for the forty weeks’ school session. — (Twentv-eighth annual report, , 1S74.) EDUCATIONAL CONVENTIONS. STATE TEACHERS’ ASSOCIATION. The twenty-first annual meeting of the Indiana State Teachers’ Association convened n,t the Young Men’s Christian Association Hall, Indianapolis, December 29, 1874, at 7.30 o'clock p. in., President Smart in the chair. After prayer by Dr. De LaMatyr, of Indianapolis, Hon. Thomas A. Hendricks, governor of the State, was introduced, and, in an eloquent address, welcomed the mem¬ bers. Referring to the work of the teachers of Indiana, he commended the county and township institutes as important and strong supports of the common school system. They develop fraternity and promote professional pride and excellence. Their influ¬ ence reaches beyond the teachers to the patrons of the schools. Their tendency is to establish, make more distinct and positive, the duty of the teacher to carry the mind of the student back of rules and results to reasons, causes, and principle. Being thor¬ oughly taught far back in the elements of a science, the pupil holds the tests of sci¬ ence in his own hands. The teacher’s work is well done when he leads the scholar forth to enter the contests of life with habits of diligent and profound investigation and observation. Hon. J. H. Smart, the retiring president, responded in a brief address, in which he said that it was the boast of Indiana that the State is dotted all over with school- houses. He then introduced the president-elect, W. A. Jones, president of the State Normal School. In his inaugural address the president first spoke of the State of Indiana, giving its extent and boundaries and setting forth its many natural advantages. On the origin of the schools he said : “ The State, in the exercise of its function, creates the school as the necessary institu¬ tion for the special education of all ; for giving that education, moral and practical, which will enable the individual to join himself to the various parts of the social organization and participate in the substantial enjoyment of the freedom which they afford. The ground of the school is the necessity of the people for instruction in the elements of learning. The State creates the school as a means to meet their needs. The form of the school is delineated in the whole body of the school law of the State. The reality of the school is in the institutions existing according to law. The school embraces every particular form created by law, from the common district school to the normal school and the State University. The parts are the common school, the high school, the normal school, the State University, the school of industrial science, the school for the education of the blind, the school for the education of the deaf and dumb, and the reform school.” He also spoke strongly in favor of the office of county superintendent, answering many of the objections urged against it. In conclusion he said : ‘ ; What we now most need to give the school the greatest practical utility — to give to all classes of the people equal intellectual culture — is to make more efficient the office of county superintendent. W e need to devise means by which the organization, inspec¬ tion, and supervision of the country schools shall be more complete. ‘• Further, we need legislative enactment for the protection of the educational rights of those children of the commonwealth whose rights are now unprotected, both as against themselves and as against ignorant and vicious parents. “ These things we want, together with thorough, competent, honest supervision of every part of the system — country schools, city schools, normal schools, industrial schools, and State University. Let no part be exempt from responsibility to proper authority for the end which it seeks, for the quantity and quality of the culture which it gives.” On Wednesday morning, Prof. George W. Hoss, of the State University, read a paper on “ The educating power of the teacher’s character.” A lengthy and carefully-prepared paper on “'Public libraries” was presented by Mr. Charles Evans, of the Indianapolis Public Library. He first sketched the history of the public library system in America, from its origin to the present time. He then glanced at the history of a number of the largest society, college, and State libraries in the country, giving interesting information concerning each. Memorial services in honor of the late State superintendent of instruction then 110 REPORT -OP THE COMMISSIONER OF EDUCATION. occupied a considerable portion of the day, with a biographical sketch, by Rev. O. A. Burgess, president of the Northwestern Christian University, in which the early life of the deceased was vividly portrayed and the public services of his mature years were minutely and ably reviewed. At the afternoon session, L. H. Jones, of the Indianapolis high school, read a paper on “ Phonics.” The paper was discussed by Miss D. A. Lathrop, of Cincinnati, and Mr. Lee, of Brook¬ field. The subject of “ Illustrative teaching” was then presented in a. well-prepared paper by Miss Mattie Curl, of Bloomingdale Academy. The discussion of Mr. Evans’s paper on public libraries was then made the order of business. Mr. McRae, of Muncie, gave the history of the establishment of a public library in his own town and made some suggestions as to the best methods of creating in the minds of children a desire for reading. Ke believed that every library and reading- room should contain books and papers devoted to the advocacy of both sides of every question of public interest, thus affording means of impartial investigation and un¬ biased judgment to the reading public. President Jones believed the public libraries should be made a valuable auxiliary to the education of the people. He insisted that a taste for solid literature should be cul¬ tivated in the common schools. The evening session was occupied by the Hon. J. B. Angell, president cf Michigan University, in a most entertaining and instructive lecture on the subject of 11 The phil¬ osophical study of literature.” On Thursday morning, Prof. J. B. Roberts, principal of the Indianapolis . high school, read a paper entitled “Higher education.” Miss Delia A. Lathrop, of Cincinnati, then read an able paper on the “ Necessity of skilled labor in the school-room.” At the afternoon session, “ Illiteracy and crime” was ably discussed by J. K. Wails, cf Elkhart. He was followed by Mr, H. A. Ford, editor of the Northern Indiana Teacher, who read a paper on “ Compulsory education.” He opposed the measure* stating that it was better named “ compulsory school attendance” than “ compulsory education,” in¬ asmuch as an enforced attendance upon school does not at all imply enforced study on the part of the pupils. He quoted from eminent authorities, both ancient and modern, to show that the education of the masses by constraint was impracticable, and pointed out the ineffectual attempts to enforce compulsory education in the United States and foreign countries. His view, as expressed in the paper, was the cause of a spirited discussion, which ended in a resolution offered by Prof. A. M. Gow, of Evansville, referred to the com¬ mittee on resolutions. Among others, the following was presented : u Unsolved, That, to enable General John Eaton, Commissioner of Education for the United States, to secure the necessary appropriations from Congress, for which he is now asking, to enable him to carry on more successfully the Bureau of Education, we respectfully ask the Representatives and Senators of Indiana to vote for and render him such aid as the exigencies of the case demand.” Prof. Robert Brown, of the State normal school, delivered an address on “ The rela¬ tion of education to music.” He was followed by Prof. Richard Owen, of the State University, who presented a paper on “ Elective studies in college,” in which he suggested that the discussion of the question involves the diseussion also of the course of preparatory study. In order to thorough preparation for an elective college course, he thought that stu¬ dents should have at least two years of Kindergarten training, say from the fifth to the seventh year of age. Then, from the seventh to the fourteenth year, should be a course of instruction in the English studies of a graded school, throughout alf which music should he taught, first as melody, then as harmony. Finally, passing to the high school, after mastering the English branches, ancient lan¬ guage would be carried through at least two years ; algebra and the first four books of geometry, physiology, geography, elementary physics, astronomy, aud the natural sciences, with the outlines of ancient and modern history, would be mastered, not omit¬ ting drawing and music, and giving a term of rhetoric and book-keeping. This would enable the student to come to college with the habit of study and the preliminary knowlege necessary to make the curriculum attractive and intelligible. OBITUARY RECORD. HON. MILTON B. HOPKINS. To the great grief of many Mends and to the great loss of the cause of education, this v, 'ell- known teacher, born April 4, 1821, in Nicholas County, Kentucky, died in the .ItfPUNA. Ill midst of bis labors, as State superintendent of public instruction in Indiana, August 16, 1J374. Brought into the State in 1829, -when it was yet a thinly-settled wilderness, he found in his new location no schools worthy of the name, and mainly through his own exertions mastered the elements of learning, became a teacher while yet quite a youth, grew quickly iuto repute as such, and finally, in 1842, entered the ministry, a preacher of considerable power. With the exception of a brief interval, in which lie studied and practiced law at Noblesville, ho continued in the exercise of his ministe¬ rial profession more or less during the remainder of his days, his reputation as a, preacher continually growing and eventually standing very high. In the spring of 1856 ho was induced to remove to Cincinnati and unite in the editorship of the Christian Review, then edited there by Eev. Benjamin Franklin. The labor of the desk, how¬ ever, in connection with continued preparation for the pulpit, proved too much for bim, and with broken health he had to retire again to Indiana in the spring of 1857. There for a time he worked on his step-father’s farm in Rush County, then opened a district school, which was said to be the best ever taught in that community ; kept up liis preaching as opportunity was offered ; and united with these engagements, as he had with others previously, a financial agency for the Northwestern Christian Univer¬ sity, at Indianapolis, and for Eureka College, Illinois. In 1858 he was induced, by the offer of large advantages, to remove to Clinton County, where he had once resided, and undertake the building-up of an academy in an edifice to be erected for the pur¬ pose. Here, still continuing his preaching, he founded what was known as Farmers’ Academy, (1859,) and soon attracted to it a large patronage from the neighborhood and from adjoining counties, his power of imparting instruction and making difficulties plain being quite remarkable. In the winter of 1862 he removed to the neighborhood of Lebanon, Boone County, and, in connection with the work of a farm and of the ministry, took charge of the Lebanon High School; in 1864 became principal of La¬ doga Acadenjy, in Montgomery County, and in the spring of 1870 established Howard College, at Kokomo, Howard County. Each of these removals introduced him to a wider sphere of action and of usefulness, the new place constantly outbidding the old in the effort to secure his services. Howard College soon attained under him so high a reputation that he began to think of it as his future settled home. But in the autumn following his foundation of it the office of State superintendent of instruction, for which he had been nominated ten years previously, was almost forced upon him. In this high office he did faithful serv¬ ice for two years, (1871-’73,) receiving in 1872 a hearty re-election for two years more; and it was through intense engagement in the duties of it that in the summer of 1S74 he brought on the disease which caused his death. With some of the faults and many of the excellences which mark self -poised and self-educated men, Mr. Hopkins made throughout the State, and even in a degree throughout the Union, the decided impression which grows out of clear views and strong convictions, pressed with a modest yet determined earnestness. He did much for the establishment and support of the county superintend ency of schools in Indiana ; much to arouse the common people to a sense of the need of education for their chil¬ dren, and much also to lengthen out the term of public schools to such extent as to se¬ cure a fair amount of training. In these things it may he hoped that the influence which he exerted will abide. If it should, a bright educational future for the State may he largely due to his three years and five months’ earnest labor as superintendent of instruction for the Indiana that he loved. LIST OF SCHOOL OFFICIALS IN INDIANA. Hon. JAmes H. Smart. State superintendent of public instruction, Indianapolis * STATE BOARD OF EDUCATION. Name. Post-office. Eis excellency Thomas A. Hendricks, governor . ' Indianapolis. Hon. James H. Smart, State superintendent ef public instruction . Indianapolis. Cyrus Autt, president of the State University . Bloomington. William A. Jones, president of the State normal school . . Terre Haute. George P. Brown, superintendent of Indianapolis public schools . Indianapolis. Alexander M. Gow, superintendent of Evansville public schools . j Eviinsville. *Hon. Alexander C. Hopkins tilled, by appointment of the governor, the place of his deceased father from August 20, 1S74, till March 15, 1875. Mr. Smart, who succeeds Mr. Hopkins, is a graduate of Dartmouth College, and has been for nine years superintendent of the Et. Wayne schools, con¬ ducting, them with such success as to make them rank with the best m the State. He has also been for the same time a member of the State hoard of education, and president of the State Teachers’ Association. 112 County. Adams . Allen . Bartholomew. Benton . Blackford .... Boone . Brown . Carroll . Cass . Clarke . Clay . Clinton . Crawford .... Daviess . Dearborn .... Decatur . De Kalb . Delaware .... Dubois . Elkhart . Fayette . Floyd . Fountain . Franklin . Fulton . Gibson . Grant . Greene . Hamilton .... Hancock . Harrison . Hendricks . . . Henry . Howard . Huntington . . Jackson . Jasper . Jay . Jefferson . Jennings . Johnson ..... Knox . Kosciusko ... La Grange . . . Lake .... _ .' La Porte _ : REPORT OF THE COMMISSIONER OF EDUCATION. List of school officials in Indiana— Concluded. COUNTY SUPERINTENDENTS , Superintendent. W. H. Walters - J eremiak Hillegass John M. Wallace. . Frank C. Cassel... Lewis Willman . . . Thomas J. Skulse . John K. McGee . . . L. E. McBeynolds . Harry G. Wilson . . A. C.' Goodwin - W. H. Atkins . J. K. Armantrout . J. W. C. Springston Edward Wise . Geo. C. Columbia.. W. HPowner - James A. Barnes.. O.M. Todd . E. B. Brundick - D. Moury . Jason L. Eippetoe. Jacob K. Waits _ James A. Young . . C.B.Cory . William H. Green. W. T. Stilweli . Thomas D. Tharp . B. C. Hilburn . J. S. Losey . John H. Binford .. Daniel E. Lemmon Jas. A. C. Dobson . Enos Adamson. . . . A. J. Youngblood . E. M. Huff . Wilson S. Swengel. J. H. Snoddy . Simeon K. Bell - George C. Monroe . John Carney . B. E. Kennedy - E. B. Milam . '. . Wm. L. Mathews . . S. D. Crane _ _ T. S. Fancher . James O'Brien Post-office. Decatur. Ft. Wayne. Columbus. Oxford. Hartford City. Lebanon. Kaskville. Delphi. Logansport. Charlestown. Bowling Green. Frankfort. Leavenworth. Washington. Aurora. Greensburg. Waterloo. Muncie. Huntingburg. Goshen. Conner sville. Kew Albany. Hillsboro’. Brookville. Eochester. Ft. Branch. [ Marion. Kewberry. ! Koblesville. Greenfield. Corydon. Brownsburg. Middletown. Kokomo. Huntington. Brownstown. ! Bemington. EewMt. Pleas¬ ant. I Saluda. Yemon. Trafalgar. Yincennes. Warsaw. Wolcottville. Crown Point. JUaJPorte.' County. Lawrence . . . ! Madison Marion . j Marshall Martin . . Miami . | Monroe - j Montgomery Morgan _ _ I Hewton . . Koble . I Ohio . Orange . Owen . Parke . I Derry . I Pike . ! Porter . Posey . j Pulaski . Putnam . Eandolph . . . Bush . St. Joseph ..! Scott . Shelby . | Spencer . 1 1 Starke . | Steuben . j Sullivan .... ! Switzerland.] j Tippecanoe . j Tipton . j Enion . [ Yanderburg.i Yermillion . . : Vigo . i Wabash . ; Warren . i Warrick .... Washington.1 Wayne...... Wells . White . ! • Whitley Superintendent. W. B. Chrisler _ Jos. Franklin . Walter S. Smith. . . Thomas McDonald Thomas M. Clark . W. Steele Ewing.. M.M. Campbell... M. E. Clodfelter . . . H. K. Short . John Merchant ... Thomas M. Eells . . John H. Pate . Joseph P. Throop . William B. Wilson E. C. Siler.... .... Theo. Courcier _ Thomas C. Milburn Timothy Keene . . . James B. Campbell. S. Weyand . J. E. Gordon. . Charles W. Paris . . Hezekiali Shook .. William T. Moffett A. J. Foster . A. H. Wkitsett - Bichard Korris . . . John Wyttenback. A. H. Henderson . . John W. Cowen... Geo. W. Begister . . W. B. Taylor . W. H. Caulkins . .. J. M. Clark . H. K. W. Smith ... F. P. Conn . William L. Little . John Bovse . Irwin Stratton .... Charles M. Parks . C. W. Armstrong . . A. A. Cravens . T. C. Smith . John H. Ormsby . 1 . George Bowman. . . Alex. J. Douglass . Post-office. - - Bedford. Anderson. Indianapolis. Plymouth. Shoals. Peru. Bloomington. - ] Crawfordsville. j Martinsville. Brook. Albion. Bising Sun. Paoli. Spencer. Bloomingdale. 1 Bono. Winslow. Valparaiso. Mt. Vernon. Winamac. Grcencastle. Farmland. F ersailles. Buskville. South Bend. Deputy Station. J Shelbyville. BockpoiJ:. Knox. Angola. Paxton. Moorefield. La Fayette. Tipton. Liberty. Evansville. Newport. Terre Haute. Wabash. Williamsport. Booneville. Salem. Hagerstown. Zanesville. Monticello. Columbia City. I . - — IOWA. 113 IOWA.* STATISTICAL SUMMMABY. SCHOOL DISTRICTS. District townships . Decrease since date of last report . Subdistricts . Decrease . - . . . Independent districts . Increase . Whole number of districts . . . Increase . SCHOOLS. Ungraded . Increase . . . Graded . Increase . Whole number . Total increase . Average number of months schools have been taught Increase . TEACHERS. Males employed . . Increase . . . .' . Females employed . Increase . - . -• . Whole number . Total increase . . Average compensation of males per month . . . Average compensation of females per month. SCHOLARS. Males between the ages of 5 and 21 . . Females between the ages of 5 and 21 . . WTiole number . . . Increase . . . * . . Pupils enrolled in public schools . Increase . Total average attendance . Increase . . . Percentage of attendance upon whole number registered. SCHOOL-HOUSES. Frame . . Increase . Brick . - . . . . Increase . . . Stone . Increase . Log . Decrease . - . Whole number . . Increase . Value . Increase . . •- . [increase or < decrease. 1,189 <3, 716 Q, 030 3, 219 l.oqf ' "‘160 GS3 ,799 464 402 45 9,263 "*"<575* 6,280 10,713 16, 993 $36 33 169 520 709 28 01 259, 352 246, 993 506, 345 365, 125 227, 151 15, 001 ii, 553 22,947 137 650 2G3 153 9, 208 $9, 502, C75 355 "is 9 "27 352 §1," 337*750 APPARATUS. Value. ... Decrease. $122, 308 $29. Number of volumes Decrease . DISTRICT LIBRARIES. 10, 751 2,193 * The greater part of this report has been kindly furnished by Superintendent Abernethy and covers 1674, this being the intermediate vear between his regular biennial reports. 8 E U.4 REPORT OF THE COMMISSIONER OF EDUCATION. SCHOOL FINANCES. RECEIPTS. SCHOOL-HOUSE FUND. Prom district tax . Prom other sources . Total . Decrease . CONTINGENT FUKD. Prom district tax . Prom other sources . Total . Increase . teachers’ fund. Prom district tax . Prom semi-annual apportionment . Prom other sources. -. . Total . Increase . . Total receipts for school purposes Increase . . . EXPENDITURES. SCHOOL-HOUSE FUND. School-houses and sites . . Libraries . Bonds and interest . . Total . Decrease . CONTINGENT FUND. Bent of school-honses . . Repairing school-honses . . Puel . Compensation of secretary . Compensation of treasurer . Other purposes . Total . Increase . . . . . TEACHERS’ FUND. 1874. J $1, 014, 599 57 167, 644 45 Totals. Increase or decrease. Si, 182, 244 02 ,S75, 735 36 794,634 13 92, 768 82 887, 402 95 143, 289 63 1, 982, 247 83 676, 417 58 j .98, 975 63 j . i 2,757,641 04 1 . | . | 240,045 30 ' . ! 4,827,288 01 . j 307,593 62 823, 522 91 24, 685 27 305, 131 09 1, 153, 339 27 30, 744 17 10, 905 56 164, 336 67 237, 466 06 42, 191 57 36, 625 55 340, 128 44 831, 653 85 34, 958 44 Teachers’ salaries Increase . 2, 444, 886 04 Total expenditures for school- purposes . . 4, Incroase . . . 429,879 16 196, 209 35 200, 423 62 PERMANENT SCHOOL FUND. Permanent school fund . . . . . §3, 294, 742 83 Interest on same . 304, 836 64 Increase . . i . 29, 047 22 EXAMINATION OF TEACHERS. Applicants examined . 20, 256 Certificates granted . . - . - 16, 720 Increase . . 3,765 VISITATION OF SCHOOLS. Schools visited by county superintendent . 7, 543 APPEALS. Cases of appeal to county superintendents 126 IOWA. 115 NORMAL INSTITUTES. Institutes held . 92 Aggregate attendance . G, 774 PRIVATE SCHOOLS. Private schools . v . 149 Teachers employed . 522 Aggregate attendance . . . 15, 089 COST OF EDUCATION IN IOWA FOR 1874. 1 Per capita of total population . £2 62 Per capita of school population . . . 6 68 Per capita of enrollment . 9 29 Per capita of average attendance . . . 14 93 Mills ou the dollar of taxable property . 11. 88 ELEMENTARY INSTRUCTION. EDUCATIONAL PROGRESS. The annual reports from county superintendents for the year ended September 15, 187 4, show the total population in the State between 5 and 21 years of age to be 506,345 ; the whole number of pupils registered in the public schools, 365,125, and in other schools, 1^,089, making a total of 380,214 ; the total average attendance in the public schools, 227,151. • The increase since date of last report is, in the school population, 15,001, or 3 per cent. ; in the number enrolled in public schools, 17,553, or 5 per cent. ; in the total aver¬ age attendance in public schools, 22,947, or 11.2 per cent. The growing interest and confidence of the people in the public schools are shown by the fact that the increase in the per cent, of attendance is nearly four times as great as in that of school population ; 352 new school-houses were built, in addition to those erected to replace such as had become unfit for use. SCHOOL FUNDS. The sum of $4,827,288.01 was raised from taxation and other sources for school pur¬ poses. The suin' of $2,444,886.04 was paid for teachers’ services ; 81,153,339.27 for rhe erection of school-houses and the purchase of libraries ; $831,(553.85 for rent, repairs, fuel, salaries of district secretaries and treasurers, and for incidentals, the total ox penditures aggregating $4,429,879.10, being an increase on last year’s expenditures of $200,423.62. CHANGES IN THE SCHOOL LAWS. At the last session of the legislature a law was enacted, to take effect April 1, 1874, making it the duty of each county superintendent to hold annually a teachers’ normal institute, for the instruction of teachers and those who may desire to teach, at such time as the schools in the county are generally closed, and, with the concurrence of the superintendent of public instruction, to employ such instructors as may be neces¬ sary to conduct the same. A fund is provided to defray the expenses of the insti¬ tute, and placed in the hands of the county treasurer, to be disbursed on the order of the county superintendent. A law was also passed, to take effect July 1, 1874, providing for industrial exposi¬ tions in the public schools. It authorizes subdirectors and boards of directors to main¬ tain in each school, not oftener than once a month, an exhibition of useful articles made and products raised by the pupils, who are required to explain the use and the method of manufacture or execution of the articles exhibited.* COUNTY SUPERINTENDENTS. But one vacancy has occurred in the office of county superintendent since January 5, 1874. In consequence of protracted illness, Dr. J. O. Stanton, superintendent of Crawford County, tendered his resignation in August, 1874. He was an energetic and efficient officer, and a young man of unusual ability. During the brief period in which he occupied the office, he labored assiduously to improve the schools of the county. He sought the restoration of his health by change of climate, but in the following No¬ vember his illness terminated fatally at Laramie City, Wyoming Territory. Mr. N. F. Smith, of Denison, was elected his successor. At no previous time has the office of county superintendent been filled by more capable and earnest officers than during the past year. This is largely due to the fact that our most successful teachers have, in many instances, been elected to this posi¬ tion. Of the ninety-nine county superintendents, nine are ladies, who have proved themselves fully capable of performing the arduous duties connected with the office. 4 Substantially, a change was made in the school law on an important point by a recent decision of the supreme court of the State, that i! directors may determine what studies shall be taught in school, hut a parent may determine which of such prescribed branches his child shall study.” 116 REPORT OF THE COMMISSIONER OF EDUCATION. SCHOOL INDUSTRIAL EXPOSITIONS. The primary objects of the law providing for industrial expositions arc (1) to encour¬ age the development of mechanical and inventive genius, (2) to train to useful handi¬ work and emjdoyment, and (3) to introduce something of technical training in the use¬ ful arts in connection with common school instruction. The enactment of the law is both a recognition by the legislature of the demand that the public schools shall afford more industrial ana aesthetic training and an attempt to provide for it. No provision, however, is made for giving instruction to pupils in these subjects. Many districts have already availed themselves of its provisions, and with good results. Further experience will indicate what modifications are needed in the law to secure the best results that may be attainable. In this connection it may be mentioned that Miss Matilda Fletcher, of Iowa, a lec¬ turer and writer of considerable power, has bent her energies upon the establishment of an industrial exposition in every ward and district school in the country, to form the basis of a school exhibition at the Centennial in Philadelphia. Her plan is to set apart one day in each week on which pupils shall bring to the school-room some use¬ ful article, raised or made by their own hands, to be exhibited and explained by the producers or makers, under the supervision of the teacher, in the presence of such parents and friends as can be gathered. These articles may consist of farm and garden products, specimens of cooking and sewing of all kinds, iron and wood work, from a box or liorse-shoe to fine cabinet-ware or a steam-engine. Selections from ^he best of these are to be presented at the Exposition in ^876. TRAINING OF TEACHERS. NORMAL INSTRUCTION. The normal department of the Iowa State University has become a part of the col¬ lege proper, and bears the title 11 chair of didactics.” Instruction in the science and art of teaching is given by the professor to those members of the senior class who intend to teach. One hour per clay, or five hours per week, are devoted to this subject. Prof. Fellows, the occupant of the chair of didactics, says that his work corresponds closely with that of Prof. Payne, who holds the “chair of education” in the Col¬ lege of Preceptors in London, England. He believes that the best normal work can be done in a college or university by confining the instruction to the senior class, and that the philosophy of education can be thus better developed than in a normal school. The number of students-in attendance during the scholastic year of 1873- 74 was 15: males 12, females 3. Of these, 4 graduated from the department as then existing and engaged in teaching. From 8 to 10 of the senior class of 1874-’75 are under in¬ struction, will receive certificates at the expiration of the course, and. after two years’ successful teaching will be entitled to the degree of “bachelor of didactics.” The normal department of Whittier College, Salem, reports the number of resident instructors 6 ; of students in attendance during the year 1873-74— males 22, females 26 ; in all 48. Of these, 8 graduated after a three years’ course and 7 engaged in teaching. Such graduates receive diplomas at the completion of their course, conferring a regular academic degree. COUNTY NORMAL INSTITUTES. Teachers’ normal institutes were held in eighty-nine counties during the year 1874. Thirty-five of them continued in session four weeks ; twenty-six, three weeks ; twenty, two weeks ; and eight, one week. Prior to April 1, when this law took effect, institutes had been held, under the old law, in five counties. The normals were held at the season of the year when the best instructors could be secured, and generally remained in session long enough to afford a fair opportunity for giving instruction in methods of teaching, and illustrating the same by actual practice. Classes were formed and work was assigned with a view to securing the greatest amoupt of study in the given time. Thus far the instruction has been confined chiefly to didactics, reading, writing, spelling, arithmetic, geography, grammar, United States history, and physiology.’ A course of study, which contained, besides general suggestions and instructions, a pro¬ gramme for daily exercises, a syllabus of study, and a complete course of study in each branch, suited for a four weeks’ institute, was prepared and sent to county superin¬ tendents. A substantial uniformity in the course of instruction was thus secured throughout the State, with excellent results. The attendance, though voluntary on the part of teachers, was unexpectedly large, being, in the aggregate, 6,774 ; and, judging from a large number of institutes visited and from the reports received from all, it is safo to say that nothing has ever beforo awakened such an enthusiasm among teachers or given such an impetus to the school work in the State. IOWA. 117 EDUCATIONAL JOURNAL. Oue important aid in the proper training of the teachers of this State is The Common School, a monthly journal of education, published at Davenport, under the general editorship of W. E. Crosby. It has a university, a normal, a supervision, a high school, and a literary department, as well as one ou Kindergarten methods, each under charge of a special editorial contributor, and, os might be expected from such a systematic subdivision of its work, has many interesting and useful articles under these heads. SECONDARY INSTRUCTION. IN HIGH SCHOOLS. The only school of this class that presents a sketch of itself for 1874 is the one at West Des Moines, where the number of teachers employed was 3, 2 males and 1 female, and the number of pupils, 143, of whom 64 were boys and 79 girls. The superintendent speaks of this school as the pride of the citizens and the head of the public school system, and says : “ The influence of the high school is by no means confined to those who are members of it. This influence is felt in all the lower grades as a kind of magnetic force, drawing all towards its elevation. The high school boy or girl is looked upon by those of lower grades as possessed of enviable advantages, and even the child of the primary school looks longingly forward to the time when he shall possess the same. He is thus incited to more patient and more persistent efforts to advance.” IN OTHER SCHOOLS. Six private schools for boys and girls within this State report in all 38 teachers and 1,060 scholars, 552 in English studies, 85 in Latin and Greek, and 27 in modern lan¬ guages. Drawing is taught in 2 of these schools, vocal and instrumental music in 5 of them. Three have laboratories ; 5 philosophical apparatus ; and libraries aggregat¬ ing 1,500 volumes are possessed. In the preparatory schools of the various colleges in the State about 2,700 students are more or less engaged in the studies appropriate to preparation for a college course, but how far these studies are pursued, or in what proportion they become actually pre¬ paratory to college training, it is somewhat difficult to tell. BUSINESS COLLEGES. Nine of these, with 30 instructors, report 1,783 students in preparation for the vari¬ ous pursuits of business, 1,605 being males and 178 females. Of these students 15 are paying attention to German. Four of the schools have libraries reaching from 18 to 255 volumes. Courses, three months to one year. SUPERIOR INSTRUCTION. STATE UNIVERSITY. The State University at Iowa City provides for both sexes facilities for liberal cul- ture in literature, the arts and sciences, and their applications. It has (1) an academical department, which includes literary, scientific, and nor¬ mal courses of study; (2) a department of law; and (3) a department of medicine. Each department has a full and able corps of instructors and the necessary appli¬ ances for giving the best instruction. The number of students for the year 1873-74 was, in the academical department^ seniors, 19 ; juniors, 39 ; sophomores, 42 ; freshmen, 46 ; subfreshmen, 228 ; special, 38. Total in academical department . 412 In department of law . . . . . . . . . 93 In department of medicine . 65 Total . 570 The school is deservedly popular throughout the State, and is doing a grand work for higher education in Iowa, under the administration of its able president, Dr. George Thacher. PRIVATE AND DENOMINATIONAL INSTITUTIONS. The enlightened educational spirit which has fostered so universally and so well the public schools has, with equal wisdom and zeal, laid the foundation for higher educa¬ tion, not only in the State institutions, but in the universities, colleges, academies, and other private schools established throughout the State. The following is a list of universities and colleges, all, except the State University, under the control of corporations : 118 REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of universities and colleges, 1874. Hames of universities and colleges. Burlington University . Cornell College . Central University of Iowa . German College . Humboldt College . Iowa College . Iowa State University . Iowa "Wesleyan University. Norwegian Lutlier College. . Oskaloosa College . Parsons College . Penn College . Simpson Centenary College. Tabor College . Upper Iowa University .... University of Des Moines . . Whittier College . Western College . Number of students. Property, income, &c. 405 &181 26 111 258 (Z228 e44 141 209 141 168 200 90 160 168 173 "So 42 /69 44 27 12 52 •^3 rs ci O cS . cu- °ro- O CO §38, 000 65, 000 60, 000 15, 000 100, 000 84, 548 250, 000 54, 500 120, 000 50, 000 21, 000 40. 000 23, 000 50, 000 50, 000 40, 000 f 13, 500 40, 000 50, 000 21, 000 0 74, 589 202, 000 53, 595 0 30, 000 55, 000 41, 000 20, 000 15, 000 13, 235 §1, 350 4, 000 5, 000 0 7, 000 20, COO 0 1, 500 1, 500 4, 500 3,500 1,000 1, 500 485 -+3 OI oc o Ct .3 © a a 1:3 1, 730 7, 000 3, 500 0 0 1, 500 9,000 0 3, 500 2, 760 3, 000 3, 500 1, 951 2,251 I Si 2 £C 9 $o o o 52, 300 §0 032 0 0 o' 9," 250 2,230 aC, 000 2, 000 2, 000 a6, 150 7, 000. al,8G0 a2,831 450 1,060 a500 a3, 550 al.800 2,000 500 al,500 a Includes society libraries. 6 Also 73 unclassified, c Three wholly, 5 in part. d Also 44 special students. e Also 59 students unclassified. / Also 7 special students. women’s COLLEGES. Besides the above-mentioned, two institutions specially devoted to the higher educa- I tion of young women report to the Bureau of Education 25 instructors and 307 pupils, of I whom 57 are in the regular collegiate course. One of these is authorized by law to confer degrees. Both have libraries, one of 500, the other of 600 volumes. In both vocal and instrumental music are taught, with drawing, French, and German, and in one painting is also added. Both have laboratories, but make no report of museums, apparatus, or gymnasiums. SCIENTIFIC AND PROFESSIONAL TRAINING. STATE AGRICULTURAL COLLEGE. The State Agricultural College, at Ames, provides a thorough system of scientific and industrial education for both sexes, with courses of study in agriculture, horticulture, andforestry ; stock-raising; mechanical, civil, andminiBg engineering; military tactics; | and general science and literature. Manual labor is a prominent and popular feature, each student being required to j spend at least two hours a day in manual labor, either in the college building or on the I farm, several hundred acres of which are kept under cultivation principally by student labor. The attendance last year was as follows: resident graduate, 1; seniors, IS; juniors, j 31 ; sophomores, 48 ; freshmen, 148 ; subfreshmen, 19 — total, 266. At the third annual commencement, November 11, 1874, there were 19 graduates, 14 j of whom were gentlemen and 5 ladies. President A. S. Welsh, LL. D., deserves great credit for his successful and rapid development of industrial education in Iowa. SPECIAL INSTRUCTION. THE COLLEGE FOR THE BLIND. The College for the Blind, located at Vinton, provides, at public expense, an excellent school and home for all the blind of the State who choose to avail themselves of its ad- IOWA. 110 vantages. The number iu attendance last year was 112. There are literary, music, and industrial departments. During the six years of Superintendent S. A. Knapp’s excellent management the facilities of the school have been greatly improved. Statistics of schools for scientific and professional instruction. Schools for professional instruction. Property, income, &c. b & o a &P a S s=> +3 tn to ® J=2 SCHOOL OF SCIENCE. Iowa State Agricultural College . SCHOOLS OF THEOLOGY. Department of theology of Iowa Wesleyan University. German Presbyterian Theolog¬ ical School of the Northwest. Swedish Lutheran Mission In¬ stitute. SCHOOLS OF LAW. Law department Iowa State University. Law department Iowa Wesleyan University. SCHOOLS OF MEDICINE. College of Physicians and Sur¬ geons. Medical department of Iowa State University. School of Pharmacy of Iowa Wesleyan University. $438, 331 $226, 378 $30, 000 0$ 28, 500 8 45 93 16 152 97 3 3 4-2 20, 000 17, 000 1, 000 75, 000 3,950 7, 000 3, 500 700 2, COO 200 a From State appropriation. IOWA INSTITUTION FOR EDUCATION OF THE DEAF AND DUMB. Staff, a superintendent, with 7 teachers, a physician, steward, matron, and assistant matron. Pupils at the session of 1873-74, mid-year, 138— males, 76 ; females, 62. For the first time, a majority of the counties in the State are represented, while the records show that 33 counties have never sent a pupil to the school and 12 others only one each, though some of these are known to have several deaf mutes of suitable age to be instructed. The instruction in the institution includes all the English branches commonly taught in the schools of the State, with such unsectarian religious training as can be given. Especial attention is devoted to practice in written language, with a view to the im- partation of a fair knowledge of words and phrases and of a correct idea of the English language. This is held to be exceedingly important as a means of ready and intelli¬ gent communication with those around the pupils after they leave the institution, a very few in any community understanding the sign-language which deaf mutes use among themselves. Handicraft training, most valuable to pupils of this class, had not, at the date of the last report, been introduced into the institution. The early introduction of it is recom¬ mended by the principal, as well as by the board of trustees, as of great expediency, if not of absolute necessity,, since only by its means can the pupils go out to take their places as useful members of society. — (From tenth biennial report.) REFORM SCHOOL. The reform school at Eldora, has 146 boys and 11 girls. They are regularly taught in school and trained to work. 120 REPORT OF THE COMMISSIONER OF EDUCATION. In the third biennial report, Superintendent J. McCarty enumerates among the most urgent wants of the school, more land to cultivate, a library, and provisions for teach¬ ing vocal and instrumental music. soldiers’ orphans’ homes. The State has taken good care of its soldiers’ orphans, in homes established at Dav¬ enport, Cedar Falls, and Glenwood. Of the children of the fifteen thousand Iowa soldiers who fell in the war of the rebel¬ lion, but two thousand have applied for admission and been received into these homes, which the women of Iowa had established during the war and which the State adopted at its close and has cared for since. They can soon be turned to other purposes. EDUCATION OF CONVICTS JN THE STATE PENITENTIARY. Maj. S. H. Craig, the efficient warden of the penitentiary, in his last report to the governor, says: “ Of the 312 convicts received at the prison during the two years past, 46' could neither read nor write ; 6 were but one step in advance of this position; 61 were but poorly educated, and properly come under the head of uneducated, making a total of 113.” Efforts had been made, as far as the means admitted, to teach these pris¬ oners to read and write, and with very encouraging success. Major Craig urged the importance of making further provision for giving instruction, at least to the more ig¬ norant classes of prisoners. An appropriation was made by the legislature, in accordance with this recommenda¬ tion, for the salary of a chaplain and teacher. Rev. James Sunderland, who was ap¬ pointed to this position, in a recent communication addressed to this Office, says: “I am happy to be able to say that our school is prospering quite satisfactorily. I have now 73 men in my classes. The youngest scholar is 13, my oldest about 45. The ma¬ jority are young men, and these constitute the best part of my classes. Young men, serving medium-length terms, will receive the greatest advantages from this instruc¬ tion. Young men, as a rule, I find both more interested and more apt to learn than older ones. It is astonishing to see the progress made by some of them. It is remem¬ bered, in estimating their progress, that they work hard every day; that many of them have but imperfect light in their cells, while evenings and Sundays are all the time they have to study; that they can only recite once a week; and yet, with all these disadvantages, I have one class, for instance, which in the two months I have been with them, has passed from the beginning of simple division to long measure in compound numbers, Ray’s Arithmetic, and they knew nothing of this until taught here; and they understand what they have gone over as thoroughly as any class I ever taught in a public school. And besides tho mere knowledge gained, it gives a sense of manliness to them, and I have no doubt that it will have a very salutary effect upon the future lives of the men. Dr. Craig is in hearty sympathy with this effort, as with everything that promises good to the prisoners, and provides for it as amply as his resources will allow. We have just added 300 volumes to the library, and put it in good order.” EDUCATIONAL ASSOCIATIONS. STATE TEACHERS’ ASSOCIATION. The annual meeting of the State Teachers’ Association was held at Des Moines, Sep¬ tember 1-3, 1874. The following papers and addresses were given : “ Inaugural address,” Pres. A. Armstrong, Council Bluffs ; “ English grammer in ele¬ mentary schools,” W. E. Crosby, Davenport ; paper on same subject, j. H. Thompson, Des Moines ; “ Primary schools, their faults and remedies,” Miss S. J. Porter. Des Moines; “Analysis of common school work,” W. H. Beach, Dubuque ; “ Illustrative teaching,” C. M. Greene, Des Moines ; “ Mathematics in high schools,” A. N. Ozias, Des Moines ; “Men¬ tal culture,” R. A. Harkness, Garden Grove; “ Industrial educatiou and practical ethics,” Mrs. Matilda Fletcher, Des Moines; “'Culture and the reactionists,” W. H. Wynn, Ames ; “ Growth,” C. L. Porter, Boone; “Relation of the college to the common school,” Pres. T. M. Bruner, Oskaloosa; “ The press and free schools,” Waldo M. Potter, editor Davenport Gazette ; “ The demand of the producing classes for a more practical educa¬ tion,” Col. John Scott, Nevada ; “ The right of the State to establish schools for instruc¬ tion in the higher branches in education,” W. G. Hammond, LL. D., Iowa City; “ The influence and education of the will,” Hon. Alonzo Abernethy, Des Moines. The following officers were elected: President, J. H. Thompson, Des Moines; secre¬ tary, C. P. Rogers, Marshalltown ; treasurer, D. W. Lewiss, Washington. SUPERINTENDENTS’ CONVENTION. During the month of May county superintendents’ conventions were held at Charles City, Cedar Rapids, Fairfield, Des Moines, Council Bluffs, and Cherokee, the super¬ intendent of x>ublic instruction attending and presiding at each. The meetings were IOWA. 121 in session two days at each place, and in the aggregate were attended by 83 of the 99 superintend onto in the State. The principal topics discussed were normal institutes, examination of teachers, school inspection, teachers’ associations, appeals, and annual reports. The first-named received most attention, in order that superintendents might enter upon their new duties, im¬ posed by the recently-enacted law, with some degree of preparation and system. These meetings enable superintendents to compare views and profit by each others’ experi¬ ence, and tend to secure uniform and intelligent management. They give opportunity, also, for instruction in the interpretation of the school law and admiuistration of school affairs. LIST OF SCHOOL OFFICIALS IN IOWA. Hon. Aloxzo Abeuxetht, State superintendent of public instruction, Des Moines. CITY SUPEBIXTEXDEXTS. City. Superintendent. ^Post-office. Davenport . [ Miss P. \V. Sndlow . . . . . . Davenport. Des Moines. Des Moines _ *■ . J\ H. Thompson . Keokuk . 1 W.W. Jamieson . . . Keokuk. COCXTY SUPERINTEND ENTS . County. Superintendent. Post-office. Arbor Hill. Mt. Etna. Lansing. G. TV. Taylor . Dennis. Audubon H. G. Smith Exira. Denton . S. T. Short-ess . _ _ . _ . Vinton. Black Hawk . A . F. Townsend . . W aterloo. Boone . T. P. Coin . Boonesboro’. Bremer . H. H. Burlington . Waverly. Buchanan . A Howe . . . . . . . Jessup. Buena Vista . J. Davis . . . . Newell. Butler . J. W. Stewart . . . Shell Hock. Calhoun . Mrs. C.E. CVDonakhue . Twin Lakes. Carroll . W. F. Stei^erwalt . Carroll. E. D. Hawes .. .. . . Atlantic. Cedar . C. W. Hollins . Tipton. Cerro Gordo . Mrs. J. B. Dakin . . . . . Mason City. Cherokee . TV, F. Harriman . Cherokee. Chickasaw . 0. A. Truman . Bradford. Clarke . A. P. Jenks . . . Osceola. Clav . J. E. Chase . ^ _ Annieville. Clayton . J. F. Thompson . . . . . Elkader. Clinton . Miss T.ne.y Onrr.is _ _ _ _ Wheatland. Crawford . V. F. Smith . Denison. Dallas . I J. M. Crocker . . . De Soto. Davis . I E F. Jenkins . Bloomfield. Decatur . . . . . ! J. C. Huberts Leon. Delaware . | William H. Merten . Colesbur". Des Moines . i T. B. Snyder . Burlington. Dickinson . A. W. Osborne . . . ; Spirit Lake. Dubuque . ■ X. W. Boves . Dyersville. Emmett . ! E. H. Ballard . j Estherville. Fayette . : W. W. Quivy . West Union. Floyd . ; Mrs. H. Duncan . 1 Charles City. Franklin . G. G. Clemmer . j Hampton. Fremont . 1 C. W. Gould . Hamburg. Greene . ! J. W. Huntington . Scranton. Grundy . G. B. Stoddard . Alice. Guthrie . G. C. Miller . ; Stuart. Hamilton . C. W. Howd . . . : Webster City. Hancock . . . Eugene Marshall . : Crystal Lake. Hardin . Frank A .Moore . Eldora. Harrison . Lemuel Gale . Magnolia. Henry . Miss Anna E. Packer . . . . Salem. Howard . 0. X. Hoyt . Cresco. Humboldt . Jnlius Stevens _ _ Humboldt. Ida . A. L. Houser . Ida. Iowa. . . . H. H Sheldon MareDgo. Jackson . X. C. White . . . . Maquoketa. Jasper . C. D. Hipslev . . . Newton. 122 REPORT OF THE COMMISSIONER OF EDUCATION. List of school officials in Iowa — Concluded. County. Superintendent. i Post-office. Batavia. Iovra City. Anamosa. Sigourney. Loir's Creek. Ft. Madison. Mt. ypmnn. J.J. Allen . 1 ! Chariton. W. S.Peiler ... . . 1 Rock Rapids. Winterset. Oskaloosa. Knoxville. Marshalltown. Mills . . . Glenwood. Osage. Onawa. Albia. Mitchell . I. F. Winnek . Red Oak. Muscatine. O’Brien . J. A. Smith . . Pringhar. Sibley. Page "City. Emmittsbnrg. Le Mars. Osceola . . .T. M. .Ten kins _ __ _ _ _ Page . Hugh Hoten . Palo Alto . Albert L. Day . James A. Harroun . Plymouth . Pocahontas . Oscar I. Strong . Rolfe. Polk . D. G-. Perkins . Des Moines. Pottawattamie . G-. L. Jocobs . Council Bluffs. Poweshiek . J. R. Duffield . Brooklyn. 1 Mt.Ayr. Ringgold . It. F. Askren . . . Sac"! . John Dobson . Sac City. Davenport. Harlan. Scott . P. S. Morton . Shelby . . . . . . Aaron N. Buckman . Sioux . E. 0. Plumb . Orange City. Nevada. Story . J. H. Franks . Tama . A. H. Sterrett . Toledo. Taylor . . . J ohn B. Owens . Bedford. Tin inn . J. M. Milligan . Alton. Van Buren . 1 Archie McDonald . Vernon. "Wapello . ! . Clay Wood . Ashland. Warren . . . 1 H. A. Huff . Indianola. Washington . | Miss Clara Harris . . Washington. Corydon. Ft. Dodge. Wayne . William Datts . Webster . . . Frank Farrell . Winnebago . W. W. 01m stead . J . Forest City. Decorah. Winneshiek . Gr. N. Holway . . W oodbury . . . A. R. Wright . Sioux .City." Plymouth. Clarion. Worth . G-. W. Whitcomb . Wright . . . Thomas Garth . KANSAS. 123 KANSAS. STATISTICAL SUMMARY.* school: fund. Amount of interest-bearing permanent school fond RECEIPTS. From semi-animal dividend of State school money . From district tax for support of schools . . Total from various sources . Decrease for the year . f . EXPENDITURES. Amount paid for teachers’ wages . Increase for the year . For repairs and incidentals . Decrease for the year . SCHOOL POPULATION. Number of male persons of school age . Number of female persons of school age . . Increase for the year . . ATTENDANCE. Number enrolled . Increase for the year . Average daily attendance. Increase for the year . . ‘ 1873. 1874. $1, 003, 681 99 $1, 083, 426 231, 917 23 261, 952 931, 958 69 S95, 095 1. 657, 318 27 1,623,977 44. 632 17 13, 340 716,056 03 723, 578 119, 444 14 7, 522 51,504 06 51,263 7, 382 62 240 41 62 85 99 28 63 55 70 36 1 i 95, 156 89, SOI 18,975 > 121,690 ' 9,524 71,062 j 9, 524 j 101, 872 97, 138 14,053 135, 593 13,908 77,336 6, 321 TEACHERS AND THEIR PAT. Number of male teachers in public schools Increase for the year . Number of female teachers . Increase for the year . Average wages paid male teachers . Decrease for the year . Average wages paid female teachers . Decrease for the year . . 1,880 2,360 133 | 480 2,143 ; 2.633 95 | 540 $38 43 | 837 24 1 77 1 19 30 64 ' 28 69 86 1 1 95 SCHOOL DISTRICTS AND SCHOOLS. Number of school districts . . Increase for the year . er of reports received from district- clerks . Increase for the year . Number of school-houses— log 263, frame 2.273. brick and stone 5?7 2s umber of scbool-bouses — log 32 i! frame 2,606. brick and stone 609 Average length of school term in months . ■From reports of Hon. H. D. McCartv. superintendent of public instruction, for the years ended rnber 31, 1873, and December 31, 1874. 4,004 4,395 585 391 3,847 4,181 676 ; 334 3,133 j . ELEMENTARY INSTRUCTION. EDUCATIONAL PROGRESS. In Lis annual report for the year 1674, (page 3,) the superintendent states that, not¬ withstanding the financial depression and the disasters which have befallen the agri¬ cultural industries in portions of the State, and the consequent embarrassment to their present material progress, the increased interest in popular education has, in many respects, marked the year as one of the brightest in the calendar. The great popu¬ larity of an education free to all, together with the healthy public sentiment in favor of our public schools, has manifested itself in the liberal contributions for their sup¬ port and in the almost lavish expenditure of money in the erection of costly buildings for their accommodation. Less than fourteen years ago, Kansas was admitted as a State, since which time our educational system has grown with her growth and devel¬ oped with her development. In twelve" years, the school population of Kansas has 124 REPORT OF THE. COMMISSIONER OF EDUCATION. increased from 13,976 to 199,010,. The annual amount raised by district .tax has been increased from $10,381.81 to $895,095.85 ; and the value of school-houses has been increased from $10,432.50 to $3,989,085.67. This valuation is considerably beyond that in so old a State as Maine, where the number of schoobhouses is greater, but the aver¬ age quality probably not as good. The increase of- 410 new school-houses is worthy of note. For their character, see the next article. SCHOOL-HOUSES. The number of these built in the last year has been just referred to. The increase in the number of frame, brick, and stone ones is encouraging, though it .might be wished that in a dry and windy region, such as most of Kansas is, the proportion of the last two materials were greater than it appears to be. Still, the accounts of the county superintendents indicate a good condition of these buildings, on the whole. Thus in Davis County it is said: “The majority of our school-houses are built of the beautiful magnesian limestone for which this country is noted. They are supplied with the latest improved style of furniture, and rival, in beauty and substantial worth, those of much older counties.” In Dickinson, “During the year, the last log school- house in the county gave place to a comfortable frame one, and Abilene iS now erect¬ ing an elegant $12,000 school-house.” In Greenwood, “Our schools are nearly all new, are of the most substantial character, and are generally supplied with maps, charts, &c.” In Labette, “ Six years ago, the Osages had possession ; to-day, we have an intelligent population of nearly fourteen thousand, five thousand children of school- age, nin ety -three school-districts, and all these, except two or three recently organized, have school-houses which would do credit to much older and wealthier States.” In Linn, “ Several good, commodious school-houses have been built during the past year and others furnished with improved furniture and other appurtenances.” In Morris, “ The school-buildings are all respectable, some elegant.” In Hutchinson, Reno County, “ A very commodious and elegant house, costing about $14,000, while the country dis¬ tricts generally have good houses.” In Saline, “One school-house, built this year, in Salina, will cost about $30,00.0.” In Shawnee, “ Our school-houses, with few exceptions, are new, commodious, of excellent design, and good workmanship.” In Wabaunsee, “ At Alma a building in course of construction, to cost $5,000.” And almost nothing appears on the other side to offset this general good report. BOOK-KEEPING AND DRAWING. The superintendent recommends that book-keeping bo added to the list of studies required to be taught in all the public schools of the State, and that the law be so amended. To show the great need for such instruction in the schools of the State, it is only necessary to glance through the reports of the county superintendents. It is stated that nearly every one complains that the district clerks’ reports are inaccurate and in¬ complete; the district treasurers’ accounts are so “mixed up as to be incomprehensi¬ ble;” they “ can neither tell how much school-money has been received, how much has been paid out, nor how much is in the treasury.” In his report for 1873, he earnestly recommends that drawing be included in the list of studies taught in the public schools of the State. He believes that the necessities of the State demand this instruction, and that it can be given, although the teachers have received no special instruction therein. — (Report for 1874, pp. 5-7.) COUNTY SUPERINTENDENCY. In his report for 1873 (pp. 4-17) the superintendent discusses at considerable length the question of school supervision, showing me necessity for it by the experience of other States and countries, and also by its results in Kansas. He says: “The high state of perfection to which our schools have been brought, their deservedly increased popularity, and the improvement in methods of instruction that may have been no¬ ticed in many of them, is principally due to the earnest and efficient efforts of the county superintendents. No other instrumentality has ever done so much towards har¬ monizing, utilizing, and popularizing the free public schools of the United States as that of city and county supervision.” WOMEN AS TEACHERS AND SCHOOL OFFICERS. The superintendent thinks that women possess in a greater degree than men the natural characteristics of teachers. At present, however, on account of the inadequate remuneration for teaching, they have little competition in the work, since, except as superintendents, principals, or teachers in high schools or colleges, only those men are willing to teach for any length of time who have not the requisite qualifications to make them successful in other departments of life. “As county superintendents, the verdict is that those elected in this State J have done their work faithfully and well, as well as the best and far better than many of KANSAS. 125 the men.’” The superintendent hopes “that this new field, as well as professional chairs in high schools and colleges, will remain, open to all, male and female, in fair and honorable competition.” — (Report for 1873, pp. 23-25.) MATURE TEACHERS NEEDED IN PRIMARY SCHOOLS. The practice of placing yonug girls or hoys, 16 or 18 years of age, with imma¬ ture minds, defective scholarship, and no special training for their work, in charge of small children, because they are small, is strongly condemned. The idea that “ any one can teach little children ” is regarded as a fatal mistake. On the contrary, the primary of all schools ought to be the best ; the teachers the ablest, the most scholarly, the best trained for the work, and should possess in an eminent degree a knowledge of the laws of the child-mind and the qualities of ingenuity and tact and adaptation of means to an end. — (Report for ^873, p. 25.) COURSE OF STUDY FOR DISTRICT SCHOOLS. Iii 1873 there was published by Superintendent McCarty a well-arranged course of study for the primary, intermediate, and advanced grades of the public schools, with a view to harmonizing the instruction given in them. It was thought that this might serve a double purpose, first, that teachers might thus have a guide as to the studies to be taught simultaneously and consecutively, and, next, that county superintendents might thus have a standard by which to judge of the comparative progress of the dif¬ ferent schools within their jurisdiction. This course includes, for the four sections of the primary grade, reading, language, and numbers up to the conclusion of primary arithmetic, for which Felter’s is recom¬ mended ; for the three sections of the intermediate grade, reading, spelling, writing, language, arithmetic, and geography — the* arithmetic reaching through philosophical problems in Feller’s Practical and the geography through a tolerably fair course ; for the two sections of the advanced grade the studies of the intermediate one are continued, with book-keeping, physiology, botany, zoology, the science of common things, and his¬ tory. Instruction in vocal music and moral lessons runs through the course. An excellent paper on methods accompanies the sketch given of the course and a set of text-books named is recommended for use, but not made compulsory. INCOMPETENCY OF TEACHERS. In his report for 1873, (p. 20,) the superintendent says that, notwithstanding the great good which the normal schools of the State have done and are doing, they are be¬ lieved to be wholly insufficient to supply the pressing demands of the common schools for trained teachers. Not more than one in four of the teachers of the common schools of the State is fitted for the place he occupies, in respect to scholarship, methods, prin¬ ciples of teaching, general intelligence, ability to organize and govern a school, breadth, symmetry, and poise of character. The gradations of unfitness and incompetency reach from the barely passable; to the lack of every element of fitness for the work. One-third, or 1,500 of the 4,600 teachers of Kansas, retire from the profession each year ; consequently, 1,500 new recruits must necessarily enter each year to supply their places, under whose instruction sit nearly 40,000 children. Of the 4,500 teachers" in the State, only a little over 1,300 are deemed worthy of the first-grade certificate. The sec¬ ond grade, denoting qualifications barely passable, is held by 2,000 teachers ; and the third, denoting'1* no particular qualification,” by 1,200. TRAINING OF TEACHERS. EMPORIA NORMAL SCHOOL. The school year closing in 1874 has been one of encouraging success here. The estab¬ lishment of a model school, consisting of a high and grammar department and of an elementary training school in connection wfith the normal department, has, produced good results, in the better professional training of teachers. Notwithstanding the financial distress of the State, a larger number of students were in attendance than ever before in the history of the school. The aggregate enrollment was 236.; in the" normal department, 191 ; high and grammar school, 20 ; training school, 25. The en¬ rollment for 1873 was 172 in normal department ; training school, 47. — (State report for 1874, pp. 154, 155.) LEAVENWORTH NORMAL SCHOOL. During the year 1874 there were enrolled 235 pupils in the normal department, with an average attendance of 145. In 1873 the number enrolled was 99. The school is rapidly increasing, but with the present teaching force of 7 instructors it is impossible to secure the efficiency that is to be desired. The last legislature overlooked the wants of the school, and an earnest appeal is made to the one for 1875 for provision for 3 additional teachers . An appropriation for a library is also asked for ; none is now possessed of practical value to normal students, except Chambers’ Encyclopedic. 126 REPORT OF THE COMMISSIONER OF EDUCATION. The principal says, with apparent justice, that the advantages which this school possesses in its practical department cannot he excelled. He writes: “ We have the use of all or any of the city schools for our training schools, in which the normal students study, observe^ and practice teaching. At the present time we make use of only those children (about 800) who attend in the normal school building. These 800 are thor¬ oughly graded, are under admirable discipline, and form our training school.” This is, "indeed, a great advantage. — (State report for 1874, pp. 162, 163.) CONCORDIA NORMAL SCHOOL. This new school, established during the last year, had, during the first seven weeks of the first term, enrolled 66 students in the normal department, with an attendance of about 80 in the training school. The board of directors report in November, 1874, that applications and inquiries received induce the belief that the attendance will be over 100 at the commencement of the next school term, and will more than double by September, 1875, showing the great need of the school in that portion of the State. The building is a good stone structure, erected at a cost of about $7,000, and of capacity to accommodate 150 students. — (State report for 1874, pp. 169-172.) QUINDARO STATE NORMAL SCHOOL FOR THE COLORED RACE. The report of this school for the year 1873 remarks that the antecedents of the pop¬ ulation for whose benefit this school is designed preclude, thus far, the establishment of an advanced standard of admission, but it is being gradually raised. The enrollment during the year was 82 ; the average daily attendance, about 33 ; this irregularity of attendance resulting from the limited means of parents. The deportment and progress of the scholars are said to be, for the most part, praiseworthy. SECONDARY INSTRUCTION. HIGH SCHOOL COURSES. In the report for 1873 (pp. 253-273) there was published a carefully-digested course of study and classification for the public high schools of Kansas, prepared at the in¬ stance of the regents of the university. The end proposed was the completion of the public school system by the organization of substantially uniform high schools, con¬ necting with the graded schools on the one hand and the State university and agricul¬ tural college on the other. Three courses were embodied in the sketch, designed to meet the wants of three dif¬ ferent sets of students — one a classical, one a scientific, and the third an English course. Four years were to be given to either of these courses, in order to its full completion, and the opinion was expressed that in each school adopting the courses four teachers would be found necessary to carry on the work indicated in the plan. In the classical course Latin is begun in the first year, and continued through each succeeding one. Greek is begun in the second year, and continued to the close. The other studies are arithmetic, algebra, geometry, physical geography, history, and zoology. . In the scientific course, German and French take the place of Latin and Greek, the German beginning with the first year and running through the third, while French is reserved for the last year; natural philosophy, chemistry, physiology, geology, aud botany are added to the zoology of the other course; and beyond geometry come trigonometry and spherical and physical astronomy. In the English course the studies are the same as in the scientific, except that in place of German and French come studies in English language and literature, rhetoric, and logic. A paper “ On methods” accompanies the schedule of studies, giving clear directions as to the means of making each study most effective. For example, on “ Languages” the advice is given that practice and theory should be so combined as to tax memory and reflection equally, and that, to this end, the language studied should not be taken up part after part, but in such a way as to develop its entire structure from its prime organic element, the simple sentence. The substantive, the verb, and their relations should therefore be mastered together. As acquaintance with the inflections of the tongue admits, the more complicated constructions should be developed, but according to a certain systematic order, which may show the pupil the possibility a language has for expressing such ideas; for instance, as purpose, causation, condition, agency, cir¬ cumstance, &c. In order to readiness in the use of the inflections and in the applica¬ tion of the principles of construction, it is recommended that copious and familiar ex¬ ercises should be given on every point and the ear be more exercised at the outset than the eye. Great attention to pronunciation is also recommended, the committee inclim ingto the revived Roman and modern Greek in preference to all others for the classic tongues, with frequent translations into the vernacular, with memorizing of passages from authors read, and with daily reviews and term reviews, the former consisting of translations of the text from the teacher’s dictation and the latter of written synopses in the language of the text, everything to be treated, too, in connection with , its proper historical setting and with, due attention to geography. KANSAS. 127 As to other studies, equally explicit instructions are given, so that, if the Kansas secondary schools should not eventually excel, it will not be from want of clear sug¬ gestion as to good methods of instruction. GRADED SCHOOLS. Of the 70 graded schools in 26 towns and cities of the State, all but 4 have connected with them high school courses, in which are engaged an aggregate number of 1,086 pupils; 8 of these schools appear to have at least the beginnings of libraries, valued at from $24 to $1,000 ; all but 7 have apparatus ranging in value from $25 to $4,000 ; 16 of these school-houses are built of stone, 37 of brick, and 17 are frame. OTHER SECONDARY SCHOOLS. The private or denominational institutions which afford secondary instruction report¬ ing staristics for 1874 are: (1) St. Benedict's College, (Roman Catholic.) Atchison, with 7 instructors and 110 students, 27 of whom are known to be preparing for col¬ lege. (2) The College of the Sisters of Bethany, Topeka, (Episcopal.) with primary, preparatory, and collegiate departments, a fine new building lately completed and oc¬ cupied, with ample gymnasium, and fitted with all the modern conveniences for both comfort and instruction. (3) Mt. St. Mary's Female Academy, (Roman Catholic,) conducted by the Sisters of Charity, with an attendance of about 50 students and 9 in¬ structors. How many of the pupils in the last two are engaged in the secondary studies does not appear. (4) The Geneva Academy, (Presbyterian,) with 2 instructors and 100 pupils, all in English studies. 40 of whom are, however, looking to a classical course in college. (5) The Western Methodist Collegiate Institute at Hartford, with 3 instructors and 105 students, not classified. In both these last, drawing and vocal mu¬ sic are taught and in the former instrumental also. The former has, also, a laboratory and apparatus, and a library of about 500 volumes. BUSINESS COLLEGES. Two of these institutions report to the Bureau for 1874 a total of 4 instructors and 179 students, of whom 140 are males and 39 females. One of them has a library of 85 volumes. Their courses are 6 months and 1 year respectively. SUPERIOR INSTRUCTION. UNIVERSITY OF KANSAS. The regents in their report for 1874 say that the reduction of the State appropriation for the salaries of faculty for that year from $18,200 to $15,000, together with the pres¬ ent impoverished condition of the State, has necessitated a reorganization of the faculry on a much lower scale of expenditure than would otherwise have been deemed advis¬ able. The number of instructors was reduced from 11 to 10 and the number of regu¬ lar professors from 9 to 6, these being snpjdemented by the appointment of three assistant professors at lower rates of compensation. These changes, the chancellor states, have not interfered with the regular progress of educational work, though they may somewhat have changed its quality. The receipts of the year from State appro¬ priation were about $29,244, and from all sources, $31,295. In place of Chancellor Frazer, who resigned to become State superintendent of public instruction, the regents, in November last, elected James Marvin, D. D. The library received additions by purchase during the year of about 450 volumes, besides $100 worth of periodicals, $1,500 in all being expended for that purpose. The faculty, in a memorial to the regents, declare that the greatest deficiency of the insti¬ tution is in the still meager supply of its library, which, aside from public documents, numbers only about 1,000 volumes. The present attendance, it is stated, is greater than ever before, particularly in the higher classes, and this result is owing, in a per¬ ceptible degree, to the recent acquisitions of the library, and the appropriation of $1,000 for this purpose for the coming year is asked, for as the least amount that can supply the most pressing wants of the library. The aggregate attendance for the year was 173, of whom 58 were in the collegiate department. During the ten months of the year 1873 for which the statistics were re¬ ported the total enrollment was 239 ; of these 81 were in the collegiate department. The only institution for superior instruction, other than those connected with the State, mentioned in the report of the State superintendent, is Baker University, at Baldwin City, under the auspices of the Methodist-Episcopal Church. The total attend¬ ance of students here was for 1874 101, of whom 61 were gentlemen and 40 ladies. Of tfiese, 19 were in the collegiate department and 82 in the preparatory and scientific. St. Benedict’s College, Atchison, on the west hank of the Missouri River, previously mentioned, reports itself as an institution whose object is to impart to young men a thorough education, which will make them capablp of filling any situation in life. It is under the snperintendence*of the Benedictine Fathers, who have been specially 128 REPORT OF THE COMMISSIONER OF EDUCATION. noted for their literary culture, and aims to develop alike the moral, the religious, the intellectual, and the physical nature of the youth committed to it. Its course of studies is divided into three departments, Latin, Greek, and English, with either of which may he connected instruction in mathematics, natural sciences, book-keeping, modern lan¬ guages, history, geography, penmanship, the fine arts, and declamation. Its catalogue for 1873- 74 presents a faculty of- 8 members and a corps of students numbering 105. Statistics of imiversities and colleges, 1874. Names of universities and colleges. Corps of instruction. m O tn m & o © r3 EJ Number of students. Property, income, &c. Number of volumes in library/ Preparatory. Collegiate. •p 72 3 ft 5 C3 «« £ o o S tc r> Amonnt of productive funds. Income from productive funds. C3 1 § "S a Jfji m q ft p ^cp Receipts for the last year from State appropria¬ tion. +3 03 op c3 .ft 0 ttTo P <5 Baker University* . 5 0 20 $30, 000 $0 $0 10 5GQ Highland University* 6 1 145 25 20, 000 25, 000 2, 000 3, 500 5, 000 Eane University* . 2 70 11 15, 000 11,000 1, 100 St. Benedict’s College. . 7 allO 2, 000 St, Mary’s College. ....... 9 "6 80 100, 000 c$12, 000 fo 0 61, 700 State University . 10 115 59 200, 000 10, 300 721 1, 295 29, 244 62, 100 Washburn College* . 3 "*6 25 11 70, 000 31, 000 3, 720 2, COO 1 ~v> - * From Report of Commissioner of Education for 1873. a Unclassified. 6 Includes society libraries. c Including board. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. KANSAS AGRICULTURAL, COLLEGE. The congressional grant to this institution, amounting to about 90,000 acres of land, has been sold, as occasion offered, and the proceeds invested in paying securities. The income received from this source amounts in ordinary years to about $20,000, a sum which now meets the expenses of instruction, and ultimately, it is expected, the sum will be $40,000 or $50,000 annually. The institution, then, is not a State institution in the sense of being supported by the State. An appropriation of about $25,000 is needed for the erection of workshops, the expenditure of any part of the congressional endow¬ ment for that purpose being prohibited. The sum mentioned, it is estimated, would bo sufficient to erect five workshops, which would afford all the room needed for the instruction of 500 students. The attendance during the year 1874 was 208, of whom 139 were gentlemen and 69 ladies. The average attendance for 1873 was 127, of whom 81 were gentlemen and 46 ladies. The average age of the gentlemen was 19.2 years and of the ladies 17.7. The reports of the sewing, printing, and telegraphic departments indicate that good work is being done in them. There was an average attendance in the printing department of about 35 students, 9 of these being ladies. In the elementary class, the average rapidity of composition was 600 ems per hour. The young ladies in the sewing class, averaging about 28, have made rapid progress in hand and machine sewing, including the art of cutting, fitting, and making clothing. The college farm has been no exception to the general failure caused by the locusts and drought. There wa£ an entire failure of the corn-crop, and a diminished yield of barley, roots, potatoes, and grasses. The entire spring-planting of fruit trees in the nursery and in the orchard, with the exception of pears, was ruined by the locusts. Forest trees also shared in the disaster, even eyergreens of most varieties, where they were not entirely killed, suffering materially. There were up to J uly 1 more than a. thousand varieties of apples on the farm, many of which were lost by the great scourge. The experimental pear orchard contains about 600 trees and 235 varieties. Such atten¬ tion as the means of the institution would permit has been given to forest- culture, with especial reference to the wants of the State. The literary departments of the college include farmers’, mechanics’, commercial, and women’s bourses, the fuy. curriculum carrying the graduate, it is claimed, to the point reached by the best American Colleges. KANSAS. 129 Statistics of schools for scientific and professional instruction. a From State appropriation. & Includes society library. cOf this, a Protestant-Episcopal seminary, the bishop writes in 1874: 1 ' Our theological school is started, and there is none other distinctively such in the State. The Homan Catholics had one in This city, (Topeka.) but it was last year removed to Wisconsin.” SPECIAL INSTRUCTION. KANSAS INSTITUTION FOR INSTRUCTION OF THE BUND. Officers: a superintendent, matron, physician, 2 teachers of English studies, 1 of music, 1 of handicraft. Pupils for 1873-'?4 : males, 21 ; females, 19 — total, 40. Studies in school : reading in Boston type and New York point, spelling, writing with grooved cards, arithmetic, grammar, political and physical geography, rhetoric, printing in New York point, ancient history, United States history, Constitution of the United States, geometry, vocal and instrumental music. Studies in the shops : broom- making, brush-making, and mattress-making; in the domestic department: plain sewing, knitting, bead and fancy work. Receipts for the fiscal year ended November 30, 1874, $8,880.37 ; disbursements the same, leaving of the State appropriation ($9,422) a balance of $541.63 undrawn. The institution receives pupils from 9 to 21 years of age. But it is expected that they should have the elements of instruction imparted to them before their coming, either at their homes or in the district schools, where they can learn to count, add, subtract, multiply, and divide, as well as to spell words of one or two syllables, to define the meaning of words, to read letters in raised print, to give facts in geography, to repeat hymns and passages of scripture, and to sing tunes or play on some simple instrument. Thus prepared, they may, unless of unsound mind or confirmed ill-health, or of fixed immoral character, be admitted to the benefits of the institution without charge, except for clothing, traveling, and incidental expenses. — (From seventh annual report.) LIBRARIES. The Kansas State library, Topeka, reports- for December, 1874, an increase of 1,052 American and 24 foreign books during the year. Of these additions, 741 have been by gift and exchange and 335 by purchase. The whole number of volumes at present in the library is 10,317, composed of law, documentary, and miscellaneous books. The proceeds of the sale of the supreme court reports, amounting to about $2,000 annually, are appropriated to the increase of this library. College libraries.—' These foot up, for the State, about 17,852 volumes, though in some instances the libraries of college societies are not included in the returns and in others these returns do not extend into 1874. Other libraries.— An intelligent and well-informed correspondent of the Bureau writes that there are at Topeka, Lawrence, Laramie, Leavenworth, and other of the towns, public libraries from which books are circulated, some of them quite large and success¬ ful. The teachers’ association of Douglas County have also a library at Lawrence, that of Miami County one in process of formation, and the lawyers of Leavenworth one at that place. LECTURES. The correspondent above referred to says that the popular eastern custom of diffus¬ ing general information by public lectures prevails as far west as Kansas, and that many of the “ stars ” visit the State on lecturing tours, though the selections are not always the best. 9 E 130 REPORT OF THE COMMISSIONER OF EDUCATION. The lectures delivered in connection with the gatherings of teachers’ institutes also contribute to diffuse information among the people, especially as some of these are by well-trained college professors. LIST OF SCHOOL OFFICIALS IN KANSAS. Hon. John Frazer, State superintendent of public instruction, Topeka,. COUNTY SUPERINTENDENTS. • County. Superintendent. J. E. Brvan . . . . . . L. H. Osborn . . J. E. Bemsbur,r . - . . S. B. Douglas . TI. A. Brandi ge . Joseph H. Lawhead . B. C. Chase . . . . . Butler . John Blevins . . . . F. B. Hunt . H. W. Sandusky . •. J. S. Dodson . . . Cloud . Samuel Doran . Miss M. P. Wright . Thos. A. Wilkinson . . . A. J. Georgia . J. A. Truex . . . A . M. Crnry .. _ _ D. D. Bose" . D. Shuck . Edwards . W. C. Knight . Ellis . DeWitt C. Smith . John Connor _ _ . . Ford . Thos. L. McCarty . A C. Peck . Greenwood ... _ _ _ _ .1 H. T. Johns . TT arvey . . . . . . F. L. Faatz . . . . . Howard _ _ _ _ .... _ J. H. Young . Jackson _ .... _ _ _ _ T. W. Barney _ _ Jefferson _ _ _ _ _ _ Chas. Smith . . Jeweff . . . . . T. J. Patterson . Johnson _ _ _ _ _ .... Andrew Ben wick . . . . . Labette . . . . . Mary A . Higbey . Leavenworth . . . . . Wm. H. Bradshaw . Lincoln _ _ _ - _ ... J. P. Harmon . Linn . B. B. Bryan . Lyon ...... . . . A. D. Chambers . Marion . . . . . . - _ Mrs. M. J. Sharon . Marshall . . . . . . . . I Alvinza Jeffers * . McPherson .... _ _ _ Philip Wickersham . I B. D. Bussel . Mitchell - _ j Cyrus Gaston . . . Montgomery _ _ _ _ ....... _ _ B. P. Cunningham . Morris . . J. E. Minney . Kemalia * A bi-jab \V ells . . . . . . FTeosho _ _ _ _ _ _ T. P. Leach . If orton -- ............ M. J. Fitzpatrick . . . Osa°'e _ _ _ _ _ _ _ _ _ _ E. C. Fewton . Osborne ' _ . . . . . Wm. L. Bear . . Ottawa _ _ _ _ _ _ J. H. Elder . Lawn 60 _ - _ - .... _ Emma Johnson . . . Phillips . , . C. J. Van Allen . "Pottawatomie _ _ J. J. Eostntler . . . . Beno _ _ _ ... _ J. P. Cassedy . . . . . . . EoptiWic _ _ _ David C. Gamble . . . Bice _ _ _ _ _ _ B. D. Stephenson . . . Biley J. E. Billina's . , . Books . A. S. A very _ _ _ _ ....... Bussell . _ . _ _ _ Ira S. Fleck . . . Saline . . D. Q. Miner . . . Sedgwick . I tj ohn Y. Zimmerman . . Shawnee . 1 Miss Hn a Hebron . . . . Smith . Henry C. Ellis . Sumner . 1 S. B. Fleming . . . Wabaunsee . . . F. W. Kroenke . Wallace . - . | Vhomas Smith . . . . Washington . i G. J. Main . . . . Wilson . . . i YV\ B. Shirley _ _ _ _ _ _ _ _ _ _ Woodson . | A. F. Palmer . Wyandotte . . i W. W. Dickinson . Post-office. Humboldt. Garnett. Atchison. Sun City. Great Bend. Ft. Scott. Hiawatha. Eldorado. Cottonwood Falls. Sherman City. Clay Centre. Concordia. Burlington. Winfield. Girard. Junction City. Abilene. Troy. Lecompton. Kinsley. Hays City. Ellsworth. Dodge City. 0 fctawa. Eureka. Kewton. Paw Paw. Holton. Perry. Jewell Centre. Olathe. Oswego. Leavenworth. Vesper. Mound City. Emporia. Marion Centre. Irving. McPherson. Fontana. Cawker City. Independence. Council Grove. Seneca. Thayer. Almena. Osage City. Osborne City. Minneapolis. Ft. Lamed. Kirwin. Louisville. Hutchinson. Seapo. Brookdale. Manhattan. Books Centre. Bunker Hill. Honek P.-O. Wichita. Forth Topeka. Gaylord. Wellington. Alma. Wallace. Washington. Fredonia. Defiance. Wyandotte. KENTUCKY. 131 KENTXCKY. STATISTICAL SUMMARY. The following is the estimate for the year ended June 30, 1874 :* SCHOOL-FUND. A statement of moneys ichick maybe expected to be paid into the treasury during the year ended June _30, 1S74 , subject to the order of the superintendent of public instruction, viz : Amount of revenue 1873, as per valuation of 1872, at 20 cents . §807, 337 50 Amount of delinquents relisted with sheriff . 30, 000 00 Less sheriff’s commisssions, &c 837,337 50 110,000 00 727, 337 50 From interest on State school-bonds . 79, 620 00 From Bank of Ashland . . . . 1, 000 00 From Bank of Kentucky . 6, 000 00 From Commercial Bank of Kentucky . . . 6, 000 00 From Farmers’ Bank of Kentucky . 8, 400 00 From Farmers and Drovers’ Bank . 1, 000 00 From tax on billiards . 2, 000 00 From tax on dogs . * . . . . . 1, 500 00 From Bank of Shelbyville . . . . 900 00 From sheriff’s old balances . 20, 000 00 Total . . . . . 853,757 50 Balance in treasury July 3, 1873 . . . 63, 593 45 Deduct estimated amount of unpaid school drafts for the year 1872, on July 1, 1873 . . . §150, 000 00 Deduct estimated amount of §727,337.50 to cover balances un¬ collected July 1, 1874 . . 50, 000 00 917, 350 95 200,000 00 Estimated amount to be distributed for school-year 1373-74 . 717, 350 95 The interest on county school bonds is not included in the above estimate. The estimate for the school year ending June 30,1875, is: white school fund, $875.946.19 ; colored school fund, §21,660.68 — total, §897,606.87. Statement of money raised in the districts for school purposes during the year 1373-’74. Amount raised by local taxation, as reported . . . §93, 414 04 Amount raised by other means, as reported . - . 71, 043 17 Total amount raised in districts, as reported . . . 193j 083 07 "Whole amount apportioned to counties by the State . . 439, 196 64 Total receipts for school purposes for school year 1873-74 . 632, 279 71 The apparent error in the li total amount raised in districts ” is owing to the fact that many districts reported only the whole amount raised, not specifying the amounts raised “by local taxation” or " by other means.” The amounts given cannot be taken as entirely correct, many districts having failed to report. “From report of Hon. H. A. il. Henderson, State superintendent of public instruction, for die scho¬ lastic year ended June 30, 1874. 132 REPORT OF THE COMMISSIONER OF EDUCATION. SCHOOL STATISTICS. Number of school districts in the State . . . 4, 145 Number of school districts in ‘which schools were taught, as reported . 2, 823 Whole number of children of school age reported . 427, 526 Highest number attending school . . 191, 112 Lowest number attending school . 53, 062 Average number in attendance . 114, 603 Number of teachers employed in public schools : males, 2,656 ; females, 1,017 . . 3, 673 Number of private schools reported . . . . . . . 463 SCHOOL-HOUSES. Number of school-houses built in 1874 . , . 141 Whole number of school-houses in the State . 3, 118 Value of school-houses built in 1874 . $25, 674 93 Total^alue of school-houses in the State . . . 714, 735 00 Table showing the progress of thp school system by decades for the past thirty years. Table showing the progress of thp school system by decades for the past thirty years. Mr. Henderson says: “The preparation of these statistics has been a matter of im¬ mense labor, and yet the exhibit is very unsatisfactory, for the reason that many of the districts have made ho report and others only partial ones. We have been able, however, to make an approximate estimate that will be of value as a means of ascer¬ taining the efficiency of our common schools. “The superintendent is maturing a plan which he thinks will secure accuracy iu statistics. He proposes to require of the teacher, as a condition of receiving his pay, that he make the reports now required of the trustee, except that of the census and the time the school has been taught. The law, as it now stands, is amply sufficient to secure this, if he can secure the co-operation of the compiissioners.,? ELEMENTARY INSTRUCTION. GENERAL REVIEW OF EDUCATIONAL PROGRESS. Notwithstanding that the school-year of 1873-74 has been a period of public anxiety and private embarrassment, there is cause for congratulation to the friends of educa¬ tion. The day of factious opposition to common schools in the legislature is past. Representative men in every portion of the State have been pleading the subject before the people, and they and the superintendent have everywhere been heard, with approving attention, by friendly audiences. Tho Teachers’ Association may be said to be thoroughly organized in every county, and in the State association they are united by delegated representatives in a federal head. Until this year there was no margin for growth provided in the law. Now the right of district taxation will enable local enterprise to develop a common school system commensurate with the wants of the State. The diligent efforts made to report every child entitled to the benefits of the school fund indicate an increasing interest in the system. The scheme for a normal school is rapidly gaining in popular favor, and it is hoped that the next gen¬ eral assembly will give this fitting crown to the school system. The healthy growth of public sentiment in the State in behalf of common schools is one of the most pleas¬ ing features of progress. Until lately no subject of legislative treatment was regarded with so much apathy as popular education fostered by the State. Now the depart¬ ment of education has assumed a co-ordinate rank with the other branches of the State government; the office of superintendent receives respectful notice from the law-makers; and the committees of both branches of the legislature are made up from among the best material the general assembly affords. Almost everything iu the present condition of affairs in the State is calculated to inspire hope and courage in the friends of education. — (State report, pp.fi^7.) KENTUCKY. 133 FINANCIAL- CONDITION. An unanticipated decrease of the distributable fund for the school year ended June 30, 1S74, rendered uccessary a shortening of the school term. This was authorized by an act of the legislature ; and, sufficient provision not having been made for the pay¬ ment of teachers, the same act also authorized the transfer from the revenue proper to the school fund of a sufficient amount to liquidate teachers’ claims. If this sum could not be supplied from the revenue proper, authority was given to borrow the necessary amount nnril the taxes should be paid into the treasury. This measure afforded great relief, enabling the superintendent to meet all school claims for the year on presenta¬ tion. There is, under the existing revenue laws, great difficulty in making an accurate esti¬ mate of the resources of the school fund. The estimates for the school year ending June 30, 1875, are, of necessity, predicated on the value of the taxable property of the State for the year 1873. If, therefore, the value of taxable property for the year 1874 should prove to be materially less than that for 1873, the school money to be distrib¬ uted will be lessened in that proportion. The permanent remedy for this and other financial troubles which have embarrassed the school system is, the superintendent says, “ either to make the school year syn¬ chronise with the fiscal year or else to accommodate the revenue laws to the school system. Until there is such an adjustment, suspension is inevitable each succeeding scholastic year.” In his opinion, “The change made in 1870, of the beginning of the school year from January to July, was a mistake. Under the old system of payments, (the school year being synchronous with the calendar year,) suspension could not have occurred ; but, having once adopted this, it will be difficult to get back. It would be impossible, indeed, without a lapse of six months in the year within which it would go into effect.” — (State report, pp. 11-23.) HOW TO DEVELOP THE SCHOOL SYSTEM. A prolific source of muchffiiscontent with the .quality of the public schools in this State, as compared with those of States lying to the north and west, is a mistaken idea that it is the purpose of the State to endow and support a perfect system of free schools. The State of Kentucky has an endowment-bond of $1,327,000, a surplus-bond of over $300,000 for the counties, $73,500 of bank-stocks, a tax upon banks, and several minor sources of revenue. She levies a direct tax of two mills on the dollar. Her State pro¬ vision compares favorably with that of the most advanced States ; but it is inadequate to furnish, in every district, the kind of schools desired. It is only by local enterprise that the people of those States that have achieved such magnificent results for their school systems have succeeded. These results are obtained by local taxation. It is only necessary, then, for Kentucky to adopt the financial policy of other States, to attain the same results. The people hold the solution of the school problem in their own hands. When the educational sentiment of the State is elevated to this plane, the school system will develop here as in other States. — (State report, pp. 63-65.) NON-ATTENDANCE. The superintendent speaks of non-attendance as a “ crying evil.” He says: “If, as is estimated, 125,000 children, reported in the census, attend private schools, there still remains the alarming fact that 111,000 children in the State did not attend school at all during the last year. It is fair to presume, however, that a large number of these children, at some time between the ages of 6 and 20, do go to school and acquire the rudiments of learning. “The United States census report shows that there are 249,567 persons in the State, 10 years of age and over, who cannot read, and 43,826 white males and 62,725 white females, over 21 years of age, who cannot write. Take into account, in addition, the illiteracy of the large negro population of the State, and the necessity of raising the popular intelligence is made alarmingly apparent. It is stated that there are 40,000 white voters who cannot read their ballots. Surely there is a demand for light to dispel this night of ignorance.”— (State report, pp. 141, 142.) SCHOOLS FOR COLORED CHILDREN. The general assembly passed, in February, 1874, a school law for tlfe benefit of the colored people, and measures were at once taken for the organization of the system. The fund at immediate command is small, furnishing only fifty cents for each, pupil child. Should Cohgress pass what is known as the educational bill, appropriating to public school purposes the proceeds of the sales of the public lands, Kentucky’s pro¬ portion of this fund would aggregate nearly $60,000. This would, by the law, be dedi¬ cated to the support of colored schools, and would furnish a fund sufficiently large to make their per capita equal to that now apportioned to the whites. Commissioners are enjoined to give the colored people all the. facilities possible for the organization of 134 REPORT OF THE COMMISSIONER OF EDUCATION. tlieir schools, in which endeavor they will have the hearty co-operation of the super¬ intendent. The colored school fund consists of the present revenue tax of forty-five cents on each $100 of property owned by colored persons; a capitation tax on each colored male over 21 years of age ; all taxes levied and collected on dogs owned or kept by colored persons ; all State taxes on deeds, suits, or any license collected from colored persons ; ail the fines, penalties, and forfeitures imposed upon and collected from colored persons due the State ; all moneys hereafter donated by Congress from the sales of public lands, the pro-rata share to each pupil not to exceed that to the whites. The assessors are to keep separate lists of property of colored citizens ; ages of pupil children from 6 to 16 ; three colored trustees to a district, appointed by the county commissioner ; du¬ ties of superintendent and commissioners similar to those under white laws; separate State teachers’ association and county institutes. The State board of education makes rales and regulations for the government of colored schools. Louisville, Lexington, and other cities of the State have made handsome municipal provisions for the education of their colored children. In Barren County, since the passage of the law providing for colored schools, twenty- one districts have been organized, averaging about fifty children. Twelve certificates have been awarded to colored teachers. Seven schools are now in operation.— (State report, pp. 29, 30.) SCHOOL DISTRICT LIBRARIES. The school law provides for the organization of district libraries for the use of the district in which each may be located. But the superintendent says (report, p. 51) that the existence of such libraries in Kentucky is a mere statutory myth, and that he does not know of a single library belonging to any school district in the State. UNIFORMITY OF TEXT-BOOKS. Nothing has created more excitement during the year than the question or text¬ books. While himself conceding the value of uniformity? Mr. Henderson regards its adoption as impolitic at this stage of the development of the school system and re¬ grets the provision concerning it in the revised school law. Under the old law, the State board of education merely recommended certain text-books upon each subject, and the trustees of each district selected a series, which was to be in use for two years. Under the present law, the State board of education makes a recommendation of text-books. It is optional with the board of examiners of a county whether or not they select a uniform series of text-books to be used in the county. If they elect to prescribe a uniform series, they must select one text-book on each subject from those recom¬ mended by the State board. The books selected shall continue in use for two years, and the trustee of each district must see that the teacher employs the books prescribed.— (State report, pp. 44-51.) SCHOOL-HOUSES. Although, from the comparatively recent adoption of an efficient system of public education in this State, much improvement in school architecture cannot be looked for, it is still painful to read in the report of the superintendent (report, pp. 35-37) that the following characteristics yet mark the average school-house in the State : (1) It is of forbidding appearance. — “An unhewed-log building, standing upon the dusty highway or on some bleak and barren spot that has been robbed of every tree and shrub, without yard or fence. * * * * A clapboard roof, often held on with poles. * * * * The benches, slabs with legs so long as to lift the children’s feet from the floor, and without support for the back. * * * * The desks, slabs at angles, covered with alternate layers of dirt and grease. * * * * Full of foul air and fec¬ ulent odors. * * * * It seems to have been built for a pen for prisoners, at the smallest possible outlay of money, labor, and skill. It stands an offense to justice, kindness, and taste.” (2) It is insufficient in size. — “The children are crowded into inconvenient and hurt¬ ful postures, creating curvatures of the spine or malformations of the limbs. Fit gov¬ ernment in such a school is impossible. To expect children to keep still under such circumstances is to make an exaction scarcely without a precedent for cruelty.” (3) It is imperfectly ventilated. — “The air becomes foul with poisonous gases, which assault the very»citadel of life. The brain becomes stupefied; study is impossible.” (4) It is unprovided with sufficient space for a play-ground. (5) It is unprovided with necessary out-buildings. — “ Every feeling of delicacy, refine¬ ment, and decency is violated. It is a mournful and mortifying fact that, in many local¬ ities, the pupils of our common schools are worse furnished with things relating to con¬ venience, comfort, and their improvement in manners and morals, than the convicts in the State prison.”* * One county commissioner speaks of the school-houses of his region as “simply abominable a second says many of his “would disgrace the Hottentots and others- use pretty strong language as to theirs. But many of these “abominable” buildings appear to have been “condemned,” giving place to others which axe at least improvements on them, .141 new. ones having been built in the past year. KENTUCKY. 135 “ The attention of school officers and parents is earnestly directed to this subject, in the hope that a reform will be at once instituted, which will remove the present shame¬ ful buildings and provide convenient and comfortable houses for the schools.” REPORTS OF COUNTY COMMISSIONERS. A careful review of the reports of commissioners reveals the gratifying fact that the past year has been one of substantial progress. This is manifest in an improved pub¬ lic sentiment, a demand for better qualified teachers and a disposition to pay them ade¬ quate wages, the erection of school-houses, the efficiency of teachers’ institutes, and the enlistment of representative men in the advocacy of the cause of popular educa¬ tion. Sixteen counties report schools held in every district, and in a number of coun¬ ties only one or two districts were without a school. A large majority of the commis¬ sioners report a better attendance on the schools and a better class of teachers than ever before. Fewer second-grade certificates have been granted than during any pre¬ vious year and the number of professional teachers is increasing. The commissioner of Harrison County records the fact that “the number of teachers who have adopted teaching as a profession is more than double the number it was four years ago. This, it is believed, is mainly to be attributed to the elevated standard adopted by the board of examiners four years ago in the manner of granting certificates.” More respect is manifested for the office of teacher. From Boyd County we hear that “ the old idea that a teacher in a common school was a sort of object of charity and a pensioner, is fast passing away.” In other counties progress in the same direction is noted. Many ox the commissioners note the difficulty of securing the services of professional teachers, unless they can be retained more than five months out of the t welve. As instances of special progress. Fayette County reports that “'every district school except one was taught on an average nearly eight months,” notwithstanding the shortening of the school-term to four months, and often less, in almost every other county. Boyd County reports the purchase, by the town of Catlettsburg, of the normal academy, for the purpose of organ¬ izing a graded school ; in Greenup County the schools “were at least 25 percent, in advance of any preceding year in Grant, “ the number of private schools taught during the year shows an'lncrease of more than 150 per cent, over the previous year.” A great deal of the success of the past year is attributed to the teachers’ institutes, which have been held in nearly every county, with a largely-increased attendance over last year. The wants of the State, as set forth in these reports, are more good school-houses, a greater number of qualified teachers, more money, and more efficient trustees. The complaints respecting school-houses are universal. Of Cumberland County it is said, “ the greatest hinderance to our schools is defective school-houses.” And this, with some modifications, may be taken as the report of all. In a few counties measures have been taken to build new school-houses during the present year and to put old ones in better condition. The one-trustee system is the cause of almost universal dissatisfac¬ tion. Complaint is also made of the indifference of the people in the matter of elect¬ ing trustees. “ Many districts never hold an election and some elect a trustee who will employ a particular person as teacher.” The effect of the law authorizing district taxation for the support of schools has been very different in the different counties. In some it has been eagerly adopted and gladly used as a means of lengthening the term and extending the benefits of the common schools ; in others it has, in the words of a county commissioner, “soured the minds of the people against the school system.” The commissioners, with remarkable unanimity, advocate a compulsory law of some kind. — (State report, pp. 96-140.) TRAINING OF TEACHERS.* NORMAL SCHOOLS. The need of thoroughly -trained teachers is much dwelt on both by the county com¬ missioners and the school superintendent of the State. The former, while speaking of a marked improvement in the teaching force and of the benefit derived from this, still say that, next to good school-houses, good teachers are especially wanted in the State. The latter remarks “that schools suffer seriously from the ignorance and inex¬ perience of many who essay to instruct without preparation for this high function is too patent to need proof. Some seem to be born teachers and to have an instinct for imparting knowledge. Others are so incapacitated by 'nature that no expenditure of skill upon them can ever lift them out of their native incapacity. But both these classes need to be eliminated from a discussion of this topic. Many have made them¬ selves teachers by long practice and observation of the art in the school-room, and on these we have mainly to rely. The teachers’ institute, too, is contributing largely to the improvement of onr teachers. But there is an increasing demand for trained instructors, for schools in which those now engaged in teaching may hotter fit them- State Report, pp. 33-35. and special returns to Bureau. 136 REPORT OF THE COMMISSIONER OF EDUCATION. selves for their duties, and -where those who contemplate the office may he thoroughly furnished for tlib work. The institute is a feeble substitute for normal, training, though a valuable auxiliary to it. * * * As a part of the school system, the State should establish schools for the training of teachers. A long trial, with the most unsatisfac¬ tory results, has demonstrated that it is not best to surrender to private enterprise the supplying of the schools with such as are required. To look [for a supply] among those who have been educated in academies and colleges, with no special reference to the business of teaching, is to invite disappointment. Special schools for the training of teachers are a necessity, and the State should proceed, at the earliest practicable moment, to establish at least three — one in Eastern, one in Central, and one in South¬ ern Kentucky.” He goes on to remark that the school system has two parts, the common schools, which furnish elementary education, and the normal schools, created and sustained for the special intent of supplying teachers for the former ; and that these two parts mutu¬ ally complement each other, the school for teachers supplying to the common school the needful agency for good instruction and the common schools, distributed in every neighborhood, furnishing employment to those prepared by education, specific training, and proper native character for teaching well. As to the mode of conducting the normal schools proposed, the superintendent Wisely says : “ Their whole work should be to educate teachers, and they should be compli¬ cated with no other educational enterprise.” Though no provision is yet made by the State for the support of such institutions, something has been done in it in the direction of affording to those who may desire to teach facilities to learn the teacher’s art. “The city of Louisville supports a training school, which turned out last year twenty teachers,” enough to fill the vacancies in the city public schools and leave a small number free for employment in the country. The Frankfort public school had also in the year 1873-74 a training class, ten graduates from which received diplomas certifying their capacity to teach. Prof. T. C. H. Vance has a private normal school at Carlisle, with 5 instructors and 105 students; Prof. Clyde, at Owingsville, a normal term, with a number of teachers in attendance ; and Miss Neppie Roberts a similar school at Catlettsburg. A normal department is also provided for at the university, but not yet organized. One is existent in Berea College, with about 20 students, and one in connection with the American Missionary Society’s school for colored pupils, at Lexington, the number of normal students in which is not stated. Georgetown College, without having a normal department, offers special facilities for study to those who desire to become teachefs. teachers’ institutes. In almost every county teachers’ institutes have been held, and the report is uniform as to their high utility. Year by year these meetings have beert growing in efficiency and interest, until now they may be fairly said to be an established feature of the school system. The attendance of teachers has been double that of the previous year, which is partially due to an increased interest on the part of teachers and partly to that feature of the law making forfeiture of certificate the penalty for failure to attend. Among the public men who have helped to add interest to these meetings may be men¬ tioned Col. W. C. Breckenridge, Col, J. Stoddard Johnson Hon. D. S. Lyttle, and.Hon. James B. McCreary. A number of professional teachers, experts in their art, have spent their summer vacation in conducting institutes, and the superintendent has visited many counties and engaged in the work. In the absence of normal schools, the teachers’ institute is an invaluable agency. — (State report, p. 38.) EDUCATIONAL JOURNAL. One monthly, Morton’s Home and School, published at Louisville, devotes a portion of its columns to educational discussions and intelligence and forms an important aid in the training of the teachers of Kentucky for their work. EXAMINATIONS OF TEACHERS. The State board of education recommended the county board of examiners to con¬ duct the examinations for teachers’ certificates by written questions and answers, and instructed the superintendent of public instruction to furnish the board of each county with printed questions upon the subjects embraced in the common school course. It is the purpose of the superintendent to furnish these questions each year he shall hold the office. The boards are not required to use these questions or to adopt the plan of written examinations, but the board of education heartily recommends this method as the most satisfactory that can be employed. The State board of examiners has been organized by the appbiiitment of Prof. J. W. Dodd, of the Frankfort high school, and Prof. S. P. Browder, of the Frankfort city school. Two sessions have been held and certificates awarded to a small number of KENTUCKY. 137 teachers. In addition to the studies prescribed in the common school course, candi¬ dates will be examined upon physiology and hygiene. The standard adopted is liighei than that observed by county boards and the examination is conducted by printed questions and written answers. — (State report, pp. 14,25.) SECONDARY INSTRUCTION. PUBLIC IIIGn SCHOOLS. No separate account of these is given in the report of the State superintendent, nor has the Bureau any other means of knowing how many are existent in the State or how far their courses may extend. It is hoped that in future years such information may be in some way made available. At present it is only known that there are in Louisville, as part of the city system, high schools for males and females, separate ones for white and colored children, and that in several other places are institutions which bear the name of high schools, but which appear to be, for the most part, pay academies, though possibly having some connection with the school system of the State. ACADEMIES AND OTHER SCHOOLS. Of schools of this class, 47 are enumerated in the State report and some are men¬ tioned in a list of schools given by the State superintendent ; but, of the subjects studied or of the point to which these studies reach, we still lack information. Three such schools for boys, 11 for girls, and 23 for boys and girls, report to the Bureau, for 1874, an aggregate of 168 teachers and 3,215 pupils. Of these, 2,077 were engaged in English studies, 355 in study of the ancient and 222 in study of modern languages, 116 pre¬ paring for a classical course in college, and 103 for a scientific course. In 20 of these schools drawing was taught : in 28, vocal music; in 29, instrumental music. Twelve report the possession of a laboratory, and 11 have more or less philosophical apparatus. Twenty-one of them report libraries ranging from 50 volumes up to 4,500. PREPARATORY SCHOOLS. Twenty-one of the preparatory schools connected with various colleges for men and women give a total of 692 pupils studying in them, of whom probably the larger part may be supposed to be looking forward to a collegiate training of greater or less extent. BUSINESS COLLEGES. Two of these schools, for the preparation of young people for the practical details of business, report for 1874 8 teachers, with 352 pupils, 322 of whom are males and 30 females. Their courses are from 4 months to 3 years. No evidence of any other than English studies appears. SUPERIOR INSTRUCTION. The following appear, from the returns made to the Bureau, to be the chartered institutions for superior instruction, including colleges for women and those to which women are admitted in common with young men. If there are any others than those included in this list, the Bureau would like to be informed of them. (1) Bethel College, Russellville, (Baptist,) chartered in 1856. For males, with 8 “schools” of Latin, Greek, mathematics, mental science, natural science, English, biblical, and theological, among which students may select the courses to be pursued. A full collegiate course is comprised in those of the first six schools, and requires, ordinarily, five years for the completion of it. Graduation in these schools secures the degree of A. B., while, for satisfactory attainments in any specified branch of study, a certificate of proficiency is given, and, for such attainments in all the branches belong¬ ing to a school, there is granted a certificate of graduation in that school. (2) Bethel Female College, Hopkinville, (Baptist,) chartered 1850. For returns in 1874, see Table VIII, at the close of this Report. (3) Bourbon Female College, Paris, (non-sectarian,) chartered 1872 ; the returns from which may be found in Table VIII, at the end of this Repcrt. (4) Bowling Green Presbyterian Female College, Bowling Green, chartered 1872. Returns in Table VIII. Has a primary, a preparatory, and a collegiate department ; with music, vocal and instrumental, Latin, French, and German, as optional studies. (5) Cecilian College, Elizabethtown, (Roman Catholic,) chartered 1867 ; a private enterprise, though chartered as a college aud flourishing as such. For males only. (6) Central University, Richmond, (Southern Presbyterian,) chartered 1873, and only in the first year of its organization in 1874, with 8 professors and instructors, and 75 preparatory students, of whom 40 were preparing for the classical and 35 for the scien¬ tific course. (7) Centre College, Danville, (Assembly Presbyterian,) chartered 1819. For males 138 REPORT OF THE 'COMMISSIONER OF EDUCATION. Special attention paid to German. Members of the senior class are allowed to substi¬ tute this for the calculus. (8) Clinton Baptist Female College, Clinton, chartered 1870. Returns for 1874 in Table VIII. (9) Concord College, New Liberty, (Baptist,) chartered 1866. For both sexes. A completion of the full course secures A. B. ; of the scientific course, B. S. No distinc¬ tion of sexes in the conferring of degrees. Scholarship and moral character the neces¬ sary qualifications in both cases. Young ladies may take the same course and share the same honors with young men. (10) Franklin Female College, Franklin, (non-sectarian,) chartered 1868. For re¬ turns, see Table VIII, at the close of this volume. (11) Eminence College, Eminence, (Disciples of Christ,) chartered 1857. The refining influence of female presence is here held to be essential to the moral and intellectual health of the young men, the faculty saying, “After an experience of twenty-one years in the management of schools, we give it as our settled conviction that higher intellect¬ ual development and greater moral purity can be attained by the co-ordinate education of the sexes than can be reached when their education is conducted in separate in¬ stitutions.” “ Fears as to lax morals and rude manners resulting from this system are unfounded. This association of the sexes [of course under due restraint and super¬ vision] awakens in them a correct appreciation of each other. Their sense of all that is pure and refined in human conduct is better developed. Immorality is restrained, and propriety and courtesy of manner are stimulated.” — (Report for 1874-’75.) (12) Georgetown College, Georgetown, (Baptist,) chartered 1829. The studies hero are divided into departments, in each of which there is a prescribed course. A student may choose among these departments, and receive due credit for all that he actually accomplishes, as tested by examinations both oral and written. For example, com¬ pleting satisfactorily the course in any one department, he receives a certificate of proficiency in it. Passing an examination in English, physical sciences, mathematics, mental and moral philosophy, he receives the degree of B. S. Adding to these studies those of the Latin and Greek course, he is made A. B. ; and, going on with approval through the studies of all the departments, he becomes A. M. Earnest and diligent students, desiring to qualify themselves for teaching, receive instruction gratis, on proof that they are unable to pay and really mean to teach. Can¬ didates for the ministry receive the same favor. (13) Georgetown Female Seminary, Georgetown, (Baptist.) Chartered 1829. For returns of 1874, see Table VIII. (14) Kentucky Military Institute, Frankfort, (non-sectarian,) chartered 1847. This has a course nearly resembling that at West Point in its main elements, with elective courses in Greek and French and a resident graduate course in the elements of medi¬ cine or law, or in studies relating to engineering, agriculture, architecture, &c. (15) Kentucky Wesleyan University, Millersburg, (Methodist Church South,) char¬ tered 1859. A four years’ course, with departments, as at Georgetown, of history and philosophy, of chemistry and natural science, of mathematics, of Greek, and of Latin. The classical course embraces all these, and the completion of it entitles to the degree of A. B. The scientific course is the same, except that Greek is omitted. Satisfactory proficiency in this entitles to the degree of B. S. The report of the committee on the examinations in 1874 indicates thorough work. (16) Kentucky University, Lexington, (undenominational,) chartered 1857. Nine “schools,” answering to the “departments” above mentioned, with others. In any one of these schools a student may graduate after a year’s membership, satisfactory com- pletion of the course, and habitual observance of the rules of the university. Gradua¬ tion in all the schools, except that of modern languages, is required for admission to the degree of A. B. To reach that of A. M. one must (1) have been admitted, at least a year previously, to the degree of A. B. in this college; (2) have passed a satisfactory examination in three of five specified languages, or in two of these and a course of historical study prescribed by the faculty; and (3) have paid $10 to the library fund. The Agricultural College of the State is connected with this university, as are also a college of the Bible, a college of law, a college of medicine, and a commercial college, the way being thus opened for study in almost any line desired. (17) Lebanon Female College, Lebanon, (Baptist,) chartered 1868. Returns for 1874 in Table VIII. (18) Lexington Female College, Lexington, (Baptist,) chartered 1868, has since passed from the control of the trustees into those of the present principal. Whether this vitiates the charter does not yet appear. It has a primary, a preparatory, and a colle¬ giate department. Ancient and modern languages, music, and ornamental branches a, re taken up at convenient intervals during the wrho!e course. A partial course in Latin is essential to full graduation. (19) Logan Female College, Russellville, (Methodist Episcopal Church South,) char¬ tered 1867, for returns from which see Table 'VIII. (20) Louisville Female College, Louisville, (Methodist,) chartered 1854. Returns for 1874 in Table VIII. KENTUCKY. 139 (21) Millersburg Female College, Millersburg, (Methodist,) chartered 1860, with pri¬ mary, preparatory, collegiate, and ornamental departments. A normal teacher, grad¬ uate of tho training school at Fredonia, N. Y., is employed here for the instruction of such students as desire to engage in teaching. (22) St. Joseph’s College, Bardstowu, (Roman Catholic,) chartered 1824, returns from which may be found among the theological schools, to which it seems mainly to belong. (23) St. Mary’s College, Marion County, (Roman Catholic,) chartered in 1837, and rechartered in 1872. There are here two courses of study, a commercial of three years, including the usual branches of commercial education, and a classical one of five years, answering nearly to the preparatory and collegiate courses of many other col¬ leges. ' French aud German are optional studies. (24) Shelbyville Female College, Shelby ville, (Southern Presbyterian,) chartered 1849, and “ authorized to confer such literary honors and degrees as are conferred by our best colleges.” It has a primary and a collegiate department, with elective courses in French and Latin. (25) Stanford Female College, Stanford, (non-sectarian,) chartered 1869, with prim¬ ary. preparatory, and collegiate departments, the last including schools of ancient and modern languages, of mathematics, of mental and moral philosophy, of English litera¬ ture, of natural sciences, and of history. A school diploma is given when a pupil passes the required examination in any of these schools, and a full diploma, with the degree of A. B., when a school diploma for each of the seven schools has been obtained. Besides these chartered institutions there are several, apparently unchartered, which are, in a greater or less degree, prosecuting the same work of superior education. Among them are (1) Berea College, Berea, (Congregational,) organized 1858, for both sexes, without distinction or exclusion of race, the department for young men having a normal course, as well as a preparatory and collegiate; while beneath these, in both that for males and that for females, are grammar, intermediate, and primary schools. (2) Daughter’s College, Harrodsburg, (non-sectarian,) organized 1856, returns for which may be found in Table VHI. (3) Hocker Female College, Lexington, (Disciples,) organized 1869, with preparatory and collegiate courses, the latter prosecuted in 8 “ de¬ partments,” one of mental and moral science, one of physical science, one of mathemat¬ ics, one of English language, one of sacred and civil history, one of modern languages, one of ancient languages, and one of fine arts. (4) The Kentucky College for Young Ladies, Pewee Talley, (non-sectarian,) organized 1873, with a preparatory as well as a collegiate course, the latter of four years. A French, a German, and a post-graduate course also appear. (5) Warren College, Bowling Green, respecting which no informa¬ tion is received except of the fact of its existence. Some of these last may have organized under an act for the incorporation of volun¬ tary associations, found on page 553 of the second volume of Revised Statutes of Ken¬ tucky, which gives somewhat the status of chartered institutions. Statistics of universities and colleges , 1874. Sanies of universities and colleges. Humber of students. Property, income, &c. |2 || O g Berea College* . Bethel College . Cecilian College . Central University . Centre College . . Concord College . Eminence College . Georgetown College . Kentucky Military Institute . Kentucky University ... _ Kentucky 17 esleyan’Univer- sity. St. Mary’s College . Warren College . 32 103 bS2\ §19. 000 91, 000 $1, 330 ! . 5, 460 $3, 500 j 150, 000 180, 000 . 1 5 OOOj 11, 66o| 1,100; 40 75, 100, *100, 40, 0 75, 000 6 *8," 600 * 1,500 il, 800 500 *200, 000 45, 400 12, 000 3, 600 20, 000 13,000 al, 400 124 ol, 800 a 13, 500 *3, 000 10, 000 a600 * From Report of Commissioner of Education for 1873. a Includes society libraries. 6 Commercial students. 140 REPORT OF THE COMMISSIONER OF EDUCATION. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. Scientific training is provided for in several of tlie before-named colleges, but the institution specially devoted to it is the agricultural and mechanical college of the State at Lexington. The course in this embraces (1) the English language and literature, (2) mathematics, (3) chemistry and experimental philosophy, (4) natural history and political economy, (5) mental and moral philosophy, (6) commercial and business training, (7) civil engineering and mining, (8) modern languages, (9) fine arts, and (10) military tactics. Theological instruction is given : (1) In the Bible College of the University of Ken¬ tucky, at Lexington, Christian ; (2) in the Theological Seminary at Danville, Pres¬ byterian; (3) in the Western Baptist Theological Institute at Georgetown, where the students seem to be taught theology in close connection with the courses of the George¬ town College ; (4) in the theological school of Bethel College, also Baptist, where apparently the same arrangement is existent; and (5) in St. Joseph’s College, Bardstown, where theological and academical instruction appear to be carried forward either contemporaneously or consecutively, as in the two preceding cases. Law finds its exposition in the law school of the Kentucky University, where ‘"the students are allowed to supplement their legal studies by any others in the various schools of the institution, to which free access is given them. In medicine, the Transylvania Medical College, now a department of the same uni¬ versity, is able to afford a like advantage to its students, enrollment in one school there opening the privileges of all the others. The Louisville Medical College, the Louisville Hospital Medical College, and the medical department of the University of Louisville offer, on the other hand, the advantages growing out of the opportunities for clinical observation and instruction possessed by institutions located in a large city. In the College of Pharmacy of the same city druggists’ clerks, or those intending to become apothecaries, have the means of initiation into the principles of chemistry, medical botany, and medical manipulation. Statistics of schools for scientific and professional instruction. c a$ 3 6 Ifl Property, incQme, &c. TO CD Schools for professional instruction. | Corps of instructio: Fh o m 2 ft CD 1 rs a W 3 r3 .g m o cd s £ o o s u C3 a o © Value of grounds, buildings, and apparatus. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for the last year from tuition-fees. i H ... u ce | £ SCHOOL OF SCIENCE. Agricultural and Mechanical Col¬ lege, (Kentucky University. ) 8 al40 4 $250, 000 $165, 000 $9, 900 $2, 600 &200 SCHOOLS OF THEOLOGY. Bible College of Kentucky University T4 orvirillo ThDnlnrriPQ.I Spni itUITU- 2 49 3 4 "V 11 3 20, 000 40, 000 100, 000 12, 000 JL/clII V111C5 JL KJOH-IXi-LCHi-jr . Stf Joseph’s 0 oil 6 01 0 T _ _ 5 0 96 6 12, 800 3, 500 Theological schoofof Bethel College* Western Baptist Theological Insti¬ tute. * 1 17 3 2 22 SCHOOL OF LAW. Law College, Kentucky University. . K 16 o *3, 000 SCHOOLS OF MEDICINE. tr + l c t, 1 ri\T a- " 9 2 c500 8 306 o c2, 000 15, 000 11, 000 C, 000 Louisville Hospital Medical College, (medical department Central Uni¬ versity. ) Medical department University of Louisville. Tro avrlvrQ tit <1 o <1 1 P T 1 P'nnPn’P TTtVI- 10 12 7 101 1 0 170 2 4,000 j-ransyi vdiiiti julouil-cai um- versify of Kentucky. T mil e Tr il 1 u f 1 n er/i rfvfr* PhorTVlOPV 3 39 o 1,200 70 1,025 -LiOuis vino o ui r licii uitiLty ------ * From Report of Commissioner of Education for 1873. a Also 40 preparatory, b Society library. c Apparatus. KENTUCKY. 141 SPECIAL' INSTRUCTION. INSTITUTION FOR DEAF MUTI£. This institution was founded in 1823, and has been in steady operation for fifty-two years. It is supported entirely by the State, and is a school for the education of the deaf mutes in Kentucky, and not an asylum for their custodial maintenance. It is un¬ der the control of a board of commissioners appointed by the governor. The officers immediately in charge are a principal, matron, steward, and physician. The principal and teachers under him devote themselves mainly to the intellectual department. They are persons of large experience in the art of teaching mutes, and have been chosen with special reference to their mental and moral fitness for the work. Every deaf mute in the State between the ages of 10 and 30, sound in body and mind, is entitled to the benefits of the institution, free of charge for board and tuition, for a term of seven years. They are taught reading, writing, arithmetic, grammar, geogra¬ phy, history, physiology, natural history, the sacred Scriptures, &c. The session be¬ gins on the 1st day of October and closes on the 15th of July, the pupils being allowed to visit their homes in the interval between these dates. — (State report, pp. 60, 61.) INSTITUTION FOR THE BLIND. This institution is intended to furnish to every child in the State, whose sight is so defective as to prevent receiving instruction in the common schools, a good education in all branches of literature, and, in addition, to give special instruction in music to those who show marked musical capacity and to teach such varieties of handicraft as the pupils may be able to practice to the best advantage. No charge is made for board or tuition. The age of admission is from 6 to 16, but in special cases the board of com¬ missioners may admit persons over 16 for the purpose of learning a trade. — (State re¬ port, p. 62.) INSTITUTION FOR FEEBLE-MINDED CHILDREN. After having been for some time dormant, this institution was re-established by an act approved February 23, 1874. It is distinctly stated in the act of incorporation that “ this is not on asylum for the care of unimprovable idiots, but a school for the education of feeble-minded children.” To such children, between the ages of 6 and 18 years, the State offers the advantages of this institution free of charge; and to indigent children the expense of trahs- portation to and from the institution will be paid, as now provided by la.w for the transportation of pauper lunatics. The act also provides that the term of residence shall be ten years; but children ‘‘may be removed at any time, by order of the board, whenever the interest of the institution, in their judgment, shall require it.” A num¬ ber of unimprovable inmates have been removed, thereby making room for about twenty children, such as are entitled to the benefits of the institution, as contemplated in the act of February 23, 1874. The building is situated just beyond the city limits of Frankfort, on elevated ground, lifting itself from a grove of fine old forest-trees. The discipline and instruction are spoken highly, of. — (State report, p. 61.) EDUCATIONAL ASSOCIATIONS. SOCIETY FOR THE ADVANCEMENT OF EDUCATION IN KENTUCKY. The first session of this organization was held in Frankfort, July 15, 1874. Its object, as stated in the circular of invitation, is “ to endeavor to concert measures to mature a system of public education that shall extend to the training of teachers for our com¬ mon schools and of our young men for classical and technical pursuits.” The meeting having been organized by the election of Hon. H. A. M. Henderson as chairman and William J. Davis, esq., as secretary, Prof. N. S. Shaler, State geologist, opened the discussion by reciting the difficulties he met in procuring the intelligent services of young men reared in Kentucky to aid him in the State geological survey, of which he has charge. Of about one thousand applicants to him for places on the sur¬ vey, all who gave evidence of training for any such position, save one, were from the schools in New England. “ W~e have not in Kentucky a single school,” said he, “ fit to train young men for our mines and manufactories. If they get it at all, it is in some other State. We should develop our own resources with native talent, and that native talent properly trained.” Dr. Henderson said the great want was good teachers. He believed the people would readily supplement the school-fund to secure cultured service. Let us have a State normal school. The results obtained would be well worth all the cost. This question should not now be relegated to the masses. A representative body like this should take the matter in hand. He might make suggestions to the legislature in this behalf, but they would .he valueless, unless supported by an influential body like this. 142 REPORT OF THE COMMISSIONER OF EDUCATION. Dr. Seeley thong-lit the one want of the age to he professional education. Good teaching must come from good training. Prof. Shaler favored an institution that would furnish good teachers, hut thought there should he technical education in other directions. Natural science has its claims ; there are also advantages from the study of the classics. Teachers should he profession¬ ally trained to teach both of these branches. Prof. James K. Patterson, of the State University, thought ample provision should be made for a higher education. There should he academies and high schools that would give training for colleges. Scotland had reached her present position abreast of England by careful attention to her system of preparatory schools. Technical instruc¬ tion is also needed, or the matter of developing our resources will be taken out of our hands and money drawn out of the State by those that exceed in intelligence. Col. J. Stoddard Johnson said there were too many colleges of an inferior class. There should be a graded school for each district, a high school for each county, and one university for the State. He thought a defect in the present public school system is in allowing any district to draw any part of the general school fund unless it raised some¬ thing itself. The present plan of distribution fostered a system of begging. Mr. Z. F. Smith, former State superintendent, fully agreed with those who thought that normal schools and schools for higher education were necessary, but questioned the wisdom of urging the idea just now. Public sentiment was not sufficiently ripe. The schools are needed, but it is better to make haste slowly. Sir. Davis was in accord with the last speaker, but thought they should organize now, and go at once to work to accomplish the end desired. He proposed to divide the members of the society into three sections, which should respectively take charge of the three subjects that had been discussed: normal training, classical instruction, and scientific and artistic culture. He would “ go slowly, but work vigorously.” Prof. Patterson suggested that the three divisions should be : first, normal school ; secondly, academy ; thirdly, school of higher education. Air. Davis accepted the" amendment, and the motion was carried unanimously. An executive committee was also ordered to be appointed, to correspond with educators and make arrangements for times and places of meeting. The name and style of the body was declared to be The Society for the Advance¬ ment of Education in Kentucky. The meeting adjourned to convene at such future time as the executive committee should determine. — (State report, p. 39.) STATE TEACHERS’ ASSOCIATION. This body, formed “ to promote the cause of common schools and popular education,” as well as “to elevate the character and advance the interests of the profession of teach¬ ing,” held its annual meeting for 1874 at Owensboro’, August 12-14. The attendance was not large, but the occasion is said to have been of refreshing interest. Many rep¬ resentative educators were present, actively participating in the proceedings. Several gifted visitors from abroad contributed to the pleasure and profit of the meeting. The daily exercises were waited upon by large and attentive audiences, while the evening lectures were heard by throngs of delighted listeners. The citizens of Owensboro’ vied with each other in extending hospitalities to the attendant members and contrib¬ uted in no small degree to make the convention one of the pleasantest ever enjoyed by the teachers of Kentucky. No further information of the proceedings has reached the Bureau. — (State report, pp. 37, 38.) LOUISVILLE EDUCATIONAL ASSOCIATION. This society, formed for essentially the same purposes as the State Teachers’ Associa¬ tion, met at the girls’ high school, November 14, 1874, and was opened with reading of the Scriptures and recital of the Lord’s Prayer. Air. ‘William J. Davis delivered a well-prepared address on u The objective period of childhood and the course of instruction adapted to it,” advocating a system of object- lessons illustrating the real and apparent qualities of bodies, as well as their states and conditions, combined with drawing, painting, music, natural philosophy, number, and language. Mr. W. H. Bartholomew heartily indorsed Air. Davis’s scheme of instruc¬ tion, and thought that there should be some well-digested system of developing a child’s perceptive faculties. A committee was appointed to prepare and present^ at a future meeting a course of object-lessons for the primary grades of city schools, based on the ideas which had been presented. At a subsequent meeting in December, Dr. J. B. Reynolds presented and explained a schedule of object-lessons which he had prepared for the use of the schools, and claimed that the aim of the instruction given in our schools should be not merely to impart information from books, but to excite children to exert their perceptive and reflective faculties in obtaining and arranging ideas for themselves. Air. E. AI. Murch then de- KENTUCKY 143 livered an interesting lecture on “The atmosphere: its elementary constitution and chemical properties,” a lecture of great clearness, and illustrated by several interesting experiments. It was subsequently published in Home aud School, a Louisville journal of popular education, for January, 1875. — (Home and School, for December, 1874, and January, 1375.) OBITUARY RECORD. ROBERT MILLIGAN. By some resolutions passed, March 23, 1875, by the executive committee of the Kentucky University, the Bureau is informed of the death of President Robert Milli¬ gan, of "the Bible college of that university, March '20, 1875. President Milligan was born in Tyrone County, Ireland, 1814, and was consequently about 61 at the time of his decease. When he was only 4 years old his parents came to America, bringing him with them, and settled in Trumbull County, in the northeastern portion of Ohio. At 17 he was sent across the State line into Pennsylvania, to complete his school- training in a classical academy conducted by a Dr. Gamble, a graduate of the University of Edinburgh, much noted as a teacher. Under him young Milligan passed through a course of study nearly equal to that of ordinary colleges. At 21 he returned to his fathers house ; at 23 was a teacher at Flat Rock, Ky., at 25 started for Yale College, intending to complete his classic training, but was induced to stop at Washington College, Pennsylvania, and finish the course there. This he accomplished in a single session, becoming A. B. with honor in 1840, when he was 26. The evidences of ability, scholarship, and general excellence displayed by him while at Washington induced the trustees, at the completion of his course, to oiler him a professorship, which he accepted and filled with great satisfaction for thirteen years, when denomi¬ national changes at the college induced a withdrawal to a chair in the University of Indiana, 1852. Miasmatic diseases in his family led to a relinquishment of this at the expiration of two years, and to a settlement, in 1854, at Bethany College, Western Vir¬ ginia, as professor of mathematics and eo-editor with Alexander Campbell of the Millen- ial Harbinger. Five happy years had been spent at Bethany, with steadily-growing reputation, when in 1859 he was induced, after long solicitation, to accept the presi¬ dency of the new Kentucky University, which had been Bacon College, Harrodsburg. He here devoted himself with all his energies, now fully ripened and developed, to the building-up of a great literary institution, free from all sectional and party jealousies and wholly given to the promotion of sound learning in connection with a wholesome Christian influence. The excitements of a war which often swept its armies through the State, and sometimes camped them on the college premises, were unfriendly to the growth for which he hoped and to the quietness for which he panted, and on the removal of the university to Lexington, he gladly relinquished to its founder, Regent Bowman, the general headship of the institution, and gave himself with all his soul to the calmer and more congenial duties of the presidency of the Bible college. Here, after thirty- five years of labor as college professor and college president, the summons to depart found him still actively engaged in the instruction of his classes and the faithful per¬ formance of the other duties of his post. Author of six volumes of religious works, with still others left behind him in manuscript or incomplete, he was, at the time of his decease, in the way to reputation as a writer of considerable power, additional to that already gaiued as an instructor and college officer of unusual ability. — (Facts and dates mainly from the Apostolic Times, Lexington, Ky., for April 1, 1875.) LIST OF SCHOOL OFFICIALS IN KENTUCKY. Hon. H. A. II. Eexdeksox, State superintendent of public instruction, Frankfort. STATE BOARD OF EDUCATION. Name. Post-office. Hon. H. A. AT. Henderson, superintendent of public instruction and ex officio president. . . ' Frankfort. Hon. George W. Craddock, secretary of state . . i Frankfort. Eon. -John Rodman, attorney-general . ! Frankfort. R. W . McRery . Shelbwille. W. H. Bartholomew . i Louisville. 144 REPORT OF THE COMMISSIONER OF EDUCATION, List of school officials in Kentucky-^- Continued. COUNTY COMMISSIONERS. County. Commissioner. M. H. Bohrer . Allen . Charles F. Alexander . A . M. Portwood . . . . L K. Swain . . . . _ . B. P. Collins . W. H Dougherty . . . Bell . ~Wi11iam M. Bingham . H- J, Foster . . W. H. Lockhart . Jacob "Rice _ _ _ B. H. Caldwell . A , ft, A rm sfron t* _ , _ _ ... Kathan B. Day . . . ATil ton Board _ _ _ B. J. Meyler . William W and . . . . William C. C. Jones . ! Bobert Boggs . ; Leo Tibhatts . . . . . . . J, A , Donaldson _ _ _ Carter . Z. Tyree . | D. AY. Coleman . 1 G. A.F'hamplin . - . - . Clark . Le eland Hathaway . . . . John E. White . . . . . : Thomas V. Stephenson . Isaac McMurry . William Cheek . ! David F. Todd . Frederick Merideth . W. W. Johnson . F. still . B. W. Smith . J. H. Carter _ _ _ _ _ Flemino- _ _ _ William AT. Harrison . . Flovd.f. . William J. Martin . . Franklin H. V. Williams . . . . . Fnlton . . . . . B.T. Tyler . * Gallatin . . Samuel Turley . . . . . n-.arrn.rd _ John K. West.. . . . ' drnnt _ _ _ _ _ H. D. Stratton. . . drnvps ... - J. AT. ( Inshy _ _ _ _ 1 Grayson _ 1ST. C. Tilford . 1 Green . . . Joseph Perry . . . i nreermp _ ... _ _ _ S. H. Wolcott . . i Hancock C. T. Dnnoan _ _ _ _ Hardin _ James A. Gaither . . . Harlan . . D. H. Smith . . . . Harrison _ _ Joseph F. Lebus . . Julins Tt Cnrle . . . . . Henderson _ _ . H. H. Farmer . . . . . Henrv . . . *... . . Samuel Jones . . . . Hiekma.n AYillis White _ _ _ _ _ Hopkins _ _ George W. Murphey . . . . . Jackson . . . A. P. Settle . . Jefferson _ James F. Hobbs . . . Jessamine ATorean Brown _ _ _ _ Johnson _ . _ A Y. B. Lemasters . Kenton . . . . George W. Carlisle . . . Knox . . . Levi J. Westerfield . Larne . _ . _ Thomas A. Bobertson . Laurel . John T. Brown . Lawrence . _ _ . _ : James B. Dean . . . . Lee . John S. A ra h an . Letcher . . . ! J ames E. Sarver . . . . . Lewis . j J oseph A. Sparks . Lincoln . _ _ . . ' John M. Phillips, jr . . Livingston . 1 J. J. Dnpries . Logan . ‘ James H. Bowden . Louisville . | Oliver Lucas _ _ __ . _ Lyon . 1 A. H. Champion . McCracken . ; AVilliam Tt. Beed . . . _ McLean . , J. W. Bickers . . Madison . . | C. A . Pa.rtello . . . . . . Magoffin _ _ .... . . i A hner B. Salyer Marion . . : Ben. F. Bowman . . . . . Marshall . i Elias Barry . Martin . 1 T. AY. Kew’berry . I Mason . j D. J. Bees . Meade . AYilliam G. Beall, sr . \ Menifee . ; John Armitage . . . ! Mercer _ ! . James H. Lapsley . 1 Post-office. Columbia. Scottsville. Lawrenceburg. Blandville. Glasgow. Owingsville. Pineville. Burlington. Paris. Catlettsburg. Parksvillo. Augusta. Jackson. Hardinsbnrg. Shepherdsville. Morgantown. Princeton. Murray. Tibbatt’s Cross-Roads. Carrollton. Olive Hill. Middle burg. Hopkinsville. ■Winchester. Manchester. Cumberland City. Marion. Burkesvillo. Owensboro’. Brownsville. Sandy Hook. Irvine. Lexington. Flemingsburg. Prestonburg. Frankfort. Hickman. Xapoleon. Lancaster. AYilliamstown. Mayfield. Litchfield. Greensburg. Greenup. Hawesville. Elizabethtown. Harlan CourtrHouse. Cynthiana. Munfordsville. Henderson. ^Newcastle. Clinton. Madisonvillo. McKee. Long Bun Station. Xicholasville. Paintsville. Independence. Barbourville. Hod^enville. London. Louisa. Beattyville. Whitesburg. Yanceburg. Stanford. Smithland. BussellvilJe. Louisville. Eddyville. Padncah. Calhoun. Bichmond. Salyersvillo. Lebanon. Benton. Inez. Sardis. Brandenburg. Frenchburg. McAfee. KENTUCKY. 145 List of school officials in Kentucky — Concluded. County. Commissioner. Post-office. y [r»t p.nlffi - J Edmonton. Tompkinsville. Mt. Sterling. West Liberty. Greenville. Bardstown. Carlisle. Hartford. Beard’s Station. Owen ton. Booneville. Morgan Station, j Grapevine. Piketon. j West Bend. Somerset. Mt. Olivet. [Montgomery . J. W. Muir . Ohio ' Owsley . Pendleton. . H. C. Hogg . Gideon M. Colvin _ _ _ _ _ _ Perry . j Thomas F. Johnson . j Thomas 0. Marrs . . . . . Powell . ... .. . . . j. S. Yivion . . . . . . . . Plll3ski _ _ 'William H. Isaacs . . . . ■R/Vhprtson _ _ _ C. H. Buckler . [Rockcastle . J. J. Brown . . . . . . . . "R/nvnTi . . . . K. G. Scott . Farmers. Jamestown. Georgetown. Shelbyville. Franklin. Taylorsville. Campbellsville. Elkton. Cadiz. Bedford. Morganfield. Bowling Green. Springfield. Monticello. Poole’s Mill. Whitley Court-House. Campton.' Versailles. "RllRSP.11 _ James M. Tester. . . . . Srnrt, _ _ _ _ _ H. S. Photon . Shelby C. J. Hinkle . Simpson . Kppnrpr G. W. Boark . Jos. L. Davis _ _ _ _ _ _ _ ..... Taylnr _ _ D. G. Mitchell . Todd W E. Mobley . Trior or _ _ _ J. H. Wilkinson . . . Triniblo - V H Abbott . TTnirm . . . . J. W. Marshall . Warren . T. J. Smith . Wnshincrtnn _ _ ! Thomas K. Browne . Wayne . 1 It. Burnett . . Webster _ _ It. X. Thornberry . Whitley . Mark White . . . Wolfe." . j M. D. Spencer . Woodford . . . j James W. Smith . 10 E 146 REPORT- OF THE .COMMISSIONER OF EDUCATION. LOUISIANA. FINANCIAL STATEMENT.* RECEIPTS. Balance on hand September 1, 1873 . . . $98, 971 56 From former treasurers . 56, 653 14 From State apportionments . 314,818 03 From corporate authorities . 272, 659 00 From interest on lands sold . 40, 667 52 Appropriation for salaries of officers, office, contingent, and traveling ex¬ penses . 35, 300 00 Total receipts for 1874 . 789, 068 95 Increase over 1873 . . 110, 595 43 EXPENDITURES. For previous indebtedness . $35, 870 35 For teachers’ salaries . . 601, 388 42 For rent of school-houses . 43, 539 22 For repair of school-houses . 16, 885 81 For school furniture . . . . . 11, 025 63 For fuel and incidentals . . . 32, 988 70 For school apparatus . 4, 090 48 For school-house sites . 3, 383 50 For building school-houses . . . 10,729 98 For salaries of officers, office and contingent expenses . . 35, 300 00 Total expenditure for 1874 . 795, 202 09 Deduct amount paid in school-certificates by Neiv Orleans City school board . . . 121,482 57 Total cash disbursements . 673,719 52 Balance of funds on hand . . . 95, 890 14 Amount in treasurer’s hand not accounted for . 19, 459 23 SCHOOL POPULATION AND ATTENDANCE. Number of children between C and 21 years . Number of children enrolled in public schools . Number intending private schools . Total in public and private schools . TEACHERS AND TEACHERS’ PAT. Number of male teachers employed . Number of female teachers employed . "Whole number of teachers . Average salary of teachers per month . SCHOOL DISTRICTS AND SCHOOLS. Number of school districts in the State . Number of public schools . Average length of school term . Average length of daily session . Number of private schools reported . . . . 1873. | 1874. _ 272,334 2S0, 387 57.443 : 74,309 . 22, 306 . 96, 615 865 797 611 697 1, 476 1, 494 $42 50 ; $40 00 483 473 864 1,039 41 months. ; 41 months. . ! 54 hours. . . 1.: “ 418 SCHOOL-HOUSES AND SCHOOL PROPERTY. Number of school-houses built during the year. . Estimated value of school-houses and sites - - - Estimated value of school apparatus . Estimated value of school furniture . Estimated value of school property in the State. 101 $573, 510 00 11,471 75 76, 9S0 27 661, 962 02 77 $777,011 00 12, 000 00 92, 434 50 8S1, 445 50 *Erom report of W. Gr. Erown, State-superintendent of public instruction, for tho year ended Decem¬ ber 31, 1874. LOUISIANA. 147 Table showing the progress of the public school system since 1861. ■ 1861. 1874. Vmuher of cliildrcn between 0 jmd 21 yftfirs _ ....... ....... _ _ _ _ . *96,522 757 39, 590 §617, 480 12 15 00 1280, 387 1, 039 74, 309 §739, 068 95 11 00 Number of pii 1)1 i c scliools . . . . . . . . . Kiunbcr of children jxi public schools ,, _ _ _ ............... _ _ _ Cost of maintaining public scliools _ ........ .................. _ _ Cost per child per annum for tuition ....... _ _ _ _ _ ......... _ * Only whites enumerated. ‘ t Colored and whites enumerated. ELEMENTARY INSTRUCTION. REORGANIZATION. The offices of division, superintendent and of school director having been vacated by legal enactment, a reorganization of the State board of education by the appoint¬ ment of these officers was necessitated. During the month of March. 1873, six gentle¬ men were nominated and commissioned as division superintendents, these officials, with the State superintendent of public education, constituting the State board of educa¬ tion. The board met and organized on March 31, and by their next meeting, July 14 school directors for most of the parishes, cities, and towns of the State had been ap pointed. — (Report of 1873, p. 9.) SUPERVISION. Four years’ experience has proved the present system of supervision to be superior, for this' State, to any other system in operation in this country. The limited school revenue forbidding the appointment of a superintendent for each parish, (county,) the number is of necessity restricted to one for each congressional district and one for the city of New Orleans. It has been demonstrated in other States, as well as this, that unpaid local boards cannot be induced to take that interest in the schools that is essential to their successful development. — (Report of 1873, p. 11.) GENERAL CONDITION OF EDUCATION IN THE STATE* The statistics of 1874 show satisfactory gains in almost every particular. The year’s work was commenced with vigor. The school boards appointed in 1873, having become accustomed to their duties and acquainted with the needs of their respective districts, were better prepared to discharge their responsible duties. The financial condition was comparatively good ; fully adequate to maintain the schools established and in some localities to open others. The public schools are taking strong hold on the minds of all classes, and the hostility formerly existing against them has been in great meas¬ ure overcome. Particularly noticeable is the number of influential men that give them support, so that it can be safely said that the education of all the children, as far as this is practicable with the means at command, is now the determined policy of the State. The school boards are recognized as part of each parish government as well as of the State system, and are growing in importance and influence. There has been great improvement in the management of the school funds. The reports of division superintendents indicate careful supervision of school treasurers and the administration of school boards. The great inundation of the past year affected disastrously the school interests in every division of the State. The amount of revenue lost to the schools from this cause is estimated at $6,358. That feature of the school system which makes the school boards corporate bodies, thereby enabling them to receive and disburse educational funds under proper restric¬ tions and provisions of accountability, experience recommends. But it is believed that the efficiency of the system would be greatly enhanced if the free school system and all its revenues were embodied in the State constitution, and thus protected in princi¬ ples and resources from the hazard of unfriendly or unwise legislation. It is urged that no appropriation should be allowed by the State or parochial author¬ ities for private or sectarian schools under any plea whatever. IL5ITERACY. The number of children under education in the State is estimated at 135,000. But this is not one-half of the school population of the State; and the question is pre-, sented, “ What shall be done for the 145,387 children who are growing up in ignorance, a crushing weight and hinderance to the prosperity of the State ? ” * State report for 1874, pp. 9, 13, 36, 44, 45, 95. 148 REPORT OF THE COMMISSIONER OF EDUCATION. It is stated that, out of a population of 726,915 in the State in 1870, there were 275,742 illiterates, of whom 50,749 were whites. “ This fact,” it is argued, “ has almost the force of a command that every child shall he furnished with an elementary educa¬ tion ; ” and the superintendent remarks : “ In those States of the Union where systems of free schools have been most perfectly developed, compulsory school laws are being enacted. How much greater the necessity for such laws in the Southern States, where there are nearly 5,000,000 of illiterates.” — (State report for 1874, pp. 13, 14.) COST OF EDUCATION. The school population of the State, according to the last enumeration, numbers 250,000. It costs, to educate one child in the city of New Orleans nine months, $27 : $3 per month. In the country it costs, to educate one child the same length of time, $18 : $2 per month. To educate one-half of the children in the State six months will require a revenue of $1,500,000, no provision being made in this estimate for building school- houses, the purchase of school sites or school apparatus. — (Report of 1873, p. 13.) OFFICIAL DISHONEST^. Among the causes that have operated to the prejudice of the school system, the superintendent brings prominently forward and enlarges upon that of official dis¬ honesty. Notwithstanding the exercise of the greatest vigilance and careful inquiry as to antecedents and character, it is stated that bad men have secured responsible positions in the school boards as well as in other departments, and up to the- present time every effort to punish offenders has resulted only in designating crimes and crim¬ inals. An appeal is made to the general assembly to give this subject a rigid investi¬ gation and adopt suitable measures for the protection of the school funds from further alienation. — (State report for 1873, p. 16.) LACK OF SCHOOL-BUILDINGS. In most of the parishes of the State the need of school-houses is the greatest source of embarrassment. Scholars, for want of buildings, have been taught under trees and in buildings that had no doors, windows, or floors. There are no school-buildings worthy the name in the State, with the exception of a few in New Orleans and in one or two of the older towns in the interior. Indeed, even the best of the school-houses in New Orleans would not be tolerated in any city or large town at the North longer than to give time to erect others. — (State report for 1873, p. 14.) DEFICIENCY OF REVENUES. The school-revenue, it is stated, is not sufficient to maintain schools for more than one-third of the children in the State, and unless it be supplemented from other sources, the remainder will have to grow up in ignorance. In view of this fact, the bill before Congress, appropriating the proceeds of sales of public lands to establish an educational fund, is regarded with great satisfaction. — (State report for 1873, pu 29.) ” SCHOOLS AIDED BY THE PEABODY FUND. Minden, $400 ; Montgomery, $400; Amite City, $600; Jackson Normal School, $250 ; New Orleans Normal Seminary, $1,600 — total, $3,250. CITY SCHOOL SYSTEMS. NEW ORLEANS. School-revenue. — The great problem before the board of directors is, How can revenue sufficient to maintain the schools be provided ? The expenditures for 1875 are esti¬ mated at $480,496, while the probable revenue is only $307,784. As a means of providing a sufficient revenue for the maintenance of the schools, it is recommended that the city tax be increased to three mills and an ordinance passed by the citj administration to receive the school board certificates of indebtedness for all taxes except the school tax. This will place the schools beyond all contingencies. — (State report Jor 1874, pp. 23, 24, 151, 163, 176, 177.) Attendance.— Of the 25,215 pupils enrolled during the year, 17,193 were in daily at¬ tendance. The average enrollment was 46 to a teacher, the average attendance 39 to a teacher. The enrollment is larger and the average attendance better than in any previous year. Truancy. — It is estimated that there are over 20,000 children in the city between the ages of 6 and 16 who do not attend any school. The superintendent repeats the suggestion made in his last annual report, of the necessity in New Orleans of truant- laws similar to those existing in most of our large cities. School accommodations. — The school-buildings are in better condition than at any time si' me the war, but the school-room accommodations are entirely inadequate. One thousand five hundred more pupils are enrolled than at the same time last year, and LOUISIANA. 149 the number is constantly increasing. To provide for this steady incfease exceedingly taxes the financial resources of the school-board.* School legislation— By act of the legislature of 1873-74, certain modifications were made in the school laws relative to .the city schools. The changes effected by the amendments to the law are as follows: Each director is considered a director of the public schools of the city, and not of any particular ward or district, as heretofore. Un¬ der the former law, each director was supreme in his ward, and decided all matters without reference to the proper committees, even the committee on teachers bein g wholly ignored. Directors failing to visit once each month the schools to which they are assigned are liable to be removed by the State board of education. The division superintendent is made ex officio a member of all committees. The clerkship of division superintendent is converted into the office of assistant division superintend¬ ent. By legislative enactment the town of Carrollton has, in the past year, been annexed, to the city of New Orleans, adding two public schools, with about 400 pupils, to the school roll of the city. TRAINING OF TEACHERS. NORMAL SCHOOLS. No State normal school appears to exist in Louisiana, although the school law pro¬ vides for one. There was formerly a city normal school in New Orleans; but, from the inability of the school board to sustain it by axipropriations, it has passed from the control of the board into that of private parties, and is now a department of the New • Orleans University. It reports for 1874 three years in its course, instructors the same as in the university, but an inability to give the number of students attendant during the last school year, and an absence of such educational facilities as a chemical labor¬ atory, philosophical cabinet and apparatus, museum of natural history, and model school. Special instruction is said, however, to be given to students preparing to teach in the public schools, including courses of lectures on the theory and practice of teaching. Straight University, in the same city, has also a normal department, with a three years’ course, said to be arranged with special reference to the education of teachers, graduates receiving a teachers diploma, with the degree of B. S. The latest report from it covers the session of 1873-73, when there were 10 male and 22 female students in attendance. The Peabody Normal Seminary at New Orleans, sustained by a local subscription of 82,000 and an allowance of $1,850 from the Peabody fund, reports for 1874, resident instructors, 6 ; lecturers, 2 ; years in course, 3 ; volumes in library, 60, of which 30 are pedagogical; but no chemical laboratory, philosophical apparatus, or museum. The students, all female, are as follows : Post-graduates, 7 ; normal seniors, 58 : normal, juniors, 57 ; preparatory, 62 — total, 184. There were 61 graduates for the school year of 1873-74, of whom about 48 engaged in teaching. There is here a model class for exercise in teaching, and graduates receive a diploma on passing a creditable examination in all the branches of the course, while certificates of special proficiency and aptitude are given to such of them as excel in the most essential branches of study. Thirteen received such at the close of the first term of the session of 1874-75, after very creditable and interesting exercises. A branch of this school exists at Jackson, La., but from it no report for 1873-74 has been received. teachers’ institutes. The school law of the State makes it the duty of each division superintendent to hold, once in each year, at some convenient point in his division, a teachers’ institute, and also to encourage and assist at teachers’ associations, to be convened four times in each year, if practicable. In the reports of these superintendents, however, for 1873, no evidence appears of either institutes or associations having been convened. Only one of the superintendents makes any allusion to them. He, speaking of them as “ indispen¬ sable aids in prosecuting successfully the educational work,” and “subserving many valuable ends and purposes,” still, evidently with regret, says: “ I have not been able, indeed, it has been utterly impossible for me, to hold an institute this year.” The absence of such means of improving teachers is certainly much to be lamented, the more so, as * The report for 1873, pp. 277, 278, says that “ the school-board is continually perplexed by the urgent demand for more extended school-house room. But two public school buildings have been erected during the last sixteen years, and yet during that time 10.000 children have been added to the school roll of the city who previously had" been debarred from the privileges of education. Of this additional number, over five thousand avail themselves of the public school advantages. To accommodate these accessions to the school roll mere apologies for school houses have been temporarily tolerated. Build¬ ings poorly adapted to school purposes, in many cases churches, were rented." This condition of affairs has, however, been improved by the present school board, in vacating some of the most unsuitable buildings, renting better ones, repairing others, and building two attractive and •spacious buildings, in the eighth ward of the city, out of the McDonogh fund. 150 REPORT OF «TUE COMMISSIONER OF EDUCATION. the law requiring the establishment of a normal department in every high school ap¬ pears to he a dead letter throughout the State. The report for 1874 presents a gratifying evidence of improvement in this line, in the organization of the teachers of the second division into local teachers’ institutes. These, it is believed, are the first institutes ever established in the State. Four organizations have been formed and two more will be formed as soon as practicable. Although none of the institutes have as yet been able to hold more than three or four regular meetings, a marked improvement is visible in the interest manifested by both teachers and peo¬ ple in the cause of public education. Nothing, since the establishment of the present school system, has seemed to be so fruitful in good results. Eleven meetings of the institutes have been held ; seven lectures were delivered by the division superintendent; the number of members enrolled is 81; number of vol¬ umes in library, 135. — (State report for 1874, pp. 260, 268, 269.) SECONDARY INSTRUCTION. PRIVATE SCHOOLS. The report of the State superintendent for 1874 gives, in its summary of statistics, a total of 846 teachers, with 22,306 scholars, as belonging to private schools ; but how many of these are of secondary rank does not appear. In a “ view of the condition of school work in Lhe parishes,” several schools appar¬ ently of this rank are mentioned, but no such information is given respecting them as would form the basis of a statistical report. Two schools for boys, three for girls, and one in which both sexes are received report to the Bureau 49 teachers and 674 pupils, 563 in English courses, 27 in classical, and 414 in modern languages. Of these, 137 are reported to be preparing for a collegiate course, either classical or scientific. In the three girls’ schools and in one of those for boys, vocal and instrumental music are taught; in the former, drawing also. Two have lab¬ oratories, one has some philosophical apparatus, and five of the six have libraries num¬ bering from 20 to 600 volumes. HIGH SCHOOLS. The establishment of a high school at Baton Rouge, “the first in its present educa¬ tional history,” is noted in the State report for 1874 as matter for congratulation. The only others mentioned are the three city high schools of New Orleans, one of which, located in the central part of the city, is for boys, the other two for girls. “ The object kt in view in the girls’ high schools is to complete the elementary instruction begun in the grammar schools, to impart to the pupils a thorough knowledge of those higher branches which a lady of culture should possess, and to discipline and strengthen the mental faculties by application to studies adapted for this purpose. The course of study is three years, and comprises a full range of English studies, into which enter ancient and modern history, rhetoric, English and American literature, intellectual and moral philosophy. “ The Central High School for Boys, organized in 1867, is distributed into six depart¬ ments, as follows : A department of English literature, under charge of the principal; a department of Latin and Greek languages and ancient mythology ; a department of science ; a department of mathematics ; a department of commerce, comprising the study of penmanship, drawing, and practical book-keeping; and a department of French. Each of these departments is taught by a professor, who attends exclusively to it and who is selected for his especial fitness for that department. The course is four years, and affords to those attendant a thorough training in the usual high school branches.” It was with just pride that this central high school saw, three years agot one of its former members carry away, after an attendance of two years, every firs, prize of one of the most popular southern colleges, and become the "recipient of the highest honors ever bestowed pn any of its alumni. During the first year in this school all pursue the same course. After that, students who do not desire to pursue classical studies are excused from attending to Latin and Greek. BUSINESS COLLEGES. Four of these aids to the iireparation of young people for business pursuits report 12 teachers and 915 pupils, of whom 860 are males and 55 females Their courses are from 3 months to 1 year. One of them has a library of 500 volumes, and of the stu¬ dents 6 are studying German, 2:2 French, and 14 Spanish. SUPERIOR INSTRUCTION. LOUISIANA STATE UNIVERSITY, BATON ROUGE. This institution, founded in 1855 from grants of land made by the General Govern¬ ment for establishing a “ seminary of learning,” was opened for the reception of stu- LOUISIANA. 151 dents on January 2, 1860, under tlie superintendence of Col. IV. T. Sherman, now Gen¬ eral-in-Chief of the United States Army. Heavy losses were sustained hy the univer¬ sity during the war, and in 1869 its building was consumed by fire ; since which misfor¬ tune the buildings of the asylum for the deaf and dumb at Baton Rouge have been occupied by it. The deplorable financial condition of the institution, as described in the previous re¬ port, has not been relieved, but rather rendered worse by another year of extreme poverty, and some aid from the State is earnestly asked for. A union between the university and the State agricultural college is recommended by the superintendent of the university as a measure of mutual benefit, not only in respect to pecuniary means, but for the broader culture thus attainable. The scientific chairs of the university are well provided with a physical and chemical apparatus, engineering instruments, mathematical models and diagrams. The Patent- Office at Washington has presented, the university over 300 models of machinery. The chemical department is being fitted up with a working laboratory for students. The collection of minerals and of geological and conchological specimens numbers many thousands, and there is a rich herbarium, scientifically determined and well arranged. The number of cadets in attendance during the year was 140, of whom 136 were resi¬ dents of Louisiana. The course of instruction embraces at present preparatory and academic depart¬ ments, with commercial and civil-engineering schools. There is a library of 11,000 selected volumes, 342 of which are encyclopedias, especially valuable for ready reference to subjects under consideration. A gallery of art, neatly furnished class-rooms, excellent order, and cleanliness are also said tro be among the attractions of the institution.* STRAIGHT UNIVERSITY, NEW ORLEANS. Congregational. Incorporated 1869. Is open to youth of either sex and every race. Eight departments are in operation, elementary, academic, preparatory, collegiate, normal, theological, legal, and medical. LELAND UNIVERSITY, NEW ORLEANS. Baptist. Incorporated in 1870, but not organized till 1873. Like Straight Univer¬ sity this is specially intended to aid in the elevation of the colored race by affording it the opportunity for higher education. Its charter provides that no student shall be excluded on account of race, color, sex, or sect. It is provided with dormitories and a, boarding-hall, and students are received either as day scholars or as boarders. Its grounds were purchased with the aid of the Freedmen's Bureau and gifts from benevo¬ lent individuals. Four departments are organized : (1) English and scientific, designed for those who do not wish to study the languages, but to obtain a business and normal educa¬ tion; (2) industrial, affording remunerative manual labor to such as desire to avail themselves of this mode of support ; (3) literary and classical, embracing a full collegiate course ; (4) theological, for such as wish to prepare for the sacred .ministry. NEW ORLEANS UNIVERSITY. Methodist. Chartered in 1873 ; was formerly known as the Union Normal School, and represents the consolidation of several other educational interests. Its object is to aid, as in the two preceding cases, the higher education of the youth of the Southwest without distinction as to race or sex. Preparatory, collegiate, normal, theological, commercial, and musical departments have been organized, and in these, for 1873-74, were enrolled 300 students ; for 1874-75, 384. CENTENARY COLLEGE, JACKSON. Methodist Episcopal. Is spoken of in the report of the State superintendent (report for 1874, p. 89) as " the pride and boast of the State, the buildings superb, the grounds about them beautifully arranged, the faculty composed of ripe scholars, and the cur¬ riculum embracing all branches usually studied in our best colleges." The circulars of St. Charles College, Grand Coteau, and of St. Mary Jefferson Col¬ lege, College Point, (both Roman Catholic,) afford comparatively slender informa¬ tion as to the extent to which the studies enumerated in their courses are pursued. The former, under the care of the Jesuit Fathers, has a “ plan of instruction which em¬ braces Latin, Greek, English, French, poetry, rhetoric, history, geography, mathematics * Col. D. F. Boyd, the accomplished and faithful superintendent of the university since the war, has been selected by the Kh§dive of Egypt to take charge of his military college, and "expects to go there. His rank will be that of brigadier general. He will, however, remain at the university till October, 1875, to see it fairly started in its next session.— (Letter from Colonel Boyd.) 152 REPORT OF THE COMMISSIONER OF EDUCATION. natural and mental philosophy,” with German, book-keeping, music, and drawing, optional. The latter, under the charge of the Marist Fathers, has three courses : pre¬ paratory, commercial, and classical. No statement by either of the length of course. FEMALE COLLEGE. The Silliman Female Collegiate Institute, at Clinton, (Presbyterian,) reports 5 in¬ structors and 33 preparatory students, with 47 in the regular collegiate course, 11 in partial courses, and 6 post-graduate students. It is authorized to confer degrees, has a library of 300 volumes, and includes in its studies vocal and instrumental music, drawing, painting, and French. It has a laboratory and philosophical apparatus as aids to instruction. f Statistics of universities and colleges, 1874. Names of universities and col¬ leges. © m © Number of students. Property, income, 6c c. © £ 3 O > © Centenary College of Louisi¬ ana.* College of the Immaculate Con- ; ception. Lelond University . Louisiana State University _ New Orleans University. _ _ _ ! St. Charles College . . . j St. Mary .Jefferson College _ ; Straight University * . ; 100 125 4 &126 9 24 32 23; “100, 000 00, 000 82, 055 40, 000 40, 000 36, 000 §10, 000 >138,000, ctS, 230; fcoo 0,81 1, 000 7, 500 5, 000 §011, 500 . . | 300 0 c4, 600 .. 5,000 .. 2,500 * From Report of Commissioner of Education for 1873. a Income due, but not received. b Also 178 irregular students. c Includes society libraries. AGRICULTURAL AND MECHANICAL COLLEGE. The legislature, on April 7, 1874, passed an act having for its object to carry into effect the purposes of the donation by the United States of public lands for the benefit of agricultural and mechanical arts, and to establish an agricultural and mechanical college in the State. With as little delay as possible a college faculty was appointed, a course of study adopted, and the college opened in the Louisiana University building, June 1, 1874, soon enrolling 70 matriculates for a summer session of three months. The fall term opened November 15, with 60 pupils, few of whom, however, came up to the standard it is desired to establish for the two regular collegiate courses, the agricultural and the mechanical. They were therefore temporarily divided into three sections. The first aim of the faculty will be to raise the grade of scholarship. Evening classes have been formed for young men engaged during the day, and have proved highly satisfactory. The present class of twenty young men, from 18 to 30 years of age, is very highly commended. In these classes the studies are optional. The discipline of the institution is strictly military in its character. The Chalmette battle-ground, in the parish of St. Bernard, where the State owns 200 acres of land, has been selected as a site for the college, and it is hoped that the institution will soon be established in permanent quarters. It is believed that when so established, it may, by fruit-culture and stock-raising on its model farm, as well as by the labor of the students in its workshops, contribute largely towards its own _ support. — (State report for 1874, pp. 86-94, and special cir¬ cular.) LOUISIANA. 153 Statistics of schools for scientific and professional instruction. Schools for professional instruction. SCHOOL OF SCIENCE. Agricultural and Mechanical College of Louisiana. SCHOOL OF THEOLOGY. Biblical department of New Orleans University. SCHOOL OF LAW. Law department, University of Louisi¬ ana. SCHOOLS OF MEDICINE. Medical department, University of Louisiana. New Orleans Dental College 6 . 1 . .2 o 'E. 157 every term. Now the same good teacher is continued from term to term for several terms, sometimes for years, and, knowing the capacity and attainments of each pupil in his school, is enabled to assign proper lessons at the beginning of each new term without delay, and in advance of where the pupil left off the previous term. Thus there is no loss of school-time. “Eighthly. It has enabled us to give all those children who desired it an education equal to that given by the best academies in the State, under the immediate care of their parents an4 with none d£ the drawbacks which result sometimes from their being sent to school away from home. “Ninthly. It has enabled us to secure a more efficient and permanent system of school supervision. Formerly the entire school board was chosen annually, but now each school official is chosen "for three years, and the board, having all the powers and duties of school agents, as well as those of superintending school committee, are justly held responsible, to a very large extent, for the condition of all the public schools. “ Tenthly. It has enabled us to do all this work with less difficulty and at less cost than would be possible under the former system. Our present high school teacher has been with us in that capacity for about five years, our select school teacher two years, and others in the years gone by from one to ten years. Other things being equal, those persons are selected for teachers who will be most likely to remain with us a considerable time. “In conclusion, allow me to add that I consider the workings of the ‘town plan’ eminently satisfactory to our people generally.” — (State report, pp. 121-124.) Similar testimony comes from Westbrook. FREE TEXT-BOOKS BY TOWNS. On this subject, the same gentleman who writes respecting the advantages of the town school system as tried in Orono, writes again from the experience at Orono : (1) “ It saves expense. The books are purchased in large quantities, directly from the publishers, and at a discount of from 331 to 40 per cent, from retail prices, freight paid for first supply. These are in use continually till worn out or exchanged for new ones. The total cost per annum will not exceed, on the average, seventy-five ceqts to each scholar, or one-third the former cost. (2) “It is the most convenient method. On the first day of each term, all the teach¬ ers are furnished with a full supply for immediate use, which they distribute and charge to the scholars, keeping a strict account with each one. The whereabouts of any par¬ ticular book can thus be told at any time, and if it receives injury the scholar liable therefor is also known. No time is lost to the scholar from a lack of books because his parents or guardians are unable or unwilling to furnish them, but he is enabled to go to work at once upon the lessons assigned him. (3) “It supplies all the books needed. There is no longer any ill-feeling between teacher and parent because the needed book is not forthcoming at once. Parents have felt grieved in former times because of their inability to get ready all the books with¬ out delay, but this is now happily avoided. (4) “ It secures uniformity of text-books. How much valuable school-time has been lost on account of a multiplicity of text-books, only those who have had the practical experience know. I have seen a class in geography come forward to recite with three different kinds of books, and the class had to be separated into three divisions for reci¬ tation, or some of them compelled to recite from a book they had not studied. Now we have no such condition of affairs, and I know of no way in which the desired uni¬ formity can be so readily secured. (5) “It insures a complete classification. The scholars are, after careful written ex¬ amination, put to work according to their ability to perform the tasks assigned them, and the class is not kept back by inability of any one or two to keep up, neither is any one compelled to use any book not suitable' for him. And all know that with fewer classes the teacher can give more time to each class. (6) “ It enables all the higher schools to have suitable reference books and desk books. The use of reference books is considered of much more importance now than formerly, and scholars delight to consult them on all proper occasions. They thereby acquire' a broader culture, become acquainted with different styles of composition and the dif¬ ferent methods of stating the same proposition, which add greatly to the interest of the recitations. (7) “ Transfers and exchanges are much more easily effected. If it is thought desir¬ able to adopt new books in place of those now in use in any given school, the old ones can be transferred, without loss, to other schools, and there be worn out and new ones substituted for trial on their merits. “ (8) It increases the number of scholars attending school. Now no one remains out of school from a lack of books, neither does he feel himself an object of charity because he studies a book belonging to the town. The advantages to the community of a large attendance at the public schools are not to be overlooked or neglected, and any good scheme which shall secure this without fail is 1 a consummation most devoutly to be wished.’” — (State report, pp. 125-128.) 158 REPORT OF THE. .COMMISSIONER-OF- EDUCATION. GOOD SCHOOL-HOUSES. Mr, Johnson reports an increasing interest in intelligent efforts to secure comfortable accommodations for our public school pupils, and also to equip the scbool-rooms with suitable appliances. The free high school establishment has awakened popular atten¬ tion to a superior class of school-buildings, and very many villages are now ornamented with tasteful and convenient edifices for educational purposes. In 1854, 128 new school- houses were built, at a cost of $60,000; in 1874, 122 were constructed, at a cost of $150,000, indicating that the average amount expended for each h’ouse has doubled. Allowing for difference in cost of labor and materials, we still have a very much better average school-house. More inquiries have been addressed to this office, the past year, for plans and specifications than ever before. The following recommendations are accordingly made as to the means of making school-houses what they ought to be : Location. — Select one of the pleasant sites in the district. The lot should contain at least half an acre, oblong in form, with the building near the rear, as far as possible from the street, affording ample play-grounds for the pupils. Do not locate in a thick dump of trees, on a barren waste, near any noisy manufacturing establishment, or any possible source of malaria. Be sure to provide a good cellar, using the earth to grade high around, thus affording good drainage, room for furnace and fuel, good air under the school-house, and no opportunity for decaying rubbish. Size. — Make the dimensions of the school-room such as to allow for sufficient seating and breathing, viz, 25 square feet of floor-space and 300 cubic feet of space as the minimum of each pupil. Do not crowd into close quarters growing, active boys and girls. Light. — Allow ample light. Make the windows long and narrow, rather than wide and short. This gives more room for blackboard surface and better facilities for airing the room completely during study-hours or at recess. Admit the light at the sides of the room, not at the ends. This gives the entire rear for blackboards, and with shut¬ ters or curtains the teacher can regulate the light from either side of the room and save eyes. Air. — Children must have air. Ten cubic feet per minute are required for active lungs. This must be secured by sufficient inflow of outside air to meet the demands for complete aeration of the blood. In warm weather ventilation may be obtained by the windows, opening at top and bottom to secure a change of air throughout the room. No strong current should be allowed. At recess, however, the windows can be thrown wide open. In winter many teachers, particularly in private schools, re¬ quire the pupils to put on their heavy attire prior to going out at recess, the windows are thrown open for a few minutes, the pupils then march round the room and file out through the door to the play-grounds. They are then better prepared for the outside air. This plan works well in schools of higher grades, especially when there are pu¬ pils disinclined to take any exercise. For ordinary ventilation many devices have been presented, but one of the simplest is the following : Lower the upper sash of the window, raise the lower sash, each, say three inches. To these openings fit two half boxes of light material, as long as the window is wide, bottom six inches wide, inner side three inches high, and ends with half-inch stops. The sash will hold these half boxes in place, the bottom will prevent the cold air from dropping directly down on the pupil, the inner side will deflect the current upward, while the strength of the current can be regulated by stops on the outer portions of the ends. Warmth. — The temperature of a study-room should be kept evenly at some point be¬ tween 65 and 70 degrees Fahrenheit, and, if possible, all parts of the room should be maintained at same warmth. Fire-places and stoves will accomplish this with diffi¬ culty ; hence the desirability of having a good cellar and furnace under the school- house. From the bottom of the cellar build a chimney at either end of the open area between teacher’s platform and pupil’s desks, with small fire-place for coal or short wood, and a hole or scuttle in the hearth through which to dump ashes into ash-box below. The fire-place will aid in ventilation, be a convenience for cold feet and hands in very frosty mornings and during days when a fire in the furnace is not needed. The furnace should be supplied with fresh air through two venti-ducts opening to the outer air, one to the south, the other to the north, to be opened or closed by slide- valves, according to the direction of wind, or both open in dull, heavy, murky days. Furniture. — The necessary equipments of a school-room are desks for pupils, teachers’ desks, and chairs for teacher and visitors, blackboards, crayons, pointers and erasers, outline maps, globes, forms and blocks for object-lessons and geometrical illustrations, water-pail, dippers, and a movable cabinet for writing and drawing books, text-books, reference books, and collections in local natural history made by pupils. Reading- charts and Prang’s school chromos are desirable additions. Great care should be taken to make the seats for primaries sufficiently low. A broad aisle should extend around the room between desks and walls, affording room for work at blackboards and for cir¬ culation cf air. The remaining aisles may be narrow, particularly if hinged seats be used. It would be well to have settees in front for recitation seats and to accommo¬ date visitors. MAINE. 159 Play-grounds and oui-houscs. — As indicated above, the play-grounds should be ample, where all the pupils, male and female, may find room for out-door exercises, either sep¬ arately or together. The recesses of the two sexes should be at the same time and the sports" should be under the oversight of the teachers. An opportunity is thus atforded for complete airing of the school-room : relaxation is allowed the teachers, vicious ten¬ dencies on the part of the few detected and corrected, and pupils are taught gentle¬ manly behavior at ail times. The. out-houses should be in the rear of the school-build¬ ing, well constructed and ventilated, a proper fence or wall (if in tho same building) separating those appointed for the two sexes. They should be under lock and key, and in charge of teachers who should examine them frequently. Regular water-closets, with suitable drainage, are preferable. Dry-earth closets for school purposes have generally proved failures. The law in regard to defacement of school property is very stringent, (see school law, sec. 90,) and a placard of same should be posted in every school-room. Of the existent school-houses 2,600 are reported to be in good condition and 1,400 reported unfit for school purposes. The total value of all the school-houses, including grounds, is estimated to be §3,000,000. — (State report, pp. 127-140.) LEGISLATIVE ACTION ON EDUCATION. The following was the action of the fifty-third session of the legislature of Maine respecting education in that State, as gathered from a letter in the Boston Journal, dated Augusta, Me., March 4, 1874. The proposition to place the Industrial School for Girls at Halloweli under the guardianship of the State was defeated. The legislature, however, appropriated §12,500 for the benefit of the school. Proposals to repeal the free high school law, and to require all taxable property to be taxed for the support of schools, met with adverse action. Laws passed abolishing corporal punishment in the State prison ; giving authority to the trustees of the State normal school to arrange a course of study to occupy three years, for such students as elect to pursue the same ; authorizing the governor to fill all vacancies in the board of trustees of the State College of Agriculture ; author¬ izing a special committee to visit the college during the summer, inspect its operations, and report to the next legislature; chartering the St. Elizabeth Roman-Catholic Asylum in Portland, with the right to hold property to the amount of §100,000 ; incor¬ porating the Eaton Family and Day School, at Norridgowock. A law passed, too, which provides that in the assessment of school district taxes the assessors may assess on the polls and estate of the owners and residents in the district such sums over and above the sum committed' to them to assess, not exceeding 5 per cent, thereof, as a fractional division thereof renders necessary, and certify that fact to the town treasurer. The expense of assessing and collecting this tax is to be paid by the district. School district taxes are now to be assessed within sixty instead of thirty days. The charter of Colby University was changed so that the powers heretofore vested jointly in the president of that institution and the board of trustees are now vested in the board of trnstees, of which the president shall not be a member ex officio of the board, but the board may elect their own presiding officer, to hold office for such term as prescribed in the by-laws. The Bowdoin Alumni Memorial Hall Association was incorporated, having for its object the completion and preservation of Memorial Hall connected with Bowdoin College. TRAINING OF TEACHERS. NORMAL SCHOOLS. According to the reports submitted by the principals of the schools, Prof. C. C. Rounds, of the western school, and Prof. G. T. Fletcher, of the eastern school, it appears that both the training schools have been in a prosperous condition the past year. The examinations made by the trustees at their regular visitations, and also by their inspectory committees, confirm the opinion that these institutions are not only doing well the work assigned to them by the State, but that they may properly be classed among the indispensable agencies in the public school system. The school-buildings, although not so expensive as many other normal school struc¬ tures in other States, meet very well all ordinary wants. The equipments in appara¬ tus, libraries, cabinets, &c., are, however, not yet sufficient. The grounds, too, need grading and inclosing with iron fences. Appropriations for these purposes are ear¬ nestly recommended. The present current expenditures for salaries, fuel, repairs, &e., amount to 812,000. The sum of §15,000, therefore, is asked for to meet the wants of the two schools for the year 1875. The third year, or post-graduate course, contemplated by act of legislature last winter, has not yet been established, first, because the trustees were not agreed as to 160 REPORT OF THE COMMSSSIONER OF EDUCATION. what the third-year course should embrace, and, secondly, no appropriation was made by the legislature to meet. the extra expense of the same. Model or practice schools, for primary work, are now maintained in connection with both schools, the one at Castine, eastern school, having been established the past year. The student teacher here has an opportunity of showing what he can do with the principles or theories acquired in the normal school proper. The model schools are supported, one-half by the State and one-half by the citizens of Farmington and Cas- tine, respectively. — (State report, pp. 12-16.) STATE SCHOOL AT FARMINGTON. At the close of the last year, the school completed the first decade of its existence. During these years nearly 1,000 young men and women have been connected with the school and 198 have graduated from the complete course. The question has sometimes been raised whether the State receives returns in service such as to justify the expense of maintaining the normal schools. Circular letters of inquiry were sent out to former members of this school ; and to a large portion of these, replies have been received. From replies received from the members of the eleven classes which have here grad¬ uated; we gather the following facts : Total number in classes . 183 Number ^yho report . . . . . 130 Number years taught in Maine . >3 . . 298£ Number years taught in other States . , . 68 Total number of years taught . .. . . . 366£ Average number of years taught in Maine . „ . 2. 20 Sixty-six t! per cent, of those reporting are still teaching ; six of these are still at school and two have died.. Eighty-two per cent, of graduates reporting, of four years’ standing or less, are teaching or attending school. During the fall term a library of some 500 volumes of carefully-selected works and quite a good philosophical and chemical apparatus were purchased. Some pieces of apparatus, especially a microscope, a telescope, and a spectroscope, are still needed, and also better accommodations for chemical manipulation. Two changes in the present regulations of the school are considered of vjtal im¬ portance : First. The law now admits ladies at 16, gentlemen at 17. Experience has shown that this distinction is very unwise, and that the age of 17, at least, should be required of all alike. Secondly. Every pupil should be required, as a condition of entering the school, to declare his intention of remaining through the first term. Discredit is often brought upon the school and prejudice excited against it by the unsatisfactory work of those who have attended it long enough to gain the name of member of the normal school, but not long enough to comprehend its methods nor to become imbued with its spirit. The superintendent urges the importance of a larger and more advanced course of study for those pupils who can avail themselves of Its advantages. — (Stqte report, pp. 16-18.) STATE SCHOOL AT CASTINE. The number of pupils in attendance during the winter term of 1873-’74 was 58; number of classes, 4. Number of pupils attending the spring term of 1874, 130 ; num¬ ber of classes, 5. Number registered in fall term of 1874, 123* Total number for the year, 311, an increase of 55 over the corresponding terms of last year. The average age and ability of the pupils compare favorably with the record of pre¬ ceding years. The entrance examinations indicate a better preparation on the part of applicants than during the first few years of the school ; an improvement largely due to the teaching of the normal students in the public schools. But still the scholarship of many applicants is so low that little professional work can be done with them dur¬ ing the first term of their attendance, knowledge being the first requisite in prepara¬ tory work for teaching. Hence a preparatory year is recommended for the benefit of those whose knowledge does not form a sufficient basis for strict pedagogical work. Experimental teaching forms a part of the normal school work, and preparatory classes would afford an excellent opportunity for the advanced students to develop teaching powers under the direction of the teachers of the school with classes similar to those in district schools. By means of this three years’ course much knowledge of the branches pursued could, be obtained, as wel\ as much more skill acquired in practice- teaching. The training school recently organized in connection with the town primary school promises good results.-*-(State report, pp. 23-25.) MAINE. 161 OTHER NORMAL” SCHOOLS. The number of pupils in tl^e normal department of the Maine Central Institute, Pittsfield, for 1574, has been 30, of whom 3 graduated July 1. In the normal depart¬ ment of the Oak Grove Seminary, Vassalboro’, for the same time, there were 17, of whom 10 engaged in teaching after an attendance of from 9 to 25 weeks in the schoolr TRAINING SCHOOLS. A considerable portion of the report is given to the need of some means for a fulle. supply of well-trained teachers for the public schools and to the methods by 'which such a supply may be secured. As to the first, the need of some means for a fuller supply of well-trained teachers, the superintendent says : u In Maine we have 7,000 teachers. Ten per cent — not more — of these are fair work¬ men, tolerably well skilled in their craft. Possibly I have set the number too high, even, for would it not be a wonderful and cheering sight to behold 700 teachers — adepts in the art — gathered from our State in one assembly ? Six thousand of our number, therefore, come under the category of ‘raw recruits.’ A large proportion of them are young girls, from 15 to 21 years of age, with limited attainments, no appreciation of tile child-mind, no special acquaintance with the laws of mind or body, em¬ ployed by indifferent agents, because their services are cheap, and soon drifting out of service into other employments, where they may gain a livelihood. Their only guides in training the young are possibly the examples of their teachers and the bits of experience they have stumbled into. The institutes afford them but a brief period of five days for suggestions in common methods, almost nothing in the line of professional knowledge. But even these opportunities are not improved generally by the country teacher, as our institute records show an average of only one-third of the total number in attendance; and these are mostly the better class of instructors. What shall meet this great need among the 6,000 teachers in the common schools of the State? We answer, a system of training schools : professional teaching demands normal schools.” As to the second point, the methods by which a supply of trained teachers may be secured, Mr. Johnson, having examined the prospect of supply from high schools, falls back on a normal school course of three years, one preparatory and probationary and two properly normal, divided into terms, two or three, as may on the whole be most convenient to those patronizing the same. “ The studies should be nearly as now appear in the course of study. There can possibly be no time given to the study of Latin, Greek, French, German, or other foreign languages. The present demands of the great body of common school teachers, the pressing wants of the schools them¬ selves, do not now allow this advanced course of study. In some future good time we may be able to imitate the Vienna arrangement, and establish a pedagogium — a normal school of normal schools — in which shall be received from the several subschools those students desirous of making further advancement.” By the adoption of the first years course here indicated Mr. Johnson thinks that three desirable points not now found in the normal school system may be secured, namely, a special preparatory year, for the general benefit of young men and women of the country and villages with limited means and opportunities : secondly, a probationary year, in which to test the disposition, aptitude, and possible executive ability of these apprentices in the profession; and, thirdly, a class of advanced students — that is, ad¬ vanced beyond the primary practice or model department presumed to be connected with every normal school — and a class corresponding nearly to the upper-grade* classes of pupils found in our mixed and grammar schools, affording a capital field for test- work on the part of the third-year or graduating students. In this first year, Mr. Johnson would have a commencement made in the science of pedagogics by the study of such plain manuals as Page’s Theory and Practice, Curry’s Infant Education or First Lesson on Habits of Observations and Object Studies. The second year should be devoted to a completion of common branches, to the study of physics, mechanics, geometry, physical geography, general history, English litera¬ ture, and translations of classic writers, for the purpose of studying order and power of thought and methods of expression, and the history of education and educational sys¬ tems. the principles of pedagogics, and the biographies of edneators. The third year should be devoted largely to reviews — topical — to the continued study of school-eco¬ nomics, and especially to practice in the primary model school and the preparatory class of the first year.— (State report, pp. 105-118.) JOURNAL OF EDUCATION. The Maine Journal of Education, a- monthly, published at Portland, under the edi¬ torship of Albro E. Chase, esq., has been an adjunct to the other agencies for training teachers, alike by its discussion of educational topics and methods, and by the intelli¬ gence it has afforded as to the management of town and city schools, and the current school publications. In the early part of 1875 it was merged, with- other State publi¬ cations, in the New England Journal of Education, at Boston* 11 fi 162 REPORT- OF THE COMMISSIONER OF EDUCATION. teachers’ institutes. The regular county institutes have been held during the past year under the con- ductorship of Hon. John H. French, Prof. N. A. Luce, and Hon. W. J. Corthell. The sessions commenced August 3, and continued five days each week till November 20, making sixteen consecutive weeks of institute instruction. The whole attendance of teachers actually engaged in the schools of Maine was about one thousand ; the en¬ tire cost of institutes was $3,109, making the average cost to the State for each teacher about $3, (see appendix.) The appropriation for institutes was $4,000. Besides the regular attendance of teachers above indicated, there was a fair attendance of citizens, particularly at the evening sessions. At these latter meetings subjects of general interest were presented, and quite often were followed by discussions in which the various views and educational wants of the public were freely and fairly brought out. The attendance of teachers has been much smaller than it ought to have been, and the general good effects of institute instruction not therefore so widely extended as they ought to be ; nevertheless, as this is at present the only avenue by which the State can reach the teaching force to infuse new life or inspire to well-directed activi¬ ties, the superintendent recommends the continuance of the institutes. The superintendent says, in this connection: “ It gives me pleasure to speak in the highest terms of the institute work done by Dr. French. As teacher and district commissioner in the State of New York and as superintendent of schools in Vermont, he brought to his instructions the rich fruits of an intimate acquaintance with the needs and wants of the public schools, while twenty-five years’ experience in institute work enabled him to offer to our teachers precisely the matter necessary for the more complete discharge of their responsible duties, and in a manner most easily adapted to render them accomplished executive officers in the school-room. It was the general verdict of those teachers who attended the institutes this year that never before had they received more valuable suggestions for their professional work. “ The instructions of Dr. French were ably supplemented by the assistance of Messrs. Luce and Corthell.” — (State report, pp. 56, 57.) SECONDARY INSTRUCTION. THE FREE HIGH SCHOOLS. In the New England Journal of January 16, 1875, Mr. Johnson reports that 163 towns and cities in the State have in the past year availed themselves of the provisions of the free high school act. The number of students in these schools, according to the State report, (p. 33,) was 14,828 in 1874 ; the average attendance, 11,652 ; the whole amount expended on them, $120,280 ; the State allowance to them, $39,969 ; being an increase over 1873 of 4,542 in enrollment, of 3,529 in average attendance, of $36,756 in total expenditure on them, and of $10,834 in State allowance to them. The total number of pupils in ancient languages was 2,566 ; in modern languages, 976; in natural sciences, 4,425. PREPARATORY SCHOOLS. Six of these schools in Maine, with 29 teachers and apparently 559 scholars, report 166 of these as engaged in preparation for the classical course in college and 21 as preparing for a scientific course. Tw o of the schools possess laboratories, 2 museums of natural history, and 4 more or less philosophical apparatus. Only one has a gym¬ nasium ; but all have libraries of from 50 to 2,000 volumes. A prospective increase of schools of this class is reported by a correspondent of the New England Journal of Education, the school at Hallo well, mentioned in the last report of this Bureau, soon to come into operation as a feeder for Bowdoin, and at least three others -which it is proposed to endow and to enlarge as feeders for the other colleges. OTHER SECONDARY SCHOOLS. Twenty-eight schools of this class, mostly private academies, make return to the Bureau of 87 teachers and 2,577 pupils, 1,505 of whom are engaged in English studies, 414 in ancient languages, 313 in modern European languages : 143 preparing for classi¬ cal course in college and 38 for a scientific course, in 11 of these schools drawing is taught, in 13 vocal music, in 18 instrumental music. Fifteen have laboratories: 17 philosophical apparatus ; and 6 libraries of from 350 to 1,300 volumes. BUSINESS COLLEGES. Two such institutions, one at Portland and one at Augusta, report a total of 263 students engaged in preparation for business pursuits, 326 males and 37 females. The one at Augusta reports 2 students in German, 3 in French, and 5 in Latin. . MAINE. 163 SUPERIOR-INSTRUCTION/ BATES COLLEGE, LEWISTON. Tlio professorship of mental and moral philosophy hero has been named in honor of the late Hon. Asa Reddington, LL. D., of Lewiston, who gave a large amount towards its endowment. A professorship of logic and Christian evidences, the endow¬ ment of which has been partly completed by the citizens of Lewiston and Auburn, has been established and named the Cobb professorship of logic and Christian evi¬ dences, in honor of J. L. H. Cobb, esq., of Lewiston, who has contributed generously towards its endowment. There are ten State scholarships, giving tuition to ten students, in the hands of the governor ; and in bestowing them preference is to be given to the children of those who have fallen in defense of their country, and always to students who are indi¬ gent and meritorious. Among the studies, composition, elocution, and the elements of oratory receive careful attention. This college has received the past year the sum of $150,000 conditionally, the con¬ dition being that $50,000 more be raised. It has also been made the residuary legatee of an estate, estimated at about $40,000, left in the will of the late Mr. Joshua Benson, of Boston, Mass. It is worthy of note that, among others, a large number of students from this college, representing all the classes, engaged as table-waiters at the Glen House, White Mount¬ ains, last season. It was a novel expedient, but they accepted the position with a twofold object in view — the financial advantage and the insight into human nature which these new duties would, be sure to afford. The experiment in every way proved mutually satisfactory and entirely successful. Others went into the hay -field in the busy season and still others resorted to teaching as the means of replenishing their exhausted resources. It is surely commendable in these students, both young men and young ladies, and honoring to their good sense, that they do not shrink from any honest employment which may afford the means of prosecuting their studies. There is here an endowed scholarship for a lady student, supposed to be the first instance of such an appropriation in any of the colleges. Nine different schools and academies act as preparatory schools for this college. BOWDOLN COLLEGE, BRUNSWICK. The demand for what is deemed by some more practical instruction than that afforded by the established system has induced the trustees and overseers of this col¬ lege to provide for a scientific course of study, distinct from the’regular collegiate course. For the details respecting this, see “ Scientific and professional instruction/'5 The undergraduate course of four years being insufficient to accomplish many desir¬ able ends, provision has been made to carry the student forward to a more complete philosophical view of his studies in an additional course of two years. The coliege is prepared to give systematic instruction in the following schools : (1) Letters : comprising languages, ancient and modern, (including the oriental,) with their literatures : philology, Thetoric, logic, history, ^elocution, and the fine arts. This leads to the degree of master of arts, (A. M.) (2) Science : advanced mathematics, physics, natural history, and chemistry, in their uses and applications. This leads to the degree of doctor of science, (Sc. D.) (3) Philosophy : comprising the above, considered in their seasons and relations : psychology, metaphysics, ethics, aesthetics, and politics; theory of government, consti¬ tutional history, principles of law, international law — leading to the degree of doctor of philosophy, "(Ph. D.) Graduates who have completed any course in the post-gradute studies with honor may be appointed “fellows,” to reside at college, with all the privileges of the same, one or two years farther, without charge, enjoying facilities for studies still more ad¬ vanced and opportunities for teaching in the line of their specialties. By the munificence of Hon. Peleg W. Chandler, of Boston, Massachusetts Hall has been renovated with a view to its use for a museum of natural history, in memory of the late Prof. Parker Cleveland. This room, one of the most beautiful and perfect for its uses in the country, was opened with appropriate services on the day preceding commencement, 1874. The various cabinets of natural history belonging to the college have been collected here and ample opportunity is afforded for advanced study in tins department of science. In order to promote asymmetrical and manly education, much attention is now given to physical cult are. The exercises are based upon physiological and hygienic principles, and are directed, not with a view to making professional experts, bat to make the devel¬ opment of the bodily powers tend at the same time to the discipline of the mind. The gymnasium is provided with the most approved apparatus, and is open every day, * jr rem college circulars. 164 REPORT OF THE COMMISSIONER OF EDUCATION. except Sunday, during sucli hours as do not interfere with other college duties. At¬ tendance, to a certain extent, is required. Both the voluntary and the regular exercises are under the immediate supervision of the director, and in neither will any random, violent, or injurious practice he allowed. The class drill is a systematic course, while special exercises will he prescribed for individual cases. Last year a difficulty occurred between the students and officers in consequence of the military drill required which resulted in the suspension of a large number of the students. The matter at-issue, however, was compromised by a satisfactory apology and pledge of submission to the college authority on the part of the students and on condition that the drill should continue through the year, when its further continu¬ ance should be considered. As the result of deliberation, the board of management have decided to make the infantry and artillery drill voluntary, allowing the student to elect between the military exercise and the gymnasium, which is continued as heretofore. COLBY UNIVERSITY, WATER VILLE . Candidates for admission to the freshman class here are examined in English gram¬ mar, geography, and arithmetic ; first six chapters of algebra ; first four books of ge¬ ometry ; four books of C cesar, six books of Virgil, six orations of Cicero, and three books of Xenophon’s Anabasis. Individuals of suitable age and attainments are allowed to take a partial course for any length of time not less than one year, selecting such studies as they may desire to pursue. They are required to recite with the regular college classes at least twice a day and to continue through the term any study commenced. They will have access to the libraries and lectures, and, on leaving the institution, will be entitled to a certificate of their respective acquirements in the studies in which they have passed an examination. The courses of study are now open to young women on the same terms as to young men. WOMAN'S COLLEGE. One institution claiming this rank (the Maine Wesleyan Seminary and Female College) reports 11 professors and instructors, four years in its collegiate course, and 17 college students, out of a total of 666 during the year 1873- 74. Music, vocal and instrumental, is taught in it, drawing and painting, French and German. It has a laboratory an philosojffiical cabinet and its library numbers 2,000 volumes. Statistics of a university and colleges, 1874. Names of university and colleges. Corps of instruction. c £ £ & O £ o u Number of students. Property, income, &c. Number of volumes in library. licpar.ttory. Collegiate. _ si a & 9 m bJC^ «w.fl cj 3 §'3 '3 ^ ci Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for tbo last year from tuition-fees. a!l l&g jisi p. Bates College _ ..... 9 15 8 mo £200. 000 $100, oool . a5,100 a30, 550 - *"H c c | > c © © 1 ll la 5 = H, l|| I "xua 'a 1 ^ M 1 ill , C£ 3D to 1 Borromeo College . . ... Frederick College * 3 0 100 23 ; 2,500 Johns BLoptins XJniversitvt T.m-nla Pnllf-crp, . . Mt. St- ilr.rv^ College . Eock TTill College . 1 43 22 12 c< 4 1 122 105 27 ! 170 71 26 82 1 6125, 000 32, 000 o|51, 000 1 $0 58, 625 ; 6,500 o4, 500 4, 500 1 1, 100 51,000 gt Charles College St. John's College . "Washington College . Western Maryland College.... ol 59 i °l 49 200, 000 60,000 33,000 §0 $0 ! 3, 000 175 3, 914 25,000 3, 375 1, 090 0 poo * From report of Commissioner of Education for 1873. i ZS ot yet organized. a Including board. b Includes society .libraries. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. Tlie Agricultural College reports 91 students for the year ended July, 1874, as com¬ pared with 130 in 1873 and 147 in 1872. The number of students in attendance at present (January. 1875) is 33, of whom about- one-half are in the collegiate and the remainder in the preparatory department. The decrease in the attendance has been accompanied by a large increase of the debt of the college. The State owns one- half of the college property, and the State’s interest is represented by four members out of eleven in the board of trustees. Efforts are being made by the board of trustees to restore the prestige and reduce the indebtedness of the college. The College Courant of October 24 is responsible for the st atement that this college is to have a special professorship of nautical science, giving instruction without charge in navigation, steam, and practical gunnery to young men destined for the merchant marine. The chemical department of the Maryland Institute affords a practical knowledge of elementary, analytical, and applied chemistry. By act of the general assembly the in¬ stitute is empowered to graduate students in chemistry and confer diplomas. For graduation, the coarse in chemistry is to he supplemented by a course of physics and geology, and also by the attainment of some proficiency in mechanical drawing, for which last the school of art and design of the institute affords every facility. The public lectures on chemistry are free to all members of the institute. i 176 REPORT OF THE COMMISSIONER -OF EDUCATION. Statistics of schools for scientific and professional instruction. Schools for professional instruction, g SCHOOL OF L*VW. School of law, University of Mary- ! 3 land. SCHOOLS OF MEEICEsE. College of Physicians and Surgeons 12 I . of Baltimore. School of medicine, University of 10 . Maryland. School of medicine, ‘Washington Uni- j 11 ; . versity. Baltimore College of Dental Surgery. 7 j. Maryland Dental College . j 12 . Maryland College of Pharmacy . ! 3 . Property, income, &c. SCHOOLS OF SCIEXCE. Maryland Agricultural College . ! 8 a76 United States Is aval Academy . j 58 ' 297 SCHOOLS OF THEOLOGY. Mt. St. Clement's College . ; 14 ; _ | 148 I St, Mary's Theological Seminary of j 6 _ ■ 90 St. Sulpice. Theological department of Mt. St. 3 0 1 14 Mary’s College. "Vyoodstoch College . . . \ 12 _ 105 40 103 120 00 41 11 to rp C =3 u cr^ | ^ of j © < © 1 . g ' | o 1. i ® 1 x j* | QC . ’3 © 02 o £ ' 8100, oco 1 3,000, 000 1 ! 8112.500 1 . o ! 86,977 o ss p) . C c o O O -J © 1,000 17, 000 9 000 15, 000 150, 000 0 ; 0 20, 400 4, 500 j 100, 000 1 40, 000 9, 000 2, 500 11, 000 5,000 7,000 2,300 1,000 300 a Also 15 preparatory. 6 From State appropriation. c From Unitpd States appropriation. SPECIAL INSTRUCTION. INSTRUCTION OP THE DEAF AND DUMB. . The institution for the education of the deaf and dumb* established by act of legis¬ lature March, 1867, and opened in September, 1868, is controlled by a board of visitors appointed by the State. It is in no sense an asylum, but simply an institution for the education of the deaf and dumb children in the State. It is free to all who are unable to pay. A period of seven years is required to complete the course of study, though comparatively few remain to complete the allotted time. Since the establishment of the^school 146 pupils have been admitted, of whom 89 remain, the majority of these having entered during the past three years. A course of three years is required for the study of the meaning of words, the con¬ struction of sentences, and the principles underlying written language. During this time the laws of grammar are taught, and considerable progress is made in arithmetic, without, however, the use of a test-book. At the end of this time the branches taught in common schools are introduced, such as geography, history, &c. From the begin¬ ning to the end of the course the study of written language is regarded as of the high¬ est importance and receives more attention than any other study. There is a depart¬ ment of trades, the object of which is to teach habits of industry and also to provide the means of livelihood after school life is ended. Only about half the deaf and dumb children of the State of school age avail themselves of the opportunity here offered. The number of professors and instructors iii this institution the past year, including the principal, 9 : semi-mute instructors, 2 ; volumes in library, 2,000 ; average number of years spent in the institution by the pupils, 5£, including time spent in other insti¬ tutions; total number of pupils who have received instruction since foundation of in¬ stitution, 146 ; number of graduates who have become teachers in similar institutions, 2; whole number of pupils under instruction during the year : males, 68; females, 36— total, 104. — (From State Report and special return to Bureau, 1874.) MARYLAND. 177 INSTRUCTION OF THE BLIND. The Maryland Institution for the Instruction of the Blind was organized in 1853. Since its organization it has received 161 blind persons. There are in it at present 55 pupils. . This is not an asylum, but a school where the young blind may obtain a similar education to that furnished other children by the public schools of the State. Much attention is paid to music, both vocal and instrumental. Piano-tuning and various branches of handicraft arc successfully taught, selecting such as are best adapted to the peculiar condition of the blind, as worsted work, knitting and crochet¬ ing, sewing, and use of sewing-machines for the girls, broom and mattress making and cane-seating for the boys. About 60 per cent, of the blind children of the State have availed themselves ot the benefits of the institution, leaving 40 per cent, to grow up in ignorance. While the State of Maryland has made ample provision for the education of every blind child, both white and colored, great difficulty is sometimes found in persuading the parents of the unfortunate children to send them to school. The institution is in a flourishing condition, and its benefits should be extended to every blind child in the State. — (State report for 1874.) MARYLAND INSTITUTION FOR COLORED BLIND AND DEAF MUTES. This institution, located in Baltimore, was founded in 1872. The board of instruction consists of a principal and three professors, including a semi-mute instructor. Total number of pupils received since the foundation of institution, 14 ; number of pupils under instruction during the year, male, 5 ; female, 7 — total, 12. The branches taught are rudiments of English language and arithmetic. Value of grounds, buildings, and apparatus is estimated at $20,000. State appropriation the past year, 810,000 ; expenditures for the year, $10,000. — (From special return to Bureau, 1874.) ST. FRANCES’ ACADEMY FOR COLORED GIRLS. This institution is under the direction of the Oblate Sisters of Providence, who are a religious community, established in Baltimore in 1829. They renounce the world to consecrate themselves to God and to the Christian education of girls of color. The object contemplated by their institution is the instruction of a numerous portion of society in useful branches, suitable to their wants and convenience, with efforts to secure also habits of solid virtue and the exact observance of piety and correct princi¬ ples of morality. In addition to their religious instruction, the pupils are taught the English and French languages, arithmetic, geography, history, English grammar, orthography, writing, sewing in all its branches, embroidery in cotton, silk, chenille or gold, tapes¬ try, tufted work, bead work, lace embroidery, wax flowers, and fruits ; music and painting also, if desired. About 25 boarders belong to the establishment. EDUCATIONAL CONVENTIONS. f NINTH ANNU.IL SESSION MARYLAND STATE SCHOOL TEACHERS5 'ASSOCIATION. The Maryland State School Teachers’ Association assembled at Baltimore July 15, 1874, when John T. Morris, esq., president of the school board of Baltimore, in behalf of the educational interests of the city, extended a cordial welcome to the members of the convention, to which Prof. D. A. Hollingshead responded and proceeded to deliver his inaugural address, in which he referred to the unjust discrimination made in favor of the boys in the facilities offered by the State to its youth to acquire a higher standard of intellectual culture. Prof. George S. Grape then addressed the convention upon “Association,” and was followed by Prof. H. E. Shepherd, who spoke upon the subject of “ Language,” calling attention to the influence the classic languages have upon our own and placing stress on the influence of Latin upon the English. In the evening session Rev. A. G. Harley, of Centreville, addressed the convention upon the “Elevation of our profession.” “ The unity and harmony of true educational schemes” was the subject of the next address, by Dr. C. K. Nelson, of St. John’s Col¬ lege, in which the lecturer spoke of the progress of popular education in different countries. In the morning session, second day, Prof. M. A. Newell, chairman of committee on defense, reported that no emergency had arisen during the year calling for the services' of the committee, and spoke briefly upon the progress of education. Prof.H. E. Shep¬ herd followed Prof. Newell, advocating the study of Latin and Greek as the very VE 178 REPORT OF THE COMMISSIONER OF EDUCATION thffig to assist aesthetic culture. After further discussiou of this topic, Mr. J. F. A. Remley, of Hagerstown, addressed the convention upon “History,” speaking particu¬ larly of its importance to the people of different ages. The committee appointed last year to consider the propriety of publishinga teachers’ journal reported favorably, when two of their number were appointed to assume the responsibility and engage at once in the work of its publication. After the choice of general officers, standing com¬ mittees on defense, discipline, school exhibitions and examinations, text-books, and teachers’ institutes were announced. The evening exercises opened with an address on “ Memory and reason,” by Prof. P. R. Lovejoy, when, after closing remarks by Prof. Hollingshead, the association adjourned. — (Maryland School Journal, October, 1874, p. 69. OBITUARY RECORD. GEORGE N. EATON. Information was received in Baltimore about the middle of July, 1874, of the death of George N. Eaton, A. M., a prominent merchant of that city, who had been traveling in Europe for the benefit of his health. Mr. Eaton was born in New York, and at the time of his death was 62 years of age. In 1854 he was elected a member of the board of school commissioners, inwdiich body he remained eleven years, nine of which he was its president. In 1865 Harvard University conferred on" him the degree of : master of arts, in recognition of his services in the cause of education. These services received further recognition in 1865, when the late George Peabody appointed Mr. Eaton one of the trustees of the Peabody educational fund for the Southern States. Though not a teacher, he was so identified with the educational interests of his adopted State and of the South as to merit at least this brief notice in a report on education. ASHUR CLARKE. Ashur Clarke, extensively known as one of the most successful public instruct¬ ors, who for a full half century conducted a school for girls, in which the daughters of very many of the most respectable families received their education, died in Bal¬ timore April, 1874, aged 72. Mr. Clarke came to Baltimore from Northampton, Mass., in 1819, when a lad of only 17 years, and became thoroughly identified with the city and its interests. He soon established a girls’ school, which proving a success, he was joined by his brother, and eventually the school of S. and A. Clarke, on Charles street, next to St. Paul’s church, where the Masonic Temple now stands, became a familiar landmark. Subsequently the brothers erected a building on Saratoga street, next to the Athenaeum, wffiere they continued together until the death of Mr. S. Clarke, some years since. Mr. Ashur Clarke continued his school till he had taught consecutively fifty years. He retired from active business in 1870. He was justly regarded as a most admirable and thorough teacher, and in the discharge of his duties always succeeded in winning the affections and retaining the confidence aud respect of j his pupils and also their parents. In quite a number of instances Mr. Clarke taught the daughters of the same families for two or three generations.* — (Baltimore Ameri¬ can, Maryland, April 13, 1874. ) SUPERINTENDENT "WILLIAM R. CREERY. Just as this report goes to the press information comes of the decease, May 1, 1875, of Mr. Creery, the honored and able superintendent of the public schools of Baltimore. Connected for nearly thirty years with the schools of that city, he had been superin¬ tendent of them since 1868, and in that time had attained a reputation not local only, but largely national. Only this brief notice can r.ow bo given, fuller particulars awaiting the report for 1875. LIST OF SCHOOL OFFICIALS IN MARYLAND. Hon. M. A. Newell, State superintendent of public instruction, Baltimore. STATE BOARD OF EDUCATION. Name. Post-office. His excellency J ames Black Groome, governor, president . Annapolis. Baltimore. Towsontown. Hagerstown. Port Tobacco. WhaleyviUe. Hon. M. A. Newell, secretary and ex officio State superintendent of public instruction Samuel Kepler . . . . . . . P. A. Witmer . VrPnrp-e "W. T.loyd _ _ _ _ _ __ _ _ _ _ j. p.°E. Gillis . * A pleasing evidence of tlio esteem in -which Air. Clarke was held by his pnpils has been given by their erection of a beautiful monument to his memory in Green Mount Cemetery. * MARYLAND. 179 List of school 'Officials in Maryland — Concluded. COUNTY EXAMINEES. County. | Examiner. Post-office. Alleghany . Anne Arundel . - - ^ . Baltimore . Calvert . Caroline . Carroll . Cecil . 1 Charles . j Dorchester . Frederick . G^rett . Harford . Howard . . . . Kent . Montgomery . . ; - Prince George’s . Queen Anne” . St. Mary’s . Somerset . . Talbot . Washington . Wicomico . Worcester . George G. Mcivay W. H. Perveil . Samuel Kepler - S. Cornelius . George F. Beaven . J. M. Newson . John Sqnier . . George M. Lloyd . . James L. Bryan . . . John W. Page - Asa Matthews . Robert Henry . W. H. ilardey - E. F. Perkins . James Anderson. . . M. J. Stone . J. W. Thompson. . Benjamin Tippett. William E. Jones . Alex. Chaplain . P. A. Witmer . G. W. M. Cooper... George M. Upshur Cumberland. Annapolis. Towsontown. P. Fredericktown. Hillsboro'. Westminister. Port Deposit. Port Tobacco. Cambridge. Frederick. Grantsville. Abingdon. Clarksville. Chestertown. Rockville. Aquasco. Centreville. Leonardtown. Princess Anne. Easton. Hagerstown. \ Salisbury. Snow HilL PEABODY INSTITUTE, BALTIMORE. The following information respecting this interesting institution was received too late for insertion in its proper place : The main object of the institution is to foster among the citizens a literary and artistic culture. To this end it furnishes a library and reading-room: courses of lec¬ tures on literature, science, and art; a conservatory of music; an art gallery, and prizes for excellence in the public schools. The library, numbering now 57,458 volumes, has been increased during the year past by the addition of 3,456, of which 486 have been from gift, besides 158 pamphlets. The library has cost $177,163.94, and the expenditures for it in the year have been $14,725.26. The reading-room receives 120 regular and 166 irregular publications, making in all 286, at an annual cost of $1,449.28. The lectures for the year, besides those delivered to special classes, have been 12 from Prof. W. H. Niles, of the Massachusetts Institute of Technology, on “ The atmos¬ phere and its phenomena ;” 4 from Prof. W. D. Whitney, of Yale College, on “ The growth of language ;” 4 from Prof. John F. Wier, of Yale, on “ Painting, sculpture, and architecture ;” 4 from Prof. A. M. Mayer, of the Stevens Institute of Technology, on “Sound;” and 6 from Mr. John Weiss, of Boston, on “ Subjects connected with the genius, characters, and plays of Shakespeare.” These lectures were illustrated where the themes required it. The conservatory of music has had classes for instruction from October 1 to May 31, with a professor of vocal music from Italy, and one of instrumental music from Germany, added to its previous staff of three ; and yet, with these great advantages, shows an excess of $10,339.33 of expenditures in the year over what was received from tuition-fees and public concerts. The gallery of art has only had added to it during the year two marble busts of Messrs. Pinkney and Kennedy, at a cost of $1,042.04. 'The school premiums have been distributed, at a cost of $1,264, in the two female high schools, the Baltimore City College, and the School of Design of the Maryland Institute. — (Report for 1874- 75A 180 REPORT OF - THE . COMMISSIONER OF- EDUCATION. MASSACHUSETTS. STATISTICAL SUMMARY,* RECEIPTS. From taxes for support of public schools, (1873-74) . $4, 253, 211 17 ] Income of funds, with dog tax, appropriated to schools at option of town . . '47,316 12 : Voluntary contributions in form of board, fuel, &c . 11, 162 J.0 Income from local school funds . . _ . 93, 960 *58 Received from State school fund in 1874 . . „ . _* . 88, 032 84 Total receipts for public schools . . . . 4, 498, 682 81 Average sum appropriated for each cliild 5 to 15 years of age . 14 70. 3 EXPENDITURES. For erecting and repairing school-houses . . . 1, 646, 670 35 For superintendence by school committees . *1 . 118, 575 35 For printing reports, &c . . . 15’ 255 71 For salaries of principals of high schools . . . 285, 085 00 For support of evening schools . 50’ 238 33 Total of expenditures . 2, 117, 824 74 Average sum expended for each child in the State, including voluntary subscriptions . . 14 74. 2 SCHOOL POPULATION. Number of children in the State 5 to 15 years of age, (1873) . 292, 481 ATTENDANCE. Number over 15 years of age attending public schools . 24,687 . Number under 5 years who attend . i . 2,552 Total enrollment, in public schools . 297, 025 Average attendance . 210, 248 Attendance in evening schools : males, 6,726 ; females, 3,463 . 10, 194 Average attendance in evening schools . . 5, 534 TEACHERS AND THEIR PAY. Number of male teachers employed in public schools . 1. 1, 078 Number of female teachers employed . 7, 637 Number of teachers employed in evening schools . 444 Average wages per month of male teachers, including board . 094 33 Average wages per month of female teachers, including board . 34 34 SCHOOLS. Number of public schools, (increase of 120 during the year) . 5, 425 Number of high schools, (increase of 15 daring the year) . 209 ' Number of evening-schools, (increase of 4 during the year) . 09 Average length of school term, 8 months and 8 days. ACADEMIES AND PRIVATE SCHOOLS. Number of incorporated academies, (decrease of two during the year). Average number of scholars attending . Aggregate paid for tuition therein . Number of unincorporated academies and private schools, (same as last ye^r) . Average number of scholars attending . Aggregate paid for tuition therein . 69 4,663 $234, 148 71 402 13, 144 $479, 395 37 *From advanced sheets of the statistical portion of tho report of the board of education for received from tho secretary of the board. MASSACHUSETTS. 181 ELEMENTARY INSTRUCTION.* EXPENDITURES FOR EDUCATION. The aggregate expenditure during 1872-73, for popular education in Massachusetts was six and a half millions. This does not include the interest of money invested in school-buildings and the cost of school-books, nor the expense of professional and scien¬ tific schools and colleges, but does include tuition paid in private schools and acade¬ mies. INCREASE IN VOLUNTARY TAXATION TOR PUBLIC SCHOOLS. For a few years past there has been a large yearly increase in the means voluntarily provided by "taxes for the current expenses of the public schools. This increase during the last six years has amounted to £1,533, 547.84, a sum nearly equal to the whole amount raised by taxation ten years ago. SCHOOL-HOUSES AND FURNISHINGS. Nearly a million and a half of dollars were expended in erecting and repairing school-houses during the school year 1872-73. In most of the larger towns and many of the smaller ones the schools have been better supplied with good furniture, black¬ boards. wmli-maps, books of reference, &,c., than heretofore, and each year witnesses a gratifying advance in this direction. ATTENDANCE. The total attendance of pupils in the public schools was 283,872, an increase of 7,270 over the previous year and 3,218 less than the whole number of children between 5 and 15 years of age. This difference, in the opinion of the secretary of the board, is more than accounted for by the fact that the most intelligent and thoughtful families do not send their children" to school until the age of 6, and in some towns the school committee do not allow their attendance until that age. The slight decrease in the average attendance for the year 1872-73 is accounted for by the unusual prevalence of small-pox, and also by the opening of a number of church schools in some cities and towns with the express intent of withdrawing children from the public schools. The showing of the statistical returns, that only 70 in every hundred children be¬ tween 5 and 15 years of age enjoyed the advantage of the schools during 1872-73, is, in the opinion of "the general agent of the board, not nearly as favorable as the truth would warrant, such statistics being based upon the average attendance, rather than, as he thinks they should be, on the enrollment: and, moreover, no estimate is made of those attending private or church schools and academies. An estimate based upon such facts gives a per cent, of 96 instead of 70 children between 5 and 15 who received instruction in school for a longer* or shorter time during the year. Many children of Catholic parents do not attend the public schools, but private or parochial ones ; and, as there is no law requiring teachers of such schools to make returns of the number of children attending them, the school committee are often left to guess at this.* There is hence no way of ascertaining definitely whether all children of school age are receiv¬ ing instruction agreeably to the requirements of law or not. Secretary White estimates the whole attendance in academies and private schools at about 25,000; in the 85 evening schools, 8,713 ; and in charitable and reform schools, 1,304 ; which, added to the 283,872 in public day schools, gives' an aggregate of 318,889. In view of these facts he believes that the number of children in the State who do not in some measure partake of the educational advantages provided for them is very small. IRREGULARITY OF ATTENDANCE. In the town reports, which the superintendent states are marked by greater ability and a more thorough comprehension of the relation of the schools to the well-being of the people than ever before, the matter of school attendance calls forth more discussion, complaint, and entreaty than any other. Every effort at more perfect grading and more systematic teaching finds its most serious obstacle in the irregular attendance of the pupils, and the burden of complaints, in nine cases out of ten, is irregularity of at¬ tendance, and not non-attendance. This* irregularity is not so much the fault of the children as of the parents, who keep theft children out of school on the mountains in the berry season, in the valley in the tobacco-stripping times, and on the coast when the cranberry reddens. Classes are thus broken up, disorder rules, teachers are dis¬ couraged ; and the almost universal demand is for a compulsory law. For this evil the superintendent offers no remedy besides that of arousing parents to a more vivid sense of their duty to their children ; but he recommends the adoption of * From tlie thirty-seventh annual report of the hoard of education, 1872-73, Hon. Joseph White, secretary, with additions from that of 18-73-74. 182 REPORT OF THE COMMISSIONER OF EDUCATION. a rule similar to that now in force in the province of Nova Scotia, and partially in New York, by which the public school funds are distributed, not in proportion to the num¬ ber of persons of school age in each school district, but rather to the aggregate number of days of school attendance in each. COMPULSORY ATT EXDANCE. A recent modification by the legislature of the law requiring attendance at school cuts short by two years the period in which the interests of the child are protected, fixing the age at from 8 to 12, while formerly it was from 8 to 14. The annual time of j required attendance, however, is extended from 12 weeks to 20, making a positive gain of 8 weeks. The iwesent law, as respects the attendance of factory children, is practically null, from the fact that the penalty of $50 imposed for its violation upon superintendents, overseers, parents, and guardians is made to depend upon proof of its having been violated knowingly, a thing which it is almost impossible to show. TRUANCY. A recent act of the legislature respecting truants declares that each city and town shall make all needful provision for the welfare of such children, providing suitable places for their confinement, discipline, and instruction, thus taking away the alterna¬ tive heretofore afforded them of acting or neglecting to act. The impracticable pro¬ vision for attempting to punish the truant by a fine is omitted, and his confinement in a place of instruction is ordered, the law being not penal, but reformatory. The duty of apiiointing and fixing the compensation of truant-officers is transferred from the several towns and cities to the school committees thereof, thus making those officers the direct agents of the school committees. DRAWING. The law requiring the introduction of this study into the public schools has met with a cordial greeting throughout the State, being everywhere regarded as a wise and fitting requirement made at a fit time. The topic is of frequent occurrence in report, of the town school committees, and there is much inquiry as to the best practical method of teaching the art. The State director of art education, Mr. "Walter Smiths reports a very general compliance with the law, and that under circumstances which have rendered such compliance a task of some difficulty. The first and greatest of these difficulties has been the impossibility of obtaining trained teachers ; another has been the want of a progressive and simple plan of instruction and of examples from which to give lessons. INDUSTRIAL DRAWING. Of the 23 cities and towns in the State which (having above 10,000 inhabitants) are required to support industrial drawing classes, 20 have complied with the statute. No penalty, it seems, is provided for a violation of the law, and three towns have chosen not to comply. Director Smith advises the extension of the provisions of the law so as to include towns of 5,000 inhabitants, thus relieving the artisans ip the smaller towns from the disadvantage under which they are at present placed, compared with those in more populous localities. The progress of students in the study of industrial drawing in the free evening in¬ dustrial drawing classesds much hindered by the fact that a majority are ignorant of the elements of drawing. When the pupils in all the day schools, says Mr. Smith, are taught drawing as systematically as they are in(Boston and other cities and towns in the State, and when a generation of children thus taught are advanced to the even¬ ing classes, then, and not till then, will the teaching of drawing become successful. KINDERGARTEN. Massachusetts seems to have taken more kindly to these excellent means for primary training than any other State in the Union, probably through the direct influence of their chief American advocate, Miss Elizabeth P. Peabody, of Boston. She gives, in her Kindergarten Messenger for March, 1874, the following list of such schools in the State : In Boston : One at Somerset and Allston streets, connected with the public school system ; under private hands, Miss Garland's, 98 Chestnut street; Mss Annie C. Rust’s, 113 Pembroke street; Miss Nina More’s, Mt. Vern on street; Miss Horn’s, 8 Center street, Boston Highlands. Out of Boston : Miss S. H. Curtis’s, Brookline ; Miss Anna Davis’s, Chelsea ; Miss Mattie Stearns’s, Fitchburg ; Miss A. B. Knox’s, 1 Elm street, Worcester; Miss A. Matthews’s, Yarmouth Port; Miss Hersey’s and Mrs. Waterman’s, Melrose; Miss Alice Batch’s, Marlboro’. In the Messenger for May she adds to this list Sliss Priscilla Hadyn’s, Somerville, and transfers that of Miss Stearns from Fitchburg to Framingham. MASSACHUSETTS. 183 CITY SCHOOL •'SYSTEMS. BOSTON/ The system of public instruction in Boston was, in 1874, under a school committee, consisting of the mayor of the city, the president of the common council, 6 members from each of the 17 older wards and 3 from each of the 4 more recent ones, 116 in all. This committee, the members of which held office for three years, annually elected a superintendent of schools and a secretary, and held regular meetings once a mouth. Changes are to be made in this organization, which will appear in the Report for 1875. The committee has had the control of the number and qualifications of teachers, the election of them, and the determination of their salaries ; while the city council has purchased the school-lots, erected, repaired, and taken care of the school-houses, through the city superintendent of public buildings. By the school law of the State the city is required to maintain elementary schools, for the instruction of all children, for six months in each year, and a high school for in¬ struction in the Greek, Latin, and French languages and in the higher branches of an English education, to be kept open ten months in each year. Tuition must be free, and a sum of money must be annually raised by taxation on all property in the munici¬ pality, to defray the school expenses, exclusive of the cost of buildings, equal to three dollars for every person in the city between 5 and 15 years of age. But the actual provisions for education have been made by the city authorities, in accordance with the sentiments of the people, on a far more liberal scale than the strict legal obligations required, not only in respect to the number and kinds of schools provided and the length of time they are kept open, but also in the mattei of taxation for school purposes, the amount of money raised by voluntary tax being more than six times the obligatory sum. The history of the system begins as early as 1635, when a free public school for boys was ordered to be set up by a vote of the people in town-meeting. Girls were first ad¬ mitted to the privileges of the public schools in 1789, but until 1828 they were allowed to attend only half the year. Within the last fifty years the system has been largely developed and extended by the addition of new provisions for higher instruction, and also for more systematic and thorough training in the first stages of the elementary course. This system of public instruction, exclusive of the special schools which belong to it, consists of three grades of schools, the primary, grammar, and high. Pupils are admitted to the primary grade at 5 years of age. The course is arranged for six classes and three years. Boys and girls attend together and are taught together in all branches. The grammar schools are designed to receive the pupils from the primary schools at 8 years of age and upwards, and carry them on through a thorough course of prac¬ tical elementary instruction. The course is arranged for six classes and six years. The high schools differ from each other somewhat in their purposes and functions. The public Latin school, the first public school established in the city, has until recently been limited to the function of fitting boys for the college or university. Its present course is arranged for six classes, or six years, candidates being admitted at twelve years, and resembles that of the upper six classes of the German real-gymna¬ sium. The English high school is intended to furnish those boys who have completed the course of study prescribed for the grammar schools with the opportunity of pursuing more advanced studies and of acquiring a thorough and liberal English education. The regular course is arranged for three classes and three years ; there is a supplementary course of one year. French is taught in the former and German and Latin in the lat¬ ter. The school resembles the German real-school. The girls’ high school is designed to furnish for girls, so far as is practicable and desirable, the advantages for culture afforded by both of the above-named high schools. The regular course is arranged for three years and there is a supplementary course of one year. The Highlands high school is for both sexes, the classes and courses being much like those of the English high, except that Latin is allowed to some extent in the sec¬ ond and third years. Boys and girls attend the same classes and occupy the same study-rooms. The Dorchester high school is also, like the preceding, for both sexes. It has two courses, both for four years, the one classical and the other English. Boys are pre¬ pared for college or the counting-room and girls have all the advantages usually afforded in the higher courses of instruction. By the annexation of Charlestown, West Roxbury, and Brighton, other high schools have been added, making the whole number 9, including the girls’ normal school. Of the special schools, the normal is the most important. It is a professional train- * Reports of school committee for 1874 and of Superintendent J. I). PMTbrick for 1874 and on Vienna. 184 REPORT- OF THE COMMISSIONER OF EDUCATION. ing school to qualify female teachers for the public schools of this city. The course is for one year, and candidates must be at least 17 years of age and be able to pass examination in the usual high school branches. The licensed minors’ schools are for newsboys and bootblacks, who must attend two hours a day or forfeit their licenses. The deaf-mute school is free to the inhabitants of the city, the State paying a part af the cost of tuition. The speaking system is taught in accordance with the science of visible speech as developed by Prof. A. Graha*m Bell. The Kindergarten school has been in operation for several years. The evening schools are of three kinds, but all are for both sexes. There are 6 evening industrial drawing schools, in which all the various stages of drawing are taught ; 1 evening high school, in which Latin, French, German, mathematics, physics, book-keeping, and industrial drawing are taught ; 14 elementary evening schools. Statistics of Boston schools for 1874. — Population of city, 357,254 ; school population, (age 5 to 15,) 56,684 ; enrolled in public schools, 53,752 ; average attendance, 41,613 ; aver¬ age to a teacher in high schools, 28.4 ; in grammar schools, 46.2 ; in primaries, 44.3. The whole number of public schools, 499, divided thus : High schools, 9, (an increase of 3;) grammar schools, 49, (an increase of 12;) primary schools, 416, (an increase of 76 ;) schools for licensed minors and deaf mutes, 3 ; Kindergarten, 1 ; evening schools, 21. Teachers employed by the city, 1,289, of whom 1.091 were females. Whole ex¬ penditure for all school purposes, $1,865,720.29. There was a considerable increase in most of these items from the annexation of three suburbs to the city. Condition of the schools. — The committee and superintendent speak of this as being generally very satisfactory, though in some instances the locations of schools were un¬ favorable and in others larger and better buildings are required. A building to ac¬ commodate the high school of the city proper is especially called for and will probably be soon erected on a lot already in possession, the present position of several of the schools in noisy portions of the city greatly hindering their -work. Drawing in the schools. — This has been proseeuted, under the general direction of Prof. Walter Smith, with a success which is in a high degree encouraging, the advance made by the pupils, as shown by a public exhibition of their work, being such as could hardly have been looked for in so brief a time. Industrial training. — Besides the industrial drawing taught in the evening schools the experiment begun last year of teaching sewing in the Winthrop school has resulted so successfully a.s to induce a recommendation that it be introduced into all the classes of the grammar schools where girls are taught. The encouragement to this is found in the fact that the children of the Winthrop school have surpassed their former standing in scholarship, while they have gained in addition a most useful accomplish¬ ment. Women on school committees. — Four women having been elected by the citizens, in the fall of 1873, to serve as members of the school committee, the question of their eligibil¬ ity to seats formed an exciting topic of discussion during most of 1874. Singularly variaht decisions were arrived at in respect to it, till finally, on the supreme court deciding tyat under existing statutes they were not eligible, the legislature passed an act making women eligible to school offices. Accordingly, six ladies’ names appear on the last list of the committee. Resignation of superintendent. — At the regular meeting of the board in May, Hon. John D. Philbrick, long the superintendent of the city schools, declined to be a candidate for re-election, a decision which seems to have filled the members with equal sorrow and surprise. Mr. Philbrick first entered the service of the city as an usher in the English high school in 1844 ; was master of the Mayhew school from 1845 to 1847 ; was then transferred to the New Quincy school, and there began a scheme of school improve¬ ment and reform which proved so successful as to be in a few years adopted in all the schools. The main feature of this was a change from the old system of having a grammar and writing department in each school, with the scholars alternating between them, to that now general, in which each school is under the charge of one master, and all the branches are taught in one room by one teacher. The reputation gained through this successful innovation induced the election of Mr. Philbrick to the princi- palship of the State Normal School of Connecticut, where two years’ able service led to his being chosen superintendent of schools for that State. On the expiration of his term here he was elected, in 1856, superintendent of the public schools of Boston, and for nearly eighteen years from that time has labored for their advancement with a success which has set the school system of the city certainly among the very first in all the country — some think among the first in all the world. CAMBRIDGE. In accordance with a recent act of the legislature, the school committee in the latter part of the year elected five truant-officers. These officers have already accomplished valuable work in preparing a list of children employed contrary to law in the factories and shops of the city. MASSACHUSETTS. 185 At the last session of the legislature an act was passed authorizing cities and towns to furnish pupils in the public schools witli text-books. — (From report of Massachusetts board of education, 1873-74 ; extract from school committee report of Cambridge, Hon. E. B. Hale, superintendent.) ’ FALL RIVER. The number of different persons registered in all the schools of the city during the year 1873-74 was 7,581, while the whole number of sittings was only 5,170. The increase for the year in the number of school children was G1D and in the number of sittings it was 24*2. Admission has been refused, owing to this scarcity of room, to many who desired to enter school. The average attendance for the year was but 3,821, or 50.4 per cent, of the number registered, against 51 per cent, the previous year. Therefore, while most of the children of school age have been registered during the year in the schools, their attendance has been so irregular that it is believed they are not receiving the amount of schooling necessary to make them intelligent voters on the great questions agitating the country. In the factory school, children between 10 and 15 years of age, employed in the factories, are taught on the half-time plan. The number in attendance during the* year was 1,051 and the average for each term was 165, a little better than last year. Quite a number of children of this class, owing to the lack of room in this school, were permitted to attend in others the time required by law. The establishment of three additional schools for factory children in different portions of the city is advised, since, because of the scarcity of room, a number of children most remote from this school did not attend, but were kept continuously at work. Three evening classes in drawing were kept, one in architectural, one in mechanical, and one in free-hand drawing. Two evenings in each week were allowed to each class. The whole number in all the classes was 136 ,* architectural, 40 ; mechanical, 20 ; free¬ hand, 45. According to a recent law, text-books are supplied to pupils free of charge. — (From report of the Massachusetts board of education, 1873-74, William Connell, jr., super¬ intendent schools, Fall River.) FITCHBURG. The number of persons of school age in the city in 1674 was 2,205 : the average num¬ ber belonging to the schools for the year, 1,883 : the average attendance, 1,728, or 78 per cent., against 7G per cent, for the previous year. An evening industrial and mechanical draughting school has been kept ; also an even¬ ing school for instruction in the common branches of education. In the draughting school were two departments, free-hand and instrumental, the latter being subdivided into architecture, for the workers in wood, and into machinery, for the workers in iron. In the free-hand class were 54 : gentlemen, 31 ; ladies, 23. In the instrumental classes there were 43 — total, 97. The evening school was more largely attended than its most earnest friends had dared to hope, and the result of its work highly satisfactory. — (From report of school committee of city of Fitchburg, Hon. E. A. Hubbard, superin¬ tendent of schools.; HAYERKILL. The number of children in the city 5 to 15 years of age in May, 1874, was 2,G39 ; num¬ ber in the public schools November, 1874, was 2,535. There were, moreover, in the high and central grammar schools 262 scholars over 15 years of age, making 158 more children in the schools than the assessors reported. Besides these, quite a number attended private schools. The evening drawing school was reopened November 7 with 55 pupils. It has reg¬ istered 110, and averaged 58 an evening. Many of the pupils in the public schools requested admission to this, and 32 under 15 years of age were admitted. The average attendance at the evening school was about 100 pupils an evening, the ' number varying from 5*3 to 172, who tire under the instruction of 15 teachers. Two of the classes are composed of French and two of pupils of African descent. — (From report of school committee city of Haverhill, 1874, Hon. George W. Bosworth, chairman.) LAWRENCE. In 1573 the city established an industrial school, in which, at last report, were 21 pupils. Four day policemen were appointed to act as truant-officers, and the result was a great improvement in attendance. It is believed that most of the children who ought to be in school are now there. A child is occasionally found who is kept from school for want of suitable clothing or books, when, had the wants been made known, aid might have been rendered. Children who work in the mills are often cut of work, and during th at time, which often lasts for m onths, would be in school were it not for the expense of obtaining books which might be needed but a short time. The plan of fur¬ nishing school-books free of cost to all pupils has been discussed and approved by the school committee. 186 REPOET OF THE COMMISSIONER OF EDUCATION. About one-half of tlie teachers of the city were educated here and are graduates of the training school established in 1869. The industrial drawing classes have had an attendance of 57, 41 being beginners and 16 for the advanced class. The average attendance has been, in the advanced class, 12 ; in the lower, 31. The occupations represented were machinists, carpenters, sash and blind makers, tin-workers, surveyors, and clerks, the largest number being wood- workers. — (From report of Lawrence school committee, 1874, George E. Hood, superintendent. ) LEICESTER. The school committee say, “confidently,” that all the schools of the town have had good teachers and all have been taught with faithfulness. Drawing has been added to the regular school branches during the year, what may be called the State method, as systematized and ably illustrated by Prof. Walter Smith, having been introduced. — (From report of school committee of Leicester, 1874, Samuel May, chairman of board.) LOWELL. The public schools of this city have never been in better condition than they are now. Year by year the school-house accommodations have been increased and im¬ proved. The teachers are earnest and faithful and progressive in their methods of discipline and instruction. Corporal punishment, for years obsolete in the high school, has become of very infrequent use in the grammar and primary schools, and, as a re¬ sult, there is now a superior order and deportment which never would have been dreamed of in the days when corporal punishment was common and indiscriminate. There are in operation two different special drawing schools, one for instruction in free instrumental drawing, machine, architectural, shades and shadows, &c., and the other for free-hand drawing. Total number of students, 210. The importance of these schools in this manufacturing city is appreciated, and much is expected from them. The evening schools continue to show satisfactory results. There were 5, with a total attendance of 1,358 pupils : gentlemen, 839 , ladies, 519. Average attendance, 499 : gentlemen, 309 ; ladies, 190. — (From report of school committee of Lowell, 1874, Charles Morrell, superintendent public schools.) LYNX. The school committee report the unusual prosperity of the evening mechanical draw¬ ing school. In numbers, in the material of the classes, and in success there is a great improvement over past years. It now numbers 115 members. A valuable set of models and various copies for architectural, mechanical, and anatomical drawiugs have been recently purchased. — (Report of Massachusetts board of education, 1873-74, John Batch- elder, chairman.) NEW BEDFORD. The school for children employed a part of the time in the factories continues its sessions throughout the year, the regular teachers being relieved by substitutes during their vacations. The number of pupils in attendance averaged about 38 during the year, and 45 for the winter and spring terms. The ages range from 7 to 15, showing that children are, contrary to law, at work in mills of the city under the age of 10 years. There is much deception practiced by parents as to the ages of their children. Desir¬ ing the money they might earn, such parents make false returns of the ages, and thus evade the law. Another difficulty met in enforcing the law is the frequent changes that occur in the factory population. The principal of this school says he never saw scholars in any school more earnest and studious, and seldom taught with greater sat¬ isfaction as to results. — (Report of Massachusetts board of education, 1873- 74, Henry F. Harrington, superintendent, New Bedford.) NEWRURYPORT. The class in industrial drawing was smaller than previous ones, and the attendance was irregular on the part of many. The work done, however, by those who w'ere reg¬ ular in attendance was very creditable and the exhibition of drawings by the class one not to be ashamed of. — (From report of Massachusetts board of education, S. J. Spauld¬ ing, chairman school committee, Newburyport.) SPRINGFIELD. The free drawing school is conferring a substantial benefit upon the industrial inter¬ ests of the city. At the request of citizens of the Indian Orchard district, an evening drawing school has been opened there. The truant-school, at the city almshouse, is performing good service in the instruc¬ tion and reformation of those whose habits of persistent truancy baffled all other efforts for their correction. The boys have made good progress in their studies, and seem generally happy and contented. — (Report of the school committee of Springfield, 1874, A. P. Stone, superintendent.) MASSACHUSETTS. 187 STOW. Schools reported in a highly satisfactory condition. Not one pupil has had to ho punished for misconduct during the entire term of 37 school weeks. — (Report of school committee of town of Stow, 1874, E. Whitney, superintendent.) TAUNTON. In the free industrial drawing school the attendance was 221 ; average number be¬ longing during the term, 208. Highest age of pupils, 50 ; lowest age, 15 ; average ago, 22. Number in free-hand drawing, 82 : gentlemen, 48 ; ladies, 34. In machinery draw¬ ing, 77 ; architectural, 02. The aim in this class is not to work up selected specimens of rare excellence, but to accomplish good results on the whole; to assist pupils of av¬ erage and inferior art talent, while not neglecting those of superior ability, the motto being “the greatest good to the greatest number.’' — (Report of school committee city of Taunton, 1874, W. W. Waterman, superintendent.) WALTHAM. The subject of industrial drawing has been brought into greater prominence in the schools during the past year than heretofore. To create a greater interest in this study, Prof. Smith came to the town by invitation of the board of education and lec¬ tured on the value and importance of obtaining a general proficiency in the art, and one of Mr. Smith’s pupils was employed to give instruction in free-hand drawing to the teachers.— (Report of school committee of Waltham, 1874, Charles A. Welch, chairman.) WOBURN. Drawing continues to occupy a place in the programme of studies, and success in this study is more encouraging than it has been for some time past. — (Report of the school committee of Woburn, 1874, E. H. Davis, superintendent.) WORCESTER. The number of children in the city 6 to 16 years of age was 8,000; the number enrolled in public schools during the year, including those over 16 years, 9,920 ; average daily attendance, 6,475. The whole number registered was 70 less than that of the previous year, but the average belonging was 332 greater and the average daily attendance in¬ creased 340. This shows an improved interest in the schools, which is traced in part to the efforts of teachers and in part to the labors of the truant-officers. The superintend¬ ent says, “ It is possible, however, to so force the attendance at school as to produce more harm than good. A certain amount of irregularity in absence and tardiness there must necessarily be, and the attempt to reduce this irregularity below a reasonable amount may tend to drive pupils from school. This we have endeavored to avoid. Schools are not kept to secure perfect attendance. Good attendance is sought in order that we may have the best schools.” The disciplinary school for truants and unruly boys and girls has been discontinued, having become unnecessary, since the truant-offi¬ cers, with the influence of the masters in the several large schools, are now able to secure the results aimed at. Drawing has been taught as a regular branch of study a number of years with en¬ couraging results, but with less unity and system than could be desired, owing to great diversity of attainment on the part of the teachers. To remedy this a special teacher has been employed for the schools, and the teachers also receive instruction from him. The free evening drawing schools have increased in efficiency each year, and their practical bearing upon the industrial interests of the city has been plainly proved. The number of students in 1873-’74 was 316 — gentlemen, 229 ; ladies, 87 — against a total the previous year of 237 : gentlemen, 182, ladies, 55. In accordance with new rules adopted by the school board of the city, the salaries of competent teachers are to be raised from 13 to 18 per cent. The training school for teachers, which has accomplished an excellent work in the past, has been absorbed into the new State Normal School, which was opened in Septem¬ ber, 1874. — (From report of Hon. A. P. Marble, superintendent of Worcester schools, 1874. ) TRAINING OF TEACHERS. NORMAL SCHOOLS. The report of these schools for the year 1872-73 states that during that year more pupils were graduated from them than in any former year of their existence ; their success was more marked and satisfactory and their improved methods of instruction better understood and more fully appreciated, the demand for teachers from them keep¬ ing full pace with the supply. From the reports of school committees it appears that 1,634 of the teachers employed during that year had been members of the normal schools, 716 of whom were in cities and 918 in towns. — (Report of board of educa¬ tion, 1874.) 188 REPORT OF THE COMMISSIONER OF EDUCATION. The report for 1873-74 chronicles a continuance of this prosperous condition. In all the schools there is, it is stated, that quick sense of the present needs of education without which any school for the training of teachers would be almost useless. The boarding-houses, with which the liberality of the State has provided three of them, make it possible for many pupils to enjoy their advantages for whom it would without them be impossible, and thus many a teacher has been secured for the State who would otherwise have been lost. The Salem school has now its well-organized laboratory, in which a practical knowl- « edge of chemistry can be obtained; and, while there is still a good deal to be desired in the equipment of some of the schools, they are all aiming at the freshest and most ■ S modern training of their scholars. The year 1873-74 witnessed the opening of the new normal school at Worcester, which began its career with a remarkably strong staff of teachers and a number of ! students from its own immediate neighborhood, showing that the need which it was built to meet was not imaginary. The board ask especial attention to the Normal Art School and its interests. The same need which produced the other normal schools called for an art normal school. The legislature saw this necessity and established the Massachusetts Normal Art School, which began its work in October, 1873. Quarters were provided for it in the upper stories of the State building in Pemberton Square, and there it has done two years’ work. That of the last year •shows a decided increase in the value which the people set upon this school, and the examination of its students for diplomas in the spring of 1874 proved how much faithful labor, had been performed and what good resentedby the general agent, Mr. Phipps, showing the annual attendance and the amount expended for them by the legislature. During these twenty-nine years a total number of 234 institutes were held, averaging 8 annually. The total aggre¬ gate attendance was 30,837, with an annual average of 1,063, or an average attendance at each institute of 132. The total annual attendance reached its maximum in 1852, when it numbered 2,444, and its minimum in 1860, when it was only 519. The follow¬ ing year, however, it increased to 1,246, and continued during the remaining years of the war that large, and sometimes larger, until 1866, when it fell suddenly to 983. The whole expenditures for institutes, not including the donation of $1,000 by Hon. Edmund Dwight, in 1845, was $71,258, or an annual average for twenty-eight years of $2,545, and for each institute of $304, the average cost per capita of those attending being $2.34. 190 REPORT OF THE COMMISSIONER OF EDUCATION. SECONDARY INSTRUCTION. PREPARATORY SCHOOLS. Massachusetts had, iti 1874, 21 preparatory schools, with 159 teachers and 2,389 pupils. Of the latter, 1,024 pursued classical courses, 120 scientific, and 849 other studies, while in one school the students, 405 in number, were unclassified. The length of the course in these schools ranges from two to nine years ; 11 of them possess laboratories, 9, muse¬ ums, and 14, apparatus ; one has an observatory, 8 have gymnasia, and 15, libraries, in which the number of volumes ranges from 50 to 5,000. — (From special reports to tho Bureau of Education..) HIGH SCHOOLS. There are 187 cities and towns in the Commonwealth, more than half the whole num¬ ber, which maintain high schools. The whole number of such schools is 209, a num¬ ber of towns of extensive area having more than one. From many of these schools students go to college with as thorough a preparation as the best New England acade¬ mies can give. About one-third of the wholo number are of this class. Another third embraces schools of much excellence, giving a very fair English education and a pass¬ able preparation for college. The remaining third is of a much lower order, being but little in advance of the average grammar school. Their principals, though often ex- .jj hibiting excellent results in the limited range of studies pursued, yet, from the lack of j a thorough collegiate training, cannot give their schools that high character which they otherwise might. Many of them have to work under great disadvantages from want of apparatus and books of reference and from the large number of classes and variety of studies pursued in consequence of the mongrel character of their schools. In numerous instances, only one teacher is employed in such schools. These schools, however, are doing a good work, and are of great value to the towns maintaining them, which, with rare exceptions, deserve great credit for annually appropriating as much for their support as their more limited means and circumstances permit. — (Report of the general agent of the Massachusetts board of education, 1875.) ACADEMIES AND SEMINARIES. The Bureau has received reports from 49 academies and seminaries, of which 8 are for boys, 15 for girls, and 26 for both sexes, with a total of 245 teachers and 3,618 pupils in attendance, of whom 2,135 were engaged in English studies, 619 in classical, and 863 1 in modern languages. The boys’ schools report 28 teachers and 219 pupils. In English studies a re 178 ; classi¬ cal, 78 ; modern languages, 77 ; 56 are reported distinctly as preparing for a classical and 10 for a scientific course in college ; 6 study drawing, 5 vocal and 6 instrumental music ; one has a laboratory ; 4, apparatus, and 7, libraries, in which the number of vol¬ umes ranged from 100 to 600. The 15 schools for girls have 112 teachers and 880 pupils, of whom 408 were in En¬ glish studies, 73 in classical, and 309 in modern languages, 15 in drawing, 9 in vocal and 11 in instrumental music; one has a laboratory; 4, apparatus, and 6, libraries, rang¬ ing in size from 45 to 1,500 volumes. In the 26 schools for both boys and girls are 105 teachers with 2, 519 pupils ; of these 1,549 pursued English studies, 468 classical, and 477 modern languages ; 158 were pre¬ paring for classical and 16 for scientific course in college ; 20 studied drawing, 16 vocal and 12 instrumental music ; 14 have laboratories, 21, apparatus, and 22, libraries, gener¬ ally ranging in size from 100 to 3,800 volumes, though one reports only 10. — (Reports to United States Bureau of Education.) Willistoti Seminary. — In addition to gifts, amounting to $350,000, previously bestowed by Hon. Samuel Williston, this academy receives from the late will of that gentleman a bequest of $400,000, $200,000 of which must be invested by the executors and held in trust for the seminary till the sum doubles. — (College Couraut, August 22, 1874.) SUPERIOR INSTRUCTION. HARVARD.* Requisitions for admission. — Candidates for admission to Harvard in 1875 must be ex¬ amined in oue of two courses of study, each embracing fifteen subjects. The first course embraces: (1) Latin grammar ; (2) Latin composition and Latin at sight ; (3) Caesar, Gallic War, books I-IV, Sallust, Catiline; Ovid, four thousand lines ; (4) eight ora¬ tions of Cicero and the Cato Major, and the Eclogues and the AEneid of Virgil ; (5) Greek grammar ; (6) Greek composition ; (7) Greek prose, Goodwin’s and Allen’s Greek Reader, or Xenophon’s Anabasis, books I-IV, inclusive, and the seventh book of Herodotus ; (8) Greek poetry : Homer’s Iliad, books I-III, inclusive, omitting the cata- j Catalogue for 1874-75, MASSACHUSETTS. 191 logue of ships ; (9) arithmetic, including the metric system of weights and measures, together with the use and tho rudiments of the theory of logarithms; (10) algebra through quadratic equations ; (11) plane geometry, first 13 chapters of Pierce; (12) history: Greek, to the death of Alexander; Roman, to the death of Commodus; (13) modern and physical geography, Guyot’s Common-school Geography, or Miss Hall’s Our World, No. 2, and Guyot’s Physical Geography, parts II and III, or Warren’s Physical Geography, first 49 pages; (14) English composition ; (15) French or German, translation at sight of easy prose. The second course differs from the above principally in requiring some knowledge of trigonometry and greater proficiency in geometry, with less in Latin and Greek. Candidates for admission in 1876 and thereafter will be examined in all the subjects required in 1875, with the addition of one of the three following : (1) elementary botany ; (2) rudiments of physics and chemistry ; (3) rudiments of physics and of descriptive astronomy. Elective studies. — The course of study to be pursued by a candidate for the bachelor’s degree is made up in part of studies wThich are prescribed and pursued by all students alike, and in part of studies selected by the student himself out of the various courses of instruction which are given in the college. The prescribed studies occupy the whole of the freshman year and about one-third of the sophomore and junior years. In the senior year only certain written exercises are prescribed. In addition to tho prescribed studies, each sophomore is required to pursue courses chosen by himself from the elec¬ tive studies, amounting to eight exercises a week for tho year; each junior, courses amounting to eleven exercises a wreek, and each senior, courses amounting to twelve exercises a week. Hazing. — Mr. E. W. Gurney, dean of the faculty of Harvard College, sent, in 1874, an appeal to the parents of the present sophomore and freshman classes, touching the sub¬ ject of “ hazing,” urging them to throw the whole wTeight of their influence and authority in favor of the continued abandonment of a custom which has been a re¬ proach to the college and its students and a serious obstacle to the work of both. The dean expresses the hope that these classes will not revive the obnoxious custom, and that it has lost fts vitality in the college forever. Memorial hall. — A great addition has been made to the advantages at Harvard by the completion of “memorial hall,” which was dedicated June 22, 1874. The external walls of the building are of red and black brick, with copings and window tracery of Nova Scotia stone. Its tower rises 200 feet above the level of Cambridge plain, each of the four corners where the masonry-work terminates being marked by grotesque gigantic gargoyles. Beneath the tower opens the memorial vestibule, with its high vaulted roof, 60 feet above the marble pavement, the extent of the hall being 30 by 112 feet. This vestibule is specially dedicated to the memory of the 97 students of the col¬ lege and those 87 of its professional schools who fell during the war of the rebellion. An arcade of black walnut, with marble tables containing their names, with the date and place of their death, entirely surrounds the walls. This room, wTith its two great stained- glass windows, grand stair-cases, dark finish, and rich wood-carvings, offers a striking contrast to the grand dining-hall, flooded with light on every side — a magnificent room, having a general resemblance to kindred halls of English colleges, though sur¬ passing them in size. It is 60 by 164 feet*in extent and 75 high to the apex of the roof, having a wainscoting of brown ash 20 feet high, on which the pictures and busts of past presidents and dignitaries of the colleges are placed. The hall will seat 1 ,000 per¬ sons. A third portion of the building, the academic theater, intended to be 310 by 115 feet, to seat about 2,000 persons, and to be used for commencements and other public exercises, is not yet begun ; but funds to the amount of $50,000, being a bequest of the .late Charles Sanders, are at hand for this purpose.— (College Courant, July 4.) BOSTON COLLEGE. “The Fathers of the Society of Jesus, by whom this college is conducted, have for their object to impart a religious, classical, and scientific education. “ The students are expected to prepare their lessons at their homes ; and for this prep¬ aration,” it is said, “ two hours a day will ordinarily suffice.” The course — beginning with a “ class of rudiments,” and extending, in successive years, through three “ classes of grammar,” a “ class ’of poetry,” and a “ class of rhetoric,” into a seventh year of philosophy and chemistry — is, as in most of the colleges of this fraternity, largely classical. — (Catalogue for 1872-73.) BOSTON UNIVERSITY. The general statutes of this university provide for the establishment of a large group of colleges, with distinct faculties and administrations. Two have already been organ¬ ized — the College of Liberal Arts and the College of Music ; the place of the College of Agriculture is supplied by the Massa chusetts Agricultural College. A College of Com¬ merce and Navigation is to be established as soon as the necessary funds shall be pro- 192 EEPOET OF THE COMMISSIONER OJ? EDUCATION. vided. There are also schools of theology, of law, of medicine, and of oratory. There is also a schola scliolarum, or school of all sciences, designed first to furnish post-graduate instruction to graduates of any college, without reference to professional studies, and, secondly, to meet the wants of all graduates in professional schools who may wish to broaden and supplement their professional culture by courses of study in related sci¬ ences, arts, and professions. This school is regarded as the crowning and unifying de¬ partment of the entire university organization, the studium generate of the Middle Ages restored and vitally adjusted to the modern educational system. Students in it can pursue approved courses of study in the National University at Athens and in the Royal University at Rome without charge for tuition, and, on returning and passing a satisfactory examination, they will receive their appropriate degree precisely as if they had studied at the university. — (University Year-Book, 3875.) The university has now (says the New York Times, December 5, 1874) among its students between 70 and 80 women, and in the preparatory departments a still larger number. The Sanskrit class includes two young ladies, probably the first of their sex in America to undertake this study. AMHERST COLLEGE, AMHERST. A tendency to elevation of the standard of admission, in order to a greater freedom in the course, appears in the college catalogue for 1874-75. This states that after 1875 the present mathematical requirements will be extended by the addition of two more books of geometry; the Latin by the addition of the Georgies to the Bucolics and first six books of the iEneid ; and the Greek by the addition of another book of Xenophon’s Anabasis and Homer’s Iliad. Elective studies . — In the first term of the junior year, Italian and chemistry are made elective ; in the second term, German, Italian, Greek, and astronomy ; in the third term, organic chemistry, botany, mineralogy, Latin, and Spanish. In the first term of the senior year, the elective studies are zoology and German ; in the third term, compara¬ tive zoology, geology, rational psychology, and. Spanish. Scientific course. — The general college-course is so arranged that a three years’ scien¬ tific course is formed by omitting the Greek entirely and Latin after the first term of the freshman year, and taking the optional studies in science and modern languages. Partial course.— Members of college who, from ill-health or other cause, a, re unable to pursue the full course, are permitted to enjoy the privileges of the institution and carry forward only two studies at a time. To such, instead of a degree, a certificate of their attainments will be given at the end of their course. Post-graduate course. — Such a course is said by the College Courant of September 26, 1874, to have been established under the auspices of the faculty in history and political science, with especial reference to a “ science of statesmanship ; ” while any graduate may, according to the catalogue, make arrangements with the college to pursue o< course of study in any department additional to the college course. — (College catalogue for 1874-75. TUFTS COLLEGE, near BOSTON. Tufts is already, in its requirements for admission, almost up to what Amherst pro¬ poses after 1875. Its elective studies, however, in the junior and senior years are more numerous, so that the student may come out, if so disposed, with less of preparation in the end. Courses of study. — Besides the regular collegiate course, a philosophical and an engi¬ neering course are here provided for, though the full college course is earnestly recom¬ mended to all. For such as desire it a theological course also stands open, candidates for which, besides bringing testimonials of good character, “ mustbelieve in the Christian religion and have a sincere .purpose to devote their lives to the Christian ministry.” Additions to the faculty. — Mr. S. M. Pitman, a graduate of the college in 1869, after five years of study at home and abroad, returns to Tufts to the position of assistant pro¬ fessor of chemistry under Prof. Marshall ; and Prof. Dolbear, known to the public through his contributions to the Franklin Scientific J ournal, appears in the new catalogue as professor of physics and astronomy. Improvements. — The college grounds were extensively graded and beautified in the spring and summer of 1874, and some of the buildings received many internal improve¬ ments. — (College catalogue for 1874-’75.) WILLIAMS COLLEGE, WILLIAMSTOWN . Not quite as high in its requirements for admission as the two preceding, Williams holds its students, after admission, more steadily to the full curriculum throughout, thus putting them forth at last with probably at least as high a training in the main as either of the other two. In the languages, an opportunity is afforded to those who wish it to pursue their studies beyond the regular course, while change of text-books and alternations of lec¬ tures with text-book recitations help to give variety to the course. — (Catalogue for 1874-75.) MASSACHUSETTS. 193 The report of the examining committee for 1874 expresses disapproval of college- games which unduly absorb time in training or interfere in any wise with the pre¬ scribed course of study, while giving cordial approval of the gymnastic, aquatic, and other sportive exercises necessary to health. WELLESLEY COLLEGE, WELLESLEY. The board of trustees propose to open Wellesley College for students in September, 1875. The institution will be Christian in its influence, discipline, and course of in¬ struction. For the present there will be a preparatory and a collegiate department. Special provision has been made to secure the health of the pupils. A gymnasium has beerf provided, and calisthenics will be taught by skillful instructors ; lectures on physiology, with special reference to health, will be given early in the course, and a lady physician, who shall be a member of the faculty, will reside in the college and have the general care of the health of the students. All the students will board in the college and will aid, to some extent, in the domestic work of the family, as it is considered desirable that all should understand and take a practical part in systematic house-keeping. — (Circular of Wellesley College, December, 1874.) UNIVERSITY OF MODERN LANGUAGES, NEWBURYPORT. A university with this title was in 187 4 proposed to be established here, where, in separate departments, instruction might be given in the languages of America, Europe, and Asia. Ten acres of land were secured and some necessary buildings. But the project appears, tyom private advices received at the Bureau, to have come to nothing. MT. HOLYOKE. Prof. Wm. F. Tyler, of Amherst, takes the place of the late Dr. Kirk as president of this college. The seminary is proposing to erect a building for the departments of natural history and art, to cost, it is estimated, about 860,000, and its furnishing about §15,000 more. Mt. Holyoke has special characteristics, by which the cost of living is reduced, and educational facilities thus brought within the means of the less affluent. SMITH COLLEGE FOR WOMEN, NORTHAMPTON, Is to be opened September, 1875, when the building, it is to he expected, will be completed. It is to be built of brick, with stone trimmings, in the style called secular Gothic, only two stories high, with a beautiful tower ; the edifice is to be purely for academic and social purposes, the plan being to group around it cottages in which the students may find suitable homes. — (Common School Journal, February.) The course of study will extend through four years. During the first year, the same studies will be required of all the regular students. After the first year, elective courses have been arranged, designated, respectively, classical, literary, and scientific; the classical course to he distinguished by the greater attention given to Greek and Latin, the literary to the modern languages and especially the English, and the scien¬ tific to mathematics and the natural sciences. — (Circular of Smith College.) Statistics of universities and colleges, 1874. Number of students. Property, income, Ac. colleges. 'll1 51 i i I! ii gj !t i 11 *-> i S3 3 It I \ o si j 5 P 1 tx a Amherst College . . 23 9 Boston College . 16 0 Boston University . 12 .. . College of the Holy Cress1 14 0 Harvard College .A . 49i&13 ' . . . Modern Languages. 3p.tr s College." . Williams College .... 0 143 331 $500, 000 . . . : . c40, 184 15 200,0001 1 S D . $C . ! c3,500 52; . { . j . . j . ! . i - 145 150,000 0 . ec 8.000 756 2, 000, 000 1, 000, 000! 78, 860 104, 164 C 258, 023 145, ©t 0 t5: . - 333, 215! 250, 0C0| 700, 467; 35,465 260, 000 ! 20, 000: j 5,052! . 30,000! 14. 230 9,000 0; 90, 000 a27, UOO 13 a Includes society libraries. 6 Partially. 194 REPORT OF THE COMMISSIONER OF EDUCATION. PROFESSIONAL AND SCIENTIFIC. THEOLOGICAL. Harvard divinity school. — The rales nnder which this school was founded prescribe that every encouragement he given to the serious, impartial, and unbiased investiga¬ tion of Christian truth, and that no assent to the peculiarities of any denomination of Christians shall be required either of the instructors or students. Pecuniary assist¬ ance is afforded from various sources to indigent and capable and deserving students, the only other requisition being, as in the case of the income of the Williams fund, that they be Protestants. Besides the Williams fund there are nine scholarships, yielding a total income of $1,675, and ranging in amount from $125 to $260 each ; four of these were endowed by ladies, their total income being $9.20. To obtain the degree of B.D., a coarse of at least one year in this school is required; that of A. M. is conferred upon persons who, being both bachelors of arts and bachelors of divinity, shall pursue at the university for at least one year an approved course of study in divinity and shall pass an examination upon that course. — (Harvard University Catalogue, 1874-75.) School of theology , Boston University— AM candidates for admission to this school must produce satisfactory testimonials from their pastors or others touching their per¬ sonal religious character. Candidates for admission to the first division of an enter¬ ing class must have received the degree of bachelor of arts from some college or uni¬ versity or must have an equivalent preparation ; to the second, they must have mas¬ tered the studies customarily required for entrance upon the classical course in Ameri¬ can colleges. Special courses of one or more years are provided for such young men or women as may be unable to pursue the regular course, as preachers engaged in the active work of the ministry, superintendents and teachers in Sunday-schools, &c.; but all whose circumstances will allow them to obtain a collegiate education before applying for admission are earnestly recommended to do so. The opening of a school for oratory in the university adds new and unusual facili¬ ties for this branch of ministerial training.— (Boston University Year-Book, 1875.) Neivton Theological Institution. — The number of students seeking admission to the institution has rendered another building an imperative necessity, and one is now in process of construction, to contain dormitories, study-rooms, and an attractive dining- hall. — (Annual catalogue, 1873.) Andover Theological Sem inary. — This seminary is open for the admission of Protestants, of all denominations, of good Christian character, membership in a church, good natu¬ ral talents, and liberal education. Exception is sometimes made to the requirement of formal connection with a church and a complete collegiate education, but in such cases the candidate is required to subscribe a declaration of belief in the Christian religion and give evidence of such scholarship as will enable him successfully to pursue all the studies of the theological course. — (Catalogue of Andover Theological Seminary, 1874-’75.) LAW. Harvard law school. — The law library of Harvard law-school, one of the most com¬ plete and extensive in America, has within the last four years received very exten¬ sive and important additions, more than 3,000^ volumes having been added and nearly $17,000 having been expended in the purchase of books and in binding since September i, 1870. Students also have the use of the college library, containing 148,000 volumes. School of laic, Boston University. — The full course of this school covers three years, though, for the present, the degree of B. L. is made attainable here as elsewhere at the end of the second year. The method of instruction aims to combine the advan¬ tages of all approved systems and appliances. It includes regular oral text-book exposition and recitation, free and written lectures, reviews, examinations, exercises in draughting contracts, conveyances, pleadings, indictments, and other legal papers, the criticism of briefs and arguments in moot-courts, courses of reading, &c. MEDICAL SCHOOLS. Boston University, which admits in its catholic plan not only the unprivileged sex in society, but also the unprivileged sect in medicine, has opened a school for home¬ opathy^ The medical faculty in this university numbers 27 and the students nearly 100. (National ISormal, p. 25, and Boston University Year-Book, volume 2.) The trustees of the New England Female Medical College, the oldest medical college for women in the world, during the year 1874 transferred all properties, powers, &c., by them held, to the trustees of Boston University, and into its co-educative school of medicine the college is henceforth merged. The attitude of the university towards the legally-constituted medical profession is ✓ uniquely impartial Of all American universities this alone recognizes all branches of the profession which the laws of the different States recognize. It invites the attention MASSACHUSETTS. 195 of every student to the equality of all before the law and before the university statutes. It enables any di^y-incorporated State medical society in the country, whatever its distinctive theories, practically to co-operate in the testing of candidates and in the bestowment of degrees. The diplomas of the university, therefore, are passports, not to membership in a single medical sect, but to the fellowship of any and all legally- recognized and protected divisions of the American medical profession. — (Boston Uni¬ versity Year-Book, 1875, p. 25.) The" statute which authorizes these broad statements reads as follows : ‘•'Any student, satisfactorily completing a regular courso of medical training in Boston University, shall be at liberty to apply for examination to any regularly-incor- porated State medical society in the United States ; and, on recommendation of tho authorized examiners of such society, may receive from the university the degree of M. D., with a diploma stating the name of the society on whose recommendation the degree is conferred.” In the execution of their fundamental design to provide for and foster, according to ability, all forms of higher education demanded by modern society, the authorities of the University of Boston have made an arrangement with the trustees of the State Agricultural College at Amherst, Mass., by virtue of which matriculants in the uni¬ versity desiring instruction in agriculture, horticulture, and related studies can receive it in that institution, and, on satisfactorily completing the prescribed course, can receive their degree from the university as well as from the college. — (University Year-Book, 1874.) PHARMACEUTICAL. Massachusetts College of Pharmacy. — Thirteen students graduated from this college and received degrees in April, 1874. The year 1873-’74 was the most prosperous yet experienced. The college has gained the confidence of the pharmacists, the physicians, and the public, and has caused a demand for purer drugs and medicines. DENTAL. Dental school of Harvard. — A new course of instruction has been determined upon by the Harvard dental school, which provides for a three years’ course, in which stu¬ dents will receive a thorough scientific and practical training. Boston Dental College . — Candidates for graduation here must be 21 years of age, must have pursued their professional studies three years under a competent instructor, and have attended two full courses of lectures in this college or one course with o. full equivalent showing for the other. SCIENTIFIC. Massachusetts Agricultural College. — The trustees report that the year 1874 has been one of real and unusual prosperity. The method of training is that recommended and practiced by Agassiz, which leads the student to observe and investigate for himself. It is lamented that no provision has been made for free scholarships in this college, founded by the Government for the technical education of the people, but that all students must pay 8100 per annum for tuition and room rent, thereby excluding a large proportion of those who would most gladly avail themselves of its advantages. — (Report of Massachusetts Agricultural College, 1874.) Worcester Free Institute of Science. — This school graduated, in the summer of 1874, 17 pupils : 1 from the chemical department, 7 from that of civil engineering, and 9 from that of mechanical engineering. Fifty apprentices worked in the Washburn machine-shop, where the theoretical instruction is put into practice. — (Massachusetts Teacher, September, 1874.') Massachusetts Institute of Technology. — The work of 1874 is reported as very satisfac¬ tory, notwithstanding a decrease of G5 in the aggregate attendance from that of the previous year. This decrease is ascribed in a great measure to the financial crisis of 1873 ; the increase of fees from $150 to §200, and an increase of the requisites for admis¬ sion also, it is thought, had some effect in reducing the number. The average age of the students on entering the institute has increased with the increase in the require¬ ments for admission, and this fact has contributed towards the greater success attained in the work of the year, since many more of the students come to the institute from choice and with a more or less well-defined purpose for their future. Nearly five -sixths of the 310 students in 1874 were from Massachusetts; 20 other States, with the British provinces, Japan, and the Sandwich Islands, were represented. 196 REPORT OF THE COMMISSIONER - OF EDUCATION. Statistics of schools for scientific and professional instruction. Schools for professional instruction. Corps of instruction. ro ft 1 c 03 O ft 5 © a Number of students. Number of years in course. Property, income, &c. Number of volumes iu library. 2 £ d i! S £ C iJTO a '3* Jf i>“ O O o ft GQ °£ ■*=> o £ <1 Incomo from productive funds. Receipts for tlio last year from tuition-fees. SCHOOLS OF SCIENCE. Lawrence scientific school, (Harvard IJniver- 12 30 3,4 ! §75,000 $228, 784 $16, 532 $4, 933 3,000 sity.) Massachusetts Agricultural College . 12 104 4 | 230, 000 250,000 15, C00 08, 000 61, 500 Massachusetts Institute of Technology . 36 310 4 I 2, 000 "Worcester County Tree Institute of Industrial 11 .... 103 3, 3| 175, 000 25, 000 1,206 1, 000 Science. SCHOOLS OF THEOLOGY. Andover Theolooical Seminary . . . 10 67 3 200, 0C0 : 525, 000 35, 000 32 335 Boston University School of Theology . 13 1 7 87 3 4, 000 Divinity School of Harvard University . G 4 19 3 1 5, 000 j 149,000 c24, 000 16| 000 Episcopal Theological School . . . 4 i 4 13 3 225, 000 110,000 8, 000 Newton Theological Institution . G 5 70 3 108* 500 ! 277, 886 24) 662 12, 503 New Church Theological School . Tufts College Divinity School . n 3 27 3,4 SCHOOLS OF LAW. Boston University School of Law . . 14 121 3 1, 600 Law School of Harvard University . 139 o 42, 486 11, 872 16 975 15,’ 000 SCHOOLS OF MEDICINE. i • Medical School of Harvard University . . 30 186 3 48, 184 4, 309 31, 115 2 000 School of Medieino of Boston University . 31 130 3 ! 125,000 45, 000 2, 450| 10, 000 1,’ 000 Boston Dental College . 6 23 3 1, 500 1 2,800 Dental School of Harvard University . 16 43 o 20, 000 0 . 0 4,095 200 Massachusetts College of Pharmacy . 3 I 95 2 2, 000 2, 000 140 2, 556 500 a Also $18,000 from State appropriation. & Includes so ciety library, c Also one-fourtli income of Bussey trust-fund, $8,800. SPECIAL INSTRUCTION. CLARKE INSTITUTION FOR DEAF MUTES, NORTHAMPTON. This institution is remarkable for its healthy locality and for its beauty of situation. Number of teachers, 8 ; number of pupils, 68. Annual income from all sources for 1874, $39,747.73, of which $18,973.39 was realized from the fund and $11,205 received from the State. Expenditures, current and special, were, for the past year, $37,294.58, leav¬ ing an unexpended balance of $2,453.15. The pupils receive instruction in articulation, using Prof. Bell’s system of “ visible speech ; ” in reading, writing, geography, men¬ tal and written arithmetic, algebra, geometry, history — United States, middle-age, and modern — philosophy, chemistry, zoology, Swinton’s Language Lessons, and Kindergar¬ ten and mechanical drawing. In the report of 1875, the principal has given some specimens of composition by the pupils, which appear uucorrected and without suggestion. In accuracy of conception and correctness of expression, they are above the average standard of young writers. The cabinet-shop has been in operation the whole year. Twelve of the older boys have spent three hours there each day, and have attained great proficiency; seven younger boys have worked an hour and a half each day. The work in the shop makes a part of the training of the boys. — (From the report of Clarke Institution for Deaf- Mutes, 1875, pp. 8, 9, 16, 20-26.) BENEFACTIONS. The will of the late Mrs. Ann White Yose, in execution of the power given her by her husband, the late Josiah Yose, besides various other bequests to benevolent objects, MASSACHUSETTS. 197 gives an aggregate of $100,000 for the benefit of educational institutions. Of this sum, the Massachusetts Institute of Technology in Boston and the Museum of Fine Arts each receive $25,000, the amount to the Institute of Technology to be devoted entirely to the support of free scholarships ; the Boston Asylum and Farm for Indigent Boys and the Female Orphau Asylum in Boston, each, 815,000 ; the Industrial Aid Society for the Prevention of Pauperism and the Massachusetts Asylum for the Blind, South Boston , each , $10,000. Among other charitable institutions receiving bequests from this estate, whose titles do not indicate an educational scope, are the Boston Children’s Friend Society and the Children’s Mission to the Children of the Destitute, which re¬ ceive $20,000 each. The residue of the estate is given in equal shares to the Massa¬ chusetts Institute of Technology and Museum of Fine Arts, the income only to be expended. Mrs. Yose also gives her own estate, after making provision for kindred and friends, to trustees, for the purpose of endowing institutions of charity or education in Massa¬ chusetts. — (Philadelphia Evening Telegraph, January 29, 1S75.) To these bequests must be added at least those of Mr. Samuel Williston, of $400,000 to the Williston Seminary, $30,000 to Iowa College, and $300,000 to Amherst, together with Mr. S. A. Rogers’s bequest of $100,000 to the Rogers High School, Newport, paid during this year ; perhaps, too, the $50,000 left by Mr. Charles Saunders for finishing Memorial Hall, Harvard, and the noble devotion of Wellesley College to the cause of education by Mr. Durant at a cost of about 81,000,000. A still further addition to this list is the bequest of 8200,000 to the Episcopal Theo¬ logical School at Cambridge, by Mr. Benjamin T. Reed, of Boston, the money to come into possession of the institution on the death of Mrs. Reed : while Mr. Moses Day, of Boston, gave $5,000 each to Amherst, Harvard, Tufts, and Williams Colleges. AGASSIZ MEMORIAL. To this fund there had been contributed, at the date of December 12, 1874, the amount of $9,192.74 ; the contributors, whose number is estimated as about 86,696, were from twenty-nine States, the District of Columbia, England, and one locality unknown. As reports of the number of contributors were not received from all of the schools, the numbers given are hypothetical, but they are believed to be substantially correct. “Useful as the amount received will be in building up the memorial,” the report re¬ marks, “ we have reason to believe, from the letters received at this office, that the indirect effects have been of equal value : that it has been a very important event in the education of the country. It has given to the teachers throughout the land a rare opportunity to enforce upon their pupils the lesson of the boyhood and manhood of a great and good man, and to teach them the appreciation of those great ideas of which he was an exponent. It has led to meetings where Agassiz’s methods of teaching have been explained and discussed ; to the established associations for the study of nature it has given a new impulse; and it has caused the formation of new ones, particularly among the young. Teachers everywhere have found in this plan to honor an eminent man, who claimed above all else that he, too, was a teacher, a new motive to faithful service. In confirmation of this opinion, we quote from a letter lately received from Hon. Newton Bateman, the well-known superintendent of education of Illinois: ‘ I am sure that the indirect results of the movement have been exceedingly valuable, results that would have been cheaply secured by the expenditure of many times the amount of time, money, and labor that the whole enterprise has cost.’ ’’ It is pro¬ posed to keep the fund open permanently for contributions. — (Circular report of the committee, by James M. Barnard, treasurer.) EDUCATIONAL ASSOCIATIONS. MASSACHUSETTS TEACHERS’ ASSOCIATION. This association held its thirtieth annual meeting at Worcester, on the 28th, 29th, and 30th of December, 1874. The attendance, about 350 to 400, seemed small in view of the large number of teachers in the State, (about 800,) and the fact that, of the •thousand members of the association, probably two-thirds are still living and teaching in the State. The lectures were given by Rev. Phillips Brooks, of Boston, on Monday evening, and Hon. Joseph White, secretary of the board of education, on Tuesday evening. The former was on the “ History of education,” especial reference being made to the edu¬ cation of two centuries ago "and to Milton, its typical exponent, who, on the restoration of the reformation became silent as a reformer, and devoted the rest of his’ life to his greatest works — Paradise Lost, Paradise Regained, and Sampson Agonistes — and to the education of youths, by which latter occupation he earned the name of pedagogue. The lecture of Mr. White was upon the history of “ School legislation in Massachu¬ setts,” a topic with' which no one probably is more familiar than he, and which was ably handled. The legislators of Massachusetts from the beginning were advocates and promoters 198 REPORT OF THE COMMISSIONER OF EDUCATION. of general education, and from the year 1635 to the present dole they hfcve provided by successive enactments for public schools, to be supported by general taxation, pre¬ scribed the course of study for these schools, and endeavored to secure attendance in these, or equivalent private schools, of every child in the Commonwealth for a portion at least of the school year. In the latter respect, Mr. White thought the school laws still defective, as hundreds of children are daily employed in the manufacturing establishments of the State, in utter violation of the laws, the remedy for which he suggested to be a statute forbid¬ ding mill-owners or overseers to employ children between certain ages, without re¬ ceiving from them certificates, signed by teacher or school committee, that they have attended school the prescribed number of weeks required by law during the preceding school year. Discussions. — The discussions at the meeting were upon the “ Training of the memory to the neglect of other faculties,” “ The representation of teachers upon school com¬ mittees,” “The physical training of girls,” “Qualifications for admission to high schools,” the “Amount of technical grammar which should be taught in grammar schools,” the “Amount of explanation of arithmetical work which should be required of pupils,” “ Spelling in primary schools,” the “ Securing and cultivation of truthful¬ ness in young children,” and “'What legislation is necessary to enforce attendance at school?” Each of these subjects was introduced by a well- written paper. In order to consider several of these matters simultaneously, the meeting was divided in the afternoon of Tuesday into high, grammar, and primary school sections, in each of which the questions appropriate to its work were considered. The questions relating to the “Physical training of girls,” the “Representation of teachers on school-committees,” and the “Legislation necessary to enforce attend¬ ance at school ” attracted perhaps the most attention, the discussion of the former being introduced by a careful paper by Dr. Putnam, of Boston, in which he gave a sketch of the gymnastic training required in different countries for pupils in the public schools. His idea was that health was the first object to be sought for by boys and girls, but that, while boys should be trained to greater strength, grace should be an end to be sought for the girls — that grace which comes from perfect health and development. There are three systems of gymnastic exercises in use in Europe. One is that used most generally in Germany, by which the pupil is trained for the athlete. One is the Swedish idea, which attempts to train special muscles. Another is that originated in South Germany, which consists of exercises in concert, for which a number of pupils are necessary. In many of the countries of Europe the study and practice of gym¬ nastics are made obligatory. Many of the systems employed, however, are evidently intended for boys, and are not generally adapted to girls. As yet, in this country, but little attention has been paid to the subject except in some private institutions, but, where physical training has been introduced, it has been with success. Other speakers contended for more outdoor exercise and exercise at home for girls, especially for high school girls, whom false notions of propriety restrained from the activity which their younger sisters in grammar schools enjoy without such restraint. Mr. Marble, of Worcester, in his paper on this subject replied strongly to quota¬ tions which he read from Muller’s late work, and maintained the right of the State to compel the education of its children, who are to be the citizens of to-morrow, as a measure of simple self-defense ; and, though no creed or special form of religion is taught in them, he maintained that they are not “ Godless,” and that the teachers of the State, Catholic as well as Protestant, are doing a work in educating the children of the Commonwealth in integrity and good behavior hardly second to that of the clergy. He advocated that the State require all children of school age to attend school for the whole period of the year in which schools are by law required to be kept ; that overseers be prohibited from employing children without certificates that they have so attended ; and that full statistics be required from towns and committees, that the State may know whether these laws have been complied with, and, if not observed, may apply the remedies, in which he was supported by Secretary White, who followed with quotations from the present statutes. Other discussions. — The other discussions were carried on with interest and merit, a more extended report of which our space will, not allow us to give. Other exercises. — A practical lecture on the method of teaching penmanship was given by Prof. H. C. Kendall, of Boston, illustrated by means of a class of scholars from one of the W orcester grammar schools, which elicited considerable interest, and Mr. H. H. Lincoln, master of Lyman School, Boston, interspersed the exercises with readings of selections to the evident delight of the audience. Intel' esi and attention. — The interest of the meeting was well sustained. Representa¬ tives of all the branches of school work, committees, superintendents, and teachers of every grade, were present, the colleges, perhaps, excepted; and, though the meetings lacked numbers, those who came seemed to come not merely for an excursion, but to profit by the exercises and to give quiet attention to what was said, in marked con¬ trast to some of the mass-meetings of the association when held in Boston. Beforo adjournment, the customary resolutions of thanks were passed, and also one in tribute MASSACHUSETTS. 199 to Prof. Alpheus Crosby, formerly of Dartmouth Collego and later of the Massachu¬ setts Normal School at Salem, who was an early and active member of the association, which bears upon its rolls the names of many men who have become distinguished in the educational world. The association also appointed a committee to present a peti¬ tion to Congress to continue tho National Bureau of Education. — (New England Jour¬ nal of Education, January 9, 1875.) HAMPDEN COUNTY TEACHERS’ ASSOCIATION. The twenty-seventh annual meeting of this association was held at Springfield, in May, 1874. Papers were read, practical lessous in teaching given, and questions relat¬ ing to school interests discussed, both gentlemen and ladies taking part therein. — (Massachusetts Teacher, July.) OBITUARY RECORD. J06IAIT WARREN. Josiah Warren, noted for his labors in furtherance of the study of physical science, died April 16, 1874, at Charlestown, Mass., aged 64. WILLIAM A. WHEELER. Mr. Wm. A. Wheeler, A.M.. assistant superintendent of the Boston Public Library, died at his home in Roxbury, Wednesday, November 4, 1874. Mr. Wheeler assisted Dr. Worcester in 1856 in the preparation of his larger dictionary, and afterward contributed to Webster's the rich appendix known as a “ Dictionary of the noted names in fiction.” He was also chiefly responsible for the “Dickens Dictionary,” published in 1872, and left behind him a manuscript work designed to enable ordinary readers to trace the author¬ ship of prominent passages in all literature. Still other valuable works were in con¬ templation by him when the summons come to lay down all engagements for the last repose, at the prime age of 41. — (College Courant, November 7.) PROF. ALPHEUS CROSBY. This ripe Greek scholar, bom October 13, 1810, at Sandwich, N. H.. died April 17, 1874, at Salem, Mass. Developing in early life the robust character which seems to come naturally from birth amidst the hills, he entered, while yet quite a boy, the Gilmantou Academy, below Lake Winnipiseogee, in his native State, taking high rank among many that were much his seniors. On the completion of his college course, he taught a year at Moor’3 School, in Han¬ over, when Dartmouth, aware of his attainments and abilities, called him to a tutor¬ ship of her college classes, he being then about 18. He accepted the invitation and remained a tutor for three years, pursuing at the same time studies in theology, which subsequently were prosecuted still more fully at the Theological Seminary, Andover, Mass., from September, 1831, to April, 1833. Then Dartmouth recalled him as professor of the Greek and Latin languages, and, receiving from the church authori¬ ties a licensure to preach, he went hack to the now familiar halls as instructor in these languages. Although at the beginning he was still a youth of less than 23, he made his mark decidedly as one of the best teachers of the classics in America. In 1837, the Latin and Greek departments being divided, he became professor of Greek alone, remaining thus till 1849, when he withdrew from active duty, and became pro¬ fessor emeritus. Out of the studies of this college period came his excellent Greek grammar, a great advance on all preceding ones in the United States, and still preferred by many ; his Greek tables, an adjunct to tlte grammar, embodying in para¬ digms a complete synopsis of grammatic forms ; a valuable set of Greek lessons ; an edition of Xenophon's Anabasis, with useful notes, Eclogre Latin®, and first lessons in geometry. In October, 1854, he became agent of the Massachusetts board of education and lec¬ turer ia its Teachers’ Institute, combining with bis lecturing the editorship of The Massachusetts Teacher. Holding these offices till 1856, Jie made his home during this time in Boston. The next year he was chosen principal of the State normal school at Salem, and removed to that city, which thenceforth was his home. He retained his headship of the normal school till July, 1865, employing his salary largely in the aid- ing of poor students in the school. Resigning the position then, he entered on a revis¬ ion of his text-hooks and on the preparation of a new Greek dictionary, both which tasks he was enabled to complete before his death, the dictionary being published in the autumn of 1873, and the last of his revisions, the Anabasis, made ready for the printer, when the pen fell from his enfeebled hand, and the active worker rested from his labors. GORHAM D. ABBOTT, LL. D. Rev. Gorham D. Abbott, LL. D., another noteworthy teacher of the young, died at his home' in South Natick, Mass., July 30, 1874. Bom in Brunswick, Maine, and 200 REPORT OF THE COMMISSIONER OF EDUCATION. graduating at Bowdoin, lie studied theology at Andover, and for some time served as pastor of a Presbyterian cliurcli at New Rochelle, N. Y. The condition of female edu¬ cation in New York City in those days did not please him, and, with a view to its ele¬ vation, he united, in 1845, with his distinguished brothers, Jacob and John S. C., in the establishment of the Abbott Institute, a school for young ladies, in Lafayette Place, then a center of wealthy population. The institution became highly popular; and in 1847 Dr. Abbott founded for himself The Spingler Institute, on Union Square, a con¬ siderable advance upon the other school in position, accommodations, and facilities for education. He remained the principal of this for many years, securing great accept¬ ance for himself and 'for his school among the best classes of the city and drawing to it pupils from all parts of the United States. An eventual effort to remove the school to a higher location, whith'er the wealthier people were fast drifting, resulted in such pecuniary loss as at last induced a discontinuance of the enterprise, and Dr. Abbott, never very strong, and now much worn with labor, retired to South Natick, where his later days were spent in literary leisure and quiet preparation for his end. It came in the form of paralysis, the too frequent fatality of literary men, and at the age of 67 he rested from ail labor in the silence of the grave. An historical work, relating to the internal troubles in Mexico and a few school¬ books are the only published traits of Dr. Abbott’s studies; but he enjoyed high repu¬ tation as a classical and biblical scholar, as a student of general literature, and as an almost unequaled head of an institution for the training of the young. DR. JAMES WALKER. Rev. Dr. James Walker, formerly president of Harvard College, died on the 24th of December, 1874, at Cambridge, Mass., in the eightieth year of his age. He was born at Burlington Mass., in 1794, graduated at Cambridge in 1814, was ordained four years later and became pastor of the Unitarian Church in Charlestown, where he remained’ twenty-one years. He was elected president of the college in 1853, and held the posi¬ tion until 1860. For the past few years his health had been feeble, and his death was not unexpected. HON. SAMUEL WILLISTON. Hon. Samuel Williston died at his home in East Hampton, Mass., on Saturday, July 18, 1874, at the age of 79 years. Mr. Williston, though not a teacher, long occu¬ lted a leading position among the Mends of education, and his extensive charities have made him widely known throughout the country. In 1844, or 1845, he founded the Williston Seminary. He, during his life, gave it 8275,000, and the provisions in his will raise the total of his benefactions to the seminary to $675,000, with a prospect of $200,000 more. He was also a very large contributor to the funds of Amherst College, one of whose buildings bears his name and two or more of whose professorships have been endowed by him, and it is believed that his benefactions to the college, about twenty years ago, saved it from fatal embarrassment. He gave generously to Iowa College, Iowa, (adding $30,000 in his will,) and other educational institutions in the country repeatedly received aid from him, notably among them Mt. Holyoke Female Seminary, at South Hadley. Amherst College is made residuary legatee of his large property, and will probably receive from it $300,000. — (College Courant, July 25, p. 57, and August. 22, p. 82.) LIST OF SCHOOL OFFICIALS IN MASSACHUSETTS. Hon. Joseph Wnm:, secretary of State board of education , Boston. STATE BOARD OF EDUCATION. Hame. Post-office. ! His excellency ‘William Gaston, governor, ex officio . Boston. His honor H. Gr. Knight, ex officio . Boston. Phillips Brooks . . . | Boston. Henry Chapin . * . : . . . I Worcester. Alonzo A. Miner . Boston. Gardiner G. Hubbard . Cambridge. William W. Bice . I Worcester. C. C. Esty . I Framingham. Edward B. Gillett . ; Westfield. C. C. Hussey . i MASSACHUSETTS. 201 List of school officials in Massachusetts — Continued. CITY SUPERINTENDENTS. City. Superintendent. Post-office. Boston. Charlestown. Cambridge . Francis Cogswell _ * . Cambridge. Chelsea . Jonathan Kimball . Chelsea. Fall River . "William Connell, jr . Fall River. Fitchburg . E. A. Hubbard . ' . Fitchburg. Gloucester . John W. Allard . Gloucester. Ilolvoke . . . Louis H. Marvel . . . Holyoke. Lawrence . Gilbert E. Hood . Lawrence. Lowell . Charles Morrill . Lowell. New Bedford . Henry F. Harrington . | New Bedford. "Newton . H. M." Willard . Newton. Salem . _ _ . . | Apprnstns T). Small .... , _ ... Salem. Somerville . 1 Joshua H. Davis . Somerville. Springfield . i A. P. Stone . . Springfield. Taunton . ■ W. W. Waterman . Taunton. "Worcester . ! Albert P. Marble . Worcester. 1 TOWN SUPERINTENDENTS. Town and county. Superintendent. Post-office. BAILS STABLE . Chatham. Dennis. Orleans. Provincetown. Sandwich. BERKSHIRE • Adams . Principals of high Schools in North and South Peru . Adams. George L. Thomson . . . . Pern. Pittsfield . .«. . John AT. Brewster Pittsfield. BBISTOL. "Nfansfipld _ _ C Vacant, . . . . . . Mansfield. Somerset . F. A. Shurtleff . | Somerset. Swansea . i Job Gardner, jr . I Swansea. ESSEX. . Essex . : Washington Burnham . j Essex. Georgetown . . . j R. G. Farley . r . I Georgetown. West Newbury . Vacant . West Newbury. HAMPSHIRE. Huntington . j J. H. Goddard . _ . : Huntington. Northampton . | H. L. Edwards . . j Northampton. Pelham . I Vacant . j Pelham. MIDDLESEX. Acton . F. P. Wood . ] Acton. Boxboro’ . : Joel F. Hayward . Boxboro’. Carlisle . * . i Vacant ...* . j Carlisle. Concord . . j G. Reynolds . | Concord. "^'THTni'D o-Tiam Holliston j R. G. Johnson. . . - . . Holliston. Littleton H. E. Cooley . Littleton. Medford James A. Hervey . - Medford. Stow Edwin Whitney .. • _ Stow. Wakefield A . M. Payson . Wakefield. Woburn . . . E. H. Davis . . . . . Wobnrn. NORFOLK. Beilin c^ham Vacant _ .............. _ _ _ ...... _ _ ... Bellingham. Brookline 1 Vacant . . . . . — Brookline. Canton 1 Frederic Endicott _ _ x _ _ _ _ _ _ Canton. Cohasset j J oseph Osgood . . .- . . Cohasset. Dover j V acant _ .... _ _ _ _ _ Dover. Weymouth . 1 Arthur G. Lewis . Weymouth. 202 REPORT OF THE COMMISSIONER OF EDUCATION. List of school officials in Massachusetts — Concluded. Town and county. Superintendent. PLYMOUTH. Brockton . Halifax . . Hingliam . Kingston . Marion . Plymouth . Rochester . Scituate . West Bridgewater C. W. Wood . George W. Hayward A. G. Jennings . W. R Ellis . .I . Silas B. Allen . Charles Burton . Vacant . Charles S. Hatter . . . C yrus Leonard . TVORCESTEK. Athol . Douglas .. Hardwick Holden ... Mendon... Paxton ... Westboro’ Vacant . H. W. Preston . . Vacant . J. T. Hood . George E. Clark Levi Smith _ T. D. Biscoe . Post-office. Brockton. Halifax. Hingliam. Kingston. Marion. Plymouth. Rochester. Scituate. West Bridgewater. Athol. Douglas. Hardwick. Holden. Mendon. Paxton. Westboro’. MICHIGAN. 203 MICHIGAN. STATISTICAL STATEMENT, 1872-73.* CONDITION OF PERMANENT SCHOOL FUND.t On hand, and due primary school fund, September 30, 1872 . $2, 716, 763 03 Received from sales for the year ended September 30, 1873 . 116, 911 47 Received from penalties for non-payment of interest . 7, 452 46 Total from primary school lands . 2, 841. 126 96 Half of cash sales for year ended September 30, 1873 . 31, 435 51 - 283,344 82 Total school fund September 30, 1873 . 3,124,471 73 FINANCIAL STATEMENT FOR SCHOOL- YEAR 1872-73. Receipts. ‘ On hand at the beginning of the year . . . $530, 580 27 Received from two-mill tax . . . . 465, 912 84 Received from primary school fund . 194, 479 58 Received from tuition of non-resident pupils . 31, 199 81 Received from taxes for teachers’ wages, &c . 1, 366, 649 63 Received from other district taxes . 728, 570 49 Received from all other sources . 412,253 87 Add for details less than total!.. . 13, 706 16 Total receipts . 3,743,352 70 Expenditures. Paid male teachers . . . 681, 565 24 Paid female teachers . . . 1, 071, 309 43 Paid for building and repairs . 597, 006 63 Paid for all other purposes . 788, 902 96 Amount on hand at the close of the year . 594, 467 18 Add for details less than total t . 10, 101 21 3, 743, 352 70 Total indebtedness of districts . 1, 707, 700 16 SCHOOL ATTENDANCE, ETC. Number of children between 5 and 20 years . . 421, 322 Increase over preceding year . . . „ . . 17, 087 Number between 8 and 14 years, (subjects of compulsory law) . 181, 604 Increase over preceding year . 6, 670 Number attending school in the year . . 307, 014 Estimated increase, allowing for defective reports . S, 60(3 Number reported enrolled in graded schools . . . 113, 433 Increase over last year . 3, 342 Per cent, of attendance on total school-enrollment . - - 79 Per cent, of increase above the average of ten previous years - 4 Average number of months schools were taught, (decrease from last year, .47) . 7. 07 TEACHERS AND TEACHERS’ PAY. Number of male teachers in public schools . 3, 010 Decrease from preceding year . . . . 25 Number of female teachers in public schools . 8, 940 Increase over preceding year . 31 Whole number of teachers in public schools . 11, 950 of volume, t Report of lS72-’73. I These are the expressions in the superintendent’s report. 204 REPORT OF THE COMMISSIONER OF EDUCATION. Increase over preceding year . 291 Average monthly pay of male teachers . . $51 94 Average monthly pay for female teachers.*. . v. . . 27 13 Increase for males, $2.83; for females, 41 cents. SCHOOL DISTRICTS AND SCHOOL-HOUSES. Number of school districts in the State . . . 5, 521 Increase for the year . 246 Number of school-houses, (stone, 80: brick, 641; frame, 4.246; log, 605) _ 5,572 Increase for the year . 1 . . . 1 . 154 Number of children that can be seated . 399, 067 Value of school-houses and lots . . . ... $8, 105, 891 Increase of value over preceding year . 655, 552 ELEMENTARY INSTRUCTION. THE SCHOOL STATISTICS FOR 1873.* In this year schools were reported in 70 counties, the whole number of organized counties in the State, while from 7 unorganized ones a few districts made reports. Thenimber of townships and cities from which reports were received was 941, an increase of 32 for the year. The number of school districts reported, 5,521, has its increase of 246 principally in the northern counties, where railroads, oil-wells, and lum¬ bering have much augmented population. The increase of children between 5 and 20 years of age, 17,087, is 1,748 beyond the aver¬ age increase for eight preceding years. The number between 8 and 14, and thus subject to compulsory attendance in the schools, was, as may be noticed, 181,604, an increase of 6,670, while the reported school attendance was 307,014, being 125,410 more than the number required by law to attend. This shows a large proportion below 8 and above 14 in attendance ; and that, too, although 300 directors, representing 22,000 children, failed to report. Supposing four-fifths of these 22,000 to have attended school, the whole number attendant for the year would be 324,614, an increase of 8,608 upon the year before, though still less, by 4,000, than the proportion of increased attendance that ought to issue from 17,087 increase of school population. This, however, is accounted for by an extraordinary demand for labor during the year, and perhaps may be due also to the fact that the growth of population has been largely in the north and along the lines of new railways, where schools are few. The number over 5 and under 20 years of age attendant on the schools was 5,854; showing, on one side, eagerness in parents to secure early advantages of education for their children, and, on the other, eagerness in grown youths to share these advantages as long as possible. Only 53 districts in the State, out of the 5,521, were reported as having no school during the year ; only 10 as holding school less than 3 mouths. The graded schools reported were 311, an increase of 11 over the preceding year, these including not only schools organized under the “graded and high school law,” but all that are in fact graded in their studies and employ two or more teachers in dif¬ ferent departments. The number of names in the school census of the districts to which these belong is 166,540, amounting to 394 per cent, of all the children of school age in the State. The number reported as enrolled in the schools during the year was 113,433. Bat, as 19 districts, with a school- census of 8,675, made no report, a fair pro¬ portionate allowance for these districts added to the others would give the whole enrollment in the graded schools 118,616, or 36£ per cent, of the aggregate school enrollment for the State, and considerably more than are required by law to be in attendance. COUNTY SUPERVISION OE SCHOOLS. The State superintendent says, in view of the seven years’ trial to which county- supervision has been subjected, that the friends of elementary education may look back with pleasure on the improvements effected in this period. The healthful and invigorating elements of personal systematic visitation and inspection have secured, he thinks, to common schools an attraction not before possessed. The influence ex¬ erted by the superintendents on the promotion of the interests of elementary instruc¬ tion has been, in most of the counties, highly favorable. By a periodic and careful supervision of the several schools, by frequent visitations, occasional. lectures, judicious counsel, and communication of improvements in the methods of teaching and in the general school economy, as well as by composing local differences in respect to school arrangements, they have been enabled to combine dissentient elements into a harmoni¬ ous and efficient whole, to concentrate public opinion in favor of the school system and to diffuse its benefits over a greatly wider field. * State Report for 1873, pp. 34 and 52, which is the latest received before this goes to press. MICHIGAN. 205 Without claiming: perfection for the system, as constituted and operated,* there can he, declares Mr. Briggs, no hazard in saying that, so far as its practical results thns far may he taken as a specimen of its powers, it is, as a whole, all things considered, the best system which has yet been devised for securing the desired results of school management and the multiform benefits of public instruction. Reports from the county superintendents during the past year make it apparent that a gradual but very perceptible improvement in the general condition of the schools is iu progress ; that the standard of qualification for teachers has been advanced ; that an increased interest on the subject of education has been manifested: that more eulightened aud efficient modes of mental discipline are becoming prevalent; that old prejudices are disappearing; and that the paramount importance of a general diffusion of knowledge is more widely appreciated. All this, he thiuks, comes more or less from the labors of the superintendents, and is largely to be credited to them. — (State report, p. 4.) INCREASE OF SUPERVISION. In 1S67 the reported number of visits paid to schools by the county superintendents was 2,884, by school directors, 7,432. In 1873 the number reported by the former was 6,377 and by the latter 13,571, an increase on the part of the paid officials of nearly three to one and on the part of the unpaid of little less than two to one. This is a ratio greatly beyond the increase of schools, the number of which, judged by the re¬ ported school-houses, was 4,622 in the former year and 5,572 in the latter. And as in¬ crease of supervision generally stirs teachers to a new activity and goes to improve the quality of the work they do, this is a matter indicative of real progress. — (State report, p. 55.) ZEAL FOR EDUCATION. This is shown, not ouly in the increased amount expended in 1873 for teachers’ wages, (which was $94,843.48 more than the preceding year and $1,322,842.22 more than in 1858,) not only in the amount paid for building and repairing school-houses, $597,006.68, but also in the fact that eight school districts in seven sparsely-settled counties of the State have, for the employment of teachers only, taxed themselves $1,279.50 to educate 52 children, an average of $24.60 for each child. This amount may not appear a large one at first sight, indeed, is not an uncommon rate per child in densely-populated districts in the East ; but when it is remembered that it comes horn the pioneers in the edges of the woods; that it is the fruit of painful savings from new farms, and that it is between five and six times the average paid throughout the State for aill educational expenses, it may be seen that it evinces no small interest in the training of the little ones. And this, the superintendent says, is but one of many exhibitions of such interest among the people, improved school-houses, better school furniture, and increase of pay to more fully educated teachers being among its fruits. — (State report of 1873, p. 53.) PRIVATE SCHOOLS. The number of private schools reported to the superintendent in 1873 was 133 ; the number of pupils in them, 6,761. He says that the actual numbers here are probably twice as great as those given, and that, if the parochial schools were to report them¬ selves, the list would be likely to be stilimore largely swelled. The grade of the schools reported is only very slightly indicated. It is to be wished that fuller information with respect to all such schools should come through State reports, as only through the agencies which the States have at their command can anything like a full knowledge of them be obtained, and only with such full knowledge can the actual educational status of the country be determined. — (State report for 1873, p. 64.) KINDERGARTEN. Four of these interesting schools have been existent in the State in 1874, all under private management : one at Flint, under Miss C. S. Parker : one at Kalamazoo, under Miss M. Conover ; one at Detroit, under Auguste Kiuze; and one at Grand Eapids, under Miss M. D. Hyde. Miss Peabody’s Kindergarten Messenger speaks of another at Detroit. That formerly connected with the Detroit school system has died within the year. Arra ::: gements are said to be in progress for opening another at St. Joseph. — (Special returns to Bureau of Education.) * Perfection certainly cannot be claimed forlt as now operated, when, as in the past year, the super¬ intendent of a county near Detroit could issue to his teachers a circular saying : " Use every effort to bring the schools hack to the old landmarks. The common branches only should he taught in the schools that are supported by the public tax. English branches were taught iu the schools twenty years ago. and it was illegal to teach any other. It is just as illegal to-day to teach algebra, Latin. Ac., in our public schools. * * * * My influence shall he given to pass a law at the next ses¬ sion of the legislature that will declare the high school unconstitutional, and throw every branch of study out of the common schools except the common branches of education.” — (Michigan Teacher, March, 1874, p. 113.J 206 REPORT OF THE COMMISSIONER OF EDUCATION. DISTRICT SCHOOL LIBRARIES. Of these useful adjuncts to the education of the people, 1,099 were existent in 1873, containing 115,331 volumes, 10,434 of which had been added during the year. And this number is additional to 207 township libraries, comprising 49,291 volumes, 4,731 of which had been added since the preceding report. We have thus 164,622 books, selected especially for the use of the school population of the State, now in the hands of this population for its educational advancement. The total expenditure for these libraries during the year was $18,835.52; but the condition of the library fund (now derived from lines) is not encouraging, and the superintendent suggests a return to the old system of taxation in the districts for the increase of the means of buying books. Whether the statistics above given include those of the public library in Detroit, under the care of the city board of education, is not stated. If not, about 23,000 volumes more must be added to the 164,622 said to be within the people’s hands under school management. — (State report for 1873, p. 70.) COMPULSORY SCHOOL LAW. The act of 1871, requiring parents and guardians to send children of from 8 to 14 years of age to school for at least twelve weeks in each school-year, having been for two years on the statute-book, the State superintendent wished in 1873 to find how far it had increased the attendance in the schools. He accordingly included in his questions to the county superintendents one relating to this matter. The answers go to show -that the la w hgs been somewhat in advance of the current public sentiment, and is to a large extent without effect. Thus in thirty-one counties it is reported to be practically null, there having been apparently no effort to enforce it. In nine coun¬ ties it is thought to have somewhat increased the school attendance from fear that it might be enforced. In three it is believed to have had a decided effect in augment¬ ing the number brought under instruction. In one it is said that there is no need of the law, the great mass of the inhabitants being well aware of the advantages of edu¬ cation. In a few counties no notice is taken of this question, and the silence here, with the general drift of the replies, sufficiently displays either indifference upon the sub¬ ject or unwillingness to incur the odium attendant on enforcement of the statute. The law, thus unenforced, appears to remain upon the page more as an expression of the judgment of the legislators than as a real corrective of a great evil in the people. EDUCATION IN THE CONSTITUTION. The following are some of the educational provisions of the new constitution : Section 1. The superintendent of public instruction shall have the general super¬ vision of public instruction, and his duties shall be prescribed by law:* and he shall be a member, ex officio, of the boards of all State educational institutions, including the reform school.! Sec. 2. The regents of the university and their successors in office shall continue to constitute a body-corporate, by the name and title of The Board of Regents of the University of Michigan. Said board shall consist of the two ex-officio members pro¬ vided for in this article and eight elective members. The terms of office of the elect¬ ive members shall be eight years, and two of such members shall be elected every sec¬ ond year, at the time of the annual township election, so as to succeed the regents now in office as their several terms expire. Said board of regents shall, as often as neces¬ sary, elect a president of the university, who shall be its chief executive officer, and, ex officio, a member and president of said board, with the privilege of speaking, but not of voting. The board of regents shall have the general supervision of the university and the direction and control of all expenditures from the university interest fund. Sec. 3. The State normal school shall continue under the supervision of the State board of education, which shall consist of the superintendent of public instruction, ex officio, and three elective members. The terms of office of said elective members shall be six years, and one of said members shall be elected every second year, at the time of the election of governor, and shall enter upon the duties of his office on the first day of January succeeding his election. Said board shall perform such other duties as shall be prescribed by law. * The last clause of section 1 is new. Section 2 embraces the subject-matter of sections 6, 7, and 8 of the corresponding article of the present constitution. The only controverted point was that relating to the power of the regents in the management of the university and its funds. In this the amended section follows the language of the last sentence of section 8, above referred to. Sections 4 and i> are new. The insertion of the word “ general,” before “ taxes,” section 7, is regarded as noteworthy. Sec¬ tion 10 corresponds to present section 12, and, as it is considerably changed, the last-named section is given entire, for convenience of comparison, as follows : ‘‘Sec. 12. The legislature shall also provide for the establishment of at least one library in each township ; and all lines assessed and collected in the several counties for any breach of the penal laws shall be exclusively applied to the support of such libraries.” f The salary of the superintendent is changed by the new constitution from $1,000 to $2,000 a year. MICHIGAN. 207 Sec. 4. The hoards of control of the reform school, the State public school, and of the agricultural college shall be appointed by the governor, by and with the consent of the senate, and their duties shall be prescribed by law. Sec. 5. Any vacancy that shall occur in any of the boards mentioned in this artic^o shall be filled by appointment by the governor. Sec. 6. The legislature shall provide a system of primary schools, by which a school shall be maintained in each school district in the State, free of charge for tuition, at least three months in the year. The instruction shall in all coses be conducted in the English language. Sec. 7. A school shall be maintained in each school district at least three mouths in each year. ADy school district neglecting to maintain such school shall be deprived for the ensuing year of its proportion of the income of the primary school fund and of all funds arising from general taxes for the support of schools. Sec. 8. The proceeds of all lands that have been or hereafter may bo granted by the United States to the State for educational purposes, and the proceeds of all lands or other property given by individuals or appropriated by the State for like purposes, shall be and remain a perpetual fund, the interest and income of which, together with the rents of all such lands as may remain unsold, shall be inviolably appropriated and annually applied to the specific objects of the original gift, grant, or appropriation. Sec. 9. All lauds which have heretofore escheated, or which shall hereafter escheat, to the State, shall inure to the benefit of the primary school fimd, and be held and dis¬ posed of as primary school lands. Sec. 10. All moneys belonging to the public, derived from fines, penalties, forfeit¬ ures, or recognizances, imposed or taken in the several counties, cities, or townships, for any breach of the penal lavrs of this State, shall be paid into the county treasury, and apportioned in the same manner as is the income of the primary school fund, and paid over to the several cities and townships of the county in which such money accrued, for the support of a library in each township or city, or for the support of primary schools, as the township hoard of any township, or hoard of education or school-hoard of any city, may determine. But fines, penalties, forfeitures, aud recog¬ nizances accruing from the violation of village or city ordinances shall be paid into the treasury of the village or city where the same are collected, and he applied as the hoard of education or school board of such village or city may determine. Sec. 11. Institutions for the benefit of those inhabitants who are deaf, dumb, blind, or insane shall always be fostered and supported. CITY SCHOOL SYSTEMS. DETROIT, With a hoard of education and city superintendent, reports for 1874 an estimated population of 102,000; children of school age, 33,772; enrollment in public schools, 12,983; in private and parochial schools, 4,000 ; an average daily attendance of 8,611 in the public schools ; 200 school-days in the year and 195 in which the schools were actually taught ; school property amounting to $664,635 ; 106 primary school rooms, 41 grammar school rooms, 10 high school rooms, and 10,694 sittings for study. The number of teachers in 1874 wras 205, of whom only 7 were males ; the wages of teachers, from $300 up to $2,000 x>er annum ; salary of sui>erintendent, $3,000. Special teachers are employed only for music and penmanship*. The receipts for school purposes were, for the year, $262,609 ; the expenditures, $210,609. — (Special report of Superintendent Duane Doty.) iLNX ARBOR, The seat of the State University, has a board of education of 9 members, with a city superintendent. Its schools are primary, grammar, and high. Population of the city, 7,200 ; children of school age, 2,258 ; enrolled in public schools, 1,770 : in private schools, 350, besides 225 non-resident pmpils. Teachers in public schools, 35, of whom 5 were men and 30 women ; average salary of male teachers, $1,120; of female, $400. Penman¬ ship, drawing, and music are each under the direction of a special teacher. Drawing has been a subject of particular attention, for the present only in the form of free-hand outline drawing, hut to be followed by perspective and shading as the classes ad¬ vance. The high school here is the pride of the place, being the chief x>reparatory school for the university. It has five courses : a classical, a Latin, a scientific, an English, and a commercial course ; the first fonr, of four years each, arranged with reference to the preparation required for the corresponding courses of the university; the other, to prepare for business pursuits. The attendance for the session of 1873-'74 was 350 ; the receipts from tuition-fees of non-residents. $3,890, being $558 in excess of any pre¬ vious year. — (Keport of Superintendent W. S. Perry.) 208 REPORT OF THE COMMISSIONER OF EDUCATION. LANSING, The State capital, with a school census of 1,823, reports an enrollment in its schools of 1,584 pupils ; a per cent, of 88.2 on the census. Average daily attendance, 905; teachers, 27. Special attention has been given to -writing and drawing, with satisfactory results.— (Report of Superintendent Brokaw.) EAST SAGINAW. Population, 17,086; children of school age, 4,995; reports 3,- 086 enrolled in public schools ; in private, 300 ; average daily attendance in both, 2,234 ; days that schools were taught, 194-| ; school-buildings, public and private, 12 ; school-rooms, 45 ; sittings for study, 2,919 ; teachers, 49, of whom 2, for drawing and penmanship, were special ; wages of teachers, $400 to $1,100 ; of superintendent, $3,000 ; valuation of school prop¬ erty, $179,299 ; receipts for schools, $70,765.-r-(Special report of Superintendent H. S. Tarbell.) GRAND RAPIDS. With a population of 28,000, reports 7,^61 of school age, 4,819 enrolled in public schools, and 2,702 in average daily attendance, besides 589 in private schools. Valuation of school property, $333,000; number of public school buildings, 12; of private, 7 ; sittings for study in both, 4,850 ; number of public school teachers 69 ; of private, 15 ; wages of teachers, $400 to $2,500; of superintendent, $2,250; school receipts, $107,728.41; ex¬ penditures, $79,350.25. Music has been taught here with encouraging success. Drawing is attended to in all the grades above the primary, and even in some of these. Botany enters into the course of the grammar and intermediate schools, and is prosecuted with enthusiasm through both specimen teaching and text-books.— (Special report of Superintendent A. J. Daniels.) TRAINING OF TEACHERS. STATE NORMAL SCHOOL. The most, important fountain of supply for the teaching force of Michigan is the State Normal School at Ypsilanti, on the Michigan Central Railroad. This, at the close of 1873, had 329 normal impils under instruction, besides 166 in its school of observation and practice, making an entire enrollment of 495. — (State report for 1873, p. 11.) The aggregate enrollment given in the catalogue for the session of 1873-74 is 486 ; those in the common school course numbering 222 : those in the full English course 35, those in languages 99, in selected studies 8, in the practice department 122. The graduates in the summer of 1873 were 45; in that of 1874, only 21 — the two bringing up the list of graduates from the beginning to 486. The greater part of these, having entered on the work for -which they were trained, have made a valuable addition to the corps of teachers in the public schools. But even this supply proves quite inadequate to a meeting of the continual demand. Nor is this met by even the large number who take only a partial course, and leave to enter upon teaching at the expiration of the first or second year. The growth of population, the consequent establishment of nu¬ merous new schools, the retirement or death of teachers, call annually for several hun¬ dred fresh instructors to keep the children in 5,500 school districts well at work. Other sources of supply have hence to be relied on. To some extent these are found in the colleges and high schools. In the report for Benzie County, Grand Traverse Col¬ lege, at Benzonia, is said to be doing excellent service in preparing teachers.7' — (State report, p. 110.) In that part for Calhoun County it is stated that classes for the special instruction of students looking to teaching are annually formed at Olivet and Hillsdale Colleges, (State report, pp. 115, 265,) to which Adrian may be also added ; and in several counties reference is made to the supply of teachers coming from the high schools. Of course many of these last need fuller instruction for the successful prosecution of their work ; but this is to a considerable exteut afforded in the State and county teachers7 institutes. The former, held at various localities throughout the State, under the direction of the State superintendent, but with assist¬ ance from experienced instructors, and the latter, held at some convenient center in the county by its superintendent, often with like assistance, are substantially normal schools in open session. They treat of such themes as the mode of organizing schools, of hearing recitations, of properly governing and managing the children, and of either drawing out, by questioning, the information they possess, or of letting speech drop as the dew in the instillation of it. They thus supplement the instruction gotten in the high schools and afford to inexperienced teachers an opportunity for improvement in the science of their profession.* * The number of State institutes noted for the year included in the State report was 7, "with an at¬ tendance of 703. In eighteen years there have been held 198, with an aggregate attendance of 20,734, at a cost to the State of $22,300 — a most economical expenditure for the securing of so. great a good as a ^ody of well-trained teachers. MICHIGAN. 209 UNIVERSITY' NORMAL DEPARTMENT. As one means further for giving to the schools a fair supply of properly-trained teachers, the State superintendent, in his report for 1873, suggested the establishment of a normal department in the university. This was favorably considered, and in the spring of 1874 the president announced the beginning of normal instruction in the in¬ stitution. On application to the professors in the various chairs of the department, students desirous of such instruction are to be furnished with topics and probably re¬ ferred to text-books in the particular studies to be attended to. These they must in¬ vestigate and be examined on ; and, if the examination prove them to be well up in the subjects which a teacher needs to understand, a certificate to that effect, signed by the professors and president, will be given. — (Michigan Teacher, April, 1874, p. 150.) This is substantially the opening of a new normal school, and it is hoped may prove a val¬ uable aid in the preparation of a well-trained corps of teachers. It has the disadvan¬ tage of being only a few miles from the existing school; but that may be counterbal¬ anced by its drawing from the trained students in the university instead of from the raw., material throughout the State. A CENTRAL NORMAL SCHOOL. A central normal school at Leoni, Jackson County, not referred to in the State re¬ port, is spoken of in the Michigan Teacher for September, 1874, as opening its session September 1, and appearing to be “ already on a good and probably permanent founda¬ tion,” in occupation of “the college buildings” at the place. EDUCATIONAL JOURNAL. A newspaper for teachers is among the most useful of the agencies for 'training them to proper methods of instruction, as well as for furnishing the educational information of the current time. The Michigan Teacher, published at Niles, under the editorship of H. A. Ford, has occupied this position for the teachers of the State, discussing tem¬ perately the educational questions of the day and giving in its monthly issues several columns of educational intelligence. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Out of 311 graded or union schools reported to the superintendent by township in¬ spectors, 144 are presented as replying to a circular issued by him, inquiring as to their organization, corps of teachers, departments of study, condition of school-building, &c. Of these 144 there are 84 that report high school departments, with an aggre¬ gate of 5,642 pupils and 303 graduates at the close of the school-year lS72-,73. What proportion of the graduates had completed an English, a scientific, or a classical course is not indicated, (State report, pp. 24-33,) nor are the studies included in these courses shown. In some special reports quoted by Mr. Briggs from published circulars of the princi¬ pal high schools a little fuller information as to the studies in these schools is given. At Grand Rapids, for instance, “ the courses of study for the high schools have been so changed as to occupy three years in completion.” At Marshall “ the courses of study in the high schools are three, viz, the English, Latin, and classical.” These courses are arranged to accommodate students who intend to pursue simply a high school course of study or to prepare for an advanced collegiate course. At Owosso, “for the high school a liberal course of study is provided, embracing the classics, higher mathematics, modern languages, and the sciences.” At Pontiac “ the high school courses are now the classical, Latin-scientific, and scientific, the completion of any one of which fits for a correspondent course in the State University.” — (State Report, pp. 330, 334, 345, 349.) Of the graduations in the high schools for 1874, some accounts are furnished in The ^Michigan "Teacher for July and August, e. g. : “At Ann Arbor, June 19, the graduating class, composed of 66 members, was the largest and one of the best in point of scholar¬ ship which the school has ever graduated. Thirty-five of them, including 8 young ladies, enter the university.”* “At Kalamazoo, June 26, were 10 graduates, all ladies. At Niles, the same evening, were 4 graduates. At St. Joseph, June 17, the first graduating class numbered 5.” “At Flint, 6 graduated, after examination by two university professors, and. wall be admitted to the university without farther examina¬ tion.” “ Commencement of Detroit High School, June 26, with 53 graduates, the largest class graduated there. It included 4 colored persons, the first from this school, one of whom will enter the university.” “At Lansing, 5 graduates ; Jackson, 13 ; Grand Rap¬ ids, 12; Ionia, 3; Three Rivers, 8; Sturgis, 4; Yassar, 5; Pontiac, 12; Grass Lake, 10.” * A correspondent of The Detroit Post says of this Ann Arbor school : “ The standard of scholarship has been raised each year to meet the requirements of preparation for the. university, and yet the vork accomplished by successive classes has been better and more thorough.1.1- 14- E 210 EEPOET OF THE COMMISSIONEE OF EDUCATION. CONNECTION OF HIGH SCHOOLS WITH THE UNIVERSITY. The arrangement by which high schools that desire a recognition from the univer¬ sity should be visited and examined by a committee of the faculty, and, if approved, have their graduates admitted to the university without further examination, continues still in operation, and seems to meet with general approval. In a communication to The Nation, of October 22, 1874, Prof. Adams speaks of it as “in successful operation.” Discussing it at some length, he says : “ The method of procedure has been substantially as follows : Whenever an invita¬ tion of any school board reaches the faculty, a committee of two or three persons is appointed to visit the school from which the invitation has come. Usually one day is devoted to the examination, which is as much an examination of teachers and methods of teaching as of pupils desiring to enter the university. The lower classes, as well as the higher, are examined, and the impressions of the committee are freely communi¬ cated to the teachers and the school board. On the report of the committee to the faculty, the school is accepted or rejected, as the nature of the report seems to demand. In case it is necessary to reject a school, care is always taken to point out, in the final report of the faculty to the school board, the grounds of such necessity and to suggest such changes as may, for any reason, appear to be desirable. That the plan is energet¬ ically carried out may be inferred from the fact that no year has passed without the rejection of one or more schools, and that, in one instance, such rejection was the lot of one of the largest schools in the State. “ The influence of this system of examination is to be considered from two points of view, in reference to its effect upon the university and in reference to its effect upon the schools. “ In regard to the former there has been, and perhaps there still is, some difference of opinion. It is not altogether certain that the grade of scholarship of those admit¬ ted on diploma, taken as a whole, is quite equal to what it would he if the same ap¬ plicants had been collectively subjected to the sifting process of a rigid examination at the time of admission. It should be remarked, however, that even if it occasionally does happen that one who, under the old system, would have been rejected or condi¬ tioned now finds his way into the freshman class, the disadvantage arising from such a fact is more than counterbalanced by the general uniformity of scholarship that is found to have been secured. Moreover, when the student is once within the university, his diploma affords him no protection. He is liable to fall out, (as indeed several have done,) as the result of the term-examinations. Another advantage has been found to accrue from the fact that the grade of scholarship attained by the best high schools in Michigan affords a convenient standard to be used in the examination of applicants from other schools. That this standard is as high as the general condition of the schools will warrant may be fairly inferred from the fact that, in the present year, of the whole number of applicants for admission to the freshman class on examination, about 33 per cent, were rejected outright, and that a considerable majority of the others were admitted under more or less heavy conditions. “ But it is upon the preparatory schools that the good results of the system are most noticeable. The elevating effect of such an organic connection with the university is now, I believe, universally acknowledged. It is difficult to see how this influence can fail in the future to be very considerable. It is already felt by both teachers and pupils. I am not aware that faith in the success of the method has, in a single in¬ stance, been abandoned. On the contrary, it has several times occurred that promi¬ nent teachers have declared themselves thoroughly converted to the scheme, after having looked upon it at first with suspicion or even with positive and outspoken disfavor.” Coincident with this testimony is that of another professor, quoted by Prof. S. E. Winchell in the Wisconsin Journal of Education for August, 1874. He says that, in all, 115 students have been received into the freshman class upon this basis, and that, while “ a careful watch has been kept upon the record of such students, as yet no dis¬ crimination can be made against them, as compared with those admitted upon exam¬ ination.” “ Such,” addshe, “ being the result while we are organizing the system and the schools and getting into working condition under it, I think we have every reason to expect that within a comparatively short time it will be found that, in uniformity, in thoroughness, and in extent of preparation, this class of students [coming from the high schools] will excel.” JUDICIAL CONFIRMATION OF THE STATUS OF HIGH SCHOOLS. In a test case brought by certain citizens of Kalamazoo before the circuit court in 1874, the right of a school board to establish and maintain a high school as part of the | public school system of the State was brought in question. It was argued by the complainants against this right that the law evidently contemplated only primary in¬ struction in the elements of English studies in the free schools ; that the introduction of a high school, with a curriculum embracing languages and higher mathematics, was MICHIGAN. 211 going beyond the law*; and that, consequently, the imposition of taxes for the sup¬ port of such a school w*as a thing which might l»e legally resisted by the people. The court, however, ruled that the provision of the law* for establishing primary schools did not forbid the establishment of other schools ; that the enumeration of the studies in which a teacher was to be examined "was only the statement of a minimum qualification, not a discouragement from going on to more beyond; that the legal direction, “ all instruction shall be in the English language,’’ must be held to refer to the medium for communicating knowledge, not to the language which must form the subject of such communication; that hence the teaching of Greek, Latin, German, French, Ac.," was not excluded; that, as the school in question came thus fairly within the provided system of public schools, it might, like others, be sustained by a reasonable district taxation. This settles, for Michigan at least, the legality of public high schools, free to all resi¬ dents of the districts where they exist, when these residents are of the prescribed school age. And as the authority of judicial rulings goes substantially for law till reversed by higher courts— of which last there is no prospect in this case — it may be supposed that the status of the high school is settled for the States at large. BUSINESS COLLEGES. Of these useful institutions, 13 report for 1874 a total of 32 instructors and 1,506 students, of whom 196 are females. Their courses are from 4 months to 2 years. Three possess libraries of 150 to 500 volumes. One of them, the Mayhew Business College, Detroit, conducted by Hon. Ira Mayhew, formerly State superintendent of public instruction, deserves especial mention, from the fact that a State school commission concludes a report of a visit to it with the words : “ We cannot speak in too high terms of commendation of this institution. Young men desiring a business education will find the advantages here offered the most perfect possible." SUPERIOR INSTRUCTION. UNIVERSITY OF MICHIGAN, ANN ARBOR. New building, (State report, p. 203.)— The university has had during the past year the great comfort and advantage of the use of the new university ha II, completed and dedicated in the autumn of 1873, and containing ample recitation-rooms, lecture-rooms, a new chapel 54 hy 80 feet, in which 550 persons can he comfortably seated, and a grand auditorium 80 by 128 feet, meant for commencements and other general exer¬ cises, and capable of seating 3,400 people. Changes in faculty , (Michigan Teacher, 1874, pp. 188, 2.28,307, and 383.)— In the law- school Prof. Walker, 1874, received leave of absence for a year to enable him to com¬ plete a History of the Northwest, Hon. William P. Wells, of Detroit, lecturing dur¬ ing his period of retirement. In the medical department Dr. Edward M. Don ester suc¬ ceeded Dr. Sager, professor of obstetrics, resigned. In the college Rev. Moses Coit Tyler resumed his former place of professor of English language and literature ; Mr. C. N. Jones, of Oberlin, became instructor in mathematics, vice J. L. Kilpatrick, re¬ signed, and Mr. Corwin assistant in the museum. Prof. W'atson went to Pekin, China, on the Government staff for observing the transit of Venus, having first signalized himself by the discovery of two new* asteroids at the university observatory, additional to fifteen previously discovered there. One of his first reports from Pekin was that he had discovered still another. Changes in requirements for admission, (University Calendar for 1873-74.) — Besides the additional studies noted in the Bureau Report for 1873, and meant to secure a better knowledge of English, a greater readiness in Latin translation, and a fuller acquaint¬ ance with Greek history, the candidates for the Latin and scientific course are called to prepare themselves upon Fasquelle’s or Otto’s French Grammar, seventy-five pages of B ocher’s or Otto’s French Reader, or their equivalent, and Hennequin’s New Trea¬ tise on the French Verbs. Candidates for the classical course are recommended also to take a year of French before entering. Change of Latin pronunciation, (University Calendar for 1873-J74.) — The Roman pro¬ nunciation of, Latin has been adopted, based upon the investigations of Corssen and other eminent philologists, and now employed in its essential features, in the univer¬ sities and leading schools of England, and in Harvard, Cornell, and other institutions in this country. Modification of undergraduate course, (Report of president to regents, October 9, 1874.)— The most important change made in the undergraduate course for 1874 was the opening of almost all the studies of the senior year to election. Both students and instructors have found advantage in this change, the former entering with greater zest into studies which they themselves had chosen and the latter being able to introduce better methods of instruction into classes formed by natural selection. Lectures to those intending to engage in teaching are among the improvements made. 212 EEPOET OF THE COMMISSIONEE OF EDUCATION. With the three lower classes the old rule still holds. Students, on entering, may choose out of several courses which they will pursue ; but, having chosen, are held to the course selected till the senior- year, when the liberty of further selection above noticed may be exercised. Upholding of standard, (Eeport of president to regents, October 9, 1874, and Michigan Teacher for March, 1874, p. 111.) — Those who cannot carry out the work of the first three years respectably are first “ conditioned,” and after a reasonable time, if not up to the proper mark, are dropped out of their class, a high standard of scholarship being held of greater consequence than a large number of students? Thus, as the result of the examinations at the close of the first half year of 1873-74, no less than 6 seniors, 52 juniors, 20 sophomores, and 70 freshmen were conditioned, and 21 not passed. Maintenance of discipline. — In consequence of indulging in that shameful relic of ancient barbarism, hazing, six students of the lower classes were suspended in the spring of 1874. A number of their classmates, after a procession in glorification of the suspended ones, sent the faculty written confessions of their complicity in this hazing, probably supposing that the professors would be thus intimidated. They, however, stood firm in their maintenance of discipline and, after a reasonable opportunity had been afforded for a withdrawal of the signatures or other evidence of regret for the .offense, suspended 39 sophomores and 42 freshmen for the transgression, which had been acknowledged, and “ for conduct which was practically an interference with the. government of the university.” This action of the faculty has been sustained, not only by the press of Michigan, but by the leading journals of the United States, (Idichigan Teacher, June, 1874, p. 227.) One influential paper (the New York Tribune) said, not unduly : “ It is sentimental nonsense, gathered from English novels, to say that it makes a boy manly to be kicked and cuffed by his elders. If a man kept only the com¬ pany of ladies and gentlemen from his cradle to his grave, he would be all the better for it. This is, unfortunately, impossible ; but it is the duty of teachers to see that while a youth remains at school he shall witness as little of the brutalities of life as is con¬ sistent with the conditions of human existence. It is not alone in the interest of the victims of hazing that it should be put down with a strong hand. It is the best thing that can be done for the rough hobbledehoys themselves, who consider it a pleasure and privilege to bully the youngsters, to show them that if they act like ruffians and blackguards they will be punished for it.” Happily, in this case, most of the suspended ones, on sober second thought, repented, apologized, and found re-admission to their classes at the opening of the next term. General good order. — Notwithstanding this instance of outbreak and a momentary threatening of another, from the interference of policemen with a set of rompers at their sports, the general behavior of the students is said to have been remarkably good dur¬ ing the year. The steward of the university reported that less than $3 had to be ex¬ pended during the session of 1873- 74 for damages done through malice or carelessness by all the 1,112 students connected with the institution — a fact which some are inclined to attribute to the mollifying influence of the presence of females in the classes. The lady students. — The president, in his report to the regents, October 8, 1874, takes occasion to repeat in substance what he had said the year before, that, as respected the physiological argument against women’s success in college study, he doubted whether an equal number of young women in any other pursuit in life had been in better health during the year than those that had for that time been in the university. The number of these for the year then opening (1874-75) was 95, of whom 5 were in the law department, 38 in the medical, and 51 in the literary. One is a Eussian lady who has already studied at St. Petersburg and Paris, and comes to the United States to com¬ plete her medical education. Of the graduates in 1874, 8 were ladies, and 3 of these had such rank as to be appointed speakers at the commencement exercises. Degrees conferred in 1874. — The range of studies is shown to some extent by the de¬ grees bestowed. These were : pharmaceutical chemist, 20 ; civil engineer, 14 ; bachelor of science, 13 ; bachelor of philosophy, 12 ; bachelor of arts, 35 ; bachelor of law, 126 ; doctor of medicine, 71 ; master of science, in course, 2 ; master of arts, in course, 18, on examination, 2 ; master of arts and doctor of laws, honorary, 1 each. Total of reg¬ ular degrees, 313 ; of honorary, 2. Hereafter the degrees of M. A., M. Ph., and M. Sc. are to be conferred on bachelors in these lines who shall, on examination, show special proficiency in literary or scientific studies and who shall present a satisfactory thesis to the faculty. Ph. D. can only be had by residence and satisfactory work at the uni¬ versity for at least two years. Admissions for 1874-’75. — At the opening of the literary department in September, 118 were admitted to the freshman class out of 143 applicants. Sixty of those received entered on high school diplomas, of whom 33 were from the Ann Arbor school. As above noted, most of the suspended freshmen and sophomores of the last term re¬ entered their classes on satisfactory acknowledgments of their offense ; and at the opening of the law and medical departments, October 1, the former counted 300 stud¬ ents ; the latter, 346. What proportion of these enter for the first time is not indicated. Improvements— An Edition . has been made to the laboratory, 93 by 30jfeet, giving MICHIGAN. 213 accommodations for 100 more students, all winch places have been filled. The museum has been increased by 8,503 specimens : the gallery of fine arts, by 2 fine casts and 90 medals ; the college library, by an addition of 092 volumes, and $1,900 has been ex¬ pended to purchase books for the law library. ADRIAN COLLEGE, ADRIAN.* Methodist ; is at the county-seat of Lenawee County, on the Michigan Southern Railroad; receives ladies as well as gentlemen ; has, besides its president, a lady prin¬ cipal ; and in its preparatory and collegiate departments, its elective class and its schools of music, drawing and painting, counted 96 ladies against 83 gentlemen students in 1873. It graduated in 1874 five bachelors of science and one bachelor of arts, and made one honorary doctor of divinity ; has two courses of instruction, classical and scientific, a school of theology, and a normal class. ALBION COLLEGE, ALBION. Methodist Episcopal ; on the Michigan Central Railroad ; claims a pleasant and healthful position, with grounds beautiful by nature and under processes of improve¬ ment which are meant to make them “ among the most attractive college surroundings in the West.” Ladies find admission here also, and get board, with furnished rooms,, fuel, lights, and washing, at the low rate of $4.50 to §5 per week. Five ladies were among the graduates of 1873, and to them, as to others, there lie open four courses iu the collegiate department, a classical, a scientific, a Greek and scientific, and a Latin and scientific, the first leading to the degree of bachelor of arts, the second to that of bachelor of science, and either of the others to that of bachelor of i>hilosophy. This college has an art school, in which instruction is given in outline-drawing, linear and aerial perspective, oil painting, and modeling ; and also a music school, in which are taught harmony, vocal music, and music on the piano and organ. According to The Michigan Teacher of May and July, its classes for 1873-*74 exceeded by 20 per cent, those of 1872-’73, rising from 373 to 42i during the year, while a wave of strong relig¬ ious influence brought into connection with the church a large proportion of the students. HILLSDALE COLLEGE, HILLSDALE. Free-Will Baptist ; at the junction of the Michigan Southern and Detroit, Hillsdale and Indiana Railroads ; is near the center of the southern portion of the State ; receives ladies as well as gentlemen, and has a preparatory, a collegiate, a theological, a com¬ mercial, a musical, and an art department. These contained, in 1873-74, a total of 638 students, of whom 225 were ladies. It graduated, in the summer of 1874, a class of 24 : academical, 1 ; classical, 10 ; scientific, 13. Of the 24 graduates, 9 were ladies. This college had the apparent misfortune to lose by fire, March 5, 1874, its central building and west hall ; but, by the energetic efforts of its officers and friends, the loss sustained has been more than repaired by the erection of new and superior build¬ ings at a cost of $100,000. HOPE COLLEGE, HOLLAND CITY. Reformed ; is in the western portion of the State ; has preparatory, collegiate, and theological departments, and has been mainly engaged in preparing students for the sacred ministry. In 1873 it graduated 5 students from the preparatory department, 6 from the collegiate, and 4 from the theological. In the preparatory, lady students are enumerated, but do not appear beyond it. KALAMAZOO COLLEGE, KALAMAZOO. Baptist; on the Michigan Central Railroad; presents a classical, a Latin-scientific, and a scientific course, each extending through four years. The first includes the Latin and Greek languages and all the studies usually pursued in colleges. The second includes every study in the classical course except Greek. The third omits both Latin and Greek. Number of students in 1873,249: males, 141; females, 108. In college classes, 34. Whole number at the close of 1873-’74, 158. Graduates at that time, 6 : 2 B. A. ; 2 B. S. ; 2 Ph. B., with 6 A. M., 1 M. P., and 1 honorary D. D. A musical and art department appear. OLIVET COLLEGE, OLIVET. Congregational and Presbyterian; is in Eaton County, not far from the State capital ; its special location, a pleasant and healthy village, which, in its quietness and seclusion, affords exemption from many of the temptations which beset insti¬ tutions of - learning in large towns. Like the others, it is open to both sexes. In the collegiate department there exist a classical, a scientific, and a ladies’ course, outside of which a few ladies pursue selected studies. Music, both vocal and instrumental, is attended to. Moral and religious culture is made one of the promi- * All that relates to these colleges is from college calendars, direct reports to Bureau, State report, and The Michigan Teacher. 214 REPORT OF THE COMMISSIONER OF EDUCATION. nent aims, and the acting president, reporting to the State superintendent in 1873, said that in the youth here gathered there had occurred no case of disobedience requiring severe discipline. In the summer of 1874 the number of students, collegiate and pre¬ paratory, was in the neighborhood of 300. At the commencement, live received the degree of bachelor of science, four the diploma of graduation in the ladies’ course, three became masters of arts in course, one was made honorary M. A and one honorary D. D. The friends of the college raised for it in 1874 upwards of $100,000 for a permanent endowment. Two other colleges have had their foundations laid — Grand Traverse, at Benzonia, near the center of Benzie County, and the college of the Seventh-Day Baptists, at Bat¬ tle Creek, Calhoun County — but their arrangements are yet too inchoate for full report. COLLEGES FOR WOMEN. Two of these, the Michigan Female Seminary, at Kalamazoo, and the Young Ladies’ Collegiate Institute, at Monroe, the latter authorized to confer degrees, report for 1874 : Instructors, 18 ; preparatory students, 29; regular collegiate, 126; partial, 19; post¬ graduate, 17. Music — vocal and instrumental — drawing, painting, French, and German are taught in both. Each has a library of about five hundred volumes ; each a gym¬ nasium ; the former a chemical laboratory and philosophical apparatus, the latter a museum of natural history. Statistics of a university and colleges, 1874. Names of university and oolleges. Corps of instruction. 05 OQ ft o CO a © © Number of students. Property, income, &c. ft 5 ro © 3 3 a £ © ft CJ © £ © % © o *5 ® ZD ft a o 5l ® §0 O © o i -g 1 © Income from productive funds. © -ft .33 Efl © IS I'*" 1 P3 & d © o -ft cS DO -r oS r i| If 03 ci 1 .£<£ ii o c x grs tt El Adrian Cnlletm _ _ 1? i 55 G8 §137, 000 $80, 000 §6, 029 0587 aS50 Albion College * . 113 34 83, 385 185\ 035 8 22L §6 1, 500 Rattle Creek College . . . ... . H Grand Traverse College' Hillsdale College . 18 6 1 21-2 | 138 *120, 000 *100, OCO *10, 000 . i 0 4,000 Hope College . 9 0 72 21 30, 000 GO, 000 4, noo 6 60 0 1,300 Kalamazoo College.... 10 1 1 144 25 100, 000 81, 000 7,500 1 1, 984 0 18,000 <23, 475 Olivet College . 19 4 200 ! &57 92, 200 121, 187 8,500 2 271 0 ! 9, 000 o5, 300 U niversity of Michigan 31 0 1 0 476 38, 014 i 1 20, 210 | 1 28,550 . 22,500 * From report of Commissioner of Education for 1873. a Includes society libraries. ?> Also 67 in “ladies’ course.” SCIENTIFIC AND PROFESSIONAL INSTRUCTION. STATE AGRICULTURAL COLLEGE, LANSING. This important institution, supported partly from the proceeds of the congressional land grant and partly by appropriations from the State, has improved its grounds by grading, sewerage, and laying out of drives, its buildings by changes and repairs in the college-hall, by the completion of a green-house, and the erection of a president’s and two professor’s houses, and its farm-facilities by a windmill for supplying water to the barns and stock and by additional farming implements. Besides, it reports that the library, museum, and indoor-apparatus have received important additions. Tuition in it has been made entirely free, not only to students from the State, but also from other States. The exhibition by this college of native and foreign grasses, to the number of 112 species, is said to have been one of the most interesting features of the State fair of 1874 ; and Prof. Miles reports that, “ with the improved condition of the farm, the educational features of the labor system have been more fully developed, while the students take a deeper interest in the system of management as they witness the results of their labor in the crops produced. The experience of the past year in this depart¬ ment, both in field and class-room, has furnished good evidence of the advantage of combining labor and study in a system of industrial education.” MICHIGAN. 215 Three hours each day are given to labor, under the direction of the professors, and four hours to the exercises of the class-room. The course of study discards the ancient languages, but includes French, English literature, rhetoric, logic, mathematics, moral philosophy, political economy, the natural sciences, civil engineering, agriculture, hor¬ ticulture, and landscape-gardening. — (From the State report, returns for 1874, and Michigan Teacher.) Statistics of schools for scientific and professional instruction. ro 5C Property, income, Azc. © Schools for professional instruction. Corps of instrnctio £ 1 1 K © o 1 1 P © c n © © r© s £ Humber of yeai course. Value of grounds, buildings, and ap¬ paratus. 2 . £ Cfc-t © © © g 3 £ Preparatory. Collogiato. VO is 2 ^ t£T3 w S £? >- Amount of productive funds. Incomo from productive funds. u © ■g g ll 9*3 c; +* SB ft p ’344 © © S +3 2 ai ’P c3 eg gq ft £ « CD ’8 cj o 9 ■ o « h’o w-a o o tr. X <1 ,T pfffvrsnn Clnllecrp, _ 1 i . Madison College _ ...... _ 3 ! o a!5 I 812,000 80 80 82. 500 80 §0 ! 650 Mississippi College . 9 0 32 108 1 75,000 50, 000 3.500 3, 500 0 0 63, COO "Pqss Christian Cnllece,* 14 ! 0 20 GO i 120,000 10, 000 1,000 0 3, 000 Shaw University. _ _ _ 4 196 9 . 1 ! 300 Touo-aloo University * 13 j ' o 148 i 30, 725 2, 725 : 220 i 2,000 University of Mississippi . . . . 10 33 94 j 300,000 1 50, 000 . 68, 000 1 ' ' * From Report of Commissioner of Education for 1873. a Unclassified. & Includes society libraries. MISSISSIPPI. 233 SCIENTIFIC AND PROFESSIONAL INSTRUCTION. THEOLOGY, A large and interest ing class in theology at Tongaioo University is in charge of the president, Rev. J. K. Nutting. The Greek Testament is the principal text-hook used.— (Report of the American Missionary Association, 1873.) LAW. The law department of the University of Mississippi, in June, 1872, dispensed with the necessity of two years’ attendance in the school and permitted the graduation of a student who attends one year, provided he shall pass a satisfactory examination. The degree or diploma thus obtained is made by statute a license to practice law in any court in Mississippi. — (Catalogue of University of Mississippi, 1S74.) AGRICULTURE. The agricultural department of the University of Mississippi was established in ac¬ cordance with an act of the State legislature assigning two-fifths of the congressional donation for that purpose to the university, and is now open for the reception of students. Instruction in the special agriculture and geology of the State will be based upon the extensive collection of soils, subsoils, maxis, and rocks from all portions of the State, which is one of the most important results of the State agricultural survey. The mechanical and military courses are not yet organized, but will be so soon as the requisite funds shall have been provided. — (Catalogue of University of Mississippi, 1874.) Since the appropriation by the legislature of the State, in ic71, of three-fifths of the proceeds of the sale of the agricultural college land-scrip to Alcorn University, an agri¬ cultural department has been embraced in the curriculum of that institution. The university farm of 275 acres is well adapted to the various purposes of an experimental farm. A fine orchard of 500 selected, trees has been set out. It is the intention to de¬ velop a high order of scientific as well as of practical agriculture.— (Catalogue of Alcorn University, 1872-*73.) Statistics of schools for scientific and professional instruction. Property, income, &C. ?-< Schools for professional instruction. j j g ri j ® i s j g 1 • £ J ~ : ||| | 1 jl |! o ! i i m | i £ of g i Scr J it © i 1 § ^32 j < | C s O m J| * Jo © ^ © u SCHOOLS OF SCEEXCE. j Alcorn University . College of At! culture and Mechanic Arts. ; c8 4 £12,905 £123, 150 £9, 852 &$50, 000 650 (University of Mississippi.) c Mississipni Polytechnic and Agricultural Col¬ lege. 4 _ 1 dl5 4 i 3,500 0 0 1,400 0 SCHOOL OF THEOLOGY. Bishop Green Associate Mission and Training School. \ 3 .... 10 I 3 | 5, GOO ■ 0 1 1 0 0 a Also 70 preparatory students. 6 From State appropriation. e Xo separate organization. d Also 49 preparatory students. SPECIAL INSTRUCTION. MISSISSIPPI INSTITUTE FOE THE BLIXD. Officers : a superintendent, who is also physician ; 1 teacher in the literary depart¬ ment : 1 music teacher ; 1 in the department of female work ; 1 teacher of handicraft ; and a matron. Pupils : white males, 14; white females, 17 j .colored male s, J5 ^total, J3G . 234 REPORT OF THE COMMISSIONER OF EDUCATION. The studies pursued are not indicated in the report except in the titles of the officers, but the superintendent says that the pupils hare made commendable advancement in every department, though there has been great deficiency of many needful appliances for instruction. Buildings and fences are said to be in poor condition and in much need of repair, while financial embarrassments have greatly cramped the operations of the school. Through the good management of the present board of trustees, these seem to be in a fair way to early removal. — (From report for the year 1874.) LIST OF SCHOOL OFFICIALS IN MISSISSIPPI. Hon. T. "W. Caedozo, State superintendent of public education, Jackson. STATE BOARD OP EDUCATION. Xamc. * Post-office. f- * Hon. James Hill, secretary of state . . . J ackson. Hon. G-eoroe E. Harris attornev-freii(?n>l Jackson. Jaekson. Hon. T. W. Cardozo, State superintendent of public education . . . MISSOURI. 235 MISSOURI. STATISTICAL SUMMARY.* STATE SCHOOL FUND. The permanent school fund on Jafluary 1, 1874, was as follows : I United States registered 5-20 bonds, (held by treasurer) . §1, G19, 500 00 United States coupon 5-20 bonds, (held by treasurer) . 52, ioo 00 Missouri 6-per-cent, certificates of indebtedness, (held by treasurer).. 900, 000 00 T wenty Missouri 6-per-cent, bonds, (held by auditor) . . . 20, 000 00 Current funds in treasury . 20, 598 74 Total . 2, 612, 198 74 PERMANENT COUNTY SCHOOL FUNDS. Amount of township fund . . . 1, 531, 815 83 Amount of county fund . 655, 456 30 Amount of swamp-land fund . . 135, 619 54 Total . 2, 322, 891 67 FINANCIAL STATEMENT. Receipts. From State fund, including 25 per cent. State revenue . 252, 461 00 From county fund . . . 181, 546 00 From township fund . 187,222 00 From taxation . 1,496,433 00 Total receipts reported . . . 2, 117, 662 00 State fund apportioned, not accounted for . 99, 415 00 Other moneys unaccounted for . , . 379,894 00 Total funds not accounted for . 479, 309 00 Expenditures. Teachers’ wages . 1, 125, 605 00 Building school-houses and purchase of grounds . 295, 026 00 Rent of rooms and repairs . . . . . 84,513 00 Fuel and contingencies . 67,387 00 Furniture and apparatus . . . 65, 822 00 Total . 1, 618, 353 00 Valuation of taxable property in the State . 567, 460, 936 00 ATTENDANCE. Number of white children between 5 and 21 years of age, (males, 343,540 ; females, 324,034) . 667, 574 Number of colored children between 5 and 21 years of age, (males, 20,591 ; females, 17,652) . 38, 243 Total scholastic population . 705, 817 Increase over 1872 . 32, 324 Number between the ages of 5 and 16 . 485, 249 Number enrolled in public schools, (males, 194,266 ; females, 177,174) . 371, 440 Decrease from 1872 . . . - . 18, 516 Average daily attendance . 210, 692 * Prom eighth annual report, by Hon. John Monteith. State superintendent of public schools, for 1S73. For statistics of 1874, see Table I at the end of this volume. 23 6 REPORT OF TEE. COMMISSIONER - OF- EDUCATION. Increase over 1872 . 1, 812 Number reported in private schools . . . 20, 525 Total enrollment in public and private schools . 391, 965 It is estimated that there are about 13,000 pupils in private schools that have not reported, ■which would make the total enrollment for the State 404,985. COST OF EDUCATION FOR 1873. Cost per scholar, based on enumeration . 03 00 Cost per scholar, based on attendance . ; . 5 70 TEACHERS AND TEACHERS’ PAY. Number of male teachers . . . . . 6, 281 Increase over 1872 . . . . . . 515 Number of female teachers . . 3, 395 Increase over 1872 . „ . 289 Whole number of teachers . . . . . . 9, 676 Increase over 1872 . 814 Average monthly pay of male teachers . 039 87 Decrease . . . 2 63 Average monthly pay of female teachers . 30 36 Decrease . ..... . . . 114 TEACHERS’ INSTITUTES. Number held...... . . . „ . 91 Number of days held . 226 Number of members . 3, 206 SCHOOL DISTRICTS AND SCHOOLS. Number of subdistricts . 7, 483 Increase over 1 872 . . . 284 Number of public schools, (primary, 7,461 ; high, 86 ; colored, 282) - .... 7, 829 Number of private schools . . 661 Total of public and private schools . . . 8, 490 Increase of white schools over 1872 . 553 Increase of colored schools over 1872 . . 55 Total increase in number of schools . . 608 Number of school-houses, (briblr, 424 ; frame, 4, 636 ; log, 2.164) . 7, 224 Increase over 1872 . . . 616 Number of school-houses built during the year . 548 VALUATION OF SCHOOL PROPERTY. Value of houses and grounds, not including St. Louis . . . 04, 188, 337 Value of furniture, not including St. Louis . 310, 304 Total value, not including St. Louis . . . 4, 498, 641 Value of St. Louis property . . . 2, 275, 865 Total valuation for the State . . . . . . 6, 774, 506 ELEMENTARY INSTRUCTION. PROGRESS. A comparison of the statistics for 1873 and 1874 shows some advance, and probably still more might be evinced if the needful data for a fuller comparison could be ob¬ tained. Thus in the total scholastic population there appears an increase of 2,537; in receipts for school purposes, an increase of 072,198.41 ; in permanent county school funds, an increase of 0714,548.83 ; while, in the matter of school districts existent, school-houses erected, and valuation of school property, as well as in the number of private and public schools, the number of teachers in the schools, and the rate of wages paid to teachers, the figures in the reports for the two years are identically the same. MISSOURI. 237 SCIIOOL-IIOUSES. Tlio number of school-houses reported built in 1873 is held to bo encouraging, con¬ sidering the depressed condition of nearly every industry. One county erected 21 ; the whole State, 548. The lesson of economy in building seems to have been, for the most part, well learned. At the same time comfort, convenience, and neatness have usually been observed. Good furniture is becoming more general, but winter ventilation,* in any effective and harmless mode, comes slowly. One of the most interesting marks of advancement in educational ideas is said to be the public school-building of the city of Cape Girardeau. The building contains ten rooms, and is an examplp of conven¬ ience and plain practical economy. TEACHERS. The whole number of teachers for the year 1873 was 9,676, an increase of 814 over the preceding year. The increase in the number of schools for the same period was 479, showing that the teachers multiply faster than the schools — a. fact that simply indicates the rapid spread of graded schools, and a corresponding improvement ill public instruction. Only 35 per cent, of the whole number of teachers in the State are females. The discrepancy in the wages of males and females cannot account for the excess of male teachers, for in this particular the State makes a better showing than most of those which have a preponderance of female teachers. Considerable prejudice against women teachers has been found to exist among the j>eople. Figures are quoted showing that in the States where the public school system is at its best the percentage of female teachers is greater. “ The only conclusion is, that for the majority of the schools women make the best teachers.” •Facts and figures are given with a view of calling the attention of school officers to a “ a neglected advantage.” The disposition on the part of teachers to make their vocation a life-work and the growing appreciation of professional pedagogy on the part of the community combine to supply the city and town schools with a constantly increasing proportion of profes¬ sional talent. — (Eighth annual report, pp. 41-45.) COUNTRY SCHOOLS AND TEACHERS. te The most difficult problem connected with school administration is that of the country district school.” “The disadvantages peculiar to it are, chiefly, a widely- scattered population ; low taxable valuation, on account of the large extent of unim¬ proved property, and consequently slender means of support; short school-term; poorly qualified teachers ; great variety of scholastic attainments ; poor classification and impossibility of grading ; frequent change of teachers, and a labyrinth of text¬ books. It is almost impossible to suggest a remedy for these evils that does not involve the expenditure of a greater amount of money than the present condition of the rural districts will warrant. The first alleviating measure must come from an increased State tax, more nearly equalizing the burden of school support throughout the State. This will enable many school-districts to maintain both winter and summer terms, which will be a slight approach to a gradation of classes.” “ The course of study for the country school must be better adapted to develop an interest in country life.” Little else beyond the three staple branches should be intro¬ duced. “ Writing should be a daily exercise, accompanied by the expression of original ideas; arithmetic should be carried to the last practical point;” but “grammar should not be studied by pupils under 14 years of age, and algebra and the higher mathe¬ matics, in an ungraded school with a single teacher, should be altogether dispensed with.” In place of these, nearly all the pupils should be formed into one class “for the study of rudiments of phy^jology, botany, natural philosophy, the natural history of animals relating to the farm, the science of entomology.” “A fair introduction to •the classified facts, commonly called sciences, which have been named, would require no more time or brain-wear than is involved in many a country school in memorizing the rules of syntax or gaining a very insignificant smattering of algebra.” The short term of country schools makes teaching as an exclusive pursuit imprac¬ ticable in country districts ; hence the difficulty in securing competent teachers. The superintendent is “ disposed to think that an object to be definitely aimed at is to con¬ stitute for the young men and women of the country a double life, a union of farming and teaching.” Some of the best teachers now in the State work at farming in the summer. It is believed that far better results will be attained with such teachers, with their thorough acquaintance with rural life, and consequent sympathy with their pupils, than with the ordinary “ professional country schoolmaster.” — (Eighth annual report, pp. 45-49. ) COLORED SCHOOLS. In 1871 the number of colored schools in the State was 212. In 1873- 74 the number reported was 282, a gain of 70 schools. It is believed that the returns do not fairly * For good methods of ventilation, see notes in Indiana and Rhode. Island. 238 REPORT OF THE COMMISSIONER OF EDUCATION. represent the number of these schools. Many of them have been established by the direct intervention of the State superintendent, and are omitted in the returns of county superintendents. There are still cases of tenacious obstinacy in refusing to provide for the education of colored children, but complaints of this nature grow less every year. Mr. Monteith says : u The wisdom of the present law, in providing sepa¬ rate schools for colored children, not only has the indorsement of the people, both white and black, but is shown to be the best arrangement under the circumstances. I am satisfied the law should prescribe nothing further on this subject. The question of mixed education is one that cannot be settled by force.” — (Eighth annual report, p. 36.) COMPULSORY ATTENDANCE. Public sentiment in the State has experienced a remarkable change in respect to en« forced attendance. This fact is indicated with emphasis by the complexion of educa¬ tional meetings in which an opinion has been expressed by vote. Several of these meetings took strong ground in favor of the proposition. A teachers’ institute, held at Lee’s Summit, adopted a resolution in favor of compulsory education for all children between the ages of 6 and 15 by a vote of 53 to 18. The citizens were then invited to vote, and stood 5 to 1 in favor of the resolution. “But it is very evident,” says the superintendent, “'that a general law requiring attendance is physically impracticable at the present time.” All the children of the State cannot be obliged to attend school, because there are not schools for them to attend. If the limit of school age were 16, instead of 21, there would still be 87,647 children for whom no school accommodations are provided. “A compulsory school law- must compel the provision of school accommodations as an indispensable antecedent to obligatory attendance, and the two arms of^obligation must work simultaneously.” The superintendent expresses the opinion, “ formed in view of all the facts, that, in large towns and cities having a police system in existence, idleness and truancy should be met with an immediate remand to the common school or to the reform school ; that an effective system of supervision is better adapted to the country than compulsion and will secure as ample results with less expense; but that universal education must at all hazards he secured .” A REFORM SCHOOL. Attention is called to the intimate relation of a reformatory school to a system of education; and the necessity of such an institution is insisted upon. “'The proper character and methods of discipline cannot be maintained in our public schools with¬ out the resort of final separation. Boys and girls with incorrigible wills must not be left to infect their innocent companions within the same school-house walls.” But, “ without a special school for moral delinquents, we find ourselves in a dilemma, im¬ posing the obligation at once to- educate and to separate from the ordinary means of education.” — (Eighth annual report, p. 67.) The account of the Connecticut State Reform School, given by Hon. B. G. Northrop in his report for 1872, is quoted as evidence of the desirableness and probable success of a reform school. SCHOOL OFFICERS’ MEETINGS. So far as molding and vitalizing public sentiment is concerned, the teachers’ institute can effect only partial results. The people must be reached, and particularly those who act for the people, the school officers. It is one thing to awaken the interest of teachers in better methods of instruction and more ' effective school machinery, and quite another thing to bring those who manage and pay the expenses of the schools to admit the value or necessity of these innovations. For grappling with popular prejudices upon these points, meetings of school officers are a most potent measure. Such a meeting in Jefferson County brought out fifty Jwo school officers and one hun¬ dred school officers attended a meeting in Mercer County. Vital questions concerning the schools were earnestly discussed, with most encouraging results. Ia view of the" success of these experiments, it is recommended that the law require but one teachers’ institute in each year for each county, and, in place of the second, a yearly convention of the school officers of the county. A NEW SCHOOL LAW.* Since the above report was received, the State legislature has passed a new school- lav/, of which the following are the most important features: Township boards are abolished, and each school district is made a body corporate, the district clerk reporting to the county officers. The term of office of the local directorship is changed from one to three years, and a very considerable amount of power formerly given to local boards has been remitted to the people of the school district. By the law of 1870 the local directors were required to levy a tax for a four months’ school, and were permitted to extend the Ninth annual report, pp. 5-9 and 18. MISSOURI. 239 term of school to six months. They were also empowered to levy a tax for the build¬ ing of a school-house. By the present law, the school term can be extended beyond the period of four months only by a majority vote of the people and the question of a tax or loan for school-building can be disposed of by the people alone. The county treasurer is to perform the duties formerly distributed among the several township clerks or treasurers throughout the county. A notable change is made in the county school otiice. In name the county superin¬ tendency is abolished, but the incumbents of the office are retained as county commis¬ sioners. Visitation of the schools, with its per-diem compensation, is dispensed with, and the duties left for the commissioner are the examination of teachers, for which a fee of $1.50 is collectible, and the making of an annual report to the State superin¬ tendent. The election of the county school commissioner is given to the people in the several school districts at their annual school meetings. The obligation resting upon county school officers to hold, and teachers to attend, institutes is repealed. The new law, like the old, is very stringent in its requirements of school directors to establish colored schools where, in any district, the number of children exceeds fifteen or where the whole enumeration in the township reaches that number. F urther than this, the law provides that the combination of children may be made across township lines, or in any manner in which the directors may expend the public fund for the object for which it is set apart. For the failure to provide suitable accommo¬ dations for the colored children, school directors may be subjected to a fine of from $50 to $500. The retiring State superintendent, Mr. Monteith, says of this law : “ While it must be admitted that the provisions of the new school law "are in many respects far behind the advanced point which the progressive friends of education have reached, it is counted as an admirable result, all things considered. The senate committee aimed,* not to construct the best conceivable law, but the best possible under the circum¬ stances. As the result, we have a school-law containing the following features : “1. It is so systematic in arrangement and division of subject as to admit of easy amendment. u 2. It is powerful enough in its main provisions to secure as good schools as those of New York, Michigan, Illinois, or Kansas. “ 3. It is more stringent in its penalties for neglect of school duty than the law in either of the States just named. “ 4. By placing the management of the schools in the hands of the people, it is only brought into close similarity to the laws of those States where schools are best and most popular. “ 5. Already the evidences appear showing that a longer average school term wall be secured under this than under previous laws and that the people will be more widely and more rapidly conciliated to the schools.” CITY SCHOOL SYSTEMS. ST. LOUIS* Attendance, (report for 1873-74, pp. 21-25, 31, 106.) — The number of children from 6 to 16 years of age is 98,207 ; the total enrollment m day schools, 34,273. Adding to this 5,577 children of school age enrolled in the evening schools, the total enrollment of school population in the public schools is 39,850. For the past seven years, the actual increase of enrollment in the schools has averaged nearly 3,000 per annum. Since 1858 the enrollment in day schools has increased from 9,769 to 34,273, the average attendance from 5,361 to 23,105, and the number of teachers from 123 to 601. For several years St. Louis lias been able to boast of her success in securing punc¬ tuality. Tardiness seems to decrease about 10 per cent, per year. In 1859 each pupil averaged nearly three cases per year; in 1873-’74 the average was less than three cases to four pupils; 24,553 pupils were not tardy during their enrollment. This, too, although 52 per cent, of all the pupils enrolled are under 10 years of age. Classification and promotion, (report for 1872-73.) — The plan of grading lately adopted is briefly stated as follows : " The system discards one general epoch of transfer and reclassification at the close of the year, and adopts instead four or more partial trans¬ fers, so arranged as to accommodate the twofold demand : First, that the ablest pupils shall not be kept back ; secondly, that the ablest and highest-paid teachers shall at all times have their full quota of pupils.” The promotions are not made by classes, and the system of frequent transfer does not affect the individual pupil any oftener, on an average, than the system of transfer once a year. The advantages of this system are found to be: (1) Economy : filling up the classes of the ablest and best-paid teach¬ ers and making room in "the lower grades for new pupils constantly applying ; (2) * From, report of Hon. TV. T. Harris, city superintendent. 240 REPOET OF THE COMMISSIONER OF EDUCATION. rapid progress : the pupils that learn readily are allowed to move forward as fast as their abilities permit, while the slower pupils and those irregular in attendance are | neither allowed to hold hack the more fortunate ones nor obliged to overwork in order i to keep up.” Course of study. — The work of the district school course has been divided into eight j grades, in accordance with a resolution adopted at a conference of western city school j superintendents in 1873 to secure uniformity in methods of recording the advancement of pupils. The oral work in the lower grades has been increased and systematized I with a view to prepare the pupil’s mind gradually for each branch of culture, from the day of his entrance into the school. The oral lessons in natural science continue to j produce good results. Three years are allotted to the first course of natural science, three years to the second course, and two years to the last course. German, (report for 1873-74, pp. 30 and 170.) — During the last nine years the num¬ ber of schools having German-English classes has increased from 5 to 44, the number of teachers from 5 to 67, and the average number of pupils belonging from 450 to ' 15,769. Of these, 10,668 are of German parentage and 5,128 are Americans. Anglo- . American pupils are not allowed to take up German in any grade above the two low- i est, unless they are able to pass examination on all the work of the grades below. But \ it has been found that Anglo-American pupils who begin the study of German with j the lowest grade and take all the oral lessons, conversing regarding the various objects ! in the room or the objects in Striibing’s pictures, do quite well with the German j classes. Some of them have progressed through three years of the course of study, and j seem to be able to go on indefinitely with the German classes. The division of the dis7 trict school course into eight grades was a great advantage to the German depart-- ?; ment, as it extended the time for certain exercises. The full course of primary instruc- j tion in German now embraces the time occupied in the three lower English grades, J i. e., from three to four years. Kindergarten instruction, (report for 1873-74, pp. 195, 196.) — A Kindergarten has been j in successful operation in one of the public school buildings since September, 1873. I The whole number enrolled up to the date of the report was 90, the actual number | belonging 75, and the average attendance is 95 per cent. The children range from } seven and a half to three years of age, so that opportunity is afforded of illustrating | the system in all its phases. In answer to the objection sometimes made, that children | trained in a Kindergarten are thereby unfitted for ordinary primary work, it is stated | that a class of nine children, now seven and a half years old, who were in the Kinder- j garten last year, have learned in two quarters to read fluently in the Second Reader; j that they have also learned to write well, and that they show an aptitude for numbers l which experienced teachers pronounce remarkable. Corporal punishment. — The cases of corporal punishment are very few when compared | with former years. The general average is about 1,000 cases per quarter for 25,000 t pupils. This makes one case a day for each 1,250 pupils, being only one case in two | days for each twelve-room school. Sixteen years ago there was one hundred times 1 this amount. Evening schools. — The evening schools of the past year (1873-74) were prosperous to an extraordinary degree. The increase over the previous year in enrollment was 1,606, | or more than 40 per cent. The whole number enrolled was 5,577, of whom 4,867 were ]] males and 710 females. The good attendance diminished the cost of tuition per pupil fi nearly one-fourth. Since 1860, the number of schools has increased from 5 to 22, the | number of teachers, from 14 to 110, and the number enrolled, from 861 to 5,577. Besides 1 the evening schools, in which the common English branches are taught, a high evening jj school, called the O’Fallon Polytechnic Institute, holds a session of 80 evenings. This i institute is held in accordance with an agreement with Washington University, and its jj pupils are enrolled in the catalogue of that university ; it is regarded as a preparatory de- \ oartment for its polytechnic school. At the graduating exercises of the junior class of the high school, June 13, 1873, Chancellor Eliot offered, in behalf of the Washing- ] ton University, three scholarship-endowments, of $100 each, to nominees of the super- J intendent of public schools for the college or polytechnic departments of that univer¬ sity, the same to be given only to those whose pecuniary condition required it and whose examination was satisfactory. Three members of the graduating class of the j: high school were recommended. — (Report for 1873-74, p. 131.) Public library. — An act authorizing the appropriation of a portion of the public i school fund of the city for the maintenance of a free public library and reading-room, | with or without branches, passed the State senate March 27, 1874. Under the pro¬ visions of this law, branch reading-rooms will, it is hoped, eventually be established in j remote portions of the city. It is mentioned as a noteworthy fact that “ the library jj law had the general consent and support of all parties in the school board, as well as in the legislature, proving that the desire for the maintenance of a public library upon | the most liberal and general basis emanates from one of the settled convictions of our : community.’-’ — (Report for 1873-74, p. 189.) MISSOURI. 241 TRAINING' OF‘ TEACHERS. , the normal SCHOOL OF ST. LOUIS. The record of this school for the past year has been one of great prosperity. The total enrollment was 220, against 177 the previous year. The special inducements held out to the pupils of the high school, in the way of advanced standing and admis¬ sion without examination, have proved beneficial in attracting to the normal school largo numbers of promising pupils. The new course of study adopted by the board about two years ago places the cul¬ ture studies mainly in the first year of the course and makes the second year a review of the common branches taught in the district schools, with special reference to the methods of teaching the same. Algebra and geometry are studied the first year and arithmetic the second. General history, natural philosophy, zoology, physiology, and physical geography are pursued the first year, preparing the way for a more intelligent study of political geography, English literature, and the Constitution of the United States during the second year. Latin is how studied through the entire course of two years. The most important event in the history of the school during the last two years is the establishment of a school for observation, answering to what in other cities is called a model school. This supplies a need long felt. The annual demand for teachers for the city schools varies from 100 to 130. The normal school furnishes more than one-third of these. During 1874, 239 graduates of this school were engaged in teaching ; six hold the position of principal; and one-halt of the head assistants and one-third of all the first assistants employed in the schools were appointed from this number. The number of graduates in 1874 was larger than that of any previous year and the number of applicants for admission exceeded that of any previous year, notwithstanding that the test of qualification was made more difficult and the required per cent, for admission higher than at former examinations. — (St. Louis report for 1873-74, pp. 38, 45, 58.) ERUTTLAND NORMAL INSTITUTE, JACKSON. Organized in 1864, this institution reports for 1874 three resident instructors, two non¬ resident, three years in the school course, 53 male and 24 female students, 1,000 vol¬ umes in library, (of which 80 are pedagogical,) 6 educational journals taken, and drawing, with vocal and instrumental music, taught. Eight students graduated in 1874, of whom 7 engaged in teaching. The school lias a chemical laboratory, a philo¬ sophical cabinet and apparatus, and a museum of natural history. — (From special re¬ port to the Bureau.) STATE NORMAL SCHOOLS. The board of regents have made some changes and some additions to the faculty of each school, and have endeavored to secure the best talent the country afiords. The president of the board says : “ The demands of the schools are more than can be met with the present limited appropriations, and if possible we would like an additional appropriation for each school. It would be a great help if there could be a permanent fund created, and, instead of expending the entire donation of the county in which a school is located, set apart a portion of it for a sinking-fund, thus giving permanency to that which is now dependent, as it were, on the will of each assembly."— (Eighth annual report, p. 103.) THE NORTH MISSOURI NORMAL SCHOOL, KIRKSYILLE, Is especially devoted to preparing abetter class of teachers for ungraded, primary, and intermediate schools. The great object is to fit teachers for the country district schools. The qualifications for admission are the same as for a teachers certificate of the lowest grade. In order to extend the advantages of normal instruction, the board of regents have arranged with the faculty to hold annually two normal institutes. After the increase of the State appropriation to $10,000 by the legislature of 1873, the incidental fee was reduced to $3 per term. By this means about $5,000 are raised, but the institu¬ tion is still very much cramped and its work hindered from want of means. The new building, containing forty-two rooms and capable of accommodating 800 pupils, was dedicated in February, 187 4. The number of pupils in 1874 was 668, 200 more than in the previous year. About 400 of these are now teaching in the public schools of the State. Forty were graduated at the close of the year. The next graduating class will be about twice as large. A larger annual appropriation is asked for.— (Eighth annual report, p. 30, and ninth annual report, pp. 41-45.) THE SOUTH MISSOURI NORMAL SCHOOL, WARRENSBURG, Is suffering from the want of sufficient accommodations. With an attendance of over 300 pupils, there are adequate accommodations for less than %00. The training-school was 16 E 242 REPORT OF THE COMMISSIONER OF EDUCATION. discontinued in November, 1873, from lack of funds. The courses of study here are three : elementary, advanced, and professional. The elementary and professional com¬ bined consist of five classes and the advanced of four. Each , class completes its studies in two terms, or twenty weeks. No attempt is made to extend the course of instruction beyond the legitimate work of the normal school. The principal says: ‘•'The next thing needed for the improvement of the school is a practice-school, and for the establishment of this at present we have neither room nor money. Without this necessary accompaniment, the work of the normal school is incomplete, and there results a corresponding waste.” — (Eighth annual report, pp. 117, 118, aud ninth annual report, pp. 46-59.) THE SOUTHEAST MISSOURI NORMAL SCHOOL, CAPE GIRARDEAU, Was provided for by an act approved March 22, 1873, and organized December 10, 1873. There were at the opening 35 students in attendance, and the whole number during the year was 57. The session for 1874-75 opened September 7, 1874, with a largely-in¬ creased attendance, and the number enrolled in the autumn was 127. The normal school building, a large structure, containing twelve scbool-rooms, a large hall, appa¬ ratus-room, &c., will be ready for use before the close of the current school year. For the present the school occupies a portion of the new public school building, one of the finest school buildings in the State, where it has had every needed accommodation. Its library, a most important. aid to study, already numbers nearly 700 volumes.— (Ninth ' annual report, pp. 60-62.) EDUCATIONAL JOURNALS. Of these aids to the training of teachers Missouri possesses two, the American Journal I of Education, published monthly at St. Louis in several editions for Missouri, Kansas, ! Mississippi, and Texas, and The Western, published also monthly at the same j)lace, the last part of each number being devoted to educational intelligence. LINCOLN INSTITUTE, JEFFERSON CITY. In this school, designed especially for the training of teachers for the colored schools, ] a more thorough and systematic organisation of the several departments has been made and the teaching force has been increased. The students who have entered dur- ] ing the last two years are of a higher grade intellectually than those of previous years, j and show that the colored people are improving the educational opportunities within • their reach. In the government of the school a marked change is observable. With j no relaxation of the rules cases of discipline now rarely occur. Quite a number of the j advanced students were employed as teachers during the vacation of 1873 and 1874 j and since, with credit to themselves and the institute, and a still larger number will be j prepared at the close of the current school year for still more thorough work as teach- i ers. Thus the institute is beginning to bear fruit in its legitimate field of labor, the education of the colored people of the State. In view of the demand for colored teachers and the inability of this institution to j supply the demand, the State superintendent recommends that, if the trustees of the | institution are so disposed, the school should be taken entirely under the protection 1 and placed upon the support of the State, its debts paid and its necessities met. Its | local management need not be changed, but its responsibilities will be more easily j borne. The necessity for any incidental fee should be removed and the facilities of ]1 free books and cheap boarding should be afforded. It is difficult to see how the col- I ored common schools are to be properly developed unless the State shall make larger | provision for the fitting of teachers for these schools. — (Eighth annual report, pp. 38, I 129, and ninth, p. 17.) TEACHERS’ INSTITUTES. The law requires two institutes to be held in each county yearly. The year 1873 I witnessed a more extensive use of this instrumentality aud a deeper interest in its ob- j jects than any previous year. The law leaves the support of institutes entirely to the j] generosity of individuate, and great credit is due to the county superintendents and r teachers for the personal sacrifices they have made to sustain and render them ] profitable. “ It is felt by many of the best teachers that there is a weakness in the institute as it | is often conducted.” “The arrangement has been too fragmentary and aimless.” “A J‘ good institute must, first of all, have unity of aim. One mind must shape its entire ji course and make every contribution pay tribute to the object proposed.” It should |3 be a school conducted on a previously-determined plan, with a connected series of in- h structions, not a place for the discussion of “ pet theories ” or individual “methods.” ■ Many earnest teachers are driven away from the institutes as at present conducted or jl made to feel that the time and money speut in attending them are thrown away. In cases of appeal, it has been decided that, as 'the law makes the attendance of 14 teachers obligatory, they shall not suffer a loss of pay while attending an institute jl during the school term. — (Eighth annual report, p. 22.) MISSOURI. 243 EXAMINATION OF TEACHERS. Au inspection of examination papers forwarded by county superintendents shows that there is a wide diversity in different counties as to the standard of examination. Some superintendents grant a first-grade certificate upon an examination for which others would only give a second-grade. In some counties teachers receive certificates who would be utterly rejected in other counties. The length of time for which the certificate is drawn varies in different counties. The county officers, who seem most intent upon advancing the standard of qualification, invariably give short papers and insist upon more frequent examinations. In a few instances teachers receive certificates without intellectual examination, but open a general inspection of outside natural points. The superintendent is satisfied that, at present, no uniform standard of ex¬ amination cau be adopted for all counties. The principle that “ half a loaf is better than no bread” must prevail in some localities, or the schools will have no teachers. SECONDARY INSTRUCTION. SHALL THE STATE SUPPORT HIGH SCHOOLS ? On this topic, Mr. Monteith writes, (pp. (35 and 66 of the eighth annual report:) “Having once established a university, with a generous endowment, to meet tho higher education, there would seem to be an a fortiori reason in defense of the main¬ tenance of any grade of schools lower than the highest at the expense of the State. The two cases, however, are not quite parallel; neither does the one include the other. The university is for the whole State; high schools are for particular localities. If it is found that high schools are absolutely needed as feeders for the university, then it may he proper for the State, with public funds, to place here and there these ‘ step¬ ping-stones’ to its highest educational privileges. In this case all such high schools should he free and open to all the State or be everywhere distributed. But this scheme is scarely practicable. Besides, the university is not an end, hut a means. High schools should not he established for the university, but the university should exist for the high schools. “ All that the State can consistently do in the matter of intermediate education is to make the most ample provision for the maintenance of more advanced departments of graded schools in all those localities where the need of them ripens. As they are for local benefit, they should be supported by lo&il and not by State funds. The public school fund has, under the constitution, one simple and single work before it, and that is diffusion. Until by this process the facts of the last census are entirely changed, the State will endanger its life by the concentration of the smallest part of the school fund that does not equally benefit the whole people. The fact that Missouri embraces within her limits over 50,000 voters who cannot, write, 40,000 between 15 and 21, and a total of over 200.000 over 10 years of age in the same condition of illiteracy — this fact gives a stern emphasis to tho watch-word of her school-system : Diffusion. The one great duty before us is to carry the best advantages of a common school edu¬ cation — conferring the ability to read the laws and perform the duties necessary to an intelligent, self-directive life into every corner of the State. “The propriety of establishing high schools in towns and cities must he decided by the school-boards. In these cases the burden of additional tax necessary for the sup¬ port of the higher department will fall upon tho heavier property-holders, who, as a rule, are most likely to demand the advantages of the high school. ST. LOUIS HIGH SCHOOL. In the report of this school, attention is called to the progress from year to year in regularity and punctuality, as well as to the increased influence which the school ex¬ ercises over its pupils in holding them to the purpose of completing the course pre¬ scribed. During the period from 1859 to 1865, 53 per cent, of those admitted remained longer than one year, 26 per cent, longer than two years, 15 per cent, longer than three years, and 13 per cent, graduated. From 1865 to 1873, a period of eight years, 57 per cent, have remained longer than one year, 36 pier cent, longer than two years, 28 per cent, longer than three years, and 25 per cent, have graduated. The average per¬ centage of attendance for sixteen years has been 96.5. During the past two years the junior class, including all the pupils of the lowest year of the high school course, have been instructed in branch high schools. These are mow four in number, besides a high school class in one of the district schools. These branch schools relieA~e the high school from overcrowding, and can, without the expense of separate buildings, be increased or diminished in number according to the size of the class, and can be located so as to suit the varying needs of the population. The con¬ nection of these schools with the district schools also secures a more perfect grading in the latter. The graduating class of the high school in 1874 numbered 57, the largest the school has ever sent forth.— (Report of Superintendent Harris for 1874, pp. 71-104.) 244 REPORT OF THE COMMISSIONER - OF EDUCATION. STATE HIGH SCHOOLS. In the tables of tho eighth and ninth annual reports, in which the schools of the State are summed up by the State superintendent, there appear 86 high schools. But whether there is any uniform course for these, or whether any considerable proportion of them are prepared to fit students for the university, does not appear from the report. The recommendation of the president of the State university that the plan adopted in Michigan and elsewhere should be adopted here leads to the inference that thus far there is no direct link of connection between tho high schools and university. OTHER SECONDARY SCHOOLS. The various colleges in the State present together an aggregate of 1,682 students in their preparatory departments, the courses of which are supposed to be equivalent to those of the academies in other States, leading up to the freshman class in either the classical or scientific departments of the colleges. Besides these, four schools for boys, two for girls, and sis for the two sexes together report to the Bureau a total of 68 teachers and 1,106 pupils. Of these pupils, 178 are said to be engaged in the study of the ancient and 240 in the study of modern lan¬ guages, while 77 are explicity preparing for a classical course in college and 26 for a scientific course. Drawing and vocal and instrumental music are taught in most of these schools, and they have generally libraries of 400 to 2,000 volumes. BUSINESS COLLEGES. Eight of these aids to a commercial training report 48 teachers and 6,077 pupils, of whom 115 are in German and 33 in French. Their courses are from three months to four years. Four have libraries, numbering 200 to 400 volumes. SUPERIOR INSTRUCTION. UNIVERSITY OF THE STATE OF MISSOURI. The State superintendent, after reviewing the history of the university in his eighth annual report, pp. 26-28, arrives at the following conclusions: That the university has within the past six years made remarkable progress ; that it has been ably, intelligently, and economically managed ; that it has an excellent corps of instructors ; that the theory upon which it is operated is the very best for a school of the highest order in the Mis¬ sissippi Valley ; that the extent to which this theory has been actualized is as great as the general educational condition of the State and the financial resources of the university will admit. The improvement for the year 1873-74 is thus noted by the president : “ The number of students is larger than ever before, though undoubtedly diminished by the financial condition of the country.’7 “ The order and punctuality of attendance are better than ever before ; and the general conduct of the students has been such that, but for some recent occurrences, it might have been pronounced perfect.” “ The departments of instruction are more complete and better systematized than heretofore. This is a natural result of healthful and harmonious progress.” The teaching force has been increased and the libraries and apparatus have been greatly improved. The latter is now not surpassed in the United States, and its ap¬ pointments would be regarded as honorable to any scientific institution in the world. The laboratory of analytic and applied chemistry was successfully opened in September, 1873. The agricultural and horticultural courses are most efficiently managed. Sev¬ enteen young ladies are pursuing the latter course. The organization of the normal department is more complete than heretofore, and the means of instruction more ample. The present number of lady students in the different departments is 44. At the close of the last session one young lady graduated in the same full and severe course as required of young men, and one bore off the prize in Greek. One of the most urgent wants of the university is a building as a home for female students. With such a building, the number would at once be increased to not less than 150. All the courses of study in the school of mines have been extended, and the election of Prof. George D. Emerson to the chair of civil and mining engineering has greatly strengthened the course in mining and has developed a full course in civil engineering. The collections have been increased and a small but well-selected' library of technical works has been added. The preparatory department of the school is doing excellent work. The importance of the preparatory course as a feeder to the technical schools proper will be partly realized when it is stated that, of twenty students now in the first-year class of the school, all hut three were admitted, after a rigid examination, from the preparatory class. The whole number of students is 89. — (Report of directors for 1873-74, pp. 97, 98, of eighth annual State report.) The president of the university advocates the adoption of the plan pursued in the Universities of Michigan and Wisconsin, by which students are received from high schools of the State, without additional examination, as from preparatory schools of - MISSOURI. 245 the same institution, and the courses of instruction in these schools are adapted to the requirements of the university. “This,” he says, “is manifestly the true idea; it is the intention of the constitution of our State, and it will prove equally beneficial to the university and to the high schools which shall come up to the required standard.” The university is still crippled and its growth hindered for want of a sufficient income. The amount available for the entire support of the university, including the school of mines at Rolla, is only about $40,000, “a sum not much greater than that given last year by the Michigan legislature as an additional sum to its already large revenue, to keep her university to its existing standard.” OTHER INSTITUTIONS FOR SUPERIOR INSTRUCTION. Four colleges are reported as offering the advantages of all their classes to both sexes on equal terms, viz : Lincoln College, at Greenwood ; McGee College, at College Mound ; Woodland College, at Independence, and Drury College, at Springfield. The last-men¬ tioned institution is only in the second year of its existence, but is free from debt, has a promise of $100,000 towards an endowment-fund, and seems to have before it a career of great usefulness. A normal department is connected with the college. The tuition in this department is only one-half the regular college rates, but students are required to sign a pledge to teach at least one year in the public schools of the State. Five denominational colleges are reported: three Catholic — St. Vincent's, St. Joseph, and the St. Louis University — the William Jewell, Baptist, and the Central, Methodist. Statistics of all these colleges will be found in the tables at the close of this Report and a brief summary in that which appears below. THE WASHINGTON UNIVERSITY OF ST. LOUIS. During the past year the university has been the recipient of donations by which its endowment-fund has been increased 882,000. The number of students reported in all departments for 1873-74 was 908, distributed as follows: Academy, 333; Mary Insti¬ tute for Young Ladies, 278; college, 34; polytechnic institute, 37; elementary depart¬ ment polytechnic institute, 186 ; law school, 40. The conditions of admission to the polytechnic school have been revised, and indicate a decided advance. They will require on the part of students at least a half-year’s additional work. A still further advance is contemplated, and in 1876 a knowledge of Latin will be required as a con¬ dition of admission. It may be seen from the proportion of preparatory to collegiate students — 797 in the different preparatory departments to 71 in the collegiate classical and scientific — that this university is thus far largely in the position of a high school, though doubtless its collegiate classes will form a nucleus around which a true university will eventually grow up. A donation of $6,000 has recently been made to the university for the establishment of six free scholarships in the law school. — (Catalogue for 1 873-74.) PROPOSED BAPTIST COLLEGE. It is stated that the Western Baptist Educational Union has purchased a building in St. Joseph, containing one hundred and eighty rooms, at a cost of 8120,000 in gold, for the purpose of establishing a college or university under the control of that denom¬ ination. Some of the wealthiest citizens of St. Joseph are members of the board of trustees. — (New York Times, January 2, 1875.) 246 REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of universities and colleges, 1874. Names of universities and colleges. Central College . Christian University* . College of the Christian Brothers. Drury College . . . Hannibal College . Lewis College . . . Lincoln College . McGee College . St. Joseph’s College .. . St. Louis University . St. Vincent’s College . Thayer College . University of Missouri . "Washington University . Westminster College . William Jewell College . Woodland College . . Number of students. 6 .. 33 270 130 72 «70 115 110 59 54 50 216 300 Property, income, Ac. c Ctf 060 860,000 000 . 000 0 000 . 850; 000 . 000 . 000 _ OOOi .... 50, 000 250, 000 § 5 $5,000 $2, 4G9] $0 0 50,000 '6 4, 000 5, 2001 1, 800j . 5, 000' 6, 500 . 500 1 25, 000; 7, 000 200,000 350,000 28, 000; 50,000 0 0 13, 250 ta <3 80 30, 000 90, 000 75,000 100,000 20, 000 . 3, 000! 8, 000 4, coo 2, ooo; . 500. 200 600 15, 000 1, 200 3, COO 300 c 575 c945 c24,500 5, 500 275 c8, 200 2, 500 2, 500 c3, 500 * From Report of Commissioner of Education for 1873. '3 5 iS o§ 3 "3 I o I > 1 5 i ! 3 ! | ; i af ! g t£ [ Amount a j x 2 i | £ ! M 1 ^ SCHOOLS OF SCIENCE. Missouri Agricultural and Mechanical College . 10 92; 4 $100, 000; i ! $12, 000 $500 ' 200 Missouri School of Mines and Metallurgy . 5 o53! 3, 16, 500 6$25, 000 11, 500 1,000 ; 1,400 Polytechnic department of Washington Uni¬ .... .... 4 . . . versity.® SCnOOLS OF TOCOLOGY. German Evangelical Lutheran Concordia Col¬ 6 150 3 40, 000 j 4, 550 lege. Jeremiah Vardeman School of Theology, (William Jewell College.) 4 2 4 40, 0C0 2,500 St. v incents College, (theological department.) 1C - 157 Theological school of Westminster College . SCHOOLS OF LAW. Law College, University of Missouri . St. Louis Law School. (Washington Univer¬ sity.) SCHOOLS OF MEDICIXE. Kansas City College of Physicians and Sur¬ geons. Medical College, University of the State of Missouri. Missouri Medical College . St. Louis Medical College . . Homeopathic Medical College of Missouri . . . Missouri Dental College . . . . St. Lonis College of Pharmacy . 3 6 .... 9:--.. s ...J G _ ! 2 30, 000 1, COO' 100; 960 12 .... 200! 19 .... 190! 12 _ I _ 10'....; is 706 ,950 2 60,000 . 1 . 12.000 3 45,000 O' 012,222 2 . j Oj 0: 2,000 I. I 1,000 2,500 100 100 a Also 54 preparatory students. b Also one-fourth proceeds of agricultural land grant, c Reported with classical department, d Apparatus. SPECIAL INSTRUCTION. INDUSTRIAL SCHOOLS. “ Prison statistics sliow that one prolific source of mischief and crime is idle hands — and idle hands are the direct result of ignorant or untrained hands. It is just as much 248 EEPOET OF THE COMMISSIONEE OF EDUCATION. tlie dutyof the State to train and x>re-occupy these idle hands as it is to forge manacles for them when they are caught in misdoing.” “Another view of the subject regards the prosperity or thrift of the State ; no State, perhaps, more than Missouri, with its vast extent and variety of natural resources, needs to turn its attention to self-development. If possible, we should work up all our raw material at home. To accomplish this desideratum, we should not be obliged to send elsewhere for skilled hands, when timely attention and a little rightly-invested capital will furnish the hands of Missouri boys and girls with the requisite craft.” In view of these considerations, the superintendent heartily concurs in the recom¬ mendation of the governor to establish a State industrial school, and recommends the Arcadia Yalley, as presenting “advantages and attractions for such an institution un¬ surpassed by any other locality in the State.” — (Eighth annual report, pp. 69,70.) MISSOURI ASYLUM FOR THE EDUCATIONS OF THE DEAF AND DUMB. The number of pupils present at the opening of the term of study this year was larger than ever before. The whol enumber under instruction during the year was 153 : males 75, females 78. The whole number admitted since the organization of the asylum in 1851 is 449. The last general assembly appropriated $28,000 for the purpose of making additions to the building. Some additional appropriation will be needed to satis¬ factorily complete the work. Considerable trouble is experienced from the fact of many parents not being willing to send their children to the school until they are too old to derive full benefit from its instructions. These pupils find themselves under the humiliating necessity of pursu¬ ing preparatory studies at an advanced age, and their progress is slow and discouraging. The younger pupils learn with much more facility. This subject is earnestly com¬ mended to the consideration of friends of such unfortunates. The appointment of a separate professorship for instruction in articulation and lip-reading is strongly advised. Numbers of deaf and dumb children, who are also imbeciles, are brought to the institution every session. These cannot be received. It is hoped that the State will before long make some special provision for this class of unfortunates. No trades are taught, owing to the want of a sufficient appropriation for the purchase of material and tools, and the only occupations of the male pupils are gardening and keeping the grounds in order. The females are instructed in needle-work and domes¬ tic duties. — (State report for 1873, pp. 136-139.) MISSOURI INSTITUTION FOR THE EDUCATION OF THE BLIND. The present class, numbering 93, is the largest that has ever been in the institution. This number could easily be increased to over one hundred, if the appropriation would admit of such increase. For the means at command, the number is already too large. The morale of the institution was never better, nor -were the pupils ever making more satisfactory progress. A scholarship has been secured for the benefit of the school in the Washington Uni¬ versity of St. Louis, and one of the pupils has been placed in that institution. Another is attending the normal school in St. Louis, and stands well with her class. A normal class, composed of the most advanced pupils, has been organized in the in¬ stitution, with a view of fitting them to teach in the public schools of the State. " Little doubt is felt that they cau be fully qualified for this work. Thorough musical instruction is given, with a view of fitting some of the pupils as teachers of music. All the pupils are instructed in some kind of handicraft,— (State report for 1873, pjj. 146, 147.) EDUCATIONAL CONVENTIONS. STATE TEACHERS’ ASSOCIATION. The annual meeting of this association was held on the 30th and 31st days of Decem¬ ber last at Warrensburg. About one hundred teachers were present. Eesolutions were adopted recommending : 1, the adoption by the State university of the plan of other States in regard to the admission of students from the high schools into the classes of the university ; 2, the appointment of a committee from the association to consult with the faculty of the university concerning the carrying- out of this recommendation ; 3, a more careful study in all our schools of the history and Constitution of the United States and of the State of Missouri, as well as the gen¬ eral principles of the science of government ; 4, that the legislature shall, by a more liberal system of taxation, place public school privileges within reach of all the chil¬ dren of the State ; 5, that the legal school term be increased from four to, at least, six months, districts having the power to increase it by vote to ten ; 6, that vocal music shall be required by law to be taught in the public schools ; 7, that, in view of the importance to the success of the school system of the office of county super¬ intendent, the power and influence of the office be extended. MISSOURI. 249 Also tlie following : “ Resolved , That we recognize the great value of, and most fully indorse, the work of General John Eaton, the United States Commissioner of Education, and we respectfully ask our legislators and Representatives in Congress to render the Bureau of Education every possible facility for collecting and distributing the important facts and statistics embraced in the circulars and Annual Report of the Commissioner.” — (Eighth annual report, pp. 73-75.) LIST OF SCHOOL OFFICIALS IN MISSOURI. Hon. It. D. Shannon, superintendent of public schools, Jefferson City. STATE BOAT.D OF EDUCATION. Hame. Post-office. Hon. R. B. Shannon, State superintendent of public schools . Hon. J. 0. Hockaday, attorney-general . Hon. Michael K. McGrath, secretary of state . 1 Jefferson City, j Jefferson City. 1 Jefferson City. * 250 REPORT. OF THE COMMISSIONER OF EDUCATION. NJE SB gjl A S M A . STATISTICAL SUMMARY* CONDITION OF PERMANENT SCHOOL FUND. Certificates of indebtedness . . . . . $158, 837 G7 State warrants . TOO,’ 899 48 County and school-district bonds . 17,’ 000 00 Bonds and mortgages . 8l', 000 00 Total for 1873 . . . . . 358, 537 15 To which may be added about $790,000 in notes held by county treasurers for school lands sold, and including also the valuation of school lands leased. Whole fund for 1874, $419, 947.34. RECEIPTS. Balance on hand at beginning of year . Apportioned by eonnty superintendents . Tax for building school-houses . Tax for paying teachers’ wages . Other district taxes . . . Tuition of non-resident pupils . . Amount received from all other sources . Total resources for the year . EXPENDITURES. Paid male teachers . Paid female teachers . . Paid for building and repairs . Paid for all other purposes . Total expenditures . . Amount on hand at close of year . Total indebtedness . ATTENDANCE. Number of children between 5 and 21 years . Number of children enrolled in school. . Number attending not of school age . . Number of days’ attendance by enrolled pupils . . Number of days’ school during the year . . Number of districts maintaining school six months . Number of graded schools . . Number of private schools . . Number of pupils in private schools . . TEACHERS AND TEACHERS’ PAY. Number of male teachers . Number of female teachers . Whole number of teachers . Average pay of male teachers per month . Average pay of female teachers per month . Number of days’- board given by districts . Number of teachers’ certificates granted during the year. Number of teachers’ certificates granted during the year- First grade, 74 ; second grade, 923 ; third grade, 1,031 . . . 1872. 1873. I 1874. . $01,848 08* $92, 527 20 $154, 144 03 171,739 08 229, 886 04 201, 871 88 141, 309 91 228, 693 89 204, 998 07 42, 082 20 52. 495 40 73, 920 06 17, 510 05 40, 678 13 80, 575 95 1,491 97 1, 115 94 1 576 66 92, 695 70 255, 793 34 271, 653 55 537, 680 39 901, 189 94 988, 740 20 102,941 75 141,277 76 165,506 86 92, 952 42 131, 047 66 158, 066 08 157, 568 25 341,255 32 369,114 47 82, 952 22 138, 323 24 182, 608 22 436, 414 64 751, 903 98 1,001,957 03 97,681 33 1 163, 172 91 129,601 40 176, 075 83 649, 307 77 918, 955 01 51, 123 62, 647 72, 991 28, 786 37, 872 47, 718 480 737 2, 061, 415 2, 443, 974 2, 624, 490 107, 205 158, 762 196, 902 603 749 21 32 45 21 30 767 737 863 773 1, 046 1,252 739 1, 176 1, 483 1,512 2, 222 2, 735 $38 50 $39 36 $37 98 33 40 33 90 32 12 7, 754 5, 927 4, 522 2, 634 2,028 * From report of Hon. J. M. McKenzie, State superintendent of public instruction, for the year ended December 31, 1873. t Superintendent’s figures. NEBRASKA. 251 Statistics — Concluded. | m j | 1873. 1874. SCHOOL DISTRICTS AXD SCIIOOL-IIOUSES. Number of organized counties . 48 59 60 Number of organized districts . 1, .410 j 1,863 2, 215 Number of brick school -bouses . 1 Hi 46 i 52 Number of stoue school -bouses . . . 24 30 ! 62 Number of frame school-houses . 473 ■ 846 1 1,231 Number of log, sod, &c . . 140 214 171 Whole number of school-houses . | 687 1,138 1, 516 VALUATION OF SCHOOL PROPERTY. Value of school-houses . $739, 969 CO bl, 024, 363 14 ! $1,546,480 73 Y alue of school sites . . . 76, 702 00 136, 865 00 leO, 209 71 Value of hooks and apparatus . j 2, 491 90 5, 745 73 7, 445 41 Total Talue of school property *in the State . 1 819, 103 59 1,167,013 87 : 1, 734, 135 85 ELEMENTARY INSTRUCTION. ~ CONDITION OF PUBLIC EDUCATION IN THE STATE. Tlie statistics for the year 1873 show a great advance, in many respects, over the previous year. An increase of nearly 12,000 children of school age shows plainly that Nebraska is rapidly filling up with actual settlers ; and au increase of 386 good, sub¬ stantial schcol-lionses conclusively proves that these settlers bring with them intelli¬ gence and enterprise. Many of the towns have made considerable approaches towards graded schools; and the general desire to obtain teaehefs of a better grade evinces progress in the right direction. The amendments made to the school law during the session ox 1873 were in the maiu judicious, especially those relative to the grades of teachers: certificates. If the spirit of the law is carried out, a great improvement in the qualifications of teachers may be expected. One of the greatest disadvantages of the present system is the constant change of teachers. There must be permanency in this respect before any course of study can be successfully carried out. The educational system of the State seems to be entirely inverted; it demands good teachers, yet refuses to insure permanent employment or adequate compensation. This is the great obstacle in the way of procuring competent teachers. Reports from county superintendents show that many of the school-houses in the State are in a very unsatisfactory condition in some respects. The accommodations are generally fair, but 239 have no blackboards, 1,287 are entirely destitute of apparatus, 518 have no outhouses, 445 are reported in bad condition in this particular and only 232 as satisfactory. Attention to the condition of school-houses and their surroundings is earnestly urged upon school officers and parents. The increase of 9,086 in the number attending school is very gratifying ; but there are still over 25,000 children in the State between the ages of 5 and 21 who are under no instruction. With the growing popular interest in education the number of non¬ attendants will undoubtedly be gradually lessened. The superintendent notes with great gratification that, in hia intercourse with the people in all parts of the State, he has found them “ ever ready to extend the cause of education and advance it to a higher degree of efficiency.” PROGRESS IN FOUR YEARS. Superintendent McKenzie, closing his first term of service with the report for 1874, gives the following comparison of the present condition of the educational field with that of four years previous : In 1870 there were thirty-two organized counties, now there are sixty; then there were 797 school-districts, there are 2,215 now; then there were 298 school-houses, val¬ ued at $177,006, now we have 1,516, valued at (including sites) $1,546,480.73 ; then we had 32,762 children of school-age, now we have 72,991, au increase of 40,229 ; then we had 536 teachers, receiving $57,738.43 — the males receiving $38.14 per month, the females $33.72; this year there are 2,735 teachers, receiving $342,806.26 — males, $37.98 per month, females. $32.12; the number of private schools then were 70, with 1,473 pupils, this year we have 30, with 883 pupils. The amount apportioned by the State superin¬ tendent. December, 1870, was $60,849, the present year it is over $184,000 ; total district indebtedness then was $31,657.09, now it is $918,955.01. 252 REPORT OF THE COMMISSIONER OF EDUCATION. Thus it will he seen at a glance that the common school interests of Nebraska have advanced from 100 to 1,000 per cent, during four years. And what is true of the ma¬ terial advancement is correspondingly true, to a good degree, of the moral and intel¬ lectual growth, there being a better, more intellectual, earnest, and successful class of teachers, and, as a. consequence, a higher grade of scholarship in schools. — (Report for 1874, p. 9.) DISTRICT INDEBTEDNESS. The superintendent remarks, (report for 1874, pp. 10, 11 :) “ There is one item, how¬ ever, in the above comparison that does not greatly elate us to consider. “In 1870 the district indebtedness was somewhat more than $31,000, now it is nearly one million, ($918,955,) or nearly 3,000 per cent, greater. This has mostly arisen from debts contracted for the erection of school-buildings. “ There has been, I may say, a reckless extravagance in this direction exceedingly unfortunate. Districts are now burdened with debts^ the interest on which they are unable to meet and keep up their school at the same time ; hence school-bonds have greatly depreciated and the credit of the State abroad has been greatly impaired. “In some school districts a large expenditure was absolutely necessary to afford suit¬ able accommodations for the pupils then in the districts; against such no just criticism can be made. But there seems to be a school-bond mania in the State, that has led many districts thoughtlessly, and I may say needlessly*, into debt.” Then he goes on to say: “As this is still the era of school-house building, let the State learn wisdom from the past, and so modify the law as to allow no school district to ssue bonds greater in amount than 10 per cent, of its taxable real estate, making the bonds in that event run ten years or longer ; but, should bonds be issued for a less time, they should not exceed in amount more than 5 per cent, of the taxable real estate. In allowing 10 per cent, of the valuation to be bonded, it then requires 10 mills or more on the dollar to pay the interest ; this, when viewed from a business stand-point, appears like paying an exorbitant rent for a school-house. Wisdom dictates that a due regard to the future should enter in all our plans, but it is worse than folly to embarrass ourselves for a wholly prospective good, as many instances of school- house-building evidence. “A good, substantial, convenient school-house can be erected in almost any school district in the State sufficiently large to accommodate fifty pupils for less than §1,500 in bonds when the above conditions are met.” SCHOOL LANDS. During 1873 only 9,589.64 acres of school lands were sold, at a total price of §70,207.89, or about $7,334- per acre. It is hardly probable that much will be sold at the present price for several years to come. A great quantity of that already sold reverted to the State, so that the income from that source was less in 1873 than in 1870. Then the interest on unpaid principal of school land amounted to $68,090; in 1873 to only §64,052. It is questioned whether these lands are not held too high, and whether it would not be wise to reduce the price to the constitutional limit. The hope is ex¬ pressed that the next legislature will make such provision for the lease and sale of school lands as will not only aid the future generation but assist in educating the youth now in the State. The lands selected in lieu of lands lost on account Gf the half-breed tract in Richard¬ son and Nemaha Counties were rejected by the Commissioner of the General Land-Office, and an appeal was taken from his decision to the Secretary of the Interior. It is hoped the decision will be reversed, as a large quantity of land will otherwise be lost to the school-interest of the State. — (State report for 1873, p. 74.) SCHOOL RECORDS. Anything like a uniform system of reports can only be secured by furnishing the several districts with uniform record books. During the session of the legislature in 1873, a persistent effort was made to have a law passed authorizing the State superin¬ tendent to supply each district with such books at the expense of the State. This bill passed the house, but not the senate. The attempt to secure uniformity of records in this way having failed, the State superintendent has prepared a set of school records, with which he recommends each district to supply itself. An effort will also be made to secure a county superintendent’s record. — (State report for 1873, p. 84.) COUNTY SUPER VISION . On this important point the State superintendent remarks that school supervision is the most vital question in our educational economy ; that, among all the county offi¬ cers, none is more important than the county superintendent. Nevertheless, this office is, in the eyes of many, entirely useless — an expense with no adequate return to the people. It must be admitted that school supervision too often amounts to a mere sham, of no benefit to teacher, school, district, or State ; and it is no wonder that such super- I NEBRASKA. 253 vision is belli in such disrepute. County superintendents are now on trial. If the office is made truly effective, as it can and should he, Nebraska will be saved from the blunder that other States have committed — that of abolishing the office and throwing the whole school system into inextricable confusion, and in a few years being compelled to establish it again. It is recommended that the school law be amended so as to make the election of "the county superintendents entirely independent of politics, and also to require fixed qualilications for the office. At present no literary qualifications are required, and men of no educational fitness whatever are as likely to be elected as those properly qualified. No man should be elected to this office who could not pass the examination necessary to receive a first-grade certificate. — (Report for 1873, pp, ; 45-49.) OBLIGATORY EDUCATION. • As to an act for securing the educational rights of children, the superintendent says : “ I have no question in my own mind concerning the right of our legislators to enact such a law. The question is rather one of expediency.” :£ Our system should secure a good education to every child. Call it compulsory if you please, but no child should be allowed to reach the age of 16 years without enjoying the advantages of school a sufficient length of time to enable him to learn to read and write.” “ While I believe we are a progressive people, I fail to see wherein we have any great reason to hope for greater efficiency in our present system. I believe we must take a step in advance, and that step is a law that will compel the parent or guardian to afford the child the advantages of school.” — (Report for 1873, page 50.) CITY SCHOOL SYSTEMS. OMAHA. Officers : a board of directors and city superintendent. Total population of the city, according to special census in March, 1874, 19,140; children of school age, 4,019 ; num¬ ber enrolled in public schools, 2,4*26 : enrolled in private and parochial schools, 376 ; total in all schools, 2,802 ; average daily attendance in public schools, 1,542; in private schools, 340 ; in all schools, 1,882. The public schools comprise 3 primaries, 4 graded schools, and 1 high school, with 8 school-buildings in use and seating-capacity for 1,659 children. The number of teachers employed in 1874 was 41, of whom 40 were regular and 1 special : males 8, females 33 ; salaries paid teachers, in the aggregate, . 030,968.75 ; paid superintendent, $2,400. The incidental expenses of schools in the city system were, $15,231.79, which, added to cost of supervision and instruction, gives a total of $58,600.54, making the cost per annum, for each pupil, based on average attendance, $28.75. Duration of schools in days, 198. — (From Report of Superintendent S. D. Beals.) LINCOLN. Officers : a board of directors and city superintendent. Population of the city, about 6, 500 ; that of children of school age not given ; enrolled in public schools 999 ; average attendance, 88 per cent, of enrollment. School-buildings, 5, of which 4 are frame and 1 brick ; school-rooms, 15 ; kinds of schools, primary, secondary, intermediate, grammar, and high school; seatings for children, 800; value of school property, $80,000. Teach¬ ers, males 2, females 13 — total 15 ; salary of principal or superintendent, $1,300; male teacher, $35 per month ; females, $55 to $75. The methods of teaching in the schools are varied according to circumstances, no iron rule being held to. A mingling of text-book and oral training is generally found most advantageous. The goverment is mild. The use of the rod is restricted to aggravated cases, and the number of such cases is reported to be lessening. Without forbidding whippiug, the intention is to dispense with it as much as possible. — (Report of Superintendent W. W. Jones. TRAINING OF TEACHERS. STATE NORMAL SCHOOL. The last report of this institution stated that, with the beginning of the year, Sep¬ tember 1, 1873, the State Normal School entered upon a new era. The new building, which was then for the first time occupied, was said to be well suited to the immediate wants of the school, and a great aid in placing it on a higher plane. The organization of the school had been carried to a higher point and a more complete gradation secured than had been possible before. There was instituted a graded course of study extend¬ ing through twelve years. The attendance was larger than ever before and steadily increasing. The great majority of the pupils had come to fit themselves to teach, and were, in that sense, normal students. The raising the course of study and the stand¬ ard of admission had reduced, for the time, the number in the higher department. By a wise and liberal act of the board of education, tuition in the normal and prepara¬ tory school was, after the term then begun, made free to all. 254 REPORT OF THE COMMISSIONER OF EDUCATION. The report for the session beginning with September 1, 1874, indicates some changes in the officership, and proceeds to say that the school, as now organized, consists of two departments, the preparatory and the normal. The preparatory has a course of three years and a definite standard of admission. Its aim is, first, to secure thorough mastery of the elementary branches ; and, secondly, to develop some intellectual vigor and to induce correct habits of thought and a love for learning. The elements of the natural sciences are introduced : botany in the first year, zoology in the second, physiology and physical geography, Latin, algebra, and United States history in the third year. Attention is also given to drawing and vocal music. The normal department has a course of four years. Its aim is to impart that knowl¬ edge and discipline which will be most valuable to those who enter it, giving them general development and fitting them especially for the work of teaching. The at¬ tendance for the year ended June 23, 1874, was larger than ever before — 87 in the nor¬ mal department, 144 in the preparatory. The year beginning September 1, 1874, shows an enrollment as folio ws : In normal: fourth-year class, 4 ; third-year class, 7 ; second-year class, 14 ; first-year class, 40 — total 65. In preparatory : A class, 25 ; B class, 78 ; C class, 41— total, 144. (The fourth year normal is the most advanced class ; the C class preparatory, the least advanced.) This is an increase over the enrollment of September 1, 1873, of 5 in the normal and 42 in the preparatory, making in the preparatory at the outset 1 more than during the whole of the preceding year. In the whole school there were at the beginning of 1874-’75 within 14 as many as were enrolled during all of 1873-74. Of the 80 normal students in attendance in that year, 30 returned, more than 30 engaged in teaching, 3 entered school elsewhere, 1 at the California State Normal School at San Francisco. teachers’ institutes. The institute work during the year 1873 was much more extensive and profitable than ever before. Six institutes of three days each were held in different places, with a total attendance of about 250 teachers. A system of normal institutes was also in¬ augurated. Four of these were held of two wmeks each. Between four and five hun¬ dred regular teachers took part in these institutes, and more than four times that num¬ ber of the people listened to the lectures and discussions on educational subjects. The legislature at its session for 1873 refused to allow anything for institute work. This is considered a great mistake, in view of the fact that institutes must for years to come be the main dependence of the State for the instruction of its teachers. A change in the method of conducting institutes is suggested. “The institute should be made a school requiring study on the part of the teachers, and regular class-drills should be held daily. Let all frivolous discussions be entirely ignored and let good, solid, sensi¬ ble work be done.” It is recommended that the attendance of teachers upon the insti¬ tutes be made a condition of their receiving certificates. The superintendent remarks in conclusion : “Whatever may be the action of the legislature, at its next session, in regard to this matter, I am fully satisfied that our school interests must suffer, if some provision be not made for more extensive and thorough training for our teachers.” EDUCATIONAL JOURNAL. The Nebraska Teacher, which reached its third volume in 1874, is one of the agencies for training teachers in this State, containing, like kindred publications elsewhere, papers on school management, school discipline, and proper methods of teaching, as well as unusually full reports of the papers read and addresses made at teachers’ institutes and at the meetings of the State Teachers’ Association. It has also an official depart¬ ment under the control of the State superintendent. SECONDARY INSTRUCTION. REGULAR COURSE OF STUDY FOR niGH SCHOOLS. The law establishing the university provides for the admission, without further ex¬ amination, of any person who shall present a certificate from a county superintend¬ ent that he has passed honorably through the course of study prescribed in a high school. Under this provision, the courses of the high schools being far from uniform, “ there is,” as the superintendent justly says, “ no safeguard to the university against the admission of scores of students utterly unfitted to enter any of the college classes. Even now, with the 1 Latin school’ attached, it is compelled to refuse admission to numbers who apply. The result of this provision, if acted upon, will be disastrous to the institution ; it will eventually degrade the standard of admission to such an extent that virtually no scholarship will be required.” To avoid this, a uniform course must be adopted for the high schools ; the grade of advancement to secure admission to the university must be the same in every locality. This subject is engaging much thought and attention, and probably a course of study will be marked out which, it is hoped will meet with general approval. — (Report for 1873, p. 41.) NEBRASKA. 255 PUPILS IN HIGH SCHOOLS. The superintendents of schools at Omaha, Lincoln, Nebraska City, Bellevue, Humboldt, and Pawnee City report to the State superintendent, lor 1874, a total of 424 pupils in the high schools of those towns, but without specification of the course of study in these schools. At Plattsmouth, where no high school pupils are yet reported, a four years’ course for the high school has been arranged, embracing Euglish and classical studies, with the power of election between these. STATE PROVISION FOR ADVANCED INSTRUCTION. On this topic Mr. McKenzie writes, (report for 1874, pp. 11, 12 :) “ The ideal system of our State calls for free instruction from the primary school through the university ; and now that primary schools are pretty generally organized in every portion of the State, so that every child may receive instruction in the fundamental branches, there arises a demand for more extended advantages. “ This demand for more extended knowledge should be encouraged and satisfied as far as possible. We can only expect to elevate our primary schools as we hold out inducements to pupils to go on to higher attainments. When it is understood that a cer¬ tain proficiency is necessary to obtain access to higher schools and when these schools are accessible to all classes, then there will he awakened a spirit of emulation among schools of the lowest grades that will infuse new life into them. “ Granting that hut one child in ten ever looks higher than a common school in which to complete his education, there are even then nearly 7.500 pupils in the State asking for higher instruction. To accommodate these properly would require the organization of nearly one hundred special schools. The State must step forward and supply this demand, or the young men and women thirsting for greater attainments will find opportunities to satisfy their desires in other States, or private schools will he organized to accommodate them. Nebraska can now avoid the error of her sister States, who have left education beyond the common school to private enterprise. “ In 1870 there were seventy private schools, with over 1,400 pupils ; there are now hut thirty, with less than 900 pupils. This shows the confidence of the people in onr common schools. But now there is a demand for greater facilities, and these must be looked for in the graded schools. The work of these schools in Nebraska should he not only to furnish educational advantages to the children of all grades in the districts in which they are situated, hut also to afford any pupil in the county an opportunity for a liberal education free of charge. “ An essential feature of graded schools, of general importance to the State, is the high school department. It might seem that a specified course of study for that de¬ partment would he all the State should have any just right to dictate; but, since the management of these schools in all their departments must exert a beneficial or bane¬ ful inliuence on all the ungraded schools, and as all ungraded schools will, under the plan proposed, become more or less tributary to the graded schools, would it not he wisdom in the State to prescribe a regular course of study which the graded schools receiving special aid shall he required to adopt?” PRIVATE SCHOOLS. A total of 346 pupils is reported at Omaha as attending private schools in 1S74, and, as 37 of these are from 15 to 19 years of age, it may he presumed that at least this num¬ ber must he engaged in secondary studies. One school there, Brownell Hall, with 6 instructors and 90 pupils, is known to he engaged in giving to its higher classes a thor¬ ough secondary training, with drawing and vocal and instrumental music in its course. It reports a library of 1,500 volumes. PREPARATORY SCHOOLS. The Latin school of the State University has two courses, of two years each, intended to prepare students for either the classical or scientific departments of the university. One of these, beginning with the Latin grammar, goes up through Cmsar, Cicero, Vir¬ gil, and the Anabasis, with admixtures of arithmetic, algebra, and history, to the first steps of the college course in classics; the other, beginning with physical geography, pays attention to the elements of physics and chemistry, gives somewhat larger space to history, and substitutes German for the Latin and Greek of the first-named course. The grammar school of Nebraska College is also a preparatory school, beginning with Latin in the third form, and progressing to Csesar, Sallust, Virgil, Xenophon, and Homer, before entering the college classics. BUSINESS COLLEGE. One business college in this State reports, for 1874, a. total of 135 pupils, of whom 17 are females. No other particulars are given, See Table IV. 256 REPORT OF THE COMMISSIONER -OF EDUCATION. SUPERIOR ‘ INSTRUCTION. STATE UNIVERSITY, LINCOLN. Two departments of the university have "been organized, that of literature, science, and art, and that of agriculture. In the first there are four courses of study, tlio classical, the scientific, the Latin-scientific, and the Greek-scientific, of four years each ; in the second there are two courses, one of four years and a course of one year. The four years’ course of the latter department runs parallel with the scientific course and leads to the same degree. Special students are admitted to the various courses, selecting such studies as they may prefer, hut each student is required to take at least three daily studies or lectures unless permitted by a vote of the faculty to take a less number. Considerable additions have been made to the conveniences and material of the laboratory. An annual appropriation is made by the regents, as re¬ quired by law, for the increase of the library. The board of visitors concur in a sug¬ gestion made by the chancellor, that there be established a chair and department of didactics, to be a center and head of the normal system of the State and to work in connection with the normal school now in existence and others that may be estab¬ lished. This would lay the foundation for a more efficient and economic normal training in the State. The regents in 1874 elected an assistant professor Of chemistry, and, besides the pur¬ chase of a farm for the use of the agricultural department, made provision for further iucrease of the library, for the collection of specimens for an entomological cabinet, and for additions to the chemical and philosophical apparatus. — (State reports for 1873-’74, and Hesperean Student, No. 7, 1S74.) NEBRASKA COLLEGE, NEBRASKA CITY, (Protestant Episcopal,) has secured new, far more commodious and comfortable buildings within the last two years, and the board has purchased an additional square of lots for play-ground. The dormitories are newly furnished. A valuable mineral cabinet has been presented by Messrs. S. F. Nuckolls, John Gilman, and V. M. Sweet. Valuable libraries belonging to the college, to the president, and to the professors are, under proper restrictions, at the service of the students. Ordinary provision is made for gymnastic exercises. It is hoped that a new gymnasium will be erected during the autumn of 1874. Practical surveying will be taught with instruments. Convenience, good order, and better security in case of sickness have been obtained. A judicious but more frequent intercourse with refined people of the city has been made possible. Extensive bounds are daily given for rambles, while the busy streets of the city are strictly forbidden. Daily and nightly, responsible officers of the school are on guard-duty, while the most complete freedom is given for exercise or for con¬ versation to the boys. Robust health, cheerful heartiness, worthy ambition in study, personal neatness, manly and good conduct, characterize the school. Young men are thoroughly educated here for professional life or for business, and special attention is given to their religious and moral training. The number of scholars averages 75. Boys are prepared for the freshman or sopho¬ more classes of the university. It has been in existence about eight years, and is with¬ out endowment, and supports itself entirely by its current patronage.— (From report State superintendent, 1875, pp. 291,292.) DOANE COLLEGE, CRETE, (Congregationalist,) is now out of debt, having succeeded in realizing all the pledges that have been made. Mr. Thomas Doane has given §12,000 : §10,000 were raised in Massachusetts and the same amount in this State. The debt of nearly 87,000 was paid off, and at the close of the college year, June 26, 1874, there were the following assets: §18,000 in interest-bearing notes, §2,000 in non-interest-bearing notes and subscrip¬ tions, 200 acres of land in Polk County, 600 acres adjoining the city of Crete, 56 city lots in Crete ; also, the academy-building and the square on which it stands, valued at §8,000. Some additions have been made to the library, now numbering 200 volumes, and two large beautiful globes have been recently donated. Last year 50 were enrolled in the different classes in the preparatory department, of whom 23 were gentlemen and 27 ladies. The freshman class, the first that has been admitted, numbered 5. The second freshman class, admitted at the end of the year, numbered 4. The present year there is a slightly increased attendance in the prepar¬ atory department. — f State report for 1874, p. 292.) NEBRASKA. 257 Statistics of a university and colleges, 1874. Names of university and colleges. Doane College . 3 ... Nebraska College . 10 0 University of N ebraska . . Property’, income, &c. If h o«g n £5 Is ~2 It ■S8 © 5s III $50,000 $20,000 23,000 | 0 175, oco ; . $2,000 ! $500 0 j 8, 000 $0 0 21, 610 200 $0 cl, 700 ...J 1,500 a Includes society lioraries. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. AGRICULTURAL DEPARTMENT OF THE STATE UNIVERSITY. In the course of study during the year 1874, slight changes have been made in the Latin course and in the agricultural college course, which promise to he of advantage to the university. In the Latin school an additional year of study, preparatory to the freshman year in the scientific course, has been added. This was intended to" accom¬ plish a twofold object : one to avoid holding out encouragement to students to enter the scientific course because it was shorter than any other ; and, secondly, to emphasize more clearly the elementary work, so that students might make better teachers and be better grounded for the studies of the full course. Such a provision, too, is well calculated to attract students who will eventually desire to complete some one of the university courses of study. In the agricultural college the requirements for graduation have been reduced from a course of four years to one of three years. The design of such change is to make the instruction more technical in its character and to require fewer of such studies as belong to the so-called liberal course of education. At the same time the student in this department is not prevented from a fuller course of study in other departments of the university. During the past year a finely-cultivated farm, containing 3*20 acres, has been pur¬ chased for the use of this agricultural college. This is already proving.of great value to the college, by offering attractions in experimental farming and by compensated labor, both of which are essential to the successful development of this department. Already it has enlisted in this course of study a number of the best students, and from present indications promises to become as attractive as it is a most valuable course of study. Having come into possession of the farm but three months since, all that has been done has been preparatory to the work of next year. Utensils have been pur¬ chased, the farm and outhouses have been put into good condition for the coming sea¬ son, and four varieties of blooded stock procured. Thus ample appliances have been furnished for successful instruction in the class-room and for experiment and observa¬ tion of methods on the farm. During the fall sundry improvements Were made, among which may be mentioned the following : A well was dug, which yields over one hundred barrels of excellent water per day. A windmill and tank have been supplied ; and now, by means of pipes laid below the reach of frost, pure well-water is carried to the farm-house, to the barn, to the piggery, and to the pasture. Some 300 rods of board fen ce^ias been put up, in¬ closing a pasture and pig-yard ; a coal-house and horse-stable erected. A six-ton Howe stock-scales was put down, aud a large number of smaller jobs done in the way of putting the farm into shape for next spring’s work. The greater part of the labor • connected with these improvements was performed by the students. For the first time since the opening of the college, two years and a half ago, there were, in 1874, 6 students taking the regular agricultural course. Besides these, 6 or S others were taking special studies in this department. All entered for the full four years’ course except one, who is already a graduate of the scientific department of an eastern college. It is intended that the students shall board at the farm and take part in all manual operations. The work-arrangements are such that each stu¬ dent is required to labor at least two hours a day five days in the week, and may work more when work can be provided. 17 E 258 REPORT OF THE COMMISSIONER OF EDUCATION. The chancellor, during the year 1873-74, inaugurated a series of farmers’ institutes in different parts of the State, which proved so satisfactory that it was decided to con¬ tinue them in 1874-75. — (State report for 1872, pp. 71, 72, 77.) Statistics of schools for scientific and professional instruction. SPECIAL INSTRUCTION. NEBRASKA INSTITUTE FOR THE DEAF AND DUMB. The Nebraska Institute for the Deaf and Dumb is educational, and children of pa¬ rents living in the State are admitted to all its privileges free. The applicant lor admission must be of good moral habits, between the ages of 10 and 25, of sound mind, and free from contagious disease. Since the organization of this institute, in April, 1869, 53 pupils have been ad¬ mitted, 28 boys and 25 girls. Thirty-nine have been in attendance since January, 1873, and, at the date of this report, 37 present. There is one session a year, which begins the second Yv ednesday of September and closes the third Wednesday in June, making a term of forty weeks. A course of eight years is allowed. A board of directors, com¬ posed of sis good men liviug in different parts of the State, exercises careful supervision over the interests of the institution. Two teachers, one a speaking map and the other a mute gentleman, aided by the principal, devote their whole time, during ordinary school hours, to the instruction of their pupils. Other teachers will be added as cir¬ cumstances require. A class of semi-mutes has been taught articulation for more than two years. There are eight in the class of the most advanced pupils. Their studies consist of exercises in written language, which is a daily exercise among all grades during their whole course ; arithmetic, geography, science of common things, and his¬ tory of the United States. The next class of fifteen devote their time to language, arith¬ metic, and geography; another class of three study language and arithmetic, and still another of eleven, who are beginners.— (Report of 1874, pp. 96-99.) EDUCATIONAL CONVENTIONS. CONVENTIONS OF COUNTY SUPERINTENDENTS. In 1874 two county superintendents’ conventions wera held, one at Fremont, Feb¬ ruary 19, and one at Lincoln, March 11. At Frdmont, the State superintendent presided, and opened the convention with a short address, sugg^ting topics for discussion during the session and stating what were the duties belonging to the office of county superintendent and the proper methods of performing these. The duties of school-visitation and examination of teachers re¬ ceived especial attention and were well and wisely stated. As to the first, it was urged that the superintendent should visit each school iu his county twice during each ses-. sion, that these visits should be made at different hours of the day, and should take in an observation of the general aspect of the school, of its methods of instruction, and of the current routine as ordinarily proceeded with. As to the second, that no certificate should be granted to a teacher without a suitable examination, and this examination an honest and thorough one. After the appointment of committees, the one on State institutions presented resolu¬ tions referring especially to the normal school. It was agreed by some that the school NEBRASKA. 259 should do no work belonging to the seminary, that no students should attend for tho purpose of acquiring simply a knowledge of the branches to be taught, but instruction in methods of imparting it. Others urged that while the ideal should be to make tho school eventually purely professional, it was impossible to do so at once. The neces¬ sities of existing circumstances must be met and academic instruction bo given for a time. It was finally resolved: (1) That tho normal school should have purely a pro¬ fessional character; (2) that no one should be admitted as a student who has not passed a satisfactory examination before two associated county superintendents in the branches required of those receiving a third-grade certificate. The committee on teachers’ institutes afterward presented a report, recommending, (1) That county superintendents hold at least one institute each year, using the best talent at their command in instruction ; (2) that the State superintendent organize and hold two or more normal institutes for the State, to continue in session from two to four weeks, at such times and places as may be most convenient for the teachers; (3) that some provision be made by the legislature to defray the expense of at least one competent instructor for each county institute. The convention at Lincoln passed "essentially the same recommendations respecting the holding of teachers’ institutes and also a resolution that county superintendents should be elected for a term of three years by a convention of school directors of the several districts of the county ; that two persons should be designated by such conven¬ tion, one as first choice and the other as second choice, and that, if, within thirty days, no petition to the contrary should be presented to the State superintendent, the person designated as first choice should become superintendent of the county ; but, if, within thirty days, one-fourth of the directors of the county should petition for it, the State superintendent should appoint an examining board of two persons, who, with him¬ self, should examine the person elected as to his qualifications, the decision of a major¬ ity of this board being final on the point. In case of his rejection or of his resignation during his term of office, the person designated as second choice should become county superintendent, under the same restrictions. In case of his rejection by the examining board, the State superintendent may appoint to the vacant place or call a new convention to nominate new candidates, the standard in all cases to be at least the qualifications required for first-grade certificates, with five years’ successful experience in teaching, or one term of preceding county superintendency and general acquaintance with the school system of the State. The committee on State institutions presented a report favoring a uniform course oi study for the graded schools of sufficient extent to prepare students to enter at least the freshman class of the State university, and also, as far as possible, a course for the common schools to harmonize with that for the graded schools and form a con¬ tinuous system, from the lowest common school to the highest departments of the university. They also recommended the issuance of State certificates to eminently-qualified teachers, authorizing them to teach in any county or district of tho State ; and, further, the policy of uniting all the colleges in the State into one State university. All these recommendations met with the approval of the convention, which is said to have been remarkable for tho excellence of its material, for the harmony of its views, and for the unanimity of its action. STATE TEACHERS’ ASSOCIATION. At the time at which this Report goes to the press the account of the proceedings of the ninth annual meeting of this important body has not been received. It is only known that it was held at Omaha : was largely attended, notwithstanding quite un¬ favorable weather ; and was thought to be, in many respects, the best meeting of its kind yet held in the State. Having been held at an interval of more than a year from the preceding one, the report of it will properly belong to 1375. 260 REPORT OF THE COMMISSIONER OF EDUCATION. LIST OF SCHOOL OFFICIALS IN NEBRASKA. Hon. J. M. McKenzie, State superintendent of public instruction, Lincoln. COUNTY SUPEBEJTENDENT8. County. Superintendent. Post-office. Juniata. Oakdale. It. E. Chess . Albion. J. J. W. Place . ! i Gibbon. Tekamali. i Savannah. TT. W. Wise Piatt sinoutli. Cedar . L. M. Howard . | Green Island. Cheyenne . _ . L. Jenkins . i Sidney. Clay . D. W. Garyer . ! Fairfield. Colfax . J. A. Grimison . . . ' 1 Schuyler. Cuming . Eobert Eohh . | West Point Dakota . J. T. Spencer . Dakota City. Dawson . W. H. Lengel . | Plum Creek. Dixon . W. S. Bates . 1 Ionia. Dodge . J ohn Cayton . : ! Pebble. Douglas . John Eush . ! Elkhom Station. Fillmore . John A. Dempster . Ohiowa. Franklin . C. B. Childs . . . Eiyerton. Furnas . Thadeus K. Clark . Arapahoe. Gage . J. E. Little . Beatrice. Gosper . . . Erastus Misner . i Arapahoe. Greeley . Loying Goify . . . ; Lamartine. Hall . J. D. Hays _ _ _ _ _ i Grand Island. Hamilton . 1 J. T. Price . ! Lincoln Valley. Harlan . ; H. M. Luce . ! Eepuhlican City. Hitchcock ..... _ _ _ _ _ ' Daniel Murphy .... _ ..... _ _ _ _ Culbertson. Howard _ ... _ _ _ 1 Hanford K. Smith . St. Pan! Jefferson . E. J. Fulford . . . Fairbury. Johnson _ _ _ _ _ Wilson Wightman . Tecumseh. Kearney . E. P. Stein . . . . Lowell. TCeit.h _ _ _ [ E. K. Searle . Ogalalla. Knox . . . . . Billings Dayis . . . Creighton. Lancaster . A. G. Scott . Lincoln. Lincoln _ _ _ _ ... 1 A.F.Feay . Korth Platte. Madison . 1 F. A. Cogswell . Madison. Merrick . . . . ' Charles E. Mead . . Lone Tree. Kemaha . . . . ! D. W. Pierson . . . . . . Brownyille. Kuckolls . | J. B. Kesbit . Kelson. Otoe _ _ _ _ _ _ H. K. Eaymond . . . Kebraska City. Pawnee . . • John M. Osborn . Pawnee City. Piprnfi _ _ C HFrady . Pierce. Phelps . . . . j Frank Hazen . „ . . . . . Williamsburg. Platte . Charles A. Speice . Columbus. Polk . j James Bell . — . . j Bellrille. Fed Willow . 1 George B. Kettle ton . Valley Grange. Ei chard son _ i F. M. Williams _ ... _ _ _ .... Salem. Saline _ ..... . . . 1 James McCreedy . . . Pleasant Hill. Sarpy . D. W. McFarland . PaniUion. Saunders _ _ _ _ _ C. M. Whitney . Cedar Bluffs. Seward _ _ _ _ _ _ 1 George B. France . . . Milford. Sherman _ 1 J. W. Eddy . Loup City. Staunton _ _ _ F. A. Frost . . . . . . . Staunton. Thayer ! W. H. Barger . . . Hebron. ■Valley . A. Terry . Korth Loup. Washington . . Charles Cross . . . Herman. YV ayne _ _ _ _ Moses H. Sherk . La Porte. TV ebster . . . . _ . H. S. Kaleg . Eed Cloud. York ... • - - T. A. Parkinson . . . . . York. NEVADA. 261 NEVADA.* STATISTICAL SUMMARY. RECEIPTS. From taxes . $93, 431 23 From rate-bills . . 317 69 From State apportionment and miscellaneous sources.. . . 52, 432 40 Total receipts. . . 146,181 32 Increase for the year . . . 26, 142 98 EXPENDITURES. Amount expended for school-purposes . 124, 301 64 Increase during the year . . 25, 832 88 SCHOOL POPULATION AND ATTENDANCE. Number of children in the State from 6 to 18 years of age . 6, 315 Increase for the year . . 1, 265 Number enrolled . . . . 4, 811 Increase in two years . 1, 439 Average number belonging . 3, 285 Average daily attendance . 2, 884 Number of children attending private schools . 680 Number of children from 8 to 14 years of age not attending any school - .. 298 Number of children from 6 to 18 years of age not attending any school. .. 1, 263 TEACHERS. Teachers employed — gentlemen, 35 ; ladies, 80 . 115 Highest monthly salary paid male teachers . $200 00 Highest monthly salary paid female teachers . 180 00 Lowest monthly salary paid male teachers . 70 00 Lowest monthly salary paid female teachers . 60 00 Average wages of teachers . 100 56 SCHOOL DISTRICTS AND SCHOOLS. Number of school districts . . . . 71 Number which made reports according to law . . 68 Number which voted district tax . . . 8 Number of school-houses in the State . . . 59 Average duration of schools _ * . . 7m. lid Number of free public schools maintained without rate-bill . . . 68 Number of volumes in school libraries . 983 Number of visits to schools made by trustees . 311 Number of visits made to schools by other persons . 1> 679 ELEMENTARY INSTRUCTION. PROGRESS FOR THE PAST TWO YEARS. The superintendent reports a healthful condition of educational affairs throughout the State and a notable improvement in almost every essential feature of the educa¬ tional system during the past two years. The permanent school fund has been increased from $104,000 to $250,000. There has been distributed from it among the counties, during 1874. nearly $8,000 more than was distributed in 1872. More than $50,000 were expended in the erection and enlarge¬ ment of school-houses. Thirteen new districts were formed and 39 additional teachers employed. The number of graded schools has been increased. The school-population is larger by over 1,300 children ; the proportion of enrollment to census enumeration has increased from 77 to 84 per cent. The per cent, of attendance, by operation of the compulsory law enacted by the legislature of 1873, has been increased. Cases of in¬ excusable neglect of public school privileges Ixave been notably diminished. It is be- *From tlie third biennial report of the superintendent of public instruc tion of Nevada, Hon. A. N. Fisher, for the years 1873 and 1874. 262 REPORT OR THE COMMISSIONER OF EDUCATION. lieved that of the whole number of non-attendants reported, one-half are legally excused by reason of age — being under 8 or over 14 — or sickness, or incapacity, or distance from a public school, and that therefore less than 7 per cent, of the entire school population are culpably negligent of school privileges. COMPULSORY EDUCATION LAW. No instance has been reported of the enforcement of the penal provisions of the compulsory law. The law has proved efficient when employed merely as a menace, except in cases where the poverty of the delinquent relieved from fear of a fine. The law meets with general approval throughout the State ; the press has generally com¬ mended it, and it is believed that its influence has strongly tended to arouse the present unusual interest throughout the State in educational measures. As a result of this interest, the chief towns are being supplied with school edifices of which the State may justly be proud. This revival in educational enterprise has been accompanied by a marked increase of interest in the public school on the part of the children, who are not only inspired by the sentiment prevailing among adults, but have the added incentive of the knowledge that they are pursuing their studies under the public eye and may anticipate the reward of popular approval. This feeling has been encouraged and made use of as a motive to increased diligence by the publication in the columns of some local paper of a monthly roll of honor. QUALIFICATION OF TEACHERS. Greater attention is being paid to the selection of teachers, and, although average salaries have not been increased, a better educational talent is being distributed throughout the State. In this respect, however, there remains occasion for radical reform, and the greatest need of the educational system of Nevada is the adoption of measures securing the exclusion of manifest incompetence from the school-room. The responsibility for the admission of incompetent teachers to the profession is ascribed to the trustees and examiners; for “ there is no lack,” says the superintendent, “of qualified applicants, nor is there likely to be, while our average monthly salary is twice as great as that of a majority of the "States. There is not an incompetent teacher in the State who is not indebted for his position to the ignorance, or indifference, or venality of the majority of the trustees of the district and of the examiners of the county in which he pursues his usurped profession.” CAUSE AND CURE OF THE EVIL. Applicants failing to pass a respectable examination in any branch of study are sometimes granted second-grade certificates, “ to save their feelings.” The returns show that 61 second-grade certificates were granted during the past year and only 21 first- grade. To provide an adequate remedy for this evil, it is believed, will require radical legislation ; perhaps such as will involve departure from customs supposed to be essen¬ tial to a pure democracy. The root of the evil lies in the fact that local school officials, ore permitted to be designated by popular ballot, under conditions which render it as liable to fix upon unworthy as upon worthy men. The law is further defective in that it provides no efficient supervision of the acts of its selecting agents and fails to punish any malfeasance in office. Meanwhile, the superintendent advises the establishment of a State board of exam¬ ination, which shall be authorized to issue State certificates and life diplomas, and might also be empowered to re-examine any holder of a county certificate whose ill- success might occasion his citation by any competent authority. COUNTY SUPERINTENDENTS. The average salary of county superintendents is $507; the total number of school visits made by them, 220. RATE-BELLS. Nevada is believed to be the only State remaining in which rate-bills continue to be assessed. The new State superintendent of instruction writes, February 3, 1875, in answer to inquiry, that “ they work well.” SECONDARY INSTRUCTION. The action of the last legislature, making a conditional location of the university at Elko, resulted in the erection of a fine building for the preparatory school by the citi¬ zens. The school was opened in October, 1874, with 12 pupils on the roll. Two public high schools are reported in the State, but, beyond the fact of their existence, nothing is yet knowrn of them. The State is yet too much absorbed in the clearance of the country, in the develop¬ ment of its mineral resources, and in the organization of tho inflowing population, to have much opportunity for attending to the superior, scientific, and professional in¬ struction which belong to a more established condition of political and social life. NEVADA, 263 SPECIAL INSTRUCTION. EDUCATION OF DEAF AND DUMB. There are three deaf aud dumb pupils under State patronage at the institution at Oakland, Cal. They are making encouraging progress in their studies and exhibit a healthful mental and bodily vigor. LIST OF SCHOOL OFFICIALS IN NEVADA. Hon. S. P. Ket.lv, State superintendent of public instruction, Ca rson City. STATE BOARD OF EDUCATION. Kamo. Post-office. His excellency L. It. Bradley, Governor . Carson. Hon John Bay, surveyor- General . Carson. Carson. Hon. Samuel P. Kelly, State superintendent of public instruction . COUNTY SUPERINTENDENTS. County. Superintendent. Post-office. Churchill . Genoa. Elko. Aurora. Eureka. Winnemucca. Austin. Bnllionville. Silver City. Belmont. Carson City. Gold Hill. Reno. Hamilton. Douglas . John E. Johns . - . . EltcT . E. S. Xeates .. _ _ _ _ Esmeralda . i D. H. Fletcher . . Eureka . 1 A. W. Kave . . Humboldt . . | C. Chenowith _ _ _ Bander . . i J. It. Williamson . . . Lincoln D. W. Hill . T.vmi . i J. G-. Cromwell . Sye . 2 . j P. C. Granger . Orm soy T,. S. Greenlaw _ _ _ Storey . . . Washoe J. N. Flint . . . . . . . . ! Orvis Tt/inc _ _ _ _ . _ _ W ]iifo TMno IT. S. Herrick _ _ _ _ 264 REPORT OF THE COMMISSIONER OF EDUCATION. MW HAMPSHIRE. STATISTICAL SUMMARY.* SCHOOL REVENUE. Amount raised by taxation, as required by law . $354, 529 00 Raised by town or district tax beyond what the law requires . 85, 590 00 Received from literary fund . 20, 385 00 Railroad tax appropriated for schools . . . 6,767 00 Income from local funds . . . . . . . 30, 321 00 Contributed by individuals . . 9, 272 00 Total . . . 492,864 00 Entire amount expended for support of public schools . . 488, 104 00 Average appropriation for each registered scholar . ... . 7 05 ATTENDANCE. Number of children of school age in the State, (as given in report for 1873). .. 76, 167 Number of pupils registered : boys, 36,176 j girls, 33,002 . ‘ - 69, 178 Decrease from last year . 696 Average attendance . 47, 275 Increase over last year . +516 Per cent, of average attendance to the whole number . . . 69 Increase over last year . .01 Number of children, between 4 and 14 years of age, not attending any school.. 2, 593 Decrease from last year . . . . . 1, 087 TEACHERS. Whole number of teachers : males, 482 ; females, 3,330 . Number of teachers teaching for the first time . Number of teachers teaching the same school two or more successive terms. . Number of teachers who have attended teachers’ institutes . Wages of male teachers per month, including board . . . W. ages of female teachers per month, including board . . SCHOOL DISTRICTS AND SCHOOLS. Number of districts . . . . 2, 148 Number of schools . . . . . 2, 502 Number of graded schools . . +330 Number of schools that average 12 scholars or less . . 960 Average length of schools in the State, (weeks) . 20 SCHOOL PROPERTY. Estimated value of school-houses and lots, with appurtenances . $2, 208, 025 51 Value of school apparatus . . $24, 054 70 Number of school-houses unfit for their purpose . 390 Number of school-houses built or repaired during the year . % . . . 276 Cost of the same, including land, fences, and furniture . $103,742 87 * From report of Daniel G-. Beetle, esq., superintendent of public instruction, for the school year ended June, 1874. t This is correct according to last year’s tables. But according to a corrected comparative summary of attendance published this year by Mr. Simonds, in which the figures for 1873 are 47,459, there has been a slight decrease for the year amounting to 184. X The superintendent states that the returns are defective. The number of graded schools reported last year was 392. 3, 812 632 1,262 1,714 $44 87 24 90 NEW HAMPSHIRE. 265 Comparative statement showing the progress of the school system during the last twenty years, and its relative condition for the years 1673 and 1874.* 1854. 1864. 1873. 1874. 2,280 2,496 j 2, 502 Average length of schools in weeks . 20 20.5 21.2 ; 20 Whole number of pupils registered . 88, 025 83,401 69,874 I C9, 173 Average attendance . . . 49, 976 52, 620 | 47, 459 | I 47,275 Percentage of attendance . 57 63 63 | 69 Number of children between 4 and 14 years not at- 2,669 3,440 3,680 2,593 - tending any school. Number of male teachers . . 1, 19G 759 527 482 Average wages per month, including board . Number of female teachers . t$16 42 $26 99 $40 78 $44 87 3,194 3,262 3, 296 3, 330 Average wages per month, including board . t$7 18 $15 05 $23 84 $24 90 Estimated value of school-houses, with lots and appur- $916, 894 $1, 917, 625 1 $2,208,025 * tenances. Value of school apparatus . $13, 5S4 $27,345 $24, 054 390 Number of school-houses unfit for their purpose . 509 402 | Entire amount expended for support of public schools. $212, 324 ! $261,642 1 $507, 446 j $488, 104 Average appropriation for each registered scholar . . . $2 53 $3 13 I $7 38 j $7 05 * Prepared by Hon. John W. Simonds. t Exclusive of board. EDUCATIONAL PROGRESS. In a paper read at the twentieth annual meeting of the State Teachers’ Association, Hon. J. W. Simonds, superintendent of public instruction, gave expression to his great satisfaction at being able to report favorably upon the progress of public education in the State. He referred especially to the progress in teaching and supervision, remark¬ ing as follows : Teaching. — “ Progress is clearly observable in the teaching, or rather in the manner and the method of instruction, practiced in our public schools. This improvement manifests itself in the earnest endeavors of the faithful teacher to impart instruction in a more efficient manner, by adopting methods calculated to awaken dormant powers and to arouse mental action. Oral instruction and object-teaching with primary classes are rapidly taking the place of the abstruse and mechanical methods of former years. Exercises in drawing have been introduced and vocal music is successfully taught in many public schools. Many teachers stand in the front rank of this forward movement and are found seeking instruction and professional training.” Supervision. — “ The importance of the office of school committee is receiving increased attention. Suitable persons are frequently chosen who are making commendable efforts to advance the cause of education in their respective localities. A larger num¬ ber of certificates have been refused applicants to teach, during the past year, than for the previous five years, and the reports show a gradual consolidation of text-books.” — (State report, pp. 117, 118.) * TAXATION AND DISTRIBUTION. In the report of the board of education, the attention of the legislature is called to the fact that the present system of taxation, while it imposes equal burdens upon the tax-payers, is far from affording equal privileges to each individual of the school popu¬ lation/ While the average appropriation for each registered pupil in the State is about §5.20, eleven towns receive less than 82 per pupil, (oDe town but 87 cents,) and others receive eight and nine dollars for each pupil. In one town the amount received is §10.68 and in another §14 per pupil. “As the present system operates, the small and poorer districts suffer, not only in the length of schools, but in quality of instruction. The parents become discouraged and indifferent, and hence the general apathy that pervades the scattered population of the State.” — (State report, pp. 6-10.) CCBIPULSORY ATTENDANCE. The law for compulsory attendance was enacted during the June session of 1871. The report for 187*2 showed that 6 per cent, of the school population of the State were under no instruction. In 1873 the number of non-attendants was less than 4J per cent, of the school population. The aggregate decrease for 1873, over 1872, was 922. The decrease for 1874, over 1S73, is still greater, being 1,087. This steady decrease in the number of non-attendants indicates a favorable working of the law. Little effort, other than the posting of the law, has been made for its enforcement, outside the cities and a few larger villages. It is probable that the cases requiring the enforcement of this law would not be freque ** ;n the agricultural towns and districts. With rare exceptions, we find there a native-born people, all of whom value education. In some manufacturing places, jrapid immigration has' increased the number .of illiter 266 REPORT OF THE COMMISSIONER OF EDUCATION. ates; though the illiterates of New Hampshire are not all of foreign birth. According to the ninth census, in 1870, the illiterates 10 years old and upward, of foreign birth, numbered 7,934: the number of native-born, 1,992. — (State report, p. 27.) THE DISTRICT SYSTEM. The superintendent enumerates the following obstacles which the district system presents to the progress and efficiency of the public schools : (1) Failure of efficient supervision ; (2) frequent changes as supervised ; (3) lack of proper qualifications of teachers, as would be required in a uniform town system; (4) coustant change of teachers ; (5) want of interest in schools on the part of teachers and school officers ; (6) too many small and short schools ; (7) lack of facilities to aid the teacher ; (8) disregard of system and uniformity, pupils often studying what they choose, to the neglect of what they should study. A majority of the town superintendents and the best teachers of the State are in favor of the adoption of the town system. — (State report, p. 119.) IMPROVEMENT OF THE SCHOOLS. It is suggested to superintending school committees that they “will secure better qualified teachers, and consequently elevate the condition of the schools, by adopting a more thorough system of examination of teachers/7 requiring that the examination be in part written as well as oral, and making the certificate dependent in a measure upon the exactness of the written answers. It is also advised that superintendents require of the advanced classes in school written review examinations of some study once each week. The importance of a pro¬ gressive course of study, systematically pursued, is strongly urged. “The vrnnt of such a course/7 the superintendent observes/7 is one of the greatest drawbacks to our system of education. The management of the schools by a town board, chosen for a term of years, would tend to correct this adverse feature.77 — (State report, p. 152.) DEFECTS OF THE PRESENT SCHOOL SYSTEM. The present school system, established by early legislation, was revised and improved in 1827. It was modified and amended in 1847 and by more recent legislation, but the leading principles of the existing system remain as established by the great school law of 1827. The superintendent, Hon. J. W. Simonds, says : “ Our present system is rendering valuable service, but this does not answer the call for improvements. There is an awakening on the part of the people, which is scrutinizing the Working of the present school law. Progress, under this system, has been made in certain directions : never¬ theless our system of to-day is not fully accomplishing the purpose of a thorough State system of education.77 A marked defect pointed out in the present system is its failure to furnish suitable educational advantages in sparsely-populated sections. The annual returns show a steady decrease in the number of scholars in the rural districts. The census for the past decade exhibits a rapid decrease of inhabitants in many towns. Observations and inquiries lead to the belief that one of the most po tent causes of this decline of population and scholars is the certainty of securing good school advantages by removal. The State has been generous in its special or optional legislation. Thus the wants of the thickly-populated portions have been well provided for. The State, too. has from time to time increased the percentage of school-money required to he raised by taxa¬ tion. But, while the aggregate sum of school-revenue for the State has been increased, the appropriations for localities most needing it hove been comparatively diminished. It is believed that, if the present optional State legislation should he generally adopted, many of the existing defects would he removed and the rural schools he greatly bene¬ fited. The belief is expressed that the rural schools arc uot in advance of those schools o, quarter of a century ago, and that the inhabitants of the rural districts are gener¬ ally dissatisfied with the existing system. Inefficient supervision is mentioned as one of the most serious defects of the present system. “ Owing to the want of good supervision many schools are embarrassed by mixed and various series of text-books, which in many cases are unfit for the classes using them. In the same schools, only a very imperfect classification exists.77 The act enabling towns to abolish school districts in certain cases, passed Juue ses¬ sion, 1870, if adopted or made compulsory, is designed to remove many of the defects that now impede progress. Its purpose is to aid sections sparsely populated by equal¬ izing the school privileges ; giving to all schools the same length of term, uniform system, and equal efficiency. In case of the adoption of the optional law by the State, it would he considered ad¬ visable to so amend it as to require that the members of the board of education should be chosen for a term of years, and that the annual election should be held at some date different from the annual town election. — (State report, pp. 144-148.) NEW HAMPSHIRE.. 267 SUGGESTIONS OF THE SUPERINTENDENT. The superintendent also submits the following suggestions to the consideration of the general court : (1) The entire management of the public schools should be vested in one set of town officers, chosen by the town. As the public school system is maintained by State laws, the State should provide for an effective State supervision ; hence, (2) Public education demands the establishment of a new State board of education. (3) Convenience, as well as utility, requires the change of the time of choosing school officers from the mouth of March to July and the time of closing the school year from the second Tuesday in March to the last Tuesday in July. (4) It is for the interests of the State to so legislate as to aid the teachers of common schools in attending the county teachers’ institutes. — (State report, p. 152.) SUMMARY OF REPORTS OF TOWN SCHOOL COMMITTEES. A large number of these reports mention a very gratifying increase in the general interest manifested in pmblic schools, a growing appreciation of the need of more thorough and systematic instruction, and consequently a demand for more thoroughly trained teachers. Many of them, also, record an improvement in school-houses, but 390 of these are still reported as unlit for use in every respect, and many more are defective as regards ventilation, furniture, and apparatus. An entire want of apparatus is one of the most frequent complaints. In one town “ there are no maps, charts, globes, or even good blackboards provided ; ” in another, “ not a school has a mural map, globe, or book of reference, and only one has a clock or dictionary.” These statements are re¬ peated again and again in the reports, though in most cases this state of things is found where the appropriation per child is the lowest ; but in the two instances quoted above, the appropriation for each registered scholar is, for one, $5.14. and for the ether, $6.63. The great evil of a multiplicity of text-books is frequently mentioned, and a major¬ ity of school-officers declare themselves in favor of uniformity. The deplorable negligence of parents in respect to visiting the schools is a common ground of complaint, and in several of the reports earnest appeals are made to parents to manifest some interest in the education of their children ; to visit the schools as a means of helping and encouraging the teachers and furnishing additional incentives to exertion on the part of the pupils. The number of lady visitors is usually nearly double that of males. Irregularity of attendance is uniformly complained of in the rural districts as a most serious obstacle to advancement, and in some districts the number of scholars is so small that some change seems necessary. One school-officer says : “ It seems a waste of money to hire a teacher for from two to five scholars, and that is all we find in some of our districts ; ” aud another reports a school with “ one scholar.” Whenever the compulsory law is mentioned it seems to have worked well. Most of the reports contain expressions in favor of substituting the town system for .the one now existing. — (State report, pp. 157-240.) CITY SCHOOL SYSTEMS. DOVER. The school committee report that the school-buildings, their surroundings and ap¬ pointments, are in a very satisfactory state. The schools have been kept entirely free from sectarian and political influences, and in the main have been well taught. There has also been great freedom from sickness and change of teachers. Still the results are not in all respects satisfactory, nor, is it believed, are they likely to be until a radi¬ cal change be made in the mode of supervision and parents obtain a better knowledge of the nature of graded schools. What is wanted more than anything else is a suffi¬ cient appropriation from the city for the appointment of a courteous, discreet superin¬ tendent.— {Annual Report of School Committee, Dover, 1874.) MANCHESTER. Since the year 1871 there has been in force in the State 11 An act to compel children to attend school.” To secure its enforcement in this city the labors of a truant-officer are relied upon mainly. His reports show that he has made over 300 arrests of truant children, all of which are included in the reported whole number belonging; not more than 50 of them were new scholars. It is estimated that there are in the city about 5.500 children of school age ; only about 3,724 are in public schools and 1.500 more iu the Roman- Catholic parochial schools, leaving 200 or 300 who have been without aday’s schooling in the whole year. The truant-officer has done much to secure a larger aver¬ age attendance in the schools, and his work is commended. But it seems that it is not eqnal to securing to all the children the minimum of three months’ schooling provided by law. 268 REPORT OF THE COMMISSIONER OF EDUCATION. A committee of the hoard, appointed for the purpose, visited all the mills and shops of the city, to call the attention of employers to the law regulating the employment of children. They all x>romised to aid in enforcing it ; yet it was evident that some of them had hut a slight sense of their personal responsibility in the matter. There is no doubt that many children are employed beyond the time allowed. The school authorities cannot follow each case after a certificate is given, and in most cases it is left with the employer to discharge the child when he is entitled to return to school. The establishment of a “ half-time ” school similar to those in Fall River and other manufacturing towns is suggested, as a means by which school advantages would be more certainly secured to all the children of the city. — (Manchester School Report, 1874.) NASHUA. The ordinance relating to truants has been more effectually enforced the past year than heretofore. While the evil of truancy has not been removed it has been lessened. Through the influence and suggestive hints of the truant-officer, children who were not playing truant have been induced to go to school. The law in regard to employ¬ ing children in manufacturing establishments has not been very vigilantly enforced, owing to the want of sufficient school-room and the hardness of the times, which has rendered it necessary, in many instances, for parents to depend more largely upon the labor of their children for support. That there are many working in the various manufacturing establishments who have not complied with the terms of the law there can be no question. Regular work in drawing was commenced in all the grammar, middle, and primary grades above the third at the beginning of the summer term, and has been carried on steadily throughout the year Excellent progress has been made in vocal music dur¬ ing the year. In the condition of the schools, compared with that of a year ago, it is claimed that in some respects, if not in all, there has been improvement. While the average daily attendance has fallen off slightly in the primary schools it has increased in all the upper grades, giving a small increase in the average for the year. — (School Report of the City of Nashua, 1874.) TRAINING OF TEACHERS. NORMAL SCHOOLS. State Normal School. — According to the report of the principal, Mr. H. 0. Ladd, dated April, 1874, the school is in a prosperous and encouraging condition, notwithstanding the great loss sustained in the death of its former principal, Prof. Pearl, who died in August, 1873. Additions were much needed to the library and to the philosophical apparatus. Another and greater want, however, is such provision for the school as shall make tuition free to the sons and daughters of the State. Compensation for teaching in most of the schools does not warrant an expenditure of $150 a year, aside from clothing, by teachers. Circulars of inquiry, sent by the principal to former graduates of the school, have elicited several important proofs of the value it has already been to the State. There have been in the three years of its history 102 graduates from norhial classes, of whom 85 returned replies to the circulars sent "out. These had spent an average number of weeks at the normal school of a little more than 40, had taught an average of 29 weeks before entering, and since have taught an average of over 28 weeks, or one week for every one and one-third week’s normal teaching. From these and other facts elicited, it appears that the normal school students are generally teachers before entering ; that after graduation they continue to teach with increased interest in the work, and have already returned to the State one week of teaching to every one and one-third week’s instruction, and finally from their present address the principal is assured that the school has already sent one hundred active and educated teachers into different parts of the State, and that at least one hundred more of its students not graduated are occasionally thus employed within the limits of New Hampshire. The efficiency of most of the graduates is indicated by the increasing number of applications received by the principal from superintendents in diverse sections of the State for normal school teachers in both district and graded schools, with frequent offers of higher wages than usually are given in New Hampshire for such schools. The number of graduates for 1873-’74 was 28. The number of different pupils in the school was 122 : in first course, 101 ; in second, 21. — (From Report of Superintendent of Public Instruction, 1874.) At the commencement, which occurred on May 6, 1874, General John Eaton, Commis¬ sioner of the Bureau of Education, delivered the address before the graduates and pupils of the school, his subject being “ The qualification of teachers and the influences of normal school training.” NEW HAMPSHIRE. 269 Normal training, he argued, should not he taxed with teaching the contents of ele¬ mentary text-books, but it should deal with the profession of teaching, its theory and application. One of the first duties of the teacher is to correct his bad habits of thought, temper, action or manners, as expressed in too great confidence in, or too great distrust of, himself. He must rise to the heroism of mastering self. An ancient writer advocated the non-employment of deformed persons as teachers ; but there is no physical deformity to be compared with moral obliquity or intellectual errors in their effect upon the young. It is from a misconception of tho teacher’s sphere that he is so often allowed to be an oddity or a nonentity in all else save his readiness as a. scholar in the books he teaches. Normal training is for the purpose of aiding the teacher in going by himself alone where none can lead him. How to compass in his own way a vigorous growth of the minds placed under his charge, whatever may bo their temperaments or surroundings, that is the science of sciences, the art of arts, tho teacher is expected to possess. It is from a lack of these qualifications that in so many of our own schools instruction has become mere parroting. The teacher from tho normal school should be able to take all steps in the school-book out of their abstract¬ ness and clothe them in the form which nature or Providence dresses them. What is the influence of trained and efficient teachers on the general interests of the community ? Go into any neighborhood where a poor pig-sty passes for a school- house ; where tfce mother-tongue is murdered and called good English ; where the youth ignorant of everything beyond the three Es passes for a great scholar ; where tale-bearing and backbiting pass for cultivated conversation among the mothers ; where the squire who writes without regard to the rules of grammar is regarded as the highest embodiment of learning ; where children govern and parents obey ; where industry is unskilled and its implements rude ; and you may be sure that teachers in that neighborhood have been cheap. Too long and too widely have the common schools been taught by incompetent teachers — a favorite relative of the committee, per¬ chance, or a member of the li first class.” The improved instruction in the academy, high school, or college, is not sufficient for the highest training of a teacher. Every¬ thing in the way of education among the progressive races of mankind is indicating rapid improvement ; and if the common schools of the country stand still they will be speedily left behind, and so of the pupils who are guided by their moral and intellectual light. The normal school, established on the theory that all instruction should be correct in method and sufficient in amount for every child, carries the great reform needed in the common schools, and, when universally diffused through all, the other changes follow. teachers’ institutes. Teachers’ institutes have been held in six counties. Nearly one-half of the number of teachers employed in the State are reported as having attended these institutes. The interest of j>arents and citizens generally in these meetings increases with every year. The superintendent states that during two years he has held 24 teachers’ institutes. A careful registration shows that 2,950 teachers, employed in the public schools of the State, have there received instruction; that 175 school officers, and, in round numbers, 10,000 citizens have been present. — (State report, pp. 30 and 112.) SECOND AEY INSTRUCTION. HIGH SCHOOLS. In the rex>ort of the superintendent of public instruction for 1874, a list of 34 high schools, with the names of their principals, appears, but with no indication of the number of pupils in attendance or of the studies pursued. ACADEMES AND SEMINARIES. A list of 52 academies, seminaries, institutes, &c., with the names of their principals, is given by the State superintendent in his report for 1874, but without any statistics as to attendance, studies, &c. Thirty-one such schools have reported to this Office, 1 for the education of boys, 4 for girls, and 26 for both. The school for boys has 2 teachers and 11 pupils, of whom 8 are pursuing a classical course and 6 are preparing for that course in college. The 4 schools for girls have 19 teachers and 106 pupils, 78 of whom pursue English and 29 classical studies, with 65 studying the modern languages. Three of these schools teach drawing ; 7, music : vocal, 3, and instrumental, 4. The 26 schools for both boys and girls report 138 teachers and 2,584 pupils, of whom 1,468 are engaged in English studies, 526 in classical, and 212 in modern languages ; 74 were preparing for the classical course in college and 34 for a scientific course ; in 11 drawingNvas taught ; in 16, vocal music ; and in 17, instrumental. Eleven had labor¬ atories ; 17, apparatus ; and the libraries range in size from 50 to 4,000 volumes. PREPARATORY SCHOOLS. Six schools for the preparation of students for college report a total oi 670 pupils, 270 REPORT OF THE COMMISSIONER OF EDUCATION. with 36 teachers. There were in classical courses 408, in scientific 11, and in others 251. Years in course, 3 to 6; libraries were possessed by 4, and ranged in size from 400 to 1,600 volumes ; 2 had laboratories, 3 cabinet and apparatus, and 3 gymnasia. — (Replies to inquiries sent out by the United States Bureau of Education.) Hon. Nathaniel Gordon has given to Phillips Exeter Academy $1,000 in addition to the same amount given in October, 187*2, to found scholar ships. — (From The Dart¬ mouth, December, 1874.) business college. One business college in this State reports, for 1874, an attendance of 378 pupils — 300 gentlemen and 78 ladies — and 3 teachers. — (Reples to inquiries sent out by United States Bureau of Education.) SUPERIOR INSTRUCTION. DARTMOUTH COLLEGE. While this college adheres in general to the idea of a curriculum settled and well defined, it admits, to a certain extent, the elective principle. There is a choice, as students enter, between the three undergraduate departments, academic, scientific, and agricultural. In each of these a partial course may be taken, embracing two, at loast, of the prescribed studies, and securing an appropriate testimonial. In the scien¬ tific department there is a choice in the last year, aud in the agricultural department in the last two years, between different courses. There are also a number of options between particular studies. Libraries. — During the year 1874 an arrangement was made by which the libraries of the college, together with the reading-room, have been united in use aud management under the charge of a librarian appointed by the trustees. The taxes formerly assessed by the societies upon their members have been given up, and in their stead each student* pays to the college treasurer $3 per term, to provide for expenses and enlargement. Total number of volumes in the college libraries, 53,100. Observatory. — Through the liberality of friends of the institution and of science, the equipment of the astronomical and* meteorological observatory has been greatly im¬ proved. A new and very perfect telescope by Clark, of 9.4 inches aperturfi and 12 feet focal length, replaces the old 6-inch Munich refractor. A spectroscope of the high¬ est power and best construction accompanies the instrument, which is also provided with all the other usual and necessary accessories. Gymnasium. — This edifice, erected by the munificence of George H. Bissell, esq., of New York City, at an expense of $24,000, has the most approved gymnastic apparatus and furniture and affords abundant opportunity for exercise, recreation, and the best physical culture. Scholarships. — Large additions have been made of late to the means of assisting indi¬ gent and worthy students. Aid is mainly given in the form of scholarships, usually of $70 per annum, but in some cases the amount is increased to $100. There are 23 State scholarships, derived from the income of certain lands granted many years ago by the State of Ne.w Hampshire ; in aid of students preparing for the ministry, 13 scholarships have been founded by various benevolent persons, 4 by conferences connected with the general association of New Hampshire, 1 by the ladies of Portsmouth North Parish Ed¬ ucation Society, and 1 by the Franklin Street Church, Manchester. Besides these, there have been founded by individuals 57 permanent scholarships, yielding an annual in¬ come of $70 per annum, and 20 tenqiorary ones, sustained during the pleasure of the donors by the payment of $70 annually. There are also funds given by Mrs. Clark, of Portsmouth, amounting to $5,000, and by the will of David A. Simmons, esq., of Rox- bury, Mass., $1,000, the income of which is appropriated. to scholarships. — (College cat-, alogue for 1874- 75.) The senior class of Dartmouth has received — according to the Philadelphia Evening Telegraph of November 6, 1874 — an offer of two new prizes of $30 and $20 for the best and second-best essay on topics named by the donor, Dr. T. Hubbard, of Sacramento. The subjects for the year 1874-75 are “Intellectual culture and professional reward” and “The right of independent criticism,” the competitors to take which they please. COLLEGES FOR WOMEN. Three institutions for the superior instruction of women report, for 1874, 23 instruct¬ ors and a total attendance of 292 pupils, 140 of whom were in preparatory studies, and 1 was pursuing a post-graduate course. Two of these institutions were authorized to confer degrees ; 3 had libraries of 400 to 1,000 volumes : 3 teach vocal and 2 instru¬ mental music ; 3 drawing, 3 painting, 3 French, and 2 German. Two have museums, 3 laboratories, 3 apparatus, and 1 a gymnasium. Among these institutions it may not be improper to make special mention of the Tilden Ladies7 Seminary, which has taken special pains to make itself known to the NEW HAMPSHIRE. 271 J>ureau. It is situated at West Lebanon ; lias for its principal Hiram Orcutt, A. M., an eminent teacher and writer on education ; and, through tho kindness of the heirs of Mr. William Tiklen, of New York, its founder, receives frequent additions to its educational advantages, the latest being a gift of §5,000, in 1874, tor books and apparatus. Statistics of Dartmouth College, 1874. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Candidates for admission to the Chandler scientific department must be thoroughly prepared in reading, spelling, penmanship, English grammar, arithmetic, physical and political geography, American history, Olney’s school algebra, and plane geometry. The degree of B. S. is given to those who satisfactorily complete the regular course of four years. The building devoted to the use of this department has recently been greatly enlarged and improved. By a donation of $70,000, the late Gen. Sylvanus Thayer, of Braintree, Mass., made provision for establishing, in connection with the college, a special course of instruc¬ tion in civil engineering, which was accordingly called the Thayer School of Civil En¬ gineering. The venerable donor, himself a distinguished officer of the United States Corps of Engineers, was moved to this munificence not only by regard for his alma mater, but also by a desire to provide for young men possessing requisite ability a thorough and exclusively professional training. The department is essentially, though not formally, post-graduate, and is designed to prepare the capable and faithful student for the most responsible positions and the most difficult service, by furnishing thorough and systematic instruction in all the fundamental principles and operations pertaining to the science. — (Catalogue of Dartmouth College, 1874-75.) AGEICULTTJRAE. The College of Agriculture and the Mechanic Arts was established by the legislature of the State in 1866 on the basis of the congressional land-grant and in connection with Dartmouth. The board of trustees is appointed partly by the governor and coun¬ cil and partly by the corporation of the college. While agriculture is to have a prominent place in the institution, the mechanic arts are also embraced. In the arrangement of the whole course they have been kept in view, and in the middle and senior years special lines of study have been marked out, and the application of science to diverse branches of industry, particularly to the con¬ struction of machinery and to the various manufactures, will have due attention. At present only the studies pursued in the common schools will be required for admission, but candidates must be at least 16 years of age and must present testi¬ monials of good moral character. The library belonging to this department contains about 1,300 volumes of valuable scientific works, purchased chiefly in Europe. The students also have access to the college library, the cabinets, the observatory, and the gymnasium, on the same terms as the students of the academical department. A' State museum of general and applied science has been established and several hundred specimens purchased in Europe. One-half of the specimens accruing from the State geological survey, now in progress, have been devoted to this department by the legislature. Culver Hall, the new building for this department, erected by funds from the Culver estate and a liberal appropriation by the legislature, is now completed and in use. It is 100 feet in length, 60 in breadth, four stories high, and contains the laboratories, recitation and lecture rooms, and rooms for the various cabinets and museums. A valuable, tract of land of 165 acres, in the immediate vicinity of- Culver Hall, has 272 REPORT OF THE COMMISSIONER OF EDUCATION. been secured for an experimental farm by the munificence of John Conant, esq., of Jaffrey. In respect, not only to convenience of access, but to the character of the soil, it is admirably suited to the purpose in view. The degree of B. S. will be conferred, upon satisfactory completion of the entire course of agriculture and mechanic arts.* MEDICAL DEPARTMENT. The legislature of New Hampshire, appreciating the importance of medical educa¬ tion, appropriated $5,000, which has been expended during the past year in refitting the building and in the purchase of additional means for illustration in the several departments, including several microscopes and a large number of microscopical prep¬ arations, so that in all respects the facilities for teaching, both by lectures and recita¬ tions, have been greatly increased. The hall for the new pathological museum, finished and furnished by Hon. E. W. Stoughton, of New York City, at an expense of $10,000, is now complete, and is one of the finest in this country devoted to scientific collec¬ tions.— (Catalogue of Dartmouth College, 1874-’75.) Statistics of schools for scientific and professional instruction. 02 Property, income, &c. I ^ 1 3 u Schools for professional instruc¬ tion. Corps of instruction. Endowed professorships. Number of students. f-4 O m £ , o 3 £ 5 « St'g *s ci g §3 O o P« 32 « <1 Income from productive funds. © *** 32 J? f-> S3 02 M *S © © £ CQ © a o > Q | 3 5? SCHOOLS OF SCIENCE. Chandler scientific department 17 77 4 $10, coo $100, 000 $7, 000 $4, 502 of Dartmouth College. New Hampshire College of Agri¬ 13 33 3 116, 000 114, 000 G, 840 «230 61, 400 culture and Mechanic Arts, (Dartmouth College. ‘ Thayer School of Civil Engineer¬ 4 6 o c3, 000 55,000 3, 500 240 2, 000 ing, (Dartmouth College.) SCHOOL OF MEDICINE. Dartmouth College, medical de¬ 8 ' 78 3 30, 000 0 0 4, 000 ! 1,400 partment. . 1 a Also §5,000 from. State appropriation. i Includes society libraries. c Apparatus. TRAINING OF TEACHERS. STATE TEACHERS’ ASSOCIATION. The twenty-first annual meeting of the association was held on the 15th October, 1874, at Whitfield. It brought together some of the most talented men in the State, many of them prominent in educational and other public matters. The number of lady teachers present was large. A profitable and pleasant season was enjoyed, the whole concluding with an excursion on the St. John’s River Railroad of about five miles into the forest-wilderness, where the great forest-trees and the works of the lum¬ ber-firm were inspected. During the three days’ session important addresses were delivered and papers pre¬ sented by the president of the association, Superintendent J. G. Edgerly; Hon. J. W. Simonds, State superintendent ; Col. W. F. Parker, of Manchester ; Prof. E. R. Ruggles, of Dartmouth ; Capt. Pillington Jackson, of Concord ; Prof. Isaac Walker, Prof. J. E. Yose, and others. The president took for his subject, “The three Rs in our common * The latest information respecting the agricultural college is contained in a note from Prof. Smith, of Dartmouth, to the congressional Committee on Education and Labor. It bears date Decem¬ ber 12, 1874, and states, < 1) that the original fund granted by Congress remains intact and safely invested; (2) that the legislature of New Hampshire, at its last session, appropriated $5,000 for the erection of a barn on the experimental farm, making $32,000 given by the legislature to the college since its commencement, an indication of the interest taken in it by the State; (3) that Hon. John Conant, in addition to his previous liberal gifts, has made a further donation of $3,000 towards the pur¬ chase of a desirable tract of wood and pasture land, making $63,000 given by him to the institution ; (4) tha.t Conant Hall is now completed and occupied, making with Culver Hall, completed the preced¬ ing year, two new buildings for the use of the agricultural college, besides a joint use of certain rooms and buildings of Dartmouth ; (5) that the number of students for the year 1874-75 was 33, nearly one- third more than in any previous year. NEW--- HAMPSHIRE. 273. schools,” enforcing the importance of thoroughness in elementary studies, in view of the fact that a majority of children leave school at 12 years of age, and comparatively few remain after 14. State Superintendent Simonds presented an abstract of items and figures, showing a general prosperity in school matters. We take a few notes. The average annual increase for ten years in public appropriations has been $24,500. The number of districts is decreased by i80. The number of schools is increased by 15. For eight years the average annual increase in weeks of schooling is 966. The decrease of scholars in ten years averages 1,422 per year. Statistics show a decreased disposition to neglect the provisions of the compulsory law. The number of male teachers has decreased, the number of females increased. The wages of each have advanced 100 per cent. The annual increase of school property has been $129,160 per annum for ten years. “The school-master abroad” formed the subject of an interesting lecture by Col.F. W. Parker. Prof. Ruggles took for his subject “ How to teach history,” and spoke particularly of the lack of sufficient attention to the history of the United States in our common schools. “ While we have a plenty of grammar, arithmetic,” &c., said the speaker, “ most terms give only thirty recitations to history and some only twenty. It would seem that our youth ought to know the history of their own country. How else are they to comprehend true patriotism or how understand the real political questions of "the day It has been said that 1 History is the wise counselor of princes.’ How much less should it be an adviser to all ? We don't necessarily need a large book to teach it, but we can do with something comprehensive and concise. We must teach scholars to take out the pith. It is unwise to attempt to grasp too much at once. It is like attempting to carry an armful of unstrung beads. There are two good methods. One is to go over a part hastily and get an idea of the general theme. Repeat the process and increase the knowledge of it. Then make a central topic; ask all manner of direct and indirect questions. Let the pupil at length write an abstract of the subject and afterward give a verbal statement. Make a proper distinction between a superficial and a correct information, and give less prominence to details of minor importance. Another way is to select topics and study their collateral relations. If we take, for instance, the Spanish Armada as a topic, we not only learn something of Philip of Spain and his national confreres, but of the Prince of Orange, Queen Eliza¬ beth, Bloody Mary, and Shakespeare as well. So the topic Jeanne d’Arc leads us to the knowledge of English and French wars for a century. Treat dates in the same way as the subjects themselves.” The importance of drawing as a part of education was discussed by Gapt. Pillington Jackson, who spoke of the great demand existing for skilled labor and scientific artisans, and said that in these things America is behind all Europe. She needs the ability to combine beauty with use. All the best works are from the hands of the best draughts¬ men. There is nothing made to-day except from a drawing. Scientifically-skilled labor turns crude materials into gold. What makes the difference between the clay vessel that sells for ten cents and the clay vase that sells for 8100 ? It is the brain and heart work in it. Three-fourths of all our boys will follow mechanical profes¬ sions ; hence we see the importance of properly educating them, destined as they are to meet the competition of the future. “ The education of the heart” was the subject of a lecture by Prof. Isaac Walker and “The radical defect in our schools” by Prof. Yose. This defect, the speaker thought, is that pupils are not practically instructed — do not learn to comprehend and perform the actual business of life. Yery few can write a correct composition or add up a column of figures without a mistake. We teach much that is forgotten; the book is before nature; knowledge is held superior to thought; the head is more than the heart : and our school-houses are not well fitted for their use. (From The People Concord, N. H., October 22, 1874.) LIST OF SCHOOL OFFICIALS IN NEW HAMPSHIRE. Hon. J. "W". SrxioxDS, superintendent of public instruction, Concord. CITY SCHOOL OFFICIALS. City. Kame. Post-office. Concord . . City superintendents. \ D. C. Allen . . . i - Concord. Manchester . . . J. G. Edgerly . j Manchester. Kashas - 1 . ! C. S. Averill . ; Kashas- Clerics of boards of education. Dover . J. B. Stevens, jr . Dover. Keene . . 1 George Tilden . Keene. Portsmouth . j Mercer Goodrich . j 1 Portsmouth. 18 E 274 REPORT OF THE COMMISSIONER OF EDUCATION. KEW JERSEY. STATISTICAL SUMMARY, ' 1873. | 1874. Increase or decrease. REVENUE. Two-mill tax apportioned by the State . $1, 207, 331 ■ 00 $1, 225, 592 21 $L3. £61 21 Additional State appropriation . 100, 000 00 Township school tax . : . 51, 313 33 23, 833 50 27. 479 S3 Interest of surplus revenue . . 35, 363 30 31, 573 41 780 73 District and city tax for teachers’ salaries . 442, 345 48 310, 161 17 132, 184 31 District and city tax for building school-houses . C60, 715 32 613, 237 84 47, 47 Y 48 Total amount for maintaining the schools . . . 1,836,353 11 1, 691, ICO 29 145, 192 62 Total, including that raised for building . 2, 497, 068 43 2, 304, 398 13 192, 670 30 SCHOOL POPULATION AND ATTENDANCE. - Total school census, 5 to 18 years of age . 284. 444 298, 000 11, 556 Total enrollment in public schools . 179, 443 186, 392 6, 949 Average attendance upon public schools . 87, 840 96, 224 8,334 Humber of children the public schools will seat . 162, 454 155, 152 7,302 Humber attending no school . 69, 229 71, 895 2,666 Per cent, of average attendance . 50 52 0 Percentage of children attending public schools . 63 63 Percentage attending no school. 7 . 25 25 Per centof census children schools will seat . 57 53 4 TEACHERS. . Humber of gentlemen teaching school . 907 960 53 Humber of ladies teaching school . 2, 244 2, 256 32 Average monthly salary paid gentlemen . $65 92 $65 77 $0 15 Average monthly salary paid ladies . . 36 61 38 00 1 39 Humber of teachers’ certificates granted to gentlemen . 561 665 94 Humber of teachers’ certificates granted to ladies . 975 1,899 124 Total number granted . 1,536 1, 745 218 Humber of applicants rejected . 361 536 175 SCHOOL DISTRICTS AND SCHOOLS. Humber of school-districts . 7, 367 1, 389 Q Average number of children in districts, excluding cities . . 118 Humber of townships and cities . 254 258 4 Average number of children in districts, including cities . . . 217 Humber of school-buildings . 1, 480 1, 493 13 Humber of school departments . 2, 641 2, 835 194 Humber of school visits made by county superintendents . . 2, 904 2,852 52 Humber of districts that raise tax to pay teachers . 175 229 54 Humber of districts that raise tax to build school-houses. . . 447 445 2 Humber of districts that raise no tav . . . 860 852 8 Humber of districts that maintained school less than six 20 28 8 months. Humber that maintained school from six to nine months .... 137 119 18 Humber that maintained school nine months or more . 1,210 1, 222 12 Average time schools have been kept open . 9 mo., 13 d. 9 mo., 12 d. 1 d. COST OF EDUCATION. Average cost per pupil on school census . $6 40 $5 67 $0 73 Average cost per pupil on average attendance . 20 SO 17 57 3 33 SCHOOL-HOUSES. Humber of districts in which the school-houses are very poor . 124 112 12 Humber of districts in which the school-houses are poor _ 152 147 5 Humber of districts iu which the school-houses are medium. 256 299 43 Humber of districts in which the school-houses are good - 477 429 48 Humber of districts in which the school-houses are very good. 323 353 30 Humber of districts without school-houses . 37 29 S Humber of school-buildings valued at over $20,000 . 62 66 4 Average value of school-houses outside the cities . $1,975 $2, 100 $125 Average value including those in cities . 3, 752 4, 020 268 p PRIVATE SCHOOLS. Humber of children attending private schools . 36, 163 36, 527 3G4 Percentage of census children attending private schools _ 12 12 Humber of unsectarian private schools . 30S 253 55 Humber of sectarian private schools . 124 101 23 Report of Hon. Ellis A. Apgar, State superintendent of public instruction, for 1S74 NEW JERSEY. 275 ELEMENTARY INSTRUCTION. PROGRESS IX 1874. Tho State board of education reports, (pages 5 and 6 of report for 1874 :) (1) That Ibe entire number of scholars in the commou schools of the State during the past vear has been 186,392, being an advance on the number for the year previous of 6,949/ (2) That the revenue from the two-mill tax was §1,225,592.91, being an advance upon the revenue for the year before of §18,216.21. (3) That the average cost of every scholar attending the State schools was $3.33 less than for the previous year. (4) That the number of teachers employed was 3,216, exceeding by 85 tho number for the year previous. (5) That while, as a matter of course, there has been but a very slight increase in the number of school districts and in the number of school-buildings, the first being in all 1,639 and in the latter 1,493, the increase in the number of school departments has been 194, the total number being now 2,835. (6) That the amount of moneys appropriated to the building and repairing of school- houses in various districts is 8613,237.84, which, added to the 8630,915.32, appropriated the year before for like purposes, makes a sum of 81.274,153.16 expended within the last two years for the erection and repair of school-buildings ; and that, to enable them to do this, the people, of their own accord, raised this large sum, by assessment, for the purposes specified, in addition to the tax imposed by the legislature to defray the expenses necessary to the proper maintenance of the schools. (?) That during the past year thirty-two graduates of the normal school received ■certificates authorizing them to teach in any of the public schools under the patronage of the State. LOCAL TAXATION. In 229 districts the money received from the State has proved insufficient to support the public schools of these districts nine months. Additional sums have therefore been ordered to be raised by district tax. In 445 districts taxes in various amounts have been assessed for the purposes of building and repairing school-houses. The State tax of two mills on a dollar yields sufficient funds to maintain the ma¬ jority of the schools the length of time prescribed. In the districts where additional funds are needed, resort must needs be had to local taxation.. The school law of 1871 held the township responsible for raising the supplemental amount needed to maintain its schools the length of time required. This money, however, could not he reserved, and used as a township fund for the benefit of the schools according to their needs, but had to be appropriated to the districts upon the basis of the school census. Thus some schools received more than they required, while with others there was a deficiency. Tills provision was the cause of much dissatisfaction. The legislature of 1874 enacted a supplement which requires each distric t to raise by district tax the supplemental amount needed. This method is objectionable also, from the fact that in most cases the sums to he i^iised are small, while a great amount of trouble and expense is involved in calling the necessary meetings, in securing the re¬ quired vote, and in making the assessments and collections. General dissatisfaction, therefore, naturally grows out of this mode of local taxation. — (State report, p. 10.) THE ONLY REMEDY. The superintendent says that he sees no way by which these difficulties may he avoided and the objections overcome hut through the adoption of the township system. In the division of the territory the township should be the ultimate unit in "school matters, as it is in all others. It is a thoroughly organized corporate body. It is pre- pared'at all times to raise whatever money it needs for public purposes, and can bor¬ row when necessary. It has its assessor, its collector, its committeemen, and other officers. It has its regular annual meeting of the citizens and committee meetings. It only becomes necessary to secure a township board of school officers, and we have everything that is required. The school interest of the township would be regarded as a unit, and their management would be the same as that of the cities. He therefore thinks that the State appropriation derived from the two-mill tax and all other moneys coming from a general source should be appropriated directly to the township and placed in charge of the township school committee to he used for the benefit of all the schools according to their respective needs. If the moneys thus re¬ ceived prove insufficient, the township can easily furnish the supplemental amount needed, and without additional expense. — (State report, p. 11.) TEACHERS AND SALARY. The number of male teachers employed during the year 1873- 74 was 930 and the number of females 2,256, being an increase of 53 males and 32 females. The dispor- 276 REPORT OF THE COMMISSIONER OF EDUCATION. portion between male and female teachers is greater in the cities than in the country- districts. In the counties of Cape May, Monmouth, Ocean, and Sussex the number of males and females is about equal. The male teachers receive $65.77 per month, being a decrease of fifteen cents from the average amount paid last year. The females receive $38 per month, which is an increase of $1.39. The salaries paid in Hudson County, both to males and to females, average higher than in any other county in the State. The county that follows IIudT son in this respect is Essex and the county third in order is Union. The lowest aver¬ age salary for males is paid in Sussex County- and the lowest for females is in Ocean.— (State report, p. 11.) TEACHERS’ CERTIFICATES. Of first-grade county certificates there have been issued 66 to males and 30 to females ; of the second, SO to males and 76 to females ; and of the third, 499 to males and 993 to females — making a total of 655 to males and 1,099 to females, or 1,754 in all. The total number to males is 94 greater than last year and the total number to females is 124 greater, making a total increase of 182. The number of applicants rejected because of their inability to pass the required ex¬ amination was 536. The number of rejections last year was 361. The percentage of rejections in the year 1873-74 was 23 against 19 the preceding year. This increase in the number who are refused certificates is due to a gradual elevation in the standard of qualifications required. — (State report, p. 12.) SCHOOL DISTRICTS, HOUSES, ETC. The number of school districts in the State is 1,369; the number of school-buildings, 1,493 ; and the number of school departments, 2,835. The increase in the number of districts is 2 ; in the number of school-buildings, 13 ; and in the number of depart¬ ments, 194. The number of unsectarian private schools is 253, being a decrease of 55 since last year ; the number of sectarian private schools is 101, being a decrease of 23. — (State report, p. 13.) CONDITION OF SCHOOL PROPERTY. During the year 1873-74, 51 new school-houses have been erected and 82 repaired. The total amount expended for the improvement of school property has been $660,715.32. The amount ordered to be. raised for the same purpose in 1874-75 is $613,237.84. The total valuation of the school property is $6, 000, 732. — (State report, p. 14.) OUTHOUSES. In consequence of continued neglect on the part of many of the districts to erect suitable outhouses, the superintendent found it necessary in the year 1873-74 to issue a circular directing the county superintendents to withhold all further payments of school moneys from such districts until the matter received proper attention. At the time this circular was issued there were 76 districts without outhouses and 185 with such as were considered unsuitable. All these districts received a copy of the circular, and all, excepting 23, either rebuilt or made satisfactory repairs. At the time of the report, November 5, 1874, there were but 11 districts in the State without outhouses and but 12 where the existing houses are considered unsuitable. The number of new ones erected was 145 and the number repaired 93.— (State report, p. 15.) ATTENDANCE. Total enrollment in the public schools . - . . . 186, 392 Average attendance upon the public schools . . . - . 96, 224 Number that attended private schools . 36, 527 Number that attended no school . . . 71, 895 Percentage of total census attending the public schools . 63 Percentage of total census attending the private schools . - . 12 Percentage of total census attending no school . , . 25 The percentages of total enrollment, of the attendance upon private schools, and of non-attendance are the same as last year. The average attendance upon the public schools shows an increase of 2 per cent. ; the attendance for ten months or more, an increase of 1 per cent. ; and the attendance between eight and ten months, an increase of 1 per cent. An increase of 2 per cent, in the average attendance is equivalent to nine months’ schooling of about four thousand children, and this is equivalent to the establishment of ten large additional schools, with ten teachers in each. Thus, while the percentage of enrolled attendance has remained the same, this apparently slight improvement in the regularity of attendance has resulted in a very large increase in the aggregate re¬ sults accomplished by the school system, and no additional expense has been involved. — (State report, ,p. 16.) NEW- JERSEY. 277 THE NEW' COMPULSORY LAW. Mr. Apgar says it is impossible to determine how mucli of this increase in average attendance is due to the compulsory law enacted by the legislature in the winter of 1873-74. This act was approved March 27, 1874, and therefore was in operation but three months of the year for which the report was rendered. The passage of this law undoubtedly had some effect upon the attendance, but, in the judgment of the super¬ intendent, it is too meager in its provisions and has been in operation too short a time to produce all the results reported. In the passage of the compulsory law, the State is about to try an experiment in which all who deplore the irregularity of attendance must feel a deep interest. The law requires every person having control or charge of any child between the ages of 8 and 13 years to see that such child has at least twelve weeks’ schooling each year, six weeks of which must be consecutive. The penalty for non-compliance with this requirement is §20, to be collected by any court having competent jurisdiction. The money thus collected is added to the school fund of the district in which the per¬ son who thus refuses to comply with the law resides. This penalty is not imposed in cases where it is satisfactorily shown that the person so neglecting is unable, by rea¬ son of extreme poverty, to comply with the requirements of the act. The law is defective in the fact that itmakes no provision for its enforcement. — (State report, p. 17.) DISTINCT SCHOOL LIBRARIES. Eighty-nine districts have either established free school libraries or added to exist¬ ing ones during the year 1873-74, making, in all, 267 districts that have established such libraries, 77 that have made the first addition to them, and 29 that have made the second. This has been done under a law passed in 1871 authorizing the treasurer of the State, upon the order of the State superintendent of education, to pay over the sum of 820, cut of any money that may be in the public treasury, to every school district which shall raise by subscription a like sum for the same purpose, to establish within such district a school library, with §10 further annually, under like order, to said districts, on condition that they raise a like sum for the increase and maintenance of the library. — (State report, pp. 18, 19.) SCHOOL ARCHITECTURE. On this important subject the superintendent says: “The amount expended annu¬ ally in the State for building and repairing school-houses is upwards of half a million dollars. In the year 1868, the total valuation of school property in the State was but §2,114,509. The total valuation now is §6,000,732, having nearly tripled in six years. The number of new school-houses erected yearly is about one hundred. In consequence of this great activity in school-building, I am in almost daily receipt of letters from trustees and building committees, asking for school plans and for information respect¬ ing heating, ventilation, furnishing, &c. Through the kindness of Albert N. Dabb, of Elizabeth, I am enabled this year to furnish some excellent plans of school-buildings having from one to four rooms. Before giving the plans, I will offer a Sew suggestions with reference to school-buildings for country districts. (1) School g rounds . — The first important point in the erection of a school-building is the selection of a suitable site. It should be high and dry, easy of access, near the cen¬ ter of population, and, if possible, not less than one acre in extent. It should not be in the neighborhood of a hotel, where the morals of the children might be contamina¬ ted, or near a noisy manufactory, nor should it be placed too near a much-traveled highway, where, in the summer season, when doors and windows are thrown open, the noise of wheels and the clouds of dust would prove an annoyance to the school. The building should be placed in the center of the lot, the cellar-dirt thrown up around it, and the lot graded so as to form a regular slope from the building. Care should he taken in grading that no surface hollows are left in which water would lie and form unsightly puddles. The lot should he inclosed "with a heat, substantial fence, and divided by a fence in the rear between the girls’ and hoys’ play-grounds. Two water-closets should always be provided and placed in the opposite rear angles of the lot. A number of shade-trees should he planted in the front of the lot and also in the play-grounds. Trees are inexpensive, involve no after-expense, and they make the school premises a pleasant spot for the eye to rest upon. Gravel or plank walks should he laid from the street to the school-house, and from it to the out-buildings : by this means the school- room can he kept clean, which is impossible if the children have to come in from a muddy play- ground with no place to clean their shoes. (2) Foundations and cellar. — Every school-building should have a foundation of stone or brick (whichever is the cheapest) started from three to four feet below the surface, in 278 REPORT OF THE COMMISSIONER OF EDUCATION. order to avoid displacement by frost. These foundation-walls should he carried up high enough to form a cellar having a clear height of 6 feet. This cellar, besides form¬ ing an excellent place for wood and coal, will make the rooms above more healthy. A suitable place must be provided for fuel, and a cellar will cost no more (often less) than a, wood-shed, and requires no repairs. A wood-shed scon decays, gets into a dilapida¬ ted condition, and then becomes a receptacle for dirt and filth. It is false economy to build, as is too often done, immediately on the ground, in order to save the expense of a good foundation. The lower part of the building is always damp, and it necessarily soon rots and decays, and in a very few years a large outlay is required to put in new sills, timbers, flooring, &c. A house built upon a high foun¬ dation, with a good cellar under it, will last nearly as long again as one setting low, and under which there is no excavation. (3) Materials. — After deciding upon the foundation, the materials of which the super¬ structure is to be built become the next subject of consideration. In those districts where bricks are as cheap, or nearly as cheap, as lumber, it will always be advisable to use brick. A brick building will last much longer, require less repairs, is warmer in winter and cooler in summer, than a frame building. Whichever maybe selected, only the best materials of their respective kinds should be used. Nothing is gained in the *end by using cheap materials or by employing inferior workmen. (4) Construction. — In framing a wooden building the sills and girders should be of heavy timber ; the weight is thus distributed more evenly over the foundation, and any tendency to unequal settlement avoided. The floor-beams should be of sufficient depth and strength to make the floor perfectly stiff. No vibration should be felt when classes are walking over the floor. The outer framework should be sheathed over with matched boards, one inch thick, over which the usual weather-boarding should be nailed. The sheathing strengthens the frame, and makes the house cooler in summer and warmer in winter than when the weather-boards are nailed directly to the frames. In buildings of one story shingle-roots are better than slate, as the latter are easily broken by stones carelessly thrown by pupils. (5) Belfry and ventilator. — A belfry has been placed on each of the designs given. It serves the double purpose of belfry and outlet for the impure air from the ventilating shaft. A suitable covered outlet for ventilation is highly important and should always be provided. After the ventilating belfry is built, the cost of a bell is but small. Every school-house should have a bell. The clocks in a country neighborhood vary so much that many children can scarcely help either, being too early or too late, while if a school-bell is rung at a regular time before each session, punctuality can bo secured and the discipline of a school kept at a higher standard. (6) Outside finish. — All wood trimmings, or cut work, for belfries, porches, gables, eaves, &c., should be bold and substantial, and cut out of plank not less than two inches in thickness. If made of thin boards they give the work a pasteboard appear¬ ance and look weak and unsubstantial. Outside steps to school-houses should be of easy ascent. The risers should not exceed six inches in height and the steps should not be less than ten inches wide. Suitable scrapers and mats should be provided for each outside doorway. Outside doors that are regularly used by the pupils should always open into a vesti¬ bule having an inner door. This will prevent cold currents of air entering the school¬ room. A single door between the outer air and school-room is too common. In such buildings rain and snow are sometimes driven half-way across the room when the door is opened for the ingress or egress of a pupil. The room can never be kept properly tvarmed, and if a room is not warm and comfortable the teacher can do but little suc¬ cessful teaching, for the pupils will be more occupied in the attempt to get warm than in learning their lessons. (7) Inside fin ish and arrangements. — Clothing should not be hung a round a school¬ room; it is very unsightly, and when hung up wet it emits a very unpleasant odor while drying. Neither should clothing be hung up in vestibules, halls, or detached cloak-rooms; it is liable to be stolen or injured, and when away from the eye of the teacher there is always more or less disorderly conduct while the clothing is being put off or on. Cloak-rooms or wardrobes should always open into the school-room; they are then under the direct supervision of the teacher, and all disorderly conduct or injury to clothing avoided. Wardrobes should be wainscoted to the height of not less than six feet, and a sufficient number of japanned heavy iron clothing-hooks screwed on. Shelves should be put up for dinner-baskets and overshoes and au umbrella-stand provided. The ceiling of a school-room should be about fourteen feet high; twelve feet will answer, if the room is not to be a crowded one. Not more than fifty pupils can be suc¬ cessfully taught by one teacher. The size and seating of a room, therefore, should bo such that not more than this number can be accommodated. As a general rule, a room averaging 24 by 25 feet will be found a very convenient size for ono teacher. Not less than fifteen square feet of floor space should be allowed to each pupil. Some of the NEW JEKSEY. 279 plans famished will admit of mere than fifty pupils to one tepclier, hut I would ear¬ nestly recommend that no one teacher he required to teach more than fifty scholars; forty or forty-five would he still better and the results more satisfactory. (8) Lights, icindoics, and blinds. — One side of a school-room should always ho blank, having no windows ; the teachers desk should he placed against this side of the room, and the pupils, of course, seated to face in this direction. Children should never sit facing a light, on account of its injurious effects upon the eyes. The light should always come over their hacks or shoulders ; a side light is the best. Every school-room should have at least four large windows, hung with cords and weights for convenience of opening. The glass should he free from stains and unsightly waves. If the eight-light windows are used, 16 hy *24 inches is the hest size for the lights; if windows of eighteen lights are wanted, 10 hy 16 inches is a proper size. This latter size is preferable, as they cost lees to replace. Except ing in calm or sultry weather, when there is little air moving, teachers should only open the windows on the side of the room opposite to that from which the wind is blowing ; if found necessary to open on the windward side, the windows should be lowered only a very short distance from the top, not sufficient to create a draught where the pupils are sitting. At recess, or intermission, it is well to open all the windows and thoroughly renew the air of the room. The windows of the school-room should be provided with inside blinds ; they are much more easily managed than outside ones, and the teacher can much better regulate the light. It is not always agreeable in stormy weather to raise the sash to adjust the blinds, and the upper part of an outside blind cannot generally be got at by the teacher. Outside blinds afford no protection against wanton injury, and they are very liable to be blown about and broken by strong winds. It is a very common error not to admit light enough into our school-rooms. Teachers often keep the blinds closed, and the scholars are required to study in a sort of semi¬ twilight. The eyes of the children are thus subjected to an undue strain, and when they pass out of doors into a strong light an intense reaction ensues. This dilation and contraction of the pupil of the eye cannot but prove injurious. In regard to light, teachers should always observe the following rule : Never allow pupils to sit for any length of time facing a light; never close the blinds of the school¬ room except to prevent the direct rays of the sun from falling on the pupils ; and never close the blinds on the north side of the room. (9) Ventilation and ventilating apparatus.— A free supply of pure air can be obtained by casing up one or more of the. spaces between the floor -beams; these cold-air ducts should communicate with openings in the foundation walls, and registers or covered openings made in the floors behind the zinc screens surrounding the stoves. The air by this arrangement would be warmed before entering the room. Cold-air ducts should be covered with fine-wire screens. The simplest and, for small country schools, the best method of carrying off the foul air of the school-room is by means of plain ventilating shafts extending from the floor up through the roof, and covered with a ventilating belfry or with an iron ventilating cap. The shafts should have an aggregate capacity of not less than three square feet for a school-room seating forty pupils. Each ventilating shaft should have a large opening or register near the ceiling and a small one near the floor. (10) Stoves. — For heating, two medium-sized stoves will be better than one large one. They should be placed in the angles of the room and be partially surrounded by a semi¬ circular zinc screen to protect the wood- work. Two stoves are more economical than one large one, as eiyly and late in the winter, in moderate weather, one stove will be sufficient, while in extreme weather both will be required. The heat from two will be felt more uniformly in all parts of the room. (11) Furniture. — Every school-house should be well furnished. Everything added to make the school-room comfortable, convenient, and attractive, facilitates the work of education. A teacher cannot be expected to do good work without the proper tools. The desks furnished the children should be of the most approved style ; they should have folding seats, so as to allow of freedom of motion in marching, calisthenics, and general exercises. Settees, placed in front of the teacher’s desk, are convenient for recitation purposes. The teacher's desk should be neat and substantial, having at least six drawers in it. There should be three or four chairs, a thermometer, an eight- day clock, a, small globe, a call-bell, and other conveniences for teaching. Every school- room should have a plentiful supply of blackboard space. The best, of course, is the natural slate ; this will last as long as the building, and in the end it is much cheaper than any artificial substitute. Every space around the room on all sides should be used for blackboard purposes. The blackboard is the teacher’s best assist¬ ant. I will chiefly call attention to a few additional points : (1) One-story buildings are better for the health of the children than those of two stories ; able physicians protest against small children being required several times in a day to mount high stairways. 280 REPOET OF THE COMMISSIONER OF EDUCATION. (2) One-story buildings of two, three, or four rooms, do not cost any more than two-story buildings hawing the same area of door space, if more than three or four rooms are re¬ quired, then I would recommend a two-story building, as large pupils are not affected the same as the smaller ones by climbing stairs. Where a public hall is required, then a two-story building will be necessary. (3) Every two-story school-house or public building should have two stairways. This is necessary to separate the boys from the girls, and, in case of a panic or accident, the upper floor can speedily be emptied without dangerous crowding. The stairs should average about four feet in width, of easy ascent, tread ten inches wide, with a rise not exceeding six and a quarter inches ; this proportion will make a very easy and safe stairway. The staircase and hall doors should open outward. The class-room doors should open inward. (4) The ventilation of school buildings having more than two rooms becomes a diffi¬ cult problem, and special plans should always be prepared for this branch of building. The trifling cost of plans is nothing compared to the health of the children. No com¬ mittee should venture to overlook this very important subject. My own experience during the past few years has shown me that school-houses can be ventilated without any complicated apparatus. The proper ventilating-apparatus, shafts, iron caps, reg¬ isters, &c., will generally cost about 6 or 8 per cent, upon the cost of the building. (5) One of the best methods of warming buildings of two or more rooms is by hot¬ air furnaces, provided they are properly made and of sufficient size to allow of their being run at a low temperature. Where a furnace is kept at only a gentle heat, the air sustains but little, if any injury, but when it j)asses over the red-hot plates of an over¬ worked furnace, the air is devitalized and made too dry for healthy respiration. Steam-heating is the best, but is too expensive for school-houses of ordinary size. XIXDERGAr.TEX SCHOOLS. In Miss E. P. Peabody’s list of genuine Kindergarten, one appears as taught by Miss Kate E. Smith, at 569 Madison avenue, Elizabeth ; one, also, under Miss Gilmore, at Orange : and one under Miss Julia Smith at Montclair. This last reports to the Bureau of Education 1 instructor besides the principal, with from 16 to 22 pupils in attend¬ ance ; all of FrobePs occupations ; also reading and writing on two days of the week ; all the gifts, a blackboard, and a piano; tables at which 5 children may sit, a garden, one large and two small rooms. The children are in attendance 3 hours daily ; ages, from 3 to 8. One other, at Hoboken, under Miss L. Luther, reports 40 children in attendance ; 6 lessons, or 4\ hours, for 4 days of the week; and 4 lessons, or 3 hours, for two days; ages, 4to7. One at Newark, apparently a part of the city system, under Miss Ida Leichhardt, has two assistant instructors, with 67 pupils. The apparatus and aj)plianees are those recommended by Frobel ; the number of hours the children are in attendence daily, 5. Another in the same place, also apparently of the city system, is under Miss Ottilie Douai, with two assistants ; has 80 children in attendance 5 hours daily, all FrobePs gifts and occupations, piano, staffs for gymnastic exercises, and Prangs pictures for object lessons. Still another, at New Brunswick, under the Misses French and Randolph, has, in all, 4 instructors and 15 pupils in the Kindergarten proper, with 7 in advanced classes where reading is taught, but modeling continued ; all FrobePs gifts and occupations. CITY SCHOOL SYSTEMS. 4 JERSEY CITY. The board of education had under its control in 1874 26 schools, subdivided into 46 departments, viz : normal, 1 ; high, 1 ; grammar, 16 ; primary, 20 ; evening, 8. The school formerly attended only by colored children was discontinued June, 1874, and its 2 teach¬ ers and 23 pupils were taken into the other schools. The normal department, although having only one session per week of three hours on Saturday, has thus far been a most powerful aid in securing a higher degree of culture and knowledge in the teachers. There were during the year 183 teachers and 42 can¬ didates for the position attending the normal class. In the high school, three courses are arranged, a commercial, modern English, and classical, and it is optional with the parents of pupils to select any one of the three or portions of each, if the times of recitation allow. Most of the pupils in the evening schools were of primary grade, and the only studies reading, writing, spelling, and arithmetic. In two schools, classes were organized with teachers acquainted with the German'language, as there were many Germans who could not speak or read English. The total attendance in all the evening schools was 240. In accordance with a provision of the legislature of 1873, a sum not exceeding $1,000 annually is to be expended “ for the establishment and maintenance of a free library NEW JERSEY. 281 for tlic use of tlie l eathers and pupils of the public schools and others.” A beginning has been made by the purchase of about 785 volumes, more than o.ae-half of which arc constantly in the possession of readers. The average attendance of pupils in the primary departments and schools is about 70 per cent, of the entire attendance in all the schools. Equal qualifications are re¬ quired for the teachers in these schools as for those in the grammar schools, and it is claimed that thousands of children go forth from these lower grades with such knowl¬ edge of the fundamental rules of arithmetic, with such an acquaintance with reading, spelling, and writing, as gives them a fair start in life. The average register of the pupils in all the schools, 10,452, shows an increase of 910 over the number for the previous year, and the average attendance was 9,301, or 931 more than in 1874. It is believed that very many children are forced to attend various private schools or spend their time in the streets for want of school-room. During the year there were 1,890 applications for admission which had to be refused on this accoTint. It is impos¬ sible, says the superintendent, to tell how many of those who were refused admission made a second or third application, but after making the largest reasonable allowance for duplicate refusals enough will remain to show the great need of more school-houses; and, it is added, no law to enforce attendance at school can ever be anything but a nullity in Jersey City until at least three more school-houses are erected. — (Report of board of directors of education, Jersey City, 1874.) PATERSON. The number of children enrolled in the public schools during the year was 9,500 ; the average enrollment for the year, 5,835 ; and the average attendance, 4,264 ; the increase on the average enrollment of the previous year is 882. Much attention is given to physical and vocal training. Light gymnastics are prac¬ ticed daily in every class. Special attention has also been directed to vocalization. Music has been taught regularly, in all the schools, aiding very much in the moral phase of education.' Drawing has not been introduced, but it is thought that its im¬ portance and the growing manufacturing interests of the city demand for it a place in the course of studies. The normal school, or class, is doing more efficient work than formerly, but still the results are quite unsatisfactory. Some of the teachers (pupils) regard the regulation that they shall study as unjust, and these, too, are those who most need the instruc¬ tion imparted in the normal and are doing the poorest work in the schools. On the other hand, many are manifesting proper interest in and devotion to their work, and are making commendable progress. The number of teachers is 3 ; teachers attending .as pupils, 69 : candidates for the position of teacher, 13. There are 21 schools and departments in the system, viz : normal, 1 ; high, 1 ; gram¬ mar, 6 ; primary, 9 ; evening, 4; teachers, including one special for "music, 96. The colored school has been discontinued and the pupils attend the other schools. — (Report of board of education, 1874.) NEWARK. The board of education report a very prosperous year educationally ; an increase of about 1,500 more pupils in the day and 94 in the evening schools, and the character of school instruction and discipline constantly improving. Additional school accommo¬ dations have been provided and more teachers employed : and yet still greater accom¬ modations would be required were the act relating to the attendance of children at school enforced. The act provides for the compulsory attendance of all children be¬ tween the ages of 8 and 13 years at some public or private school, at least 12 weeks in each year, if not instructed at home, under a penalty to parents or guardian of a sum not exceeding $20, unless such parent or guardian shall be able to prove that he was unable, by reason of extreme poverty, to comply with the law. This last clause nullifies the law. since any one can plead poverty who desires the services of his child. The number of youth 5 to 18 years of age in the city in 1874 was 31,781 ; the num¬ ber registered in public schools, 1873-:74, was, in day schools, 16,171 ; in evening schools, 1,589; in Saturday normal, 120— -total, 17,880. Increase for the year, 1,178. The Saturday normal school had an average attendance of 77 out of 120 registered as members, and the class of 1874 had 42 graduates, 32 of whom are engaged in teach¬ ing. — (Report of board of education, Newark, 1874.) TRAINING OF TEACHERS. NEW JERSEY STATE NORMAL SCHOOL, TRENTON. This school was organized in 1854. The number of pupils in attendance in 1874 was 269, of whom 234 were ladies and 35 gentlemen. The State annually appropriates $20,000 to its support, this being, for the past year, a per capita, sum of $60 for pupils in attend- 282 REPORT OF THE COMMISSIONER OF EDUCATION. ance. The annual expense for each student, including hoard, is about $154. The Stare has recently erected boarding-houses in the vicinity of the school, by means of which the price of board has beeu reduced as low as from $2 to $3 a week. The course of instruction, which is very thorough, occupies three years. Graduates of the school who have received certificates are authorized bylaw to teach in the com¬ mon schools of the State without further examination. During the last scholastic year there were 35 graduates, of whom 31 engaged iu teaching. Drawing is taught here very extensively ; music also, both vocal aud instrumental, and there is connected with it a model school. There is a chemical laboratory, philo¬ sophical apparatus, a gymnasium, and a library of 3,000 volumes, whose increase during 1874 was 300 volumes. — (Reports to the United States Bureau of Education.) FARNUM PREPARATORY SCHOOL, BEVERLY. There is connected with this academic institution a normal department, which, dur¬ ing 1874, numbered 12 pupils — 11 ladies and 1 gentleman. An appropriation of $1,200 was received from the State during that year. The students of the normal department receive no diplomas on completion of their course and are not authorized to teach in the schools of the State without examination. — (Reports to the United States Bureau of Education.) OTHER NORMAL SCHOOLS. Normal schools or classes exist in connection with the city school systems in Jersey City, Newark, Paterson, and possibly other cities of the State, and are found generally very efficient means of improvement to the teachers employed, as well as of prepara¬ tion for candidates for the teacher’s profession. In the three cities mentioned the total number of pupils in attendance upon these classes was 427. In Jersey City and Pat¬ erson the number was 307, of whom 252 were teachers engaged in the schools and 55 were candidates for the position. The report from Newark does not state how many of the 120 pupils in the normal class were teachers actually engaged in the schools. (City reports of Jersey City, Newark, and Paterson, 1874.) SECONDARY INSTRUCTION. ACADEMIES AND SEMINARIES. Reports have been received from 36 academies and seminaries, 7 being for the sec¬ ondary instruction of boys, 9 for girls, and 20 for both, with a total of 194 teachers and 2,716 pupils : 1,645 of the latter are engaged in English studies, 461 in classical, and 438 in modern languages; 147 are definitely reported as preparing for classical and 40 for scientific courses in college; 29 of these schools teach drawing, 26 vocal and 28 instrumental music ; 13 have laboratories, 20 apparatus, and 21 libraries ranging from 50 to 10,749 volumes. The 7 schools for boys have 38 teachers and 519 pupils ; in English studies there are 280; classical, 145 ; modern languages, 60 ; preparing for classical course in college, 52 ; for scientific, 24 ; 4 teach drawing, 3 vocal and 5 instrumental music ; 5 have la¬ boratories, 5 apparatus, and 3 libraries of 700 to 4,000 volumes. In the 9 schools for girls there are : teachers, 50 ; pupils, 345 ; in English studies there are 308 ; classical, 20 ; modern languages, 148. All the 9 teach drawing, 8 vocal and 8 instrumental music ; 1 has a laboratory, 3 apparatus, and 5 libraries of 100 to 1,000 volumes. The 20 schools for both boys and girls have 106 teachers and 1,852 pupils; 1.057 of the latter \study English branches, 296 classical and 225 modern languages: 95 are preparing for classical and 16 for scientific courses in college ; drawing is taught in 16, and vocal and instrumental music each in 15 ; 7 have laboratories, 12 apparatus, and 13 libraries ranging from 50 to 10,749 volumes. — (Reports to the United States Bureau of Education, 1874.) PREPARATORY SCHOOLS. Four schoolsfor the preparation of students for college report statistics to this Office. There are in all 27 instructors and 297 pupils ; in classical studies there are 118 ; in scien¬ tific 37 ; and in other courses there are 142. The course of instruction lasts from three to six years. Two of these schools have laboratories, 3 cabinets and apparatus, 3 gym¬ nasia. and 4 libraries with 400 to 1,600 volumes. — (Reports to the United States Bureau of Education.) The preparatory department of Burlington College, Burlington, is located in exten¬ sive and beautiful grounds on the Delaware, near Burlington. The liberality of friends and patrons has provided a gymnasium, a bowling-alley, andboats and barges for use on the river which bounds the lawn in front. The college, thus far, is little more than a preparatory department. It 1ms six classes, or forms, each designed to occupy one year, the sixth, or highest, giving the course of study that is usually prescribed for the freshman class in college. — (Catalogue of Preparatory Denartment, Burlington Col¬ lege.) NEW JERSEY. 283 BUSINESS COLLEGES. Information lias been received from three of these colleges, having a total attend¬ ance of 253 students, of whom 331 are gentlemen and 2*2 ladies; a were studying German and 5 French. There were 10 instructors. One has a library of 550 volumes, — (Reports to the United States Bureau of Education.) SUPERIOR INSTRUCTION. COLLEGE OF NEW JERSEY, PRINCETON. During the last two years of the course students have an opportunity of selecting, to a certain extent, the studies which they w ill pursue. These elective studies are chosen at the beginning of the college year, and for the entire year such studies are, when chosen, equally obligatory with those required. A gymnasium is open for the use of the students every day, except Sunday, morning, noon, and evening, during such hours as are not otherwise occupied with college duties. A limited number of students of good moral character, intellectual, ability, and prom¬ ise, needing assistance, are aided by means of the endowed scholarships which yield to the college the amount of their tuition-fees. The college also possesses a fund given for the purpose of aiding indigent candidates for the ministry of the Presbyterian Church, from which they can receive at least S30 a year each. — (Catalogue of College of New Jersey, 1874-75.) The trustees of Princeton have elected George Macloskie, LL. D., professor of natural history. Dr. Macloskie is an A. B. and A. M. of the Queen’s University, in Ireland, and an LL. D. of the University of London. In the examination for the A. B. and A. M. degrees he gained the highest honors, and stood first in all departments of natural science, and in the searching examination (in 1874) for the degree of doctor of laws, he stood highest and was awarded the gold medal.— (College Courant, November 21, 1874.) RUTGERS AND SETON HALL. These two colleges, the former under the control of the Reformed Church in America, the latter under that of the Roman Catholic, present to the Bureau for 1874 no other information respecting themselves than what is contained in the following table. COLLEGES FOP. WOMEN. Four colleges for the superior instruction of women report a total of 54 teachers and 520 students. In 2, 303 are reported unclassified. In 1, there are 181 in the regular course, without other designation. The fourth presents 29 in the regular course and 7 in the scientific. One only, as reported, confers degrees. All have libraries ranging tram 1,000 to 2,000 volumes. All but one teach music, vocal and instrumental; also drawing, painting, French, and German. Spanish and Italian are taught each in one. Two have museums, 3 laboratories, 2 apparatus, and 1 a gymnasium. — (From reports to the Bureau of Education.) Statistics of colleges, 1874. 284 REPORT OF THE COMMISSIONER OF r EDUCATION. PROFESSIONAL AND SCIENTIFIC INSTRUCTION. THEOLOGICAL. The Theological Seminary of the Presbyterian Church at Princeton affords a very thorough four years’ course of professional training to college graduates or persons who have otherwise obtained a classical education. Hebrew is the only Oriental lan¬ guage that is taught in the regular course, but such students as desire it may be instructed in Chaldee-Syriac, Arabic, or in the elements of Sanskrit. An elegant library edifice is the gift of James Lenox, LL. D., of New York. It con¬ tains upwards of 24,000 volumes, chiefly theological. The library has, from the gener¬ osity of Mr. A. Stuart, a fund of $10,000, whose annual proceeds are devoted to its maintenance and increase. Students also have the privilege of using the library of the college. There is no charge for tuition or room-rent. The only fees required of students are $10 for the general expense fund and $1 for the use of library. Board is furnished at the refectory for $3 a week, and in clubs the cost has been reduced even lower. Drew Theological Seminary, at Madison, N. J., is under the charge of the Methodist- Episcopal Church. The regular course of study requires three years for its comple¬ tion. Pupils who pursue this must have been graduates of some college. To meet the wants of those who have not enjoyed such advantages, an introductory course of four years in the classics is arranged. No charge is made for tuition, room-rent, or use of library, and board in the refectory has been reduced as low as $2.50 a week. The German Theological School, near Newark, under the Presbyterian Church, has been in existence about five years, and now numbers 22 students. There are a theologi¬ cal and an academical department j in the latter the German language is the most prominent study pursued. SCIENTIFIC. The John C. Green School of Science, a department of the College of New Jersey, en¬ dowed by Mr. John C. Green, entered on its second year September 9, 1874. Two courses are thrown open in this school: the one for those who enter directly, and who after three years’ study may become candidates for the degree of B. S. ; the other is for those who, having received the degree of B. S., may, after pursuing a two years’ course in special departments of science, apply for the degree of master of science. — (Catalogue of College of New Jersey for 1874-75.) Returns from the college state that Mr. John C. Green, with others, has given about $100, 0G0 to Princeton College, to farther endow and fully equip the school of science. This department was established by Mr. Green, who has previously expended $500,000 on it in buildings, apparatus, &c. When finished, it will probably compare favorably with any kindred institution in America, if not abroad. The Scientific School of Rutgers College reported, for 1874, to the congressional Com¬ mittee on Education and Labor that, to the $115,945 received from the sale of agricul¬ tural land-scrip, the college added enough to make the amount $116,000, and that this sum, as directed by the legislature, was invested in New Jersey State bonds, bearing G per cent, interest. These bonds are deposited with the State treasurer, who pays the interest thereon semi-annually to the trustees of the college. It farther reports that, out of 47 graduates of the school, 19 are civil engineers, 5 are architects, 3 are manufacturers, 3 teachers, 11 merchants, 1 a physician, and 1 a lawyer. NEW JERSEY. 285 Statistics of schools for scientific and professional instruction. Schools for professional instruction. Corps of ’ instruction. _ m _ Endowed professorships. O 1 C+H o u Cj a 2 Number of years in course. Property, income, &c. Number of volumes in library. i Yalue of grounds, build¬ ings, and apparatus. Amount of productive funds. Income from productive funds. Receipts for the last year from tuition-fees. SCHOOLS OF SCIENCE. John C. Green School of Science _ ..... 14 26 3 §140, 000 $100, 000 $7, 0G0 $1,367' Stevens Institute of Technology . 10 ©99 4 500, 000 500, 000 40, 000 4, 175 5, 000 Scientific School of Rutgers College .... 11 55 4 116, 000 6, 960 68, 800 SCHOOLS OF THEOLOGY. Drew Theological Seminary . . . 18 5 118 *3, 2 300, 000 250, 000 17, 500 15, 000 German Theological School of Newark. . 6 o 23 2,3 30, 000 20, 000 700 Theological Seminary of the Reformed 5 4 38 4 300, 000 220, 000 12, 500 20, 000 Church in America. Theological Seminary of the Presbyterian 7 6 116 3 200, 000 450, 000 29, 000 26, 000 Chqrch at Princeton. a Also 40 preparatory students. 6 Includes society libraries. TRAINING OF TEACHERS. teachers’ institutes. Daring the past year, institutes have been held in the counties of Atlantic, Bergen, Camden, Cape May, Cumberland, Essex, Gloucester, Hunterdon, Middlesex, Monmouth, Morris, Ocean, Passaic, Salem, Somerset, Sussex, Union, and Warren. The attendance at these meetings has been unusually large and the interest manifested has been exceedingly gratifying. In several of the counties the number present has reached 95 per cent, of those engaged in teaching, and in none has it been less than 75 per cent. The effort has been to make these institutes as beneficial to the teachers as possible. Approved methods of instruction are presented and useful hints and suggestions per¬ taining to school organization and management are given. They serve as auxiliaries to the State normal school. At least 90 per cent, of our teachers have never had the advantage of a normal school course, and it is only at these meetings that they can enjoy, in a limited sense, the benefits which such a course is calculated to afford. The only way to improve the schools is through the teachers. In the same propor¬ tion as we elevate the teachers, we elevate the schools. At these meetings the whole object and aim is to give the teachers such assistance, advice, and instruction as will tend to make them more efficient in their work ; and great good is known to result. SPECIAL INSTRUCTION. STATE INDUSTRIAL SCHOOL FOR GIRLS. The State Industrial School for Girls of the State of New Jersey was commenced some three years ago, on rented property, on the outskirts of the city of Trenton, N. J. Some few months ago the new building was opened, also situated perhaps half a mile from the edge of the city. The building is of brick, very neatly and tastefully built ; the first of the “family buildings” of the institution. It is surrounded by ample grounds tastefully laid out. The rooms are small. The building is intended for the accommodation of thirty-five girls. Every one has her own room, small it is true, but her own, perfectly private, scrupulously neat and clean. The guest-chamber and the hospital, or chamber for the sick, could hardly be surpassed for taste, neatness, and propriety. So with the kitchen and all the surroundings. — (New York School Journal, October 10, 1874.) SUNDAY-SCHOOL INSTRUCTION. The report of the seventeenth annual Sunday-school convention of New Jersey, held at Millville, 1874, states that there are 1,693 Sunday-schools in the State and 171,778 scholars. The value of Sunday-school libraries is estimated to be $205,000. 286 REPORT OF THE COMMISSIONER OF EDUCATION. LIST OF SCHOOL OFFICIALS IN NEW JERSEY. Hon. Ellis A. Apgar, State superintendent of public instruction, Trenton. STATE BOARD OF EDUCATION. Same. Post-office. Officers. His excellency Governor Joseph D. Bedie, president . Hon. William A. Whitehead, vice-president . Hon. Ellis A. Apgar, State superintendent and ex officio secretary . Executive committee. John Maclean, D. D., LL. D . William A. Whitehead . . Charles E. Elmer . Henry C. Kelsey . A. L. Eunyon . . . . Committee on grounds and buildings. Elias Cook . Henry C. Kelsey. Trustees of the school fund. His excellency Joseph D. Bedie, governor . Hon. Eobert Gilchrist, attorney-general . Hon. A. L. Eunyon, State comptroller . Hon. Henry C. Kelsey, secretary of state . Hon. John W. Taylor, president of the senate . . Hon. George 0. Vanderbilt, speaker of the assembly . Trustees of the State Normal School. Jersey City. Jersey City. New Brunswick. Trenton. Newark. Princeton. Charles E. Elmer . . . Eichard M. Acton . John Maclean, D. D., LL. D . Benjamin Williamson . Eobert Allen, jr . Thomas Laurence . Eynier H. Veghte . John M. Howe, M. D . Eodman M. Price . William A. Whitehead . . William H. Steele, D. D . Bennington F. Eandolph . Elias Cook, treasurer of the State Normal School Bridgeton. Salem. Princeton. Elizabeth. Eed Bank. Hamburg. Somerville. Passaic. Eamsey’s. Newark. Newark. Jersey City. Trenton. COUNTY SUPERINTENDENTS. County. Superinten dent. Post-office. Atlantic _ O-ervrnro B. Wight. _ _ _ Ahsecom. Bergen . . . E. E. Vreeland . Hackensack. Burlington . . . Walter A. Barrows . . . Mt. Holly. Blackwoodtown. Camden . F. E. Brace . . . . . . . Cape May . . . Maurice Beesley . - . Dennisville. Cumberland _ _ _ B L. Howell . . . . . - . Millville. Essex . Charles M. Davis . - . Bloomfield. Gloucester . William Milligan _ _ _ - _ _ Woodbury. Jersey City. Frenchtown. Hudson . William L. Dickinson . Hunterdon . C. S. Conklin^ . . . . . . . Mercer . William J. Gibby . Princeton. Middlesex . Balph Willis . Spotswood. Freehold. Monmouth . Snxr.np! T.netwnnfl . . . . Morris . John E Eunyon. . .. . . . . Morristown. Ocean . Edward AT T.rmnn . Forked Eiver. Passaic . .T. C. Crnikshnnk .. . . . . . Little Falls. Salem . William H. Eeed . . . Woodstown. Somerset . Elias W. Enrich ' . Somerville. Sussex . E. A Stiles . Deckertown. Union . N. W. Pease . . . | Elizabeth. W arren . Ephraim Dietrich . .. _ _ Columbia. NEW YORK. 287 NEW YORK. STATISTICAL SUMMARY.* STATEMENT OF TIIE CAPITAL OF THE PERMANENT SCHOOL FUND. Bonds for lands sold . . $235, 033 90 Bonds for loans . . . . . . 157, 630 13 Loans of 1840 . 49, 326 00 Bank stock. . 50*000 00 State stocks . 1, 165, 057 24 Comptroller’s bonds . 36,000 00 Money in the treasury . 1} 310, 868 28 Oswego City bonds . . . . 25, 600 00 Total . 3,029,513 55 Increase from 1872, $25,000. FINANCIAL STATEMENT. Cities. Rural dis¬ tricts. Total. RECEIPTS. Amount on band. October 1, 1872 . Apportionment of public moneys . : . . Proceeds of gospel and school lands . Raised by tax . Estimated value of teachers’ hoard . | 6878, 905 96 ! 1, 026, 714 35 36 44 i 4, 600, 019 05 §255, 651 37 1,665,627 56 35, 626 17 3, 043, 345 47 225, 931 68 249, 801 22 61, 134, 557 33 2, 694, 341 91 35, 662 61 7, 643, 364 52 225, 931 68 354, 904 93 From all other sources . Total receipts . Corresponding total for 1872 . Increase . EXPENDITURES. For teachers’ wages . For libraries . . . 105, 103 71 6, 612, 779 51 6, 266, 589 74 5, 475, 983 47 5, 289, 448 06 12, 088, 762 98 11, 556, 037 80 346, 189 77 186, 535 41 532, 725 18 ! 3, 693, 641 64 11, 985 65 234, 889 92 66, 548 03 1, 050, 926 50 663, 714 59 3, 721, 539 75 15, 218 14 59, 255 76 8, 063 46 943, 206 39 476, 866 13 151 25 7, 415, 181 39 27, 203 79 294, 145 68 74, 611 49 1, 994, 132 89 1, 140. 580 72 151 25 For school apparatus . . . . For colored schools . . . For school-houses, sites, &c . . For all other incidental expenses . . Forfeited in hands of supervisors . Total expenditures . 1 Corresponding total for 1672 . Increase . | Balance on hand, October 3, 1873 . 5, 721, 706 33 5, 387, 683 78 5, 224, 300 88 5, 028, 904 22 10, 946, 007 21 10, 416,588 00 334, 022 55 195, 396 66 529, 419 21 891, 073 18 251, 682 59 1, 142, 755 77 A table is given showing the annual increase of expenditure for common schools from 1850 to 1873, inclusive. In 1850 the whole expenditure was $1,607,684.85 ; in 1873 it reached the sum of $10,946,007.21, an increase at the rate of nearly half a million per annum. The whole amount expended during that period has been $127,508,937.78. The following table shows the entire amount expended during the year for the^nain- tenance of public educational institutions, not including appropriations made to orphan asylums and other public charities in which instruction is given : For wages of common school teachers . $7, 415, 181 39 For district libraries . ... . 27, 203 79 For school apparatus . 294, 145 68 For colored schools . 74,611 49 * From report of Hon. Abram. B. "Weaver, State superintendent of public instruction, for the school year ended September 30, 1373, transmitted to the legislature February 20, 1874. For statistics of 1874 see Table I at the close of this volume. 288 REPORT OF THE COMMISSIONER OF EDUCATION, For buildings, sites, furniture, repairs, &c . . §1, 994, 132 89 For other expenses incident to the support of common schools . 1, 140, 580 72 State appropriation for support of academies . . . 47, 861 98 • State appropriation for teachers’ classes in academies . 15, 363 50 For teachers’ institutes . 11,982 35 For normal schools . 150,027 79 For Cornell University . 35,000 00 For Elmira Female College . 3, 500 00 For Indian schools . . . . . . 8, 293 99 For salaries of school commissioners . . . . . 90, 560 87 For department of public instruction . 18, 856 62 For regents of the university . . . 7, 145 95 For printing reports and school registers . 8, 900 00 Total . . 11,343,349 01 Corresponding total for 1872 . 10,849,001 20 Increase . . „ . . . . . , 494, 347 81 APPORTIONMENT OF PUBLIC MONEYS FOR THE YEAR ENDED SEPTEMBER 30, 1874. The school moneys for the fiscal year ended September 30, 1874, are derived from the following sources : From the common school fund . $170, 000 00 From the United States deposit fund . 165, 000 00 From the State school tax . . . 2, 500, 032 68 2, 835, 032 68 The apportionment has been made, as required by law, as follows : For salaries of school commissioners . $91, 200 00 • For supervision in cities . 19, 000 00 For libraries . 55, 000 00 For contingent fund, (including $89.33 for separate neighborhoods) . 1, 962 29 For Indian schools . . . — 3, 264 45 For district quotas . . . - . 888, 202 08 For pupil and average attendance quotas . 1, 776j 404 16 Total . . . 2,835,032 98 Apportionment of public moneys for 1873 . . . . 2, 694, 341 91 Increase for 1874 . . 140,691 07 SCHOLASTIC POPULATION AND ATTENDANCE. The whole number of children between the ages of 5 and 21 years, as reported, was: In 1872 In 1873 WHOLE NUMBER IN ATTENDANCE. In 1872 In 1873 AVERAGE DAILY ATTENDANCE. In 1872 . . In 1873 . AGGREGATE NUMBER OF DAYS OF ATTENDANCE. In 1872 In 1873 Cities. Rural districts. State. 662,778 693, 075 859, 175 867, 745 1, 521, 953 1, 560, 820 409, 272 416, 063 614, 858 614, 716 1, 024, 130 1, 030, 779 199, 853 203, 697 294, 997 295, 772 494, 850 499, 469 38, 479, 418 39, 601, 393 50, 234, 513 49, 737, 186 83, 713, 931 89, 338, 579 The average time each pupil in the rural districts attended school was sixteen and two-tenths weeks ; in the cities, nineteen weeks. NEW** YORK. 289 LENGTH OF SCHOOL TERM. Average length of term in cities . 41 -weeks. Average length of term in rural districts . 32 weeks 4 days. Average length of term in the State . . 35 weeks; CLASSIFICATION OF PUTILS. The number of pupils instructed in all schools during the year was as follows : 1872. 1873. In the common schools . . . . . - . . . . . 1, 024, 130 6, 377 31, 421 4,012 131, 761 1, 030, 779 C, 319 27,887 3, 414 135,956 In the normal schools. ........... . . _ . . In the academies . . . . . . . . . . . In the colleges . . . . . . . . . Jn the private schools . . . j Total . j ' 1 1,197,701 1,204,355 NUMBER OF TEACHERS. The whole number of teachers employed in the common schools was : . j Males. Females. TotaL •vr " ' In 1872 . In 1873 . . . 6,670 | 7,097 21,987 22,367 28,657 29, 464 ' .The number reported as “ employed at the same time for the legal term of twenty- eight weeks or more 55 was as follows : : In cities. In rural districts. TotaL In 1872 . In 1873 . vsgfe.;* 4,800 1 4,940 13. 256 j 13,355 18,056 18,295 The “district quota” is annually determined, in January, by dividing the aggregate amount apportioned for that purpose by the number of teachers simultaneously employed during the previous year in the several districts, for the legal term of twenty- eight weeks. The amount paid as a “ district quota ” in 1873 was §48.48. TEACHERS5 LICENSES. Teachers in the common schools were licensed as follows : By normal schools. By superin¬ tendents of pnblie in¬ struction. | 1 By local officers. TotaL Cities . . 1 Rural districts . 1 Total for 1873. . . . . . . 295 337 457 706 5,006 22, 663 5,758 23, 706 632 1,163 27,669 29, 464 Total for 1872 . . . j 543 1,095 j 27,019 28,657 teachers’ salaries. The whole amount expended for teachers’ wages was : Cities. Rural districts. TotaL I i la 1872 . $3, 316. 926 27 I $3, 640, 520 49 $6, 957, 455 76 Ta 1873 . . . 3, 693, 641 64 i 3, 721, 539 75 I 7, 415, 161 39 Incresse over 1872 . 1 376,715 37 ; 81, 010 25 I 457.725 63 •— I . I • \ 19 E 290 REPORT OF THE COMMISSIONER OF EDUCATION. The average annual salary for each teacher was : Cities. Rural j i districts. 1 State. In 1872 . , §691 03 1 747 70 8274 63 278 68 i §385 33 405 31 In 1873 . . . The average weekly wages were : Cities. Rural districts. State. In 1872 . 816 73 18 24 88 37 8 49 $11 04 11 58 In 1873 .................................... The amount paid for teachers’ wages was $2,588,709.75 more in 1873 than in 1867, which is an advance, in six years, of nearly 54 per cent, upon the gross amount, and of more than 31 per cent, upon the average annual salaries of the increased number of teachers. SCHOOL DISTRICTS. The reported number of school districts in the State, exclusive of cities, which do not have such divisions, was : In 1872 . 11,367 In 1873 . 11,327 Decrease . . . . . ... 40 This decrease is caused chiefly by the consolidation of small districts and the forma¬ tion of graded schools in the larger towns and villages. The diminution in the num¬ ber of districts within the last ten years is eighty-seven. This does not, however, show the full number of districts which have been consolidated with others during that period, since new districts have also been organized in thinly- settled portions of the State, as required by an increasing population. SCHOOL-HOUSES. The number of school-houses, with their classification according to the materials of which they are constructed, is as follows : j Log. Frame. Brick. Stone. Total Cities _ _ _ _ _ 55 330 10 395 31, 344 Rural districts . . . 113 9, 884 902 445 Total, 1873 . 113 9,939 1 1,232 | .. . 455 11, 739 Total, 1872 . . 121 9,941 1,198 | 483 11, 743 Their number and classification, as reported for the years 1863 and 1873, are as fol¬ lows : Log. Frame. Brick. Stone. Total. 1863 . 216 113 9, 969 9, 939 995 1 232 573 455 11,753 11, 739 1873 . Increase _ _ _ _ _ _ J | 237 Decrease . 103 30 118 14 | I . This does not represent the full number of new buildings, for many have been con¬ structed in place of old ones of similar material. NEW YORK. 291 VALUE OF SCHOOL FROPERTY. The value of school-houses and sites was first reported in 1865, The following statement shows the increase in value since that time : Cities. Rural districts. Total. Reported value in 1865 . . . . . 65, 041, 061 16, 767, 026 $4, 904, 862 10, 429, 394 69, 945, 923 27, 196, 420 Reported value in 1873 . . . Increase since 1865 . . . 11, 725, 965 5, 524, 532 17, 250, 497 The average value of school-houses and sites is, in the cities, $42,448.10 ; in the rural districts, $919.38. The average value of school-houses and sites in the rural districts has more than doubled since 1S65. EXPENDITURE FOR SCHOOL BUILDINGS. The sums spent for school-houses, outhouses, sites, fences, furniture, and repairs, as reported for the years 1861 and 1873, were as follows : Cities. Rural districts. Total. In 1864 . , . 6370, 815 34 1,050,926 50 6276, 485 89 943, 206 39 $647, 301 23 1, 994, 132 89 In 1873 . Increase since 1864 . „ _ _ ..... _ _ _ _ 680, 111 16 8, 890, 183 27 666, 720 50 7, 426, 824 10 1,346,831 66 16, 317, 007 37 Total expenditure for the period from 1864 to 1873 .... From the foregoing statement it appears that the sum expended for these purposes during the last ten years is more than half the reported value of all the public school- houses and sites in the State. Statement of the State tax of one and one-fourth mills levied in 1868 and in 1873 for the sup¬ port of common schools. Valuation. Amount of tax. In 1868 . 61, 766, 089, 140 2, 129, 626, 386 62, 207, 611 42 2. 662, 032 98 In 18T3 . Increase . . . . . -. . 363,537,246 454, 421 56 STATISTICS OF NORMAL SCHOOLS. Number of such schools, exclusive of New York City . 8 Whole number of pupils in all departments . . . 6, 319 Average attendance . . . 3, 647 Whole number of pupils in normal department . 2,761 Average number in attendance . 1, 465 Average age of male pupils — years . . . . . . . 19. 7 Average age of female pupils — years . . . 19. 3 Number of graduates— males, 36 ; females, 203 . . 239 Total receipts . $166, 529 36 Total expenditure . 161,911 15 STATISTICS OF SCHOOLS FOR INDIANS. Number of districts . 28 Number of children between 5 and 21 years of age . 1, 746 (Whole number of pupils registered during the year . 1,229 Average daily attendance . 764 Number of teachers — males, 5 ; females, 28 . . 33 Number of white teachers . 23 Number of Indian teachers . 10 Average number of weeks school was taught . . . 32. 3 ■ Value of school-houses . - . $13,450 00 Total receipts for school purposes . . - . 9, 296 89 ' 292 REPORT OF THE COMMISSIONER OF EDUCATION. ELEMENTARY INSTRUCTION. GENERAL REVIEW. The superintendent, Reviewing the past six years, during which the free school law has been in operation, says : “ The free school system, inaugurated in 1867, has been so successfully vindicated by its results that it may be deemed secure. Under its opera¬ tion, the aggregate yearly attendance of pupils at the public schools has increased nearly eighty-two thousand and the average daily attendance nearly eighty thousand. Three new normal schools have been added to the five previously established, and all of them have been brought to a definite and systematic plan of operation.’7 “ The statistics for 1873 are distinguished by the unprecedented aggregate and average attendances at the schools, which exceed, by several thousands, that of any previous year. This is not a spasmodic increase, but is the product of an uninterrupted growth that has characterized the returns each year since the free school system was inaugu¬ rated. The average number of pupils in attendance for the whole State, each day of the entire term in 1873, was 4,619 more than that of the equal term in 1872; 5,821 more than in 1871 ; 14,764 more than in 1870 : 31,048 more than in 1869 ; 53,601 more than in 1868, and 79,512 more than for the shorter term in 1867.” These results, and others indicated by the statistics, afford evidence of a prosperous condition of the schools. — (State report, pp. 7, 11, 57.) CONSTITUTIONAL AMENDMENT. Among the constitutional amendments recommended by the commission of 1873 is the following, relating to the educational funds and property of the State : u Neither the credit nor the money of the State shall be given or loaned to, or in aid of, any association, corporation, or private undertaking. This section shall not, how¬ ever, prevent the legislature from making such provision for the education and support of the blind, the deaf and dumb, and juvenile delinquents, as to it may seem proper. Nor shall it apply to any fund or property now held, or which may hereafter be held, by the State for educational purposes.” — (State report, p. 55.) FREE SCHOOL FUND. The superintendent in his last report suggested such an amendment to the law as would secure more careful and adequate supervision of the fund. This suggestion was not acted upon by the legislature, however, and the law in relation to the fund remains the same as it has been for many years past. But after the discovery of the defalcation in the treasury, in October, 1873, measures were taken which, if faithfully adhered to, will, it is believed, prevent any further misapplication of the moneys belonging to the fund. The balance in the treasury at the close of the fiscal year was not sufficient to meet the payments which must be made from the fund before the school taxes of the current year will be paid into the treasury. Consequently, for some months, it will be neces¬ sary either to overdraw the account or suspend the payment of appropriations regularly made by the legislature. It is therefore suggested that the legislature appropriate from the free school fund a sum $100,000 less than the estimated proceeds of the State school tax. This once done, and adhered to, would leave a sufficient balance in the treasury at the close of each fiscal year to meet payments required by regular appropriations before the receipt of taxes. — (State report, pp. 19, 20.) APPORTIONMENT OF SCHOOL MONEYS. Attention is again called to that provision of law which directs that a certain por¬ tion of the public moneys received by each county shall be divided among the several school districts according to the average daily attendance at school. The tendency of this practice is to reduce the length of school-terms, since the highest average attend¬ ance is more readily secured for a short period than a long one. The recommendation is renewed that the statute be so amended that hereafter the part of the funds hitherto apportioned to average daily attendance shall be divided according to the aggregate number of days of attendance at school. — (State report, p. 21.) LAW FOR SECURING ATTENDANCE. The State legislature, on May 11, 1874, passed a law to enforce the attendance of chil¬ dren at school, of which the following is a brief summary : (1) It is enacted that every child between the ages of 8 and 14 years shall be in¬ structed 14 weeks each year, at school or at home, in spelling, reading, writing, Eng¬ lish grammar, geography, and arithmetic, or double that time in an evening school. (2) That no child of this age shall be employed unless the employer has a certificate that such instruction was given said child the previous year; penalty, $50. (3) The school officers, in September and February of each year, shall u examine into the situation of the children ” in manufactories, and see if they have certificates. NEW YORK. 293 (4) When a child has heen discharged from business in order that ho may receive instruction, the parent or guardian shall send him to school fourteen weeks at least. (5) If parents are not able to supply text-books the school officers shall furnish them. (6) If the parents cannot induce the child to attend school, the school-officers “shall provide suitable places for the instruction and confinement of such children.” (7) School officers shall enforce these provisions. They may call on the police and constables to enforce their regulations. — (New York School Journal, September 5, 1874.) The general opinion concerning this law seems to be that, as it now stands, it is so vaguely drawn, and its provisions so defective, as to render it almost valueless as a means of accomplishing the object for which it is designed. The opinions expressed by the school trustees of Greenburg are substantially those of a majority of the school committees in the State. The Greenburg committee, “at a meeting held *for the purpose of making rules to carry out the provisions of the new compulsory ed¬ ucation law, came to the conclusion that the law is defective in the following particu¬ lars : First, the trustees, upon whom devolves the carrying out of the law, are not liable to any penalty should they fail to do so. Secondly, they are not empowered to enforce any penalty for violation of the act or to collect any fines imposed by it. Thirdly, the act fails to provide any way to raise money to carry out its provisions. A resolution was passed petitioning the legislature to so amend the law as to cover these defects.” — (New York Times, January 2, 1875.) At a meeting of the State Association of School Commissioners and Superintend¬ ents, held -at Syracuse in December, 1874, (Syracuse Morning Standard, December 31, 1874,) the law was pronounced defective and inefficient, and a resolution, asking the legislature to “so complete and perfect the act already passed that it may the better secure the results at which it aims,” was unanimously adopted. SUPERVISION. The superintendent says : “'Although the proposed regulation, that the engagement by a school commissioner in any other than his official occupation should work a for¬ feiture of his office, has not been enacted into a law, it is a pleasure to state that a majority of the commissioners, whose terms of office commenced January 1, 1873, have devoted themselves to their proper work with commendable fidelity, and with the evi¬ dent disposition to fulfill the letter and spirit of the statute which, besides certain specific requirements, directs the commissioner ‘generally to use his utmost influence and most strenuous exertions to promote sound education, elevate the character and quali¬ fications of teachers, improve the means of instruction, and advance the interest of the schools under his supervision.7 Such service as the law contemplates, and as those referred to have rendered, cannot fail to benefit the schools, and deserves a generous recognition.77 During the year the salaries of two commissioners have been withheld for “ violation and neglect of duty.” The superintendent says of these cases : “ The measures re¬ ferred to have been determined upon pursuant to the conviction, heretofore repeatedly expressed, that thorough supervision is essential to the prosperity of the public schools and that accountability on the part of school commissioners is indispensable to such supervision. It is idle to attempt to improve the schools by mere force of law, how¬ ever well planned, without efficient supervisory officers.77 — (State report, pp. 52-55.) DISTRICT LIBRARIES. For several successive years* the attention of the legislature has been directed to the wretched condition of the school district library system, and yet the sum of $55,000 is annually distributed for the support of libraries that, in many districts, do not exist. The decrease in the number of volumes during the last year was 17,638. This is a con¬ tinuation of the uninterrupted decline which reduced the number of volumes from 1,604,210 in 1853, to 856,555 in 1873. Amendments in accordance with former recommendations on this subject, and de¬ signed to correct existing evils, were submitted to the legislature of 1873, but did not receive final action. It was proposed to present them to the session of 1874, when, it was hoped, they would receive that attention which their importance demands, the plan being to prohibit absolutely the use of library moneys for any other purpose whatever, to compel districts to raise by local taxation a sum equal to that appor¬ tioned from State funds, and to pei'mit them to raise by taxation a sum four times greater. — (State report, p. 24.) SCHOOLS JTOR INDIANS. The attendance at these schools during the year ended September 30, 1873, was greater than that of the year preceding, and, on several of the reservations, embraced a large proportion of all the youth between 5 and 21 years of age. On the Allegany and Cattaraugus reservations, having a total school population 294 REPORT OF THE COMMISSIONER OF EDUCATION. of 970, the number who attended school some portion of the year was 820 and the average daily attendance for the whole term of thirty-two weeks was 620. These facts show that the people residing on those reservations take great interest in the educa¬ tion of their children. The report from the Onondaga reservation is not so encouraging. It is about thirty- sis years since the first school was established on this reservation and an effort made to bring the tribe under civilizing influences. This attempt was a failure, and subse¬ quent efforts met with imperfect success. The State school was established in 1845, and has been supported by State funds and under the supervision of the superintendent of public instruction ever since that time. During the school year ended September 30, 1873, the number of children registered was a little over one-half, and the average attendance exactly one-fifth, of the entire school population. The superintendent of the reservation urges a radical change in the treatment of these Indians : that their tribal system should be broken up, and that they should no longer be treated as wards of the State, but be invested with the rights of citizenship. He thinks that only by these means can they be brought to appreciate the advantages of education. The superintendent of the Shinecock reservation reports a school population of 45, a registration of 37, and an average attendance of 17. A summer school was success¬ fully taught by an Indian female of the tribe. The desire for a good school is quito general among the parents, and the superintendent believes that the pupils will com¬ pare favorably with those of the same age in the white schools of the county. On the Tonawanda reservation a new district has been formed, making three in all, and a new school-house has been completed, at a cost to the State of about $500. The superintendent urges the building of another school-house during the coining year. The Indians of this tribe manifest a deep interest in the education of their children, and the report is generally 'encouraging. Of the 112 children of school-age, 87 attended school at some time during the year. The schools on the Tuscarora reservation were closed for several weeks, on account of the prevalence of small-pox, and the attendance was thereby reduced. Otherwise, the superintendent believes, it would have been better than in any previous year. The condition and prospects of the schools are better than ever before. No special reports are made of the schools on the Oneida and Madison and St. Regis reservations, but their statistics are included in the table of statistics of Indian schools. — (State report, pp. 28 and 94-98; also, table, p. 90.) EEPOETS OF COUNTY COMMISSIONERS. The reports of the county commissioners indicate a widely-differing educational con¬ dition in the different counties of the State. In many portions the facts evidence a healthy public sentiment, a flourishing condition of the schools, well-qualified and well- paid teachers, good school-houses, ample apparatus, and progress in every direction . In others — though these, it is hoped and believed, are in the minority — the present condition and future prospects are by no means so encouraging. The principal diffi¬ culties enumerated by the commissioners in these counties are poor school-houses, an almost entire absence of school apparatus, and poorly-qualified teachers. Of school-houses and apparatus the commissioners of several counties speak as follows : Allegany County, first district : “A lack of proper interest in the schools on the part of the people is evinced by the condition of many school- houses and the almost entire absence of school apparatus. Out of 136 school districts not more than 20 are provided with appa¬ ratus, and most of these have been supplied during the past year.” Broome, first district, reports 6 ‘43 first-class houses ” and “ 34 so poor as to be unfit for use.” “ Nine houses are separated from the highway by fence and 103 are not.” ‘The commissioner of Clinton County, first district, says : “In some instances I have found the school-room destitute of a chair, broom, blackboard, teacher’s desk, maps, and charts, and, in three or four cases, without desks for the children,” though, happily, “ this state of things does not exist to a very great extent.” The commissioner of Cortland County, first district, “ finds the schools, with few exceptions, without maps, globes, or any apparatus what¬ ever.” The report from Jefferson County, second district, says : “ So long as our houses remain in their present condition, destitute of everything but rough benches and black¬ ened walls, just so long may we expect to see our average daily attendance 50 per cent, of what it should be.” In this district the poor school-houses seem not to be con¬ fined to country districts, equal complaint being made of some of the villages. Several other commissioners make substantially the same reports, though some are not so un¬ favorable as those quoted, and none are worse. Concerning the teachers employed, a still larger number report very discouragingly. The prominent difficulties seem to be the employment of young and inexperienced ones, a low standard of examination, and the determination of many trustees to employ none but “ cheap teachers.” The commissioner of the second district of Livingston County thus enumerates the troubles in his district : “ First, the inefficiency of the present trustee-system ; secondly, the unjust and unequal burdens of local taxation for the sup¬ port of schools; thirdly, the inevitable and unceasing wrangling about district bounda- NEW YORK. 295 ries ; fourthly, the too frequent change of teachers and the absence of anything like a systematic course of study ; fifthly, the irregular attendance of pupils.” These are con¬ sidered “ defects of the school system,” applying equally to other localities. Nearly all of the commissioners declare themselves in favor of a compulsory law and some advocate the adoption of the one-trustee system. In Saratoga County better schools are found in districts with one trustee than in those where there are three. A few of the commissioners strongly advocate uniformity of text-books. Concerning district libraries almost the same report comes from every portion of the State. They are “among the things that were,” “ steadily decreasing,” or “utterly neglected and a large majority of the commissioners use the same words concerning the appropriation for libraries : “used to pay teachers’ wages.” Many of them recom¬ mend the abolition of these libraries altogether and that the money appropriated for this purpose be applied to the purchase of apparatus. — (State report, pp. 236-380.) KINDERGARTEN SCHOOLS. In list of such schools in the United States, published by Miss E. P. Peabody in her Kindergarten Messenger for March, 1874, it is said that “ the largest Kindergarten, and a model with the best" conditions, is that of Mrs. Kraus-Boelte, 7 Gramercy Park, Twen¬ tieth street, New York, being a part of Miss Haines’s large educational establishment.” Mrs. Kraus is assisted by her husband, Mr. J. Kraus, and by three ladies. Fifty-live children attend for 5 days in the week, 3-i to 4 hours daily. Mrs. A. W. Longfellow, trained under Mrs. Kriege, who has been one of the chief ad¬ vocates of this system in America, has also a Kingdergarten school at No. 120 Remsen street, Brooklyn, with 30 children under 3 instructors, all Fiobel’s occupations, and only these ; 4 hours’ attendance daily for 5 days in the week. For other schools of this character — of which there are 7 besides these in the State, with 21 teachers and about 280 pupils — see Table Y at the close of this volume. CITY SCHOOL SYSTEMS. NEW YORK CITY.* Officers : Twenty-one commissioners of common schools, with a city superintendent, 7 assistant superintendents of schools, a superintendent of sclmol-buildings, and an engineer. Number and classification of schools. — “ The whole number of schools is 304, including 44 grammar schools for males, 45 grammar schools for females, 13 grammar schools for both sexes, 64 primary departments, 47 separate primary schools, 9 schools for colored children, 43 corporate schools, 37 evening schools, (including the evening high school, ) 1 normal school, (normal college,) and one model or training school, connected with the normal college. Besides these, provision is made, through the Saturday sessions of the normal college, for the instruction of teachers.” Attendance. — “The average attendance of pupils for the year ended December 31, 1874, was 117,239, and the whole number of pupils enrolled and receiving instruction during any portion of the year is reported as 251,545, an increase over the correspond¬ ing numbers reported last year of 7,844 in the average attendance and 15,092 in the whole number taught. The average attendance and number of pupils taught in each class of schools during this and the preceding year are exhibited in the following table : Schools. 1874. 1873. Average at¬ tendance. Whole num¬ ber taught. Average at¬ tendance. "Whole num¬ ber taught. Male grammar schools . Female grammar schools . Mixed grammar schools, male and female. . . . Primary departments . . Primary schools . . Colored schools . Normal schools . Corporate schools . Evening schools . . Total . 17, 149 15, 684 2,400 41, 873 19, 143 870 1, 268 8,690 10, 162 31, 463 29, 551 4, 354 91, 819 44, 904 2,040 2, 226 22, 848 22, 340 16, 221 15, 565 1, 036 39, 812 16, 839 813 1, 169 8,780 9, 160 30, 749 28, 848 2, 034 90, 247 39, 734 2,134 1, 965 21, 192 19, 550 117, 239 215, 545 109, 395 236, 453 *From annual report of Eon. Henry Kiddle, city superintendent, for the year ended December 31, 1874. 296 REPORT- OF ' THE -COMMISSIONER OE EDUCATION. “ Tlie attendance above reported would have been larger had every school been able to hold its sessions during the entire school year. The closing of several of the grammar schools for some weeks has caused, to some extent, a diminution. The average attend¬ ance of pupils in the schools of the annexed district, north of the Harlem River,* was4,130, which must be deducted from the number above reported, in order to show the actual increase of attendance at the schools within the former city limits. This will, how¬ ever, leave an excess of 3,714 over last year’s attendance, which is larger than lias oc¬ curred for several years. The average attendance and yearly enrollment, as shown in the preceding exhibit, iiresent a very great discrepancy, the former being only about 55 per cent, of the latter. This is explained by the fact that many pupils are constantly passing from school to school, in consequence*of a change of residence and other causes, and as each school returns all the pupils who attended during any portion of the year, the same pupils are counted several times in the aggregate of the different returns. Were some means devised to correct this statistical inaccuracy, the general enrollment for the year would be considerably reduced.” Absenteeism. — “The average number of pupils on register during the year, as com¬ pared with the average attendance at all the day schools, shows the rate of absentee¬ ism to be about 11 per cent., which is somewhat less than during the previous year. This rate is smallest in the male grammar schools, in which it is less than 8 per cent.} and largest in the colored schools, being in these about 22 per cent. In the primary schools it is nearly 3 per cent, greater than in the primary departments.” Mixed schools. — “The term mixed schools, meaning here schools containing male and female pupils, has not heretofore been used in the annual reports ; since, as most of the primary departments and schools are mixed, in that sense, none of them have been classified according to the sex of their pupils. The number of grammar schools of this description has, until the present year, been so small that it has not been deemed re¬ quisite to mention them as a separate class. The grammar schools of the annexed dis¬ trict being all mixed schools, the number has become so large as to render it important that this class of schools be presented, so as to exhibit the precise extent to which the co-education of the sexes exists in the grammar schools. A careful examination of these schools has elicited nothing to discredit in any way this mode of organization. The principals commend it as possessing many advantages over the plan of separating male and female pupils of such an age and grade of attainment, aud it is undoubtedly favorable to accurate classification, as well as to an economical administration of our system.” Overcrowding and ventilation. — “In a report presented to the board of education by the committee on buildings, it is stated that in the furnishing of the rooms no regard has been had to any other consideration than to crowd in as many seats as the superficial area would permit, and this without the application of any just sanitary principle or law. In many recitation-rooms the amount of cubic feet of air per pupil is below 50 and in some even less than 40. This report also shows that there is a great and unrea¬ sonable disparity between the accommodations afforded in the primary and grammar departments. In many of the buildings, while the rooms of the grammar departments are furnished so as to afford from 100 to 150 cubic feet of air per pupil, in the primary departments scarcely 50 cubic feet of air is afforded. A great reform is needed in the furnishing of the school-rooms. A proper principle should be adopted and applied to regulate this matter, and no more seats should be placed in a room than would be jus¬ tified by its size'and other considerations having reference to the means of ventilation.” Examinations— “ All the schools have been examined once during the year and many of them several times. Of 2,112 classes thus examined, the instruction in 1,041 was found to have been excellent ; in 901, good ; in 149, fair ; in 20, indifferent ; and in 1, bad. These results do not differ materially from those of the preceding year. The in¬ struction in about 49 per cent, of the classes was found to be excellent and in about 9 per cent, it was defective ; last year the corresponding items were 481- per cent, and 9 per cent. The greatest degree of deficiency in instruction has been apparent in/ the male grammar schools and the greatest degree of excellence in the female grammar schools. In the latter schools there was no deficiency of any great importance, except in 15 classes out of an aggregate of nearly 400. The general average results show a slight falling off in reading and arithmetic and a small degree of improvement in spelling and writing. During the last two years the results in spelling have been better than in any of the other branches ; reading is invariably third or fourth in the order of excellence ; and the reports of the last five years show that all the schools have done worse in arithmetic than in any other study.” Discipline . — “ The proportion of schools in which the general management was found to have been excellent is less than last year. The discipline of the male grammar schools has improved 4 per cent, during the year and that of the female grammar * This district was brought in under act passed May 23, 1873, providing for the annexation of the towns of Morrisania, West Farms, and Xing’s Bridge, in the county of Westchester, to the city and county of Xew York. NEW -YORK. 297 school lias been kept up to the high standard of previous years, lacking only 3 per cent, of the highest degree’ of excellence. The discipline of the primary schools appears to have retrograded to some extent and that of the colored schools to have advanced. The whole number of pupils reported as suspended during the year is 88, of whom 26 have been re-admitted.” Course of instruction. — “ The course of instruction, as at present prescribed, is believed to be, in the main, judicious and, when faithfully carried out, well calculated to ac¬ complish the objects of our common school system. Its requirements have been modified during the past year, and, in the language of the committee, ‘ the course has been made simple and practical . What the pupils learn they will be enabled to acquire thoroughly, and, at the same time, it will be possible to adapt the course to the varying wants aiid requirements of the different localities of the city.’ It is with a view to the latter cir¬ cumstance that such branches as phonography, book-keeping, architectural and me¬ chanical drawing and designing, &c., have been made permissory in the highest grade of the course. This provision has been understood by some as an encroachment upon the province of common school instruction ; as a transgression of its proper limits, be¬ cause its tendency is towards technical education. It certainly is not more so tffim to educate the female pupils of the grammar schools for the technical work of teaching or to afford to young men the fundamental training required for the learned professions. As I understand this provision, it is to diversify the objects of our common school edu¬ cation, so that, instead of tending in the direction of one art or profession, it might be made to have a practical bearing upon several different departments of Industrial occupation.” German. — “ The German teachers, as a general rule, have faithfully and earnestly tried to make this branch of study a success, but they have had to encounter many difficul¬ ties. Prominent among these are: (1) the distinction which, in many schools, is still made between the study of German and other branches of the regular course to the dis¬ advantage of the former ; (2) the injudicious selection of German text-books ; (3) failure on the part of a number of teachers to comply with the prescribed course of studies; (4) the embarrassment occasioned by the admission to a class of pupils who are not sufficiently advanced to keep up with it ; (5) the insufficiency of time allowed for this study in a number of the schools. For these and other reasons the time has not yet come when the results attainable by the present course of instruction can be ascertained by the practical experience of a number of schools ; but the progress of the German classes is considered, under the circumstances, highly creditable, and Mr. Kid¬ dle strongly recommends the continuance of the study as a part of the regular course. ” French. — “ This language is now taught only in a small number of the grammar schools, and only in the two highest grades. The results that could reasonably be ex¬ pected have been fully attained, but the time allowed for French is so short that it is impossible to make the study of lasting advantage to any class of pupils. It is recommended that either the course of instruction be extended or the study discon¬ tinued.” Musical instruction, — “ It is much to be regretted that the efforts made to systema¬ tize this department of instruction during the past year have been unsuccessful. The expense has been considerable and the results reported generally unsatisfactory. It is to be hoped that during the ensuing year some plan will be devised by which the results of musical instruction in the schools will be made comparable with those pro¬ duced in other cities and commensurate with the large outlay made for its support.” Evening schools. — “ The examinations held in the evening schools show that of 279 classes examined, the instruction in 144 was found to have been excellent ; in 106, good ; in 12, fair ; in 5, indifferent ; and in 1, bad. These results, when compared with those of last year, show a gratifying improvement. The whole number of pupils enrolled during any portion of the term was 15,123 males and 5,801 females. The average attendance for the term was 5,727 males and 3,317 females and the largest average attendance for any single week was 8,193 males and 3,856 females. This does not include the evening high school, nor the colored schools. The whole number enrolled in the latter was 424 ; the average attendance, 126 ; and the largest weekly average, 159. Some additional stimulus seems to be needed in order to make these schools as beneficial as they should be. Many of the pupils are too irregular in their attendance to accomplish much, and the exercises of the school fail to interest a very large class who ought to be in attendance. The sessions of the evening high school were continued, as in previous years, for twenty-four weeks. The average attendance was 992. The results of an examination of the classes were quite creditable.” PvOCHESTEPv.* Officers : A board of education of fourteen members, one from each ward, with a city superintendent of public schools. From report of City Superintendent S. A. Ellis. 298 REPORT OF THE COMMISSIONER OF EDUCATION. Attendance. — There has been a steady improvement in attendance during the last five years. The following table shows what has been accomplished in this direction : Year. aTc i £ Vfl 2 Is M O h . 5 ^ & £ <22 22 OC 2 ^ d ! O o J j s 3 o o o g 1 c 1869-’70 . ; .0,508 1, 710 1, 331 GC1 9,740 1 so 1870- 71 . . . G, 088 2, 064 1. 662 G79 ' 8. 074 91 1871-72 . 5, 557 1.892 1, 553 381 I 7,490 92 1S72-73 . i 5, 961 j 1, 000 1, 000 171 8,168 93 1873-74 . . ! G, 503 2,533 2, 438 Cl 7, 164 94 School accommodations. — The school accommodations are still entirely insufficient, and the funds placed at the disposal of the building committee are too limited for the work that should be done. The small annual appropriation of $15,000 for building and of $5,000 for repairs has erippled the work of this committee for several years past. Examinations. — During the past year three written examinations were held. The systematic teaching of writing in conjunction with printing in the lower grades, as pursued for the past two years, made a written examination possible in all grades. The results of this attempt to teach script writing to the youngest children have been most satisfactory, and some of the examination papers from the eighth and ninth grades would have done credit, in their penmanship, to the fifth and sixth grades. Get ^man. — The introduction of German into the schools has proved a success. Over 500 pupils arfimow pursuing this study. It is found that they acquire the language with great facility, and that it does not seriously interfere with their English studies. It is hoped that German may be given a permanent place in the course of study. Evening schools. — Two evening schools were in session for about four months. Five teachers were employed, with an average attendance in both schools of nearly 300. The number in attendance was less than during the previous term, but the schools themselves proved more satisfactory and those who were in attendance made rapid progress. SYRACUSE.* Officers : A board of education of eight members, one from each ward, with a city superintendent of public schools. School accommodations. — During the past year it was found impossible to accommo¬ date all pupils who applied for admission. In some schools sittings were only provided, by filling every available space with loose chairs, and at one time it was found that there were in the schools about 100 pupils more than the sittings would accommodate. Two new buildings are in process of construction, and others are being enlarged, and these, when completed, will afford nearly 800 additional sittings. Promotions. — For three years semi-annual promotions have been practiced with entire success in all the grades except the last class of the senior grade. It was feared that admissions to the high school oftener than once a year would seriously interfere with the interests of that school. But it is now in contemplation to apply the semi-annual promotions to that school as well as to the lower grades. This change will, it is thought, remove the seeming necessity which has existed for admitting illy-prepared pupils to the high school, in order to save them from losing a year of time. Drawing.— Birring the past year the Walter Smith system of drawing has been adopted in all the grades. The change was made at the commencement of the last term, Feb¬ ruary 1. A course was arranged for each grade, and the teachers, under the direction of the special drawing teacher, commenced their terms’ work in this department. The results of this work have been fully satisfactory, and far greater than could reasonably have been expected in so short a time. Music. — Progress has been made in this department fully equal to any of the others, and it is intended another year to have the study of music thoroughly established and graded in all the schools. Course of study. — Nine years have heretofore been allowed for the public school course, but it is now in contemplation to make the course below the high school to consist ot eight years, requiring the same amount of study as in the nine years’ course. It is also recommended in the new course to introduce oral instruction in the natural sciences, beginning with the first primary grade and continuing through all the classes to the high school. Evening schools. — The evening school was continued about 16 weeks during the win¬ ter, with a registered attendance of 285 and an average attendance of 76. *From report of City Superintendent Edward Smith. NEW YORK. 299 TROY* Officers : A board of commissioners of twelve members, witli a city superintendent of schools. Attendance. — The whole number of children of school age in the city is 17,372. Of these, 7,591 (less than half) have received instruction in the public schools during some portion of the year. The average attendance has been 91} per cent, of the aver¬ age number belonging and 574 per cent, of the total registration. This is an improve¬ ment on the previous year. Absenteeism. — “While the average attendance for the year is very gratifying, there still exist a large amount of unnecessary absence and considerable truancy. The re¬ ports give a grand total of absence amounting to 124,578}- days, equal to nearly 15 per cent, of the actual attendance.” Course of study. — Some important changes have been introduced into this. Among these is the giving greater prominence to oral instruction in primary schools, the ex¬ tension of the ground to be traversed in it, and the beginning of practical arithmetic in the intermediate schools, instead of crowding it entirely into the grammar schools. The high school course will, for the future, cover the space of four years.” Drawing. — “ The systematic practice of drawing is still confined to the primary schools and the high school. While little display of the work has been made, the re¬ sults have been very satisfactory. The school-board are not inclined to make a hobby of this subject, but desire to give such elementary instruction as will lay a fair founda¬ tion for future work when its necessity becomes manifest. It will be introduced into the other grades as soon as practicable.” Evening schools . — “ The evening schools of 1873-'74 began their operations Novem¬ ber 17, 1873, and were in session seventy-two evenings. The largest number of teach¬ ers employed at one time was 21. The total enrollment was 983 and the average attendance 355.” UTICA. t School officers : A board of school commissioners of six members, with a city superin¬ tendent of public schools. The year's progress. — The superintendent thus summarizes the work of the year: “'The enrollment has considerably increased beyond that of any preceding year, the attend¬ ance has been more uniform, tardiness has been largely reduced, and the annual exami¬ nations, including the regents’, have been better sustained than ever before, resulting in greater uniformity of transferring to higher grades. ” School accommodations. — “ The necessity for greater seating-capacity in many of the schools is immediate and imperative. The number of sittings in all departments is 637 less than the number of pupils enrolled.” Cost of schools. — “ The increase in the enrollment during the last seven years has been 35 per cent., while the increase in the city tax for the ordinaiy school expenses during the same time has been only 30 per cent. The enrollment during the past two years has increased 10.27 per cent., while the increase in the current expenses of the schools has been 5.3 per cent. The annual cost per pupil is $12.01.” Teachers’ salaries. — “The average salary of female teachers is 8432.07. A compari¬ son of statistics would show that Utica is below many other cities in liberality towards teachers, although demanding quite as high qualifications.” Drawing. — Drawing occupied for a series of years a permanent place in the course of study adopted for the schools and was under the care of a special teacher. For vari¬ ous reasons it was considered expedient to discontinue the drawing-lessons, and, though they were afterward temporarily resumed under the direction of the regular teachers, the results were not sufficiently satisfactory to justify their continuance. During the last year drawing has been re-instated upon its original basis, and is confided to the care of a teacher employed exclusively for the purpose. The progress of the pupils is satisfactory and encouraging, and fully justifies the necessary expenditure involved. BINGHAMTON. The educational system here is fashioned somewhat after the Kindergarten method, and consists in making, as the basis of instruction, first, a complete thought, and then 2, complete sentence, as the expression of that thought, ignoring entirely the old a b c method. — (From Michigan Teacher for June, 1874.) YONKERS. School district No. 6, in the town of Yonkers, one of the most attractive on the North River, has a board of education of 7 members, to whom the charge of schoolqiroperty * Prom annual report of City Superintendent David Beattie, for 1873-’74. t From report of City Superintendent A. McMillan. 300 REPORT OF THE COMMISSIONER OF EDUCATION. and control of schools are committed. This hoard reports, for 1874, a school population of 2,893 ; number attending public schools, 1,342 ; attending private schools, 565 — total attendance, 1,907 ; average daily attendance in public schools, 772J. Receipts for pub¬ lic schools, '831,703.84 ; expenditures for them, $28,211.96, of which $19,832.32 was for teachers’ wages. The school building here is a fme one ; the school grades, primary and grammar ; the school papers, including system of marking, merit-roll, notes to parents, certificates of attendance and deportment, final certificate and diploma, the neatest and most complete received at the Bureau for the year. TRAINING OF TEACHERS. STATE FORMAL SCHOOL AT ALBANY. This institution has been in operation since 1844. The school year closed July 1, 1873, was one of continued prosperity. During the year 218 new students were admit¬ ted. The average of their ages was a little more than 19 years and the average time they had spent in teaching before entering the school was two years. The whole number enrolled during the year was 524. The number who graduated was 58, (43 men and 15 women,) making the whole number of graduates 1,976, of whom 737 were males and 1,239 were females. All who graduated last year have sought employment as teachers, and nearly all are now engaged in the work. But the usefulness of the school is not to be estimated solely by the number of its graduates. A large number of pupils avail themselves of its advantages for one or two terms, and then engage in teaching schools which cannot command the services of a graduate. The course of instruction is so arranged as to include in the first term the studies taught in the ordinary district schools. The school work is thus adapted to the wants of all classes of public schools. The amount received from tuition in the practicing department is $4,537.50, of which $3,400 was expended in their support. — (State report, pp.* 37 and 101.) STATE NORMAL SCHOOL AT OSWEGO. During the ten years of the existence of this school it has graduated 549 teachers, besides having instructed a much greater number who have completed partial courses J of study and engaged as teachers in the schools of the State. During the year ended September 30, 1873, there were 401 normal students in attend¬ ance, of whom 68 graduated. The average of their ages was over 21 years. Practicing schools are located in the normal school building, but constitute a part of the city schools, and are maintained as such without expense to the State. The school has a good library and is provided with every facility for illustration and instruction. — (State report, pp. 38 and 191.) STATE NORMAL SCHOOL AT BROCEPORT. This school has been in operation since 1867. The attendance of normal students for the year ended December 31, 1873, was 346 and the average of their ages nearly 20 years. The number of graduates was 20, making 85 since the establishment of the school. Additions have been made to the library and chemical apparatus during the year to the value of $580. The receipts for tuition in the academic and practicing schools amounted to $2,560.10, and the expenses of instruction in those departments to $1,150, leaving a balance of $1,410, which has been applied to the general purposes of the school. — (State report, pp. 39 and 111.) STATE NORMAL SCHOOL AT FREDONIA. During the year covered by the report, 199 normal students were in attendance, many of whom had previously engaged in teaching. The average of their ages was nearly 21 years. The number of graduates was 25, making 111 since the school was estab¬ lished. The receipts for tuition in the academic and practicing departments were $519.90 for the year. Special training classes were held, but the attendance was so small as to mako their Continuance of doubtful expediency. The principal says, “ It is matter of regret that such classes are evidently unpopular in this part of the State.” The experiment will however, be tried another year. — (State report, pp. 40 and 164.) STATE NORMAL SCHOOL AT CORTLAND. The fifth annual report of this school states that the number of normal students enrolled during the year was 390 and the average of their ages over 19 years. Of these 24 graduated, making the whole number who have completed the prescribed courses of study in the institution 98. Besides these, several hundred undergraduates have engaged in teaching. NEW YORK. 301 Valuable additions have been made to the cabinets of natural history during the year. Additions to the reference library arc needed. The sum of $269.75 was received for tuition of non-resident pupils in the academic and practicing departments. — (State report, pp. 41 and 150.) STATE NORMAL SCHOOL AT POTSDAM. The fourth annual report shows a total attendance of 402 hormal pupils, of whom IS graduated. The average age of those enrolled was over 19 years, while many were teachers of experience, who attended for a portion of the year only, for special pur¬ poses. The receipts for tuition during the year, in the academic and practicing schools, amounted to 81,678.85. During the summer vacation of 1873, steps were taken to form a special training class for the first half of the fall term ; but so few pupils applied for admission that it was deemed best to put them into the regular classes.— (State report, pp. 41 and 213.) STATE NORMAL SCHOOL AT BUFFALO. This school makes its third annual report. The attendance of normal students during the year was 255, of whom 33 were males and 222 females. The average attendanco for the year was 157 ; the average age of students, 18.1 years. The number of gradu¬ ates was 22, all ladies. The average attendance of academic pupils was 10, who were taught in classes with normal students, except that they did not take a course of pro¬ fessional instruction. The sum of $600 was received for their tuition and expended in the purchase of necessary books and apparatus. A special class was opened in the spring for the instruction of those who designed to teach in country districts during the summer. Twenty-six attended this class, and the result was, on the whole, satisfactory. — (State report, pp. 42 and 128.) STATE NORMAL SCHOOL AT GENESEO. Although this school has been in operation but two years, 244 normal students were in attendance during the year ended September 30, 1873, and 14 have graduated. The chemical and philosophical apparatus is in good condition, andT during the last year many additions were made to the collection of minerals and fossils by Mends of the school. A special class for the instruction of those intending to teach the ensuing term was conducted with satisfactory results. The receipts for tuition in the academic department were $1,130.20 for the year. — (State report, pp. 43 and 175.) STATISTICS OF NORMAL SCHOOLS. The following are the statistics of the normal schools in the State for 1874 : — f— — — - Albany . Erockport . Buffalo . Cortland . Fredonia . Geneseo . New York City Oswego . . Potsdam . Location. , 309 : . ! 152 iso! 99 j 96 195 i 12 ! 91 223 I . i 95 1 145 i 78 S3 I 205 80 i 91 1 1,160 | . ! 608 .1 277 ! . j 97 ,1 213 i 85 61 NORMAL COLLEGE, NEW YOBS CITY.’ At the fifth commencement of this college, which occurred July 2, 1874, 184 students graduated, and a class of 603 was admitted the following term. This college was es¬ tablished in 1869, at a cost, for building, furniture, &c., of $390,000 ; the total number of graduates since commencement is 400, many of whom are now successful teachers. The committee of the city hoard of education on the normal schools and course of study reported a new course for the normal and grammar schools, with a view to harmonize and simplify the same. The commitee have also under consideration the propriety of establishing a post-graduate course in the normal college. Nearly one-tenth of all the 10,922 normal pupils in the country belong to this college, 302 REPORT OF THE COMMISSIONER OF EDUCATION. and during tlie three years of its existence not a single student, it is stated, has been expelled, nor even suspended, and only about half a dozen cases for discipline were re¬ ported to the president, and these for trivial offenses. Among those examined for admission were 688 young ladies from the public schools, 16 of whom were colored. The colored normal college has proved inadequate to meet the demands upon it.— (New York School Journal, June and July, and New York State Educational Journal, February.) teachers’ classes in academies. Teachers’ classes were maintained during the year ended September 30, 1873, in 93 academies designated for that purpose by the board of regents. The attendance of pupils, as reported, was 1,661, of whom 551 were males and 1,110 were females. The amount paid for their instruction has been increased from $10 for each pupil taught, not exceeding 20 to each academy, during at least one-third of the academic year, to $15 per pupil for each term of thirteen weeks, and at the same rate for not less than ten nor more than twenty weeks, for any number of pupils pursuing the pre¬ scribed course of study. — (State report, p. 51.) Ninety-eight academies were designated to instruct teachers’ classes during the aca¬ demic year 1873-74. — (State report, p. 2*28.) teachers’ institutes. Teachers’ institutes have been held in the State for more than thirty years and havo been maintained by State appropriations since 1847. They are conducted annually in the several counties of the State for a period, in most cases, of two weeks, with special reference to the wants of teachers in the rural districts. Although nearly 2,800 teachers are in attendance at the normal schools and nearly 1,700 more are enrolled from ten to twenty weeks in the academic teachers’ classes, the great majority of the 29,000 teachers of the State are educated in the common schools, and receive little or no special preparation for teaching, except what they obtain at the institutes. No other agency yet employed cap take the place of this. During the last calendar year county institutes were held in fifty counties of the State. The aggregate attendance of teachers was 9,864, of whom 3,265 were inales and 6,599 females. The average attendance for each county was 180. Eighty per cent, of the whole number of teachers employed for the full legal term, in the counties in which institutes were held, were present. The average length of time they had taught was five and four-tenths terms, or a little more than two and one-half years. Upon that basis 40 per cent, each year of the teachers employed in the rural districts enter for the first time upon the work of teaching. The entire cost of the institutes held during the last calendar year, for which report is made, was $14,930.79, or$151 for each teacher in attendance. — (State report, pp. 25-26.) PAPERS FOR TEACHERS. Four educational journals, the New York School Journal, the American Educational Monthly, the New York State Educational Journal, and the School Bulletin, have done much during 1874 towards the training of the teachers of this State, by their weekly or monthly discussion of questions relating to education in its substance or its methods. The first two have been published in New York City ; the third, at Fredonia ; the fourth, at Albany. This absorbed the State Educational Journal in November, and now stands alone in the northern portion of the State. The Educational Reporter, published three times a year in New York City, has also embodied much information respecting school matters in its columns of “ educational notes;” and the International Review, in the saml city, has usually had, in each of its six numbers for the year, an article on some educational question. A new school-journal, the National Teachers’ Monthly, was begun in New York with 1875 ; while at least two of the large daily papers of the city now testify to the increasing ]*>pular interest in education by giving to it considerable space once every week in their columns. SECONDARY INSTRUCTION. ACADEMIES AND SEMINARIES. The educational activities of this great State display themselves largely in the mul¬ tiplication of institutions in which secondary training is carried on pari passu with the preparation of classes for it, the blade and the developing ear presenting themselves in close association. Of this class of institutions, 38 for boys, 47 for girls, and 121 for both report to the Bureau, for the fall of 1874, a total of 1,400 teachers, with 25,620 pupils. Of these pupils, 14,721 are presented as engaged in English studies, 3,131 in classical, and 3,791 in scientific, the remainder being unclassified. Out of those engaged in classical studies, 1,084 are said to be preparing for the academic course in college ? and out of those engaged in scientific, 428 are looking to a scientific collegiate course. NEW YORK. 303 In 171 of the 206 schools, drawing is taught; in 117, vocal music : iu 168, instrumental music. A hundred and seventeen have chemical laboratories ; 146, philosophical appa¬ ratus. Twenty- five of the schools for hoys have libraries of 100 to 5,000 volumes ; 30 of those for girls, libraries of 150 to 3,000, while in those for the two sexes together the library range is from 10 to 500 volumes. The aggregate of volumes in connection with all these schools is 172,318. PREPARATORY SCHOOLS. Nineteen of these schools for the preparation of youths for college give, for 1874, an aggregate of 175 instructors, with 533 scholars in the studies which prepare for a classical course in college. 180 in those which prepare for a scientific course, and 1,633 other students. Nine of-the schools report the possession of chemical laboratories and as many have gymnasiums for physical exercise ; 13 have philosophical apparatus and 12 say that they have libraries, the volumes in which number from 250 to 3,500. To "the students in these schools should properly he added the 448 in the preparatory department of the College of the City of New York, with 2,602 in like departments of othei* colleges, making, in all, 5,396 pupils in preparatory schools. BUSINESS COLLEGES. In this chief commercial State of all the Union, 21 of these aids to commercial training present themselves. These make return of 70 teachers and 3,940 pupils, of •whom 541 are females. Of the whole number. 247 are studying German, 203 French, and 21 Spanish. Three of the schools report libraries of 175 to 4,000. — (From direct- returns to the Bureau of Education for 1874.) HIGH SCHOOL, OSWEGO. This school, which has been in successful operation since 1853, with the exception of a few months in 1872, when it was discontinued for want of funds, was entirely reorganized in February, 1873, and anew course of studies arranged. Latin and Greek were made optional studies. The experience of the past year plainly indicates that the prescribed course is too difficult for the pupils. Children entering the public schools at 5 years of age, and graduating regularly from grade to grade, reach the high school at 14, and results show clearly that they are not sufficiently mature for the work required. It has, in consequence, been found necessary to organize a lower class in the high school and extend the course over four years instead of three. Pupils are allowed to substitute for one of the studies in the regular course either French, Latin, or Greek, or any other subject as difficult as the one for which substi¬ tution is made, except for arithmetic, geography, and grammar. A partial course, excluding mathematics above arithmetic, may he taken, entitling the pupil to a par¬ tial diploma. FREE ACADEMY, ROCHESTER. A new academy building was completed here during the year at a cost of 875,000. This building was much needed, and the increased accommodations and facilities it affords will do much to increase the prosperity of the school. The number of pupils is over 300, by far the largest number ever before in regular attendance. Three years ago the regents’ examination was adopted as a test of qualification to enter the free academy. The first year it was found necessary to rednee, somewhat, the percentage required by the regents, but at each subsequent examination the standard for admis¬ sion has been raised, and at the last examination the regents’ standard was fully adopted, excepting in grammar, in which the questions were considered misleading, and therefore not to he justly regarded as a test of knowledge. For the first time in several years the three scholarships offered by the University of Rochester to the public schools of the city have been taken by graduates of the free academy. Six young men out of seven "of the graduating class of the year have entered the univer¬ sity. HIGH SCHOOL, SYRACUSE. The whole number of pupils under instruction during the year was 300 : the average number belonging for the year, 245 : and the average daily attendance, 228. Of the 300 pupils of the school during the year, 184, or 61 per cent., have held regents’ certificates of academic scholarship. The conditions of admission have been lately revised, and the regents’ examination and method of marking will he, with some modifications, the stand¬ ard of admission. This will have a tendency to elevate the standard of scholarship, not only in this hut- in the senior grammar schools of the city. The past year has been the first in the history of the school when the four years’ coarse has been in full opera¬ tion. By the addition of another year to the three which previously constituted the course, time is gained for satisfying the greater demands of modern culture and for preparing students to enter with credit the classical courses in the best colleges. 304 REPORT OF THE - COMMISSIONER - OF- EDUCATION. SUPERIOR -INSTRUCTION. IX- COLUMBIA- COLLEGE, Now in tlie on© hundred and twenty-first year of its existence, there have recently been established fourteen scholarships, of the annual value of $100 each, and two fellow¬ ships, one in literature and one in science, of the annual value of $500 each. Four of the scholarships are offered for competition to members of the freshman class, four to members of the sophomore class, and six to the junior class. The fellowships are offered for competition to members of the senior class at the close of the academic course. The fellows are required to continue their studies, under the direction of the president, for the term of three years, at the end of which time the fellowship expires by limitation. They may study at the college or elsewhere, in the United States or abroad ; but in any case they will report to the president at such intervals and in such mode as he may prescribe. — (Report for 1874- 75, pp. 41, 42.) HAMILTON COLLEGE Has been enabled, by the munificence of various friends, to make many improvements during the past year. The chemical laboratory has undergone extensive alterations and been supplied with new and valuable apparatus ; provision has been made for a thorough course in chemistry as applied to agriculture ; and the new library building has been completed. In February, 1874, the college received a donation of $10,000 from Hon. Gerrit Smith, who graduated here in 1818 ; also, during the year, a legacy of $5,000 from the late Hon. Peter B. Porter, of the class of 1826, as an endowment for the library ; while James B. Colgate, esq., of Yonkers, is said, in The Christian Union of February 17, 1875, to have added $25,000 to his other generous donations to the college. The dis¬ covery of the one hundred and thirty-fifth asteroid was announced by the director of the college observatory, February 13, 1874, this making the twentieth asteroid (more than one-seventh of the number known) discovered at this observatory. The astro¬ nomical department and the observatory have been liberally endowed by Hon. JEdwin C. Litchfield, of Brooklyn, whose name the observatory bears. * - Sixteen permanent scholarships, of $1,000 each, have been recently established. — (Report for 1874-75.) MADISON UNIVERSITY Has received, during the year, donations amounting in all to $150,000. Of this $70,000 is to be added to the general trust fund. — (College Courant, July.; UNION COLLEGE Has received $100,000 towards its endowment fund, and additional gifts amounting to between $150,000 and $200,000 have been made for special objects. The fund derived from the State yields an income of about $7,000 a year and that from President Nott’s munificent gift about $17,000 annually, with prospects of a large increase. — (College Courant, June 6.) SYRACUSE UNIVERSITY Has secured Rev. E. O. Haven, D. D., LL. D., as chancellor. The former chancellor, Dr. Winchell, remains in the university as professor of geology and botany. Three of the last graduating class were ladies. — (College Courant, July 4, August 29.) CORNELL UNIVERSITY Has received thus far, including Mr. CornelPs bond for $500,000 and his previous gifts of over $600,000, donations amounting to a total of $1,433,457.10. — (New York School Journal, April 25.) A prize was offered for 1874 to the student who should pass the best examination in early English. The class in this study numbered 25. The library has been fitted up with cases for the exhibition of the illuminated man¬ uscripts and early printed works belonging to the collection. — (College Courant, April 4, 1874.) Cornell offers, besides the regular courses in arts, literature, and science, eleven spe¬ cial courses, viz, (1) agriculture, (2) architecture, (3) chemistry and physics, (4) civil engineering, (5) history and political science, (6) languages, (7) mathematics, (8) the mechanic arts, (9) military science, (10) philosophy and letters, (11) natural history. — (Report for 1873-74, p. 34.) In the report of the examining commissioners it is remarked that “ fault has been found with the small amount of preparatory knowledge required of the students. But less preparation is demanded of those who enter the United States Military Acad¬ emy at West Point, Cornell requiring some knowledge of algebra, which West Point does not.” — (Ithaca Daily Journal, April, 1874.) An interesting addition to the means of instruction at Cornell has been the estab- NEW YORK. 305 lishment of a professorship of the Hebrew language, literature, and history, from a gift of 8*20,000 made to the university by Mr. Joseph Seligman, banker, of New York City. He is said to have chosen Cornell as the recipient of the gift, on the ground that it is the only New York university separate from sectarian control. Dr. Felix Adler, son of the distinguished Rabbi Adler, has been selected to fill the new chair. — (College Cou- rant, April, 1874.) THE ELMIRA FEMALE COLLEGE, Iii addition to its extensive regular course, offered to its students last year a course of lectures on international law and tho laws involved in the administration of es¬ tates. — (Report for 1873-74.) INGHAM UNIVERSITY Makes a specialty of instruction in music, which is given on the conservatory plan. — (Report of 1872-73.) VASSAR Holds strictly to its educational policy, of which the following are the principal features : (1) The course of studies is a prescribed one to the middle of the sophomore year and a regulated one throughout. (2) The prescribed part of the course embraces a due proportion of those strictly disciplinary branches which, when left to the option of the student, are almost always either wholly neglected or so slightly studied as to be useless. (3) The number of branches which any student may simultaneously pur¬ sue is rigidly limited. No student is allowed to take, at any one time, more than three full studies, (unless they are reviews.) with one art-study. — (Educational Journal of Virginia, January, 1874.) RUTGERS FEMALE COLLEGE Has a new president, Rev. Dr. Deems. OF WELLS COLLEGE, The only information for the year additional to that in the table is that it had in the fall session of 1874-75 all the students it could accommodate. OTHER HIGHER SCHOOLS FOR WOMEN. Besides the five colleges above named sixteen institutions claiming to be engaged in the superior instruction of women show a total of 216 instructors, with 1,132 pupils in prexiaratory studies and 714 in the regular course; 39 in partial courses, and 13 post-graduates, making 1,898 in all. Two only of these institutions are authorized to confer degress, viz, the Ingleside Female College, Palmyra, and the Lindenwood Sem¬ inary for Young Ladies, St. Charles. Fourteen of them have libraries numbering from 100 to 5,000 volumes. The same number teach vocal and instrumental music, drawing, painting, and French ; 11 teach German, 3 Spanish, and 6 Italian. Half of them have museums of natural history and chemical laboratories ; 10 have philosophical apparatus, and 5 have gymnasiums or other means for physical exercise, 20 E 306 REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of universities and colleges , 1874. Karnes of universities and colleges. .Alfred University . Brooklyn Collegiate and Polytechnic Institute. Canisins College . College of the City of Kew York. College of St. Francis Xavier. Columbia College . Cornell University . Elmira Female College . . . Hamilton College . Hobart College . Ingham University . ! Madison University . i Manhattan College’ . Martin Luther College . . . | Butgers Female College . . St. Bonaventure College.. St. Francis College* . St. John’s College, Brook¬ lyn. * St. John’s College, Ford- ham. St. Joseph’s College . St. Lawrence University. St. Stephen’s College . Syracuse University . Union College . University of the City of Kew York. University of Itochester. . Vassal College . Wells College . Xumber of students. 85 148 c59 45 139 53 c36 101 222 200 215 120 00 46 42 £jrl46 151 146 156 265 76 Property, income, &c. as 275, COO 228, COO $65, 0C0 $3, 770 150, 000 100, 000 150, 000 75, 000 38, 750 140, 000 300, 000 200, 000 500, 000 335, 274 647, 347 300, 000 $2, 750 62, 724 1 150, 000 21. 519 350 4, 413, 652 199, 616 9, COO 000 1,153,999] 83,635 19,589 100,0001 7,000 629,000 6, 500 635 9, 000 4, 743 0 656, 285 300,000 18,300 249,814 13,244 0 0 344, 395 20, 199 0 32, 000 3, 500 89,4 0 250, 000 465, 000 100, 000 170, 000 281, 000 100, 000 6, 230 0 19, 478 22, 000 12, 000 10, 000 19, 670 7, 000 SO 30, 000 50, 000 40, 872 0 48, 700 0 16, 105 477 0 3,808 6, 795 0 7, 000 50, 224 15, 200 0 3, 000 0 0100, 000 ol 5, 000 0 . 0 56,000 3, 400 3, 000 5, 000 al9, 500 Amount of productive funds.. ? 0 0 Pi 27 2 ^ © 8 c5 ij 0 2 *4 •*£ ® q ’© -JT O © 409 J 1 . 1 4! 47 J 3, 000 ft 190 4 876,000 §25, 000 . '§38, 000 3, 200 14 ! 182 4 1 1 ! 20, 525 5, 798 46 I 278 4 25, 000 4 . i o . ! 25, 796 §1, 630 I . 100 6 o 69 3 650,000 138, 750 8, 600 15, 000 5 i 42 2 34, 000 36, 550 1, 785 1 1 1 4 3 4 1 ! 10 13, 000 300 3 2 1 17 3 25, 000 41, 000 3, 800 3, 500 7 4 58 3 75, 000 225, 000 9, 000 6 1 125 4 | . 8, COO 17 0 59 4 150, 000 0 0 3, 000 5 5 | 48 3 150, 000 1 295, 500 20, 500 10, 000 3 3 | . 3 22, 500 I 92, 777 6, 494 6, 682 12 6 i 116 3 200, 000 800, 000 56, 000 33, 000 5 109 1* 5, 000 5 522 2 0 0 41, 826 4, 100 5 1 51 2 3, 100 1, 200 1 I . . 1 5, 000 8 .. 117 3 &25, 000 0 0 7,202 5,115 18 .... 472 3 0 0 50, 000 0 30 .... 452 3 150, 000 0 0 31, 115 500 16 .... 60 3 16, 000 0 0 2,000 2, 000 12 48 3 26, 500 0 20 97 1 9 .... 101 3 20, 000 0 0 8, 454 23 1 360 3 50, 000 0 0 63, 000 0 21 30 3 c2, 500 2, 500 4, 500 5, 000 2, 500 400 20 131 3 10, 000 0 0 12,056 0 15 21 3 150, 000 0 0 1, 400 200 18 68 2 0 0 5, 222 0 4 . . . . 137 2 20, 000 1, 200 1 7,000 ' 1,000 * Erom Report of Commissioner of Education for 1873. a Reported with classical department. b Apparatus, library, museum, &c. c Apparatus. NEW -YORK. 309 SPECIAL INSTRUCTION. NEW YORK INSTITUTION FOR THE INSTRUCTION OF THE DEAF AND DUMB, NEW YORK CITY. This institution not only maintains its exceptional character as the largest of its kind in the -world, hut continues to compare most favorably with any others established for the benefit of this unfortunate portion of the community. The number of pupils in attendance on the 30th of September. 1873, was 515. of whom 297 were males and 218 females, supported as follows : By the State of New York, 340 ; by counties in the State of New York, 121 ; by the State of New Jersey, 36 ; by parents or guardians, 17 ; by Frizzel fund, 1. The entire number of pupils during the year was 602, of whom 351 were males and 251 females. Articulation and lip-reading are taught to about 100 of the pupils, and have been attended, in some instances, with marked success, in others with sufficient benefit to justify the time and labor expended. With a great majority of the pupils, however, it is considered at least a matter of doubtful expediency, as it would involve increased expenditure without corresponding advantage. During the last year a teacher of drawing was employed, with a view to the devel¬ opment of artistic talent among the pupils. A valuable addition has been made to the philosophical apparatus, and it is in contemplation to enlarge considerably the means of illustration by objects and models. The special point of improvement during the past year has been the fitting-up of a commodious house on the gronnds of the institution as a place of residence for fifty little boys under the age of 12. These little boys thus have a home, school, and play-ground separate from the other pupils, and are under the care of devoted women, who look to their health, comfort, and happiness. Separate provision, for this class of pupils was strongly urged by the principal in his last annual report, and the success of this experiment has, so far, corroborated the arguments then advanced. The benefits of the institution are extended, by the laws of the State, to all indigent, deaf mutes between the ages of 6 and 25. Those under 12 are appointed either by overseers of the poor for the towns, or by supervisors, and, until they reach that age, their maintenance at the institution devolves upon the counties from which they are sent. Pupils over 12 are appointed by the superintendent of public instruction, on satisfactory proof of the indigence of the parents, and are supported from appropria¬ tions made annually by the legislature. Those whose parents cannot furnish such evidence are charged for board and tuition. In addition to a thorough English education, all the pupils receive instruction in some handicraft, whereby they may support themselves after leaving the institution. — (State report, pp. 30-33.) NEW YORK INSTITUTION FOR THE EVIPEOVED INSTRUCTION OF DEAF MUTES, NEW YORK CITY. During the past year this institution has improved in efficiency, and the number of pupils has increased from 67 to 80. Forty applicants were refused admission from want of necessary accommodations, but an effort will be made to receive a portion of them before the next term of school closes. The board of trustees are making strenuous efforts to raise the means necessary to increase their facilities for taking care of pupils. The pupils are classified according to mental development, so that those of each class can be exercised simultaneously. The school has been entirely reorganized by the present principal, and all the improvements in the methods of deaf-mute instruc¬ tion by articulation and lip-reading have been adopted. Numerous new appliances and means of instruction have been added to those already in use, Hid the result is seen in the marked advance made by the pupils. Applications for admission are becoming every year more numerous, and the legisla¬ ture is strongly urged by the board of trustees to make an appropriation which will assist them to secure buildings larger and better adapted to the wants of the school. — (State report, pp. 33 and 92.) EE COUTEUEX ST. MARY?S INSTITUTION FOR THE IMPROVED INSTRUCTION OF DEAF MUTES, IN THE CITY OF BUFFALO. Under a iiro vision of the laws of 1872, this institution was authorized to receive State and county pupils upon the same terms as the Institution for the Deaf and Dumb in the city of New York. No appropriation, however, was made for the support of State pupils therein until 1873, and that appropriation expired with the fiscal year. Thirty- five State pupils have been appointed to the institution, and the superintendent recom¬ mends that provision be made for their support. — (State report, p. 34.) OTHER EFFORTS FOR DEAF MUTES. Besides the institutions above mentioned, and supplementary to them, a Home for Aged and Infirm Deaf Mutes was established during 1874, at 220 East Thirteenth street, 810 REPORT OF THE COMMISSIONER OF EDUCATION. New York City, which has given a refuge and employment to a number of these unfor¬ tunates, who must otherwise have suffered. A Church Mission to Deaf Mutes, of which Bishop Potter, of New York, is presi¬ dent, and the Rev. Thomas Gallaudet, general manager, has also raised and expended more than $5,000 in maintaining religious services for their benefit in several of our chief cities. — (Our Church Work, February 13, 1875.) NEW YORK INSTITUTION FOR THE BLIND, NEW YORK CITY. One hundred and sixty-six pupils were under instruction at the beginning of the year 1873. Since then 24 have been admitted and 20 discharged, leaving in the institution at the close of the year 170 pupils. No essential change has been made in the course of study and training mentioned in previous reports, but each year’s experience has added to the means and facilities for imparting instruction. The system of writing and printing music, first described in the annual report of the institution for 1872, is pursued with marked success, and, it is believed, is destined to become a valuable auxiliary in the education of the blind as well as in the practice of music. There were no deaths among the pupils last year, and good health generally pre¬ vailed.— (State report, p. 34.) NEW YORK ASYLUM FOR IDIOTS. The work of training these poor, straggling camp-followers for something like a march in line with modem progress is stated, in the last report received, to have proceeded with fair reason for encouragement, though the statement is less pronounced than is the case in Pennsylvania. The number of pupils for the year covered by the report was 164, the average daily number 149 ; the cost for board and instruction of each one, $200. A large additional building, 100 by 35 feet, connected with the original build¬ ing by a corridor, was completed in 1872, giving greatly increased accommodations. SUNDAY-SCHOOL INSTRUCTION IN NEW YORK. At a meeting of the State Sunday-School Teachers’ Association, held in Watertown, June 2-4, 1874, the following interesting statistics respecting Sunday-school attendance and instruction in the State were presented : Total number of schools reported, 4,119 ; total of officers and teachers, 63,171; total of scholars, 559,394 ; total average attend¬ ance in summer, 362,572 ; in winter, 332,286 ; number brought into the churches through Sunday-school training, exclusive of Now York City, 14,088 ; number of vol¬ umes in libraries, with the same exclusion, 725,264; value of these libraries, $375,431.83; number of papers taken in the schools out of New York City, 251,447 ; expenditures for Sunday-school work, $375,431.83. THOMAS ASYLUM FOR ORPHAN AND DESTITUTE INDIAN CHILDREN. The number of children in the institution at the close of the year ended September 30, 1872, was 93. At that time 3 were received and 3 discharged, leaving 98 to com¬ mence the year, of whom 84 remained until the close. Twenty others were received during the year, making the total number 118, of whom 61 were boys and 57 girls. One death has occurred and 15 have been discharged ; number in the institution Sep¬ tember 30. 1873, 103. During the year a gift of great value to the institution was received from some mem¬ bers of the Society of Friends in Philadelphia. It consisted of scientific toys, as mag¬ nets, microscope, sterebscope, &c., a working model of a steamboat, instructive pic¬ tures, amusum and interesting books, and a check for $25, to provide table and chairs for fitting up #room for evening exercises with the children, so as to render the dona¬ tion available. The reception of this gift marked an important era in the progress of the children and supplied a deficiency long felt in the means and appliances for pro¬ moting their mental and moral improvement. Practically, the value of ail the other resources of the institution has been greatly increased by it. — (State report, p. 99.) NEW YORK TRAINING SCHOOL FOR NURSES. This interesting institution, of the formation of which information was given in the last report of the Bureau, appears to be now fairly under way. Its first annual report, covering nine months of actual operation, was presented January 26, 1874. It shows encouraging progress for so brief a time. In all, 39 pupils have been admitted to the school, of whom 3 were allowed to retire because of sickness and 2 because of family claims that could not be opj>osed, while 5 had to be dismissed as unsuitable or inefficient. The 19 remaining have had continu¬ ous instruction, partly in the general duties of a nurse, from the lady superintendent, formerly of the Nurses’ School at University College Hospital, Loudon ; partly in ward practice, under head-nurses, in the Bellevue Hospital, with which the institution is connected ; and partly from physicians and surgeons engaged to lecture to them upon special lines of work. The progress made under these various instructions has been NEW -YORK. • 311 such that when, at the end of six months, the head-nurses all were lost, the superin¬ tendent was able to supply the places of three of them by putting pupils of the school in charge of wards, and now nine wards are under their full supervision, with full approval of the surgeons of the hospital. Encouraged by the measure of success attained, the lady mauagers propose now to enlarge their accommodations and increase the number of pupils in the school. Can¬ didates for admission must be over 21 years of age, and must present a certificate from a clergyman and physician as to their good moral character and sound health. On this they may be admitted for a month as probationers, and, if found suitable, may then become pupil-nurses, upon engaging to remain in the school for a year and to hold themselves subject to the orders of the committee for another year. Tuition and board during the first year are free. In the second, compensation is paid for serv¬ ices. — (Report of managers for 1874.) NEW YORK NAUTICAL SCHOOLS. The school on board the ship St. Mary’s, in the harbor of New York, is author¬ ized by act of the State legislature and is under the charge of the board of education of the city of New York. The Chamber of Commerce of New York City is authorized to appoint a committee of its members to serve as a council of the school and to co-op¬ erate with the board of education in its management. Congress, in an act approved. June 2, 1874, authorized the use of certain of our na- tional. vessels for this purpose, as well as the detailing of naval officers to act as super¬ intendents and instructors in such schools, but with the special provision, “ that no person shall be sentenced to, or received at, such schools as a punishment, or commuta¬ tion of punishment, for crime.” Under this act the Navy Department has extended to the commissioners the use of the United States ship St. Mary’s. Applicants must be at least 15 years of age, must produce written . testimonials of good character, and furnish satisfactory evidence that they have never been convicted of any crime. After being received on board the ship, the boys are placed on probation for a period of two weeks, when, if no reason to tho contrary appear, they are admitted permanently. The course of instruction will cover a period of from eighteen months to two years, according to the aptitude of the pupil. Those who complete it successfully will re¬ ceive a certificate, and efforts will be made to obtain positions for them on board the best ships. If, after their first voyage, they should desire to qualify themselves for the position of mate or captain, instruction will be given them in practical and theo¬ retical navigation, and in such other branches as may be deemed necessary. The discip¬ line and routine of the Navy will be observed on board the ship as far as applicable. By means of this and other schools of a similar character it is hoped to supply our mercantile marine with properly-educated American seamen, and boys desiring to fol¬ low the sea will be able to do so under the most favorable circumstances. The school on board the school-ship Mercury, wliich is under the direction of the commissioners of charities and correction, and of which full report was made last year, is believed to be still existent, although a strong effort to destroy it was made in 1874. The system of instruction on it has been very complete, embracing a thorough train¬ ing in all that belongs to ordinarv seamanship. — (Circular of Committee on Nautical School.) ART-TRAINING. Cooper Union. — During the year 1873, 2,665 pupils were admitted to the free schools of science and art here, of whom 1,359 remained at the close of the term. There were 195 daily and weekly papers and 121 magazines ; the library numbers about 12,000 books, of which 1,248 were added during 1873 ; the readers in the same year numbered 452,143, which was 54,415 in excess of those in 1872. — (College Courant, June 6, p. 274.) JYew York Conservatory of Music. — Max Maretzek, the renowned musician, is associ¬ ated in the direction of this institution, and personally instructs such pupils as are-pre¬ paring for a public career, while with him are associated Antoine Reiff, jr., vice-presi¬ dent of the New York Philharmonic Society ; George W. Morgan, the celebrated organ¬ ist, and thirty-eight instructors of established reputation. — (New York School Jour¬ nal, October 31, 1874.) It is located at No. 5 East Fourteenth street, and has a branch at Nos. 102, 104, and 106 Court street, Brooklyn. A new musical college, to embrace the highest talent and afford the fullest oppor¬ tunities for musical instruction, with a fine building and a fair endowmeTit, is reported to be among the proposed gifts of a wealthy New Yorker to tho city. \ EDUCATIONAL CONVENTIONS. THE STATE ASSOCIATION OF SCHOOL-COMMISSIONERS AND CITY SUPERINTENDENTS Met at Saratoga Springs, on. tho 20tli day of May, 1873, and remained in session through the following day. The attendance was not as large as on former occasions, but the exercises were especially interesting and practical. 312 REPORT OF THE COMMISSIONER OF EDUCATION. The president of the State Teachers’ Association announced that arrangements were being made to set apart the afternoonof each day, during the sessions of that body at Utica, in July following, for the meeting of sections, one of which would bo devoted exclusively to the subject of school supervision. He invited this association to assume the charge of that section, and the invitation was accepted. At the adjourned meeting, held at Utica, it was decided that, in view of the convenience of this plan, subsequent meetings be held in connection with the State Teachers’ Association. The meeting of the same association for 1874, at Syracuse, after discussing questions relating to the “School-laws” and “Qualifications of teachers,” passed the follow¬ ing important resolutions : “Resolved, That, in the opinion of this body of school-officers of the State of New York, representing eighteen thousand teachers o f the State, the policy of the General Gov¬ ernment should be no longer to make large grants from its public domain to moneyed corporations, but to consecrate the proceeds of all sales of the public lands, sacredly apd irrevocably, to the purpose of aiding and encouraging the States in the thorough education of the people. “ Resolved , That, in this view, we respectfully recommend to the careful consideration of Congress the bills introduced by Hon. J. S. Morrill in the Senate and Hon. G. F. Hoar in the House of Representatives, for the consecration of proceeds of public land sales in part for the improvement of instruction in the various sciences applicable to the industries of the country and in part for the establishment and maintenance of public schools, making the distribution as regards the latter object upon the basis of illiteracy, for a term of years, thus bringing education to bear upon that uninstructed mass set free by the events of the last fifteen years. “ Resolved , That we have noticed with deep regret the apparent want of appreciation, on the part of a large number of Representatives, of the Bureau of Education at Washington, the great value of which we have learned by our individual experience, not as building up a central power in education at the national Capital, which it appears to us inadequate ever to do, but as enabling those engaged in education in the various States to have access to the information necessary to make their work thorough and efficient. “ Resolved , That we tender our thanks to those Representatives who have endeavored to carry out a statesman-like policy on this question, and that a copy of these resolu¬ tions be sent to each of the Senators and Representatives from this State and to the papers for publication.” — (State report, p. 50.) THE NEW YORK STATE TEACHERS’ ASSOCIATION Held its twenty-eighth anniversary at Utica during the three days commencing July 22, 1873. The meeting was characterized by an unusually large attendance of distin¬ guished educators from every department of educational work, by the absence of ex¬ ercises of a merely entertaining character, and by the variety and ability of the papers Xiresented. THE NEW YORK STATE TEACHERS’ ASSOCIATION FOR 1874 • Opened its twenty-ninth annual session at Binghamton, July 28,1874, Mayor Hulbert wel¬ coming the delegates with brief, well-chosen words. Andrew McMillan, superintendent of the Utica schools, the president, delivered an address on teachers’ institutes, train¬ ing of teachers, &c. Papers were read by Prof. Wilder, of Cornell, “On spiders;” Prof. G. C. Sawyer, “On culture in common schools Samuel S. Love, “ On compulsory education;” N. J. Calkins, “ On improved methods of education ;” F. A. Allen, “ On the new departure in education ;” and Dr. Cruikshank, “ On the work accomplished and the work to be done.” Dr. Comfort, of Syracuse University, read an a ddress entitled “A com¬ parison of the educational condition of Bavaria with that of New York State,” main¬ taining the superiority of Bavaria in that respect. Hon. Neil Gilmour, the new super¬ intendent of public instruction, made a brief address, full of practical instruction to teachers in regard to the attainment of excellence in their profession. Addresses were made by Prof. William W ells, of Union College, on the mutual dependence of public schools and colleges, and by General John Eaton, United States Commissioner of Edu¬ cation, on education abroad. Governor Seymour delivered an eloquent address and brief remarks were made by others. A committee was apx>ointed to represent the edu¬ cational interests of New York in the Centennial Exposition to be held in Philadel¬ phia. — (New York School Journal, August 15, 1874.) NEW YORK STATE NORMAL TEACHERS’ ASSOCIATION. The New York State Normal Teachers’ Association held their annual meeting for 1874 at Westfield, Mass. Eight normal princix>als were present. The session con¬ tinued for three days, and among the questions discussed was one pertaining to the usb of text-books in school, one concerning a five years’ course of study for common schools, and one concerning methods of teaching in the normal schools. The questions were ably discussed, and some valuable knowledge to the normal teacher obtained. The association adjourned to meet in May, 1875, at Potsdam, N. Y. NEW YORK. oJ o UNIVERSITY CONVOCATION. Tlie eleventh session of the University Convocation of the State of New York was held at Albany, commencing Juty 7, 1874, and continuing three days. After the customary opening exercises, Principal Harkins, of Jordan Academy, pre¬ sented a paper on “ The science of English grammar,” in which it was claimed that the grammars in use at present are not scientific in arrangement or treatment of subject; and Principal J. AY. O’Brien, of Springville, on “The relation of academies to common schools,” in which it was urged with great earnestness that common schools should be more thorough in the instruction which they give, so that the academies will not be obliged to go over their work. Dr. Welch, of Union University, read a paper on “ The modern theory of forces,” explaining the theory as not only involving the correlation and conservation of physical forces, but as applying the doctrine to vitality and men¬ tal action. Dr. AVilson, of Cornell University, presented a paper on “ Positive and nega¬ tive terms in mathematics,” in which he showed that we have no negative numbers, only quantities. Superintendent Packard, of Saratoga Springs, in a paper on “ Schqol supervision,” criticised the present supervisory system of the State as being chaotic and inefficient. Principal Bancroft, of Phillips Academy, Andover, Mass., read a paper on “ The relations of secondary schools to colleges,” maintaining that the secondary schools should have larger endowments, in order to do work now done by colleges, and the discussion which followed was to the same effect; academies it was thought should be endowed, so that they might become as permanent institutions as colleges, and be able to do the two things required of them : furnish pupils qualified for the best col¬ leges and teachers for the common schools. Dr. Mears, of Hamilton College, read a paper on “ Sir AYilliam Hamilton and other teachers of philosophy.” Professor Chester’s paper on “ Laboratory practice ” was read in his absence by Dr. Mears. Professor Enos, of Brooklyn, made a statement in regard to the inter-collegiate rhetorical contest to take place in New York, and Dr. Lewis, of Union University, read a paper entitled “The old schoolmaster.” The paper by Dr. Jewell, of Poughkeepsie, advocating the claims of the Roman orthoepy as opposed to all other methods, was discussed by a large number of the classical teachers present, all of whom favored the position taken by Dr. Jewell. Prof. Bradley, of Albany High School, presented a paper on “ The healthfulness of intellectual pursuits,” showing that a general diffusion of education tends to an average increase of life. Papers were also presented on “ College journal¬ ism,” “The mechanic arts in theory and practice,” and “The free academy in a system of graded schools.” Several important resolutions were passed by the convocation, among which were the following : “ Resolved , That a committee of seven be appointed, including the chancellor of the hoard of regents, to confer with other associations and authorities of the State, and to represent this convocation in all efforts that are made for unifying the system of education in the State of New York. “ Resolved , That a committee be appointed to memorialize the legislature to provide the means of educating two teachers annually in natural history at the Anderson School, on Penikese Island.” The membership of this body is composed of the members of the board of regents, all instructors in colleges, normal schools, academies, and higher departments of pub¬ lic schools that are subject to the visitation of the regents, and trustees of all such institutions, the president, first vice-president, and the recording and corresponding- secretaries of the State Teachers’ Association.-— (New York State Educational Journal, August, 1874.) OBITUARY RECORD.* (1) Samuel AYare Fisher, D. D., LL. D., president of Hamilton College from 1858 to 1866, died at Cincinnati, Ohio, January 18, 1874, aged 60. (2) James AAr. Gerard, long distinguished for his interest in public education as a member of the New York City school board, died in that city February 7, aged 80. Besides most faithful services in the school beard, he had been wont to go into the schools, give interesting lectures upon foreign countries to the children, and look well to the character of the general instruction given them, as also to the moral influence exerted on them. One of his last acts was the institution of a prize for amiability, dis¬ tributable to the schools of the district under his own eye. (3) Hon. Millard Fillmore, teacher in early life, Vice-President of the United States 1849-50, and President 1850- 53, always a promoter of education, and in his latter days chancellor of the University of Buffalo, died in that place March 8, 1874, aged 74. (4) Hon. Nathan K. Hall, Postmaster-General under Mr. Fillmore, one of the found¬ ers of the Buffalo State Normal School, and at the time of his decease president of its board of trustees, died at Buffalo March, 1874. (5) Prof. David AVeston, D. D., born at Middleboro’, Mass., January 26, 1836; entered * From information furnished by State Superintendent Gilmour, with additions from other sonreos. 314 REPORT OF THE COMMISSIONER OF EDUCATION. Brown University 1856 ; graduated there 1859: finished his theological course at New¬ ton Seminary, Massachusetts, 1862; settled then as pastor for eight years at Y/orcester, In the same State : served also as principal of the Worcester Academy for a portion of that time; thence went to Salem, 1872, and in the same year to Hamilton Theological Seminary, New York, where he served with reputation as professor of ecclesiastical history till his death, February 21, 1874. A man of scholarly habits and great industry in study, he edited, while at Worcester, Backus’s History of the Baptists, with much ac¬ ceptance to his denomination, with notes and other improvements, which added much to the value of the work. (6) Prof. David H. Cruttenden, graduated at Union College 1841 ; teacher in many places, latterly in teachers’ institutes and in the Oswego State Normal School ; author of several school-books ; died April, 1874. (7) Prof. Benjamin Stanton, Nott professor No. 7 in Union College, and in charge of the instruction in its preparatory department, died of consumption, July 18, 1874, after long illness. (8) Prof. Evan W. Evans, bom in Bradford County, Pennsylvania; eminent as a teacher of mathematics, and professor in this chair at Cornell University; died at Ithaca June, 1874. (9) Dr. James McNaughton, a native of Scotland, graduate of the University of Edinburgh, 1816, professor of anatomy and xffiysiology in the College of Physicians and Surgeons at Fairfield, 1821 to 1840, and since the latter date professor of the theory and practice of medicine in the Albany Medical College, New York, died at Paris, France, June 12, 1874, aged 78, after concluding in March of that year his fifty-ninth annual series of lectures to a class. (10) Mr. Henry Grinnell, born in Bedford, Mass., February 16, 1799; one of the found¬ ers of the American Geological Society and its first president ; fitted out expeditions to the North Pole in 1850 and 1854; eminent not only as a merchant, but also as an ardent friend of science ; died in New York City, June 30, 1874. (11) Mr. Leonard Hazeltine, the oldest public school principal in New York City, died there August 23, 1874, after having been from 1828 to 1836 principal of St. John’s Academy, then for a year assistant principal of public school 14, and subse¬ quently principal of the same until his death. With the duties of his principalship he combined for some years the supervision of the Saturday Normal School and of the Daily Normal School, by which it was succeeded. He was also honored at different times with the presidency of the Teachers’ Institute of New York City, of the State Teachers’ Association, and other important trusts ; a man of great integrity, irre¬ proachable moral character, and faithfully devoted to his school work. (12) Mr. Amos Brown, graduate of Dartmouth College, 1832, and president of People’s College at Havana, Schuyler County, N. Y., died in August, 1874. (13) Prof. John Stanton Gould, president of the State Agricultural Society, of New York; as such, member of the board of trustees of Cornell University; subsequently, professor there of mechanics as applied to agriculture ; died at Hudson, N. Y., August, 1S74, aged 63. Besides being a most successful lecturer on agriculture in general and on his special theme, the trustees say that “ his influence as professor, among the fac¬ ulty and students, was a constant blessing to the institution. All his counsels tended to harmony and good feeling, while they stirred enthusiasm for work.” (14) Dr. Gorham D. Abbott, born in Brunswick, Me., September 3, 1807, and long eminent as a school principal in New York City, died at South Natick, Mass., July 30, 1874. For fuller notice, see “ Obituary record” under Massachusetts. (15) Mr. George W. Briggs, princiiial of academy in Franklin, Delaware County, died October 16, 1874. (16) Mr. J. Dunbar Houghton, graduate of Union College, 1845, and principal of the Oneida Conference Seminary, of Carthage High School, and of the Hungerford Literary Institute, died also in the latter part of 1874. (17) Hon. Ezra Cornell, born January 11, 1807, at Westchester Landing, N. Y., died December 9, 1874, at Ithaca. Spent his boyish years in making pottery, subse¬ quently labored in a machine-shop at Ithaca, and from 1828 to 1843 devoted himself to mill-work and agriculture. Shortly after the invention of the magnetic telegraph he became interested in the new discovery, and with Prof. Morse gave himself to the work of introducing it. Yfhen Congress, in 1844, appropriated funds for laying a tele¬ graphic line between Baltimore and Washington, Mr. Cornell undertook the work of laying it in pipes with a machine of his own invention. The underground telegraph not proving a full success, there was a pause in the progress of the new method of con¬ veying news and a difficulty in re-establishing the public confidence in it. Mr. Cor¬ nell’s faith, however, never failed him, and every dollar he could gather he put into telegraphic stock, in the assurance of the final full success of the invention. The event justified his confidence, and he grew rich from his comparatively small investments; so rich, indeed, that when, in 1865, he negotiated with the State legislature for the transfer to Ithaca of the agricultural college of the State, he was able to pledge to the university to be connected with it $5(30,000 of his x>ersoual means and to give it lauds NEW YORK. 315 ami buildings to tlio value of $167,000 more. By this generous endowment for “ an institution where any person can find instruction in any study,” he secured from various friends and from the State upwards of $700,000 in addition to his gifts, and had the happiness of seeing grow up beside his home one of the most flourishing and successful of our universities. LIST OF SCHOOL OFFICIALS IN NEW YORK. Hon. Xni. GiLMOl'E,' State superintendent of public instruction, Albany ; Mr. Jonathan Tenney, assistant superintendent. SCnOOL COMMISSIONERS. County. Xamo and district. Post-office. Alban y Allegauy ... Broome . Cattaraugus Cayuga . Chautauqua Chemung . . . Chenango. . . Clinton . Columbia . . . Cortland _ Delaware . . . Dutchess . . . Erie . Essex . Franklin . Fulton . Genesee . Greene . Hamilton Herkimer.... Jefferson _ Kings . Lewis . Livingston. . Madison .... t John F. Shafer, first district . Zebediah A. Dyer, second district . Thomas Helme, third district . John O. Coie, city superintendent . Murray Hubbard, president board of education. Frank'S. Smith, first district . W alter D. Fenwick, second district . Hiram Barnum, first district . . George Jackson, second district . G. L. Faraham, secretary board of education .. Xewton C. McKoon, first distinct . Henry M. Seymour, second district . Hulbert Dafatt, first district . Charles H. Greenfield, second district . Lauren M. Townsend, third distinct . 13. B. Snow, secretary hoard of education . Henry Q. Ames, first district . Lucius M. Robertson, second district . Jonas Sayre Van Duzer . E. B. Yeouraans, secretary hoard of education. . Matthew B. Luddington, first district . • David G. Barber, second district . William B. Dodge, first district . ! Robert S. McCullough, second district . i John Strever, first district . Hiram Winslow, second distinct . j Cyrus Macey, city superintendent . . j George W. Miller, first district . Rufus T. Peck, second district . . . George D. Ostrom, first district . Amasa J. Shaver, second district . Derrick Brown, first district . Edgar A. Briggs, second district, (box 883) . R. Brittain, clerk board of education . Charles A. Young, first district . j George Abbott, second district . I Russel J. Yaughan, third district . j J. A. Earned, city superintendent . ! William H. McLenathan, first district . j Thomas G. Shaw, second district . j Sidney P. Bates, first district . ' William Gillis, second district . j John M. Dougall . ' Richard L. Selden . I Samuel S. Mulford, first district . | Robert Halstead, second district . i Isaac H. Brownell . | John D. Champion, first district . I William W. Bass, second district . Willard C. Porter, first district . Henry Purcell, second district . . . George H. Strough, third district . 1 . D. G. Griffin, city superintendent . C. Warren Hamilton, first district . Thomas W. Field, city superintendent . William D. Lewis, first district . Charles A. Chiekering, seebnd district . , John W. Byam, first district . ; Robert W. Green, second district . j Joseph E. Morgan, first district. . . Paul S. Maine, second district . ; Cedar Hill. East Berne. McKownvillo. Albany. Cohoes. Angelica. Friendship. Osborne Hollow. Binghamton. Binghamton. Ellicottville. West Salamanca. Cato. Xiles. Moravia. Auburn. Sherman. Frewsburg. Horselieads. Elmira. Forth Xorwich. Oxford. Schuyler Falls. Chazy. Clermont. Green River. Hudson. Marathon. Solon. Walton. Meredith. Poughkeepsie. Poughkeepsie. Poughkeepsie. Clarence. Hamburg. . Springville. Buffalo. Jay. Olmsteadvilie. Malone. Ft. Covington. Johnstown. Le Roy. Tannersvillc. Greenville. Xorthville, Fulton _ County. .Little Falls. Jordan ville. Adams’ Centre. Watertown. La Fargeviile. Watertown. Few Lots. Brooklyn. Constableville. Copenhagen. Livonia Station. Dansville. Earlville. Perry ville. x Mr. Gilmour, who succeeds Hon. Abram B. Weaver the faithful superintendent for the past official term, is a native of Scotland, but came early to America; graduated at Union College, Schenectady, in 18C0, being then “20 years of age ; taught afterward in the academy at Corning; studied law and prose¬ cuted a successful practice in Ballston. He has been twice elected school commissioner for Ills dis¬ trict and has made a name for energy and intelligence in sehool affairs. 316 REPORT OF THE COMMISSIONER OF EDUCATION. List of school officials in Neiv Yorli — Concluded. County. In ame and district. Post-ofiice. Monroe I Montgomery. New York ... Niagara . Oneida. Onondaga, Ontario Orange Orleans Oswego Otsego . Putnam Queens Rensselaer. Richmond ... Rockland .... St. Lawrence Saratoga . Schenectady . Schoharie.... Schuyler . Seneca . Steuben . Suffolk . Sullivan ....'. Tioga . Tompkins ... Ulster . . "Warren . Washington Wayne . . Westchester. Wyoming... Yates . Edwin A. McMath, first district, (158 Powers’ Block.) George W. Sime, second district . r. ... S. A. Ellis, city superintendent . George F. Cox . Henry Riddle, city superintendent . William Gritman, first district . Esek Aldrich, second district . James Ferguson, oity superintendent . John R, Pugh, first district . • . Charles T. Burnley, second district . Henry S. Ninde, third district . Horace O. Farley, fourth district . A. McMillan, city superintendent . J. Warren Lawrence, first district . James W. Hooper, second district . Parker S. Carr, third district . E. Smith, city superintendent . Hyland C. Kirk, first district . Robert B. Simmons, second district . George E. Smith, first district . Asa Morehouse, second district . B. Y. R. Mcntfort, city superintendent . William W. Phipps . . Isaac W. Marsh, first district . William B. Howard, second district . John W. Ladd, third district . Y. C. Douglass, city superintendent . Nahum T. Brown, first district . Warren L. Baker, second district . . John H. Spencer . Eugene M. Lincoln, first district . Garret J. Garretsou, second district . Alanson Palmer, city superintendent . Amos H. Allen, first district . George W. Hidley, second district . David Beattie, city superintendent . James Brownlee . Spencer Wood . Daniel S. Giffin, first district . A. Barton Hepburn, second district . . Barney Whitney, third district . R. B. Lowry, city superintendent . Neil Gilmeur, first district . Oscar F. Stiles, second district . | David Elder . . S. B. Howe, city superintendent . . John S. Maham, first district . j Charles T. Andrews . i Henry Y. L. J ones . : Zonas L. Parker, first district . ! Reuben H. Williams, second district . j William P. Todd, third district . I Horace H. Benjamin, first district . i S. Orlando Lee, second district . i Charles Barnum, first district . ! Isaac Jclliff, second district . j Lemuel D. Vose . i Orville S. Ensign, first district . Robert G. H. Speed, second district . Cornelius Yan Santvoord, first district . Ralph Le Fevre, second district . Harrison R. Winter, third district . Daniel B. Retchum . Ezra H. Snyder, first distriot . . - . Edward C. Whittemore, second district . Joseph H. L. Roe, first district . Felix J. Griffon, second distriot . Joseph H. Palmer, first district . . Casper G. Brower, second district . Joseph Barrett, third district . . Edwin S. Smith, first district . Edson J. Quigley, second district . Bradford S. Wixom . Rochester. Brockport. Rochester. Amsterdam. New York. Lockport. Johnson’s Creek. Lockport. Utica. Clinton. Rome. Prospect. Utica. Plank Road. Geddes. Fayetteville. Syracuse. Orleans. Allen Hill. Monroe. Middletown. Newburg. Albion. . Bowen’s Corners. Fulton. Mexico. Oswego. East Worcester. Portlandville. Fanner's Mills. Glen Cove. Newtown. Long Island City. Petersburg. Wynantskill. Troy. Port Richmond. Clark«town. Heuvelton. Colton. Lawrenceville. Ogdensburg. Ballston Spa. Saratoga Springs. Yan Yechten. Schenectady. Gilboa. Cobleskill. Watkins. Ovid. Bath. Woodhull. Canisteo. Riverhead. Huntington Monticello. Liberty. Owego. Ithaca. Caroline. Ringston. New Paltz. Phoenecia. Glen’s Falls. Argyle. Middle Granville. Wolcott. Marion. Yonkers. Tarrytown. Ratonah. Dale. Gainesville. Italy Hollow. NORTH CAROLINA. 317 .NORTH CAROLINA. CHANGE OF STATE SUPERINTENDENT. At the last State election Hon. Stephen D. Pool -was chosen superintendent of public instruction in place of Hon. Alexander Mclver, w ho, since 1872, has tilled with great fidelity this important office. ELEMENTARY INSTRUCTION. NEW LEGISLATION ON SCHOOL-MATTERS. On the 12tli of February, 1874, an act passed the general assembly repealing all, save one, of the regulations adopted by the State board of education in relation to free schools. The rules and regulations which were repealed by this act provide substantially as follows : That each school district shall contain an area equal to from four to seven miles square. That the school districts shall be as nearly square in form as the convenience of neighborhoods and the situation of the several localities will permit. That the school-house shall be as near the center of the school population of the dis¬ trict as practicable. That the people of each district shall elect three suitable persons district trustee^, each race electing its own trustees. That the district trustees shall solicit contributions to pay half the cost of building, repairing, and furnishing the school-house, and to supplement the school money due the district ; determine the time at which the public school shall begin : recommend a teacher who will be acceptable to the people of the district, and assist the school com¬ mittee in all matters relating to the district school. These rules and regulations, having been repealed by the general assembly, cannot be re-enacted by the State board of education. As they relate, however, to the practical workings of the school system, they are published by the superintendent as a general guide to school committees and county school officers, so far as they may see fit to adopt and apply them. They are not, however, of any binding obligation. The rule which is excepted by the words “ unless new regulation” in the repealing act, and which therefore remains in force, was adopted January 15, 1874, and is as fol¬ lows: “ The law intends that the highest prices, to wit, $20, $30, and $40 a month, accord¬ ing to the grade of the teacher, shall be paid only for schools hl which twenty or more pupils are taught. If the number of pupils is less than 20, the highest prices which may be paid out of the public school funds are : to a teacher who holds a third-grade certificate, cue dollar a month for each pupil ; to a teacher who holds a second-grade certificate, one dollar and a half a month for each pupil ; to a teacher who holds a first- grade certificate, two dollars a month for each pnpil, counting the number of pupils in all cases by their average attendance. COUNTY BOARDS OF EDUCATION. By the constitution of the State, not yet overthrown, the county commissioners, who constitute the county boards of education, have supervision and control of the public schools in their respective counties. The county board of education may adopt and carry out any one or all of the follow¬ ing rules, or others which may occur to them : That no order for school money shall be paid until it is approved and signed by the chairman and secretary of the county board of education. That the school money shall in no case be apportioned to any township, or paid upon the order of any school committee, until the school census of the township is taken and reported as required by law. That the public schools shall not be taught at a season of the year when laboring- children cannot be spared from the farm. The 'county board of education may recommend the school committees to pay $15, $20, $25, or $30 a month, or any other price or prices within the limits prescribed by law for the public schools in their county. If in any instance the rule adopted by the State board of education, January 15, 1874, regulating the pay of the teacher in part by the average attendance of pupils, is found to work a hardship or to interfere with the success of the school, the county boar^ of education may modify the rule- to_ some extent, so as to meet the full justice and equity of. suqh case. 318 REPORT OF THE COMMISSIONER OF EDUCATION. SCHOOL FUNDS. The law appropriates annually 75 per cent. of the entire State and county capitation taxes, a property tax of eight and one-third cents on the hundred dollars’ worth of all the property and credits in the State, all taxes on auctioneers and licenses to retail spirituous liquors, and the income from the permanent school fund for the support and maintenance of free public schools. If this money is properly and economically applied it will be sufficient to maintain a free public school from two to three months each year in every school district in the State. If along with any balance which may remain in the hands of the county treas¬ urer, it shall be insufficient to maintain schools four months, the law makes it the duty of the county commissioners to levy annually a special tax to supply the deficiency. The question of the levy and collection of such additional school tax, however, must he submitted to the vote of the electors of the county. If in any county the vote shall be against the additional tax, the only school fund in such county will be that which the law has absolutely provided as above mentioned. SCHOOL COMMITTEES. The following are the main points of the existing school law in relation to these im¬ portant school officers : Section 1. In each township there shall be biennially elected, by the qualified voters thereof, a school committee of three persons, whose duties shall be as prescribed in this aet. If there should at any time be a failure to elect school committeemen in any township, or if a vacancy should at any time occur, it shall be the duty of the county board of education to appoint suitable residents of the townships to fill the vacancy, and the persons thus appointed shall exercise all the powers and duties of a school committee until their successors are elected and qualified. ►Sec. 2. The school committee of each township shall be a body corporate by the name and style of “ The school committee of township - , in the county of - ,” as the case may be, and in that name shall be callable of purchasing and holding real and personal estate, and of selling and transferring the same for school purposes, and of prosecuting and defending suits for and against the corporation. All conveyances to school committees shall be to them and their successors in office. Sec. 3. The school committee of each township, within fifteen days after their elec¬ tion or appointment, shall meet at some convenient point within the township, and organize by electing one of their number chairman and another of their number clerk of the school committee. Sec. 4. The school committee shall be exempt from military duty, from working the public roads, and from serving on juries, and shall receive no other compensation for their services. Before entering upon the duties of their office they shall take ah oath before a justice of the peace for the faithful discharge of the duties of that office. Sec. 5. The form of cath to be taken by every school committeeman before entering upon the duties of the office shall be in the following words: “I, A. B., do swear (or affirm) that I will well and truly execute the office of school committeeman according to the best of my skill and ability, according to the law: so help me God.” Sec. G. It shall be the duty of the school committee of each township to take and return to the county board of education, on or before the first day of August in every year, a full and accurate census of the children between the ages of 6 and 21 years, giv¬ ing the number in public schools and the number who attend no schools, designating the race and sex in all cases. They shall also report the number of public school- houses and the number of private school-houses and the number of academies and colleges in each township. Sec. 7. The school committee of the several townships shall lay elf their respective townships into convenient school districts, consulting, as far as practicable, the con¬ venience of the neighborhood and the wishes of persons interested, and disregarding the township boundaries where convenience requires it. If the pupils of any public school reside in different townships, the school committees of each shall give an order to the teacher for such part of the amount due him as is proportionate to the number of pupils attending his school from their township. Sec. 8. The school committee shall consult the convenience of the white residents in settling the boundaries of districts for white schools and of colored residents in set¬ tling the boundaries for colored schools. The schools of the two races shall be sepa¬ rate, the districts the same or not, according to the convenience of the parties con¬ cerned. Sec. 9. The school committee may receive any gift, grant, donation, or devise made for the use of any school or schools within their jurisdiction, and in their corporate ca¬ pacity they shall be, and are hereby, intrusted with the care and custody of all school- houses, school-house sites, grounds, books, apparatus, or other public school property belonging to their respective jurisdiction, with full power to control the same as they may deem best for the interest of the public schools and the cause of education. Sec: 10. The school committee may receive suitable sites for school-houses by dona . NORTH CAROLINA, 319 tion or purchase. In the latter case they shall report the price to the chairman and secretary of the county hoard of education. If the latter are satisfied that the price is not excessive they shall approvo the order of the committee on the county treasurer, which said committee aro hereby authorized to give for the purchase money in favor of the grantor of the land, and upon payment of the order the title to said site shall A'cst in the committee and their successors in office. Sec. 11. Every school to which aid shall bo given uuder the provisions of this act shall he a public school, to which children between the ages of 6 and 21 years shall be admitted free of any charge, subject to the restrictions contained in Section 20. Sec. 12. The school committee shall have the authority to employ and dismiss teach¬ ers of the schools Avithin their townships, and shall determine the pay per mouth to bo paid the same : Provided , however, That teachers of the first grade shall not receive out of the school fund more than two dollars per day ; of the second grade, not more than one dollar and fifty cents per day ; and of the third grade, not more than one dollar per day ; hut no teacher shall receive any compensation for a less term than one month. No committeeman shall he a teacher ; nor shall any committeeman in any Avay he interested, by contract or otherAvise, in the erection or repairing of any school-house in fiis district. TEACHERS IN RUBRIC SCHOOLS. It is made the duty of all teachers of free public schools in this State to maintain good order and discipline in their respective schools, to encourage morality, industry, and neatness in their pupils, and to teach thoroughly all branches which they profess to teach. To a large extent the power of selecting text -hooks rests with the teacher, the aj)- proval of the school committee being of course supposed. But the State hoard of education may recommend the course of study to be pursued and the text-books and other means of instruction to he used in the public schools, provided that no sectarian or political text-books or influences shall he used in any school. REPORT OR HR. SEARS. This venerable agent of the trustees of the Peabody fund, in his report for 1874, (pp. 20 and 21,) gives the following important addition to the very meager information which has reached the Bureau from other sources respecting school affairs in North Carolina for that year : “The expectations entertained a year ago, and intimated in my last report, that the school laws of this State would soon undergo a change for the better, have not yet been realized. Meanwhile the system of public instruction, such as it is, has been carried out as far as was practicable in the circumstances. I have permission to present the following statement of the superintendent of schools, written August 20, 1874 : “The county treasurers of forty-six counties in the State report that they received during the school year ended June 30, 1874, §262,758.25, and paid out §155,289.31 for public schools ; and that 1,427 public schools for white children and 591 for colored children were maintained in those counties from two to four months of the year, in which 57,414 white children and 28,497 colored children were instructed. There are forty-seA'en counties in the State which have not yet been heard from. It is probable that the entire school fund in the hands of county treasurers in the State during the year was something more than §500,000, and that about §300,000 were paid for public schools; that about 2,800 public schools for white children and 1,200 for colored children were taught, in which 110,000 (out of 233,751) white children and 56,000 (out of 114,852) colored children were instructed. The average length of the school terms Avas probably from ten to twelve weeks. “In some localities there has been an improvement in the teachers and in the scholars, attributable in a great degree to the administration of the Peabody education fund, and consequently an increased interest in public education. The law, hoAvever, is defective in not providing for the education and training of teachers and for effi¬ cient county and district supervision, and in not authorizing local taxation for school purposes. If these defects coaid be remedied by proper legislation, the school system Avould become effective. The people arc not deficient in energy or public spirit, or in a due appreciation of popular education. Our great want is statesmen in our legisla¬ tive halls ; laws that will permit the people to establish and maintain public schools for the education of their children. “ The want of active county superA'ision has been ATery greatly felt in administering the Peabody education fund. * I think, howeArer, that very little, if any, imposition has been practiced. I think the administration of the Peabody fund tends to educate the people to a higher estimate of public education by furnishing examples of well-regu¬ lated public schools at eligible points throughout the State.” SCHOOLS AIDED BY THE REABODY FUND. The following schools in this State have received from the income of the Peabody fund the sums indicated, those of Wilmington having upwards of 1,000 pupils, those of New- 320 REPORT OF THE COMMISSIONER OF EDUCATION. bern over 300, and those of Charlotte, 400. The others from Midshoal to Smyrna have Ijad from 100 to 150 : The $100 for teachers’ institutes indicates either that two such have been held in the counties, $50 having been promised from the fund for each one, or that this amount has gone to aid the two training schools for teachers at Raleigh and Ellendale; Wilming¬ ton, $2,000 ; New'bern, $1,000 ; Charlotte, $1,050 ; Franklin, Fayette, (colored,) and South Hominy, each, $450 ; Midshoal, Flat Creek, Table Rock, Dick’s Creek, Clear Creek, Enon, Warrentou, Thomasville, Asheville, Tarboro’, (colored,) Hayesville, Dysartville, Hice Hill, Beaufort, Washington, Morgan Hill, Marshal, Pigeon Valley, Buffalo, Mon- tanis Institute, Bethlehem, and Beaufort, (colored,) each, $300 ; Smyrna, $200: Teach¬ ers’ Institute, $100 — total, $12,300. CITY SCHOOL SYSTEM. WILMINGTON. General statistics. — The population of this city has risen from about 14,000 in 1870 to an estimated present number of 18,000. The school population, including all children from 6 to 21, is given as follows : Between 6 and 16, about 3,500 ; over 16, about 500 ; total number of legal school age, 4,000 ; number enrolled in public schools, 1,251 ; number of days in the school year, 160 ; number of days the schools were taught, 156. Schools and school-rooms . — The number of school-buildings under the control of the city system for 1874 was 6 ; of school-rooms, 16 ; of sittings for study, 1,000. The only apparent grades are primary and grammar schools. No traces of a high school, or of high school classes, are visible. The estimated number of male pupils enrolled in the schools is 600 ; of females, 652 ; of males in average attendance, 300 ; of females in average attendance, 400. The total value of school property, including buildings, fur¬ niture, and apparatus, is put down at $11,200. Teachers and teachers’ pay. — The number of teachers employed, apparently all males, is 18. The pay ®f assistants in primary schools is $250 per annum ; that of principals in such schools, $320 ; of assistants in grammar schools, $240 to $600; of principals in such, $600. The salary of the city superintendent is $800. — (From direct returns to the Bureau of Education for 1874.) TRAINING OF TEACHERS. Two institutions for this purpose, one a normal department of Shaw University, Raleigh, the other the Ellendale Teachers’ Institute, of Little River, report to the Bu¬ reau of Education for 1874 as follows : In the former, 3 resident instructors, with 40 male and 20 female pupils ; in the latter, 2 resident instructors, with 22 male and 12 female pupils. At the Shaw University a library of 1,100 volumes is reported, with an increase of 700 in the year, and 3 educational journals taken, while drawing and vocal and instru¬ mental music enter into the normal course. There is a model school connected with the department. The Ellendale Institute had the misfortune to lose by fire its buildings and library on the 28th of September, 1874, which, for the present, suspends its operations. It taught vocal music and had a model school. SECONDARY INSTRUCTION. ACADEMIES AXD SEMINARIES. Eight schools for boys, 2 for girls, and 14 in which the two sexes are taught unitedly, report for 1874 to the Bureau 58 teachers and 1,108 pupils. Of these pupils 354 are in classical studies and 86 in modern languages ; 198 are looking forward to a classical course in college and 63 to a scientific course. In 8 of the schools drawing and instru¬ mental music are taught and in 10 vocal music. Four report the possession of chemi¬ cal laboratories, and 7 have philosophical apparatus, while 9 have libraries reaching from 100 to 3,000 ; two giving the latter number, one 2,000 and one 1,150. PREPARATORY DEPARTMENTS OF COLLEGES. Three of the colleges of the State show, in their reports for 1874, an aggregate of 381 students in their preparatory schools, the major part of whom may be supposed to bo looking to a collegiate course, as well as preparing for it. These, added to the 1,108 above given, make a total of 1,489 known to be engaged in secondary studies in the State. " BUSINESS COLLEGES. One of these supplements to the elementary training of the lower schools reports 1 teacher and 12 pupils in 1874. Its course is one year. NORTH - CAROLINA. 321 SUPERIOR INSTRUCTION.* DAVIDSON COLLEGE, MECKLENBURG COUNTY. (Presbyterian.) This institution, the first on the following list, is on the line of the Atlantic, Tennessee and Ohio Railroad. Its buildings contain chapel, society-halls, and lecture-rooms, with dormitories sufficient for a large number of students. It has a classical course of 4 years; a scientific of 3 years, and an eclectic one for students not willing to take a regular course, but to acquire a knowledge of particular branches. NORTH CAROLINA COLLEGE, JIT. PLEASANT. (Lutheran.) A regular collegiate course of 4 years ; and English and scientific course without any stated limit ; a preparatory, academic, and a primary are all embraced here, with a theological department for such students as may be preparing for tho Christian ministry. RUTHERFORD COLLEGE, EXCELSIOR. Located near Icard Station, on the "Western North Carolina Railroad, this unsecta¬ rian school is the outgrowth of the former Rutherford Academy. It is a college for males, but with a women’s department for all who desire to avail themselves of the high order of development which it is claimed comes from the co-education of the sexes. There is a distinct curriculum for each sex, but the youDg women recite in the same classes with the young men so far as the courses run together. During all other hours the sexes are kept separate. TRINITY COLLEGE, TRINITY. (Methodist Episcopal Church South.) The southern division into schools, as of Latin, Greek, mathematics, 3 Et'V j "c 3 2^ j o'S O g m • '3b 1 ! O i .*3 1 1® g © =3 | V.'o of j 3 '3’""* i a j § hr i ji fcS 1 * o > | <3 Davidson College . North Carolina College . Rutherford College . Wake Forest College. ? & j 113 o o o 5? $90, 009 $7, 000 $6,000 $oj$10,00oj a9, 009 4 j 95 20 15, 000 2, 075 9 | 238 | 4, COO ! 1,400 . ! . 1 3,200 6 j '6 1 . S2 | 50, 0C0 ! 150,000 0 0 oi 0 . 6 !, . 1 . 1 10,000 0 C a2 2, 000 I 0 1 43 42 20,000 1 20,000 1,600 , A, 500 Of Oi 03, 000 i | j a Includes society libraries. 5 Society libraries. c Suspended. *From college circulars and special returns to the Bureau for 1874. 21 E 322 REPORT OF THE COMMISSIONER OF EDUCATION, SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Tlie agricultural and mechanical college of the State appears, like the university with which it is connected, to he in a condition of suspension, the funds appropriated to it having been invested in 260 North Carolina State bonds of $1,000 each, which at present yield no income. — (Report of Congressional Committee on Education and Labor.) THEOLOGICAL. The school of biblical literature in Trinity College claims that in it “everything essential to a complete theological education is taught.” Its course is four years. — (Col¬ lege circular for 1872- 73.) The theological department of Shaw University, at Raleigh, is meant to afford a training for the ministry to young men of the colored race. No length of course is specified. — (Circular for 1874-’75.) LEGAL. The law department of Rutherford College has its course arranged, and is to have a building erected for its special use, with accommodations, as is claimed by the college circular for 1874-75, for 400 students. The law school of Trinity College gives instruction, both by lectures and text-books, sufficient to enable a student to graduate as an attorney, with the privilege of access to the other schools of the institution. Statistics of schools for scientific and professional instruction. a Suspended since 1871. 6 Hot yet in operation. c Prom Report of Commissioner of Education for 1873. SPECIAL INSTRUCTION. NORTH CAROLINA INSTITUTION FOR THE DEAF AND DUMB AND THE BLIND. The report of this school for the year from November 1, 1873, to November 1, 1874, shows a teaching-corps of 13 members, besides a foreman of the shoe-shop and another of the broom and mattress shop. The number of pupils enrolled within the year was, of deaf and dumb, males 77; females 61 — total 138; of blind, males 40; females 37 — total 77 — making the aggregate of both classes 215, which is an increase of 13 over the previous year. The pupils are reported to be steadily advancing in their studies afid those in the mechanical departments to be perfecting themselves in their different employments. NORTH CAROLINA. 323 The general condition of the institution is said to bo as good as at any timo within twenty years, though great economy has had to be practiced to keep the expenses within the income. Some teachers have hence been dispensed with, throwing moro labor on those still retained, and this too at a diminished salary. EDUCATIONAL CONVENTION. ANNUAL MEETING OF THE STATE TEACHERS’ ASSOCIATION. The session of this body was held in Raleigh, July 9, 10, 1874; was opened with an address of welcome from the governor, and, under the iiresidency of. Hon. IVm. H. Battle, proceeded to discuss such important topics as “Methods of teaching,” “Normal methods,” “ Higher education in North Carolina,” “ History of education in North Carolina,” “Graded schools,” and “Industrial education.” Reports of what was said on these themes have not reached the Bureau. But of a speech not on the programme, delivered by a young colored man at the suggestion of the State superintendent of instruction, some account has come. This address was mainly devoted to a deprecation of excessive multiplication of studies in the schools for colored children, as tending to confuse the mind and induce a superficial acquaint¬ ance with many things, instead of a substantial knowledge of a few. It was received w^th a very cordial appreciation by the assembly, and many compliments were paid the young speaker for his clear presentation of the subject. Three other colored men took part in the discussions and are reported to have been heard with a friendly and respectful interest which augured better days for a people once despised. — (Report B. B. Goines.) OBITUARY RECORD. RICHARD S. MASON, D. D. Rev. Richard S. Mason, D. D., of North Carolina, died on February 21, 1874, aged 80 years. He attended the session of the General Convention of the Protestant Episcopal Church in the United States in 1841 as a deputy and had been present at every other since until his death. He was fifty-six years in the ministry ; had been president of Geneva College, New York, and Newark College, Delaware, after which he became a rector in North Carolina. He was born in Bacbadoes ; was graduated at the University of Pennsylvania ; and was ordained a deacon in 1817 and a priest in 1820. As college president he was noted for his genial courtesy, as well as for his accurate and thorough erudition, his acquaintance with the classic authors enabling him to quote or refer to almost any important passage in them, with indication of the page where it could be found. His knowledge of the patristic Christian authors was also large and admira¬ bly digested, so that a quotation by him was generally accepted without even a reference to the book. 324 REPORT OF THE COMMISSIONER OF EDUCATION, oiiio. STATISTICAL STATEMENT.* * IRREDUCIBLE SCHOOL FUND. This statement shows tho amount of interest on the several funds constituting the irreducible school fund paid during the fiscal year ended November 15, 1873 : Sixteenth section school fund . $169, 016 71 Twenty-ninth section ministerial fund . 6, 428 11 Virginia military school fund . 11,856 48 United States military school fund . 7, 216 33 "Western Reserve school fund . 15, 445 75 Total . . . . 217,910 25 FINANCIAL STATEMENT. Receipts. Balance on hand September 1, 1872 . $2,439,078 02 From State school tax, (one mill on each dollar of taxable property) ... 1, 486, 793 40 Decrease from last year . - — . 7,794 62 Interest on irreducible funds and rents of school lands . 231, 276 58 Decrease from last year . _ 16,917 83 From local taxes . 5, 252, 550 92 Increase over last year . . . 318, 791 84 From sale of bonds . 501, 583 96 Decrease from last year . 7,268 59 From fines, licenses, &c . 233,400 28 Decrease from last year . 1,543 79 Total receipts, exclusive of balance on hand . 7, 705, 605 14 Increase over last year . . 285,267 01 Grand total of receipts, including balance on hand September 1, 1872.. 10, 144, 683 16 Total increase of receipts over last year . 330, 968 17 Expenditures. Amount paid teachers . * . $4,305,801 58 Increase over last year . . . 86,238 54 Paid for managing and superintending schools . . 131, 956 48 Increase over last year . . . 2,341 41 Paid for sites and buildings . . . 1, 437, 655 94 Increase over last year . . . . . 8,691 03 Paid for interest on and redemption of bonds . 458, 572 32 Decrease from last year . . . 107, 926 11 Paid for fuel and contingent expenses . . . 1, 097, 989 28 Increase over last year . 58,774 10 Grand total of expenditures . . 7,431,975 60 Increase over last year . ,. . 48,118 97 Grand total of expenditures, exclusive of amounts paid for interest on and redemption of bonds . ^ . 6,973,403 28 Increase over last year . 156,045 08 Balance on hand September 1, 1873 . . 2,712,707 56 SCHOOL POPULATION AND ATTENDANCE. White scholastic population, (males, 494,738; females, 473,950) . 968, OSS Colored scholastic population, (males, 11,768; females, 11,252) . 23,020 Total scholastic population . 991,708 Number of children between 6 and 16 years of age . 754,743 Number enrolled in public schools, (boys, 368,890 ; girls, 335,128) . 704, 018 Number of pupils re-enrolled . . . .1 . 14,751 Total enrollment, deducting number re-enrolled . 689, 267 * From report of Hon. Thomas "W. Harvey, State commissioner of common schools, for the year ended August 31, 1873. For statistics of 1874 see Table I at tho close of this volume. ohio. 325 Decrease from last year . 5, 081 Number of pupils enrolled between tbe ages of 16 and 21 . 87, 385 Average monthly enrollment, (boys, 248,979 ; girls, 231,510) . 480, 489 Average daily attendance, (boys, 210,551 ; girls, 197,366) . 407, 917 Per cent, of average daily attendance on enrollment . 59. 18 Per cent, of average daily attendance on enumeration . 38. 00 Per cent, of enrollment on enumeration . 64. 22 Per cent, of enrollment between 5 and 16 on enumeration between 5 and 16 . . . 70.43 Concerning the statement of the school population, the superintendent remarks that “no comparisons can be made between the different items reported the last two years, as all unmarried youth between 5 and 21 years of age were enumerated in 1872 and those between 6 and 21 years of age in 1873.” Of the item of “ total enrollment,” it is said “the number is unquestionably too large, owing to the neglect of some teachers and clerks of boards of education to report re-enrollments.” CLASS SCHOOLS AND PRIVATE SCHOOLS. Number of pupils enrolled in German schools . . . 4, 607 Decrease from last year . 292 Number of teachers in German schools . 75 Number of pupils enrolled in colored schools . 5, 950 Decrease from last year . . 505 Number of teachers in colored schools . 167 Number of pupil3 in private schools . . . 5, 937 Decrease from last year . 2,449 “ It has been found very difficult to obtain reliable information concerning the con¬ dition of the private schools. No returns whatever of the statistics of schools of this class have been received from many districts. The number of pupils reported as enrolled in them is undoubtedly much too small.” TEACHERS AND TEACHERS’ PAT. Number of male teachers employed . 9, 789 Increase over last year . . . 71 Number of female teachers employed . 12, 110 decrease from last year . 233 Whole number of teachers employed . 21, 899 Decrease from last year . 162 Number of teachers necessary to supply the schools . 14, 875 Changes of teachers during the year . ., . 7, 024 Decrease from last year . " . 149 Number of permanent teachers, (maleSj 3,171 ; females, 4,077) . 7, 248 Increase over last year . . 163 The following are the average monthly wages of teachers in the different schools : Male teachers in township district primary schools . $38 00 Female teachers in township district primary schools . 27 00 Male teachers in township district high schools . 70 00 Female teachers in township district high schools . 41 00 Male teachers in city, village, and special district primary schools . 55 00 Female teachers in city, village, and special district primary schools. .. . 35 00 Male teachers in city, village, and special district high schools . 84 00 Female teachers in city, village, and special district high schools . 57 00 teachers’ certificates. Number granted for 24 months, (to gentlemen, 356 ; to ladies, 225) . 531 Number granted for 18 months, (to gentlemen, 1,471 : to ladies, 979) .... 2, 450 Number granted for 12 months, (to gentlemen, 4,430 ; to ladies, 4,136) .. 8,616 Number granted for 6 months, (to gentlemen, 3,943 ; to ladies, 4,921) . ... 8, 864 Total number granted, (to gentlemen, 10,250 ; to ladies, 10,261).. . 20, 511 Decrease from last year . . . 220 Number who failed iu examination, (gentlemen, 2,015 ; ladies, 2,528) .... 4, 543 Number of colored persons who applied for certificates, (gentlemen, 117 ; ladies, 110) . . . . . . . . 227 Decrease from last year . . 7 The reports of teachers’ examinations are much fuller this year than in 1872. Only three local hoards reported in 1872. Thirty-seven local be ards have reported this year, and statements have been received from many others tb at no examinatio; is were held by them during the year. 326 REPORT OF THE COMMISSIONER. OF EDUCATION. SCIIOOL TERM. Number of weeks school required by law .> . 24. Average number of weeks primary schools were in session in townships. 26 Average number of weeks high schools were in session in townships _ 18. 50 Average number of weeks primary schools were in session iu city, vil¬ lage, and special districts . 33. 95 Average number of weeks high schools were in session in city, village, and special districts . 35. 25 Average number of weeks schools were in session in the State . 27. 97 Number of subdistricts in townships in which schools were taught less than the time required by law . G29 Increase over last year . 132 Number of subdivisions of city, village, and special districts in which schools were taught less than the time required by law . 10 SCHOOL DISTRICTS AND SCHOOL-HOUSES. Number of school districts, (township, city, village, and special) . 1, 900 Number of subdistricts in townships . 10, 662 Number of school-houses erected during the year . 542 Cost of school-houses erected during the year . $1, 008, 786 Whole number of school-houses in the State . . 11, 694 Increase over last year . . . 29 Total value of school-houses in the State, including grounds . $17, 659, 276 Increase over value of last year . 491, 080 Number of common school rooms in the State . . - . 14, 543 Increase over last year . . . 342 NET COST OF EDUCATION FOE THE YEAR. In township districts, total cost, less amounts paid on permanent pron- erty . . . . . . . . $2,961,805 00 In city, village, and special districts, total cost, less amounts paid on per¬ manent property . 2, 573, 941 00 In the State, total cost, less amounts paid on permanent property- 5, 535, 746 00 Increase over last year . „ . _ . . 142, 525 DO In township districts, average cost per pupil on year’s expenditure, net. 11 08 In city, village, and special districts, average cost per pupil on year’s ex¬ penditure, net . IS 28 In township districts, average cost per pupil on years expenditure, net, including 6 per cent, on estimated value of permanent improvement - . 13 06 In city, village, and special districts, average cost per pupil on year’s ex¬ penditure, net, including 6 per cent, on estimated value of permanent improvements . 22 64 In the State, average cost per pupil on year’s expenditures, net . 13 57 Including 6 per cent, on estimated value of permanent improvements . . 16 16 AVERAGE RATE OF LOCAL TAX FOR COMMON SCHOOLS. Average number of mills on the dollar, local levy, in townships . 3. 46 Increase over last year . .42 Average number of mills on the dollar, local levy, in city, village, and special districts . 7 . 14 Increase over last year . — . .77 ohio. 327 Table shotting the percentages of school, attendance and other leading facts relative to school interests, covering a period of nineteen years. Date. g 5 o X Va £ £ if X "x JJL tL 5 * C t <; Whole number of teachers employed. Average i wages of j teachers | per month. -5 ® j- ® 11 ©in 5 a b - ao E- r 2 aT © ao || fcl 5*3 (4 .r y 3 © ! d 1855 ! 81 12,246 51 67 57 22.50 9,091 7. 633 $25 02 $14 20 $1, 442, 187 00 $438, 602 00 $1, 880, 789 00 1856 .... ! 85 11,319 97 68 57 24.60 9, 491 8.432 26 70 15 63 1. 647. 910 00 374, 547 00 2. 022, 457 00 1857 .... ' 87 12,339 113 72 58 24.CC 10, 189 8,684 27 71 16 22 2. 006, 877 00 293,040 00 2, 299, 917 00 185S.... t; 12.224 132 73 58 25. 4v 10,209 9, 32; 27 89 12 95 j « 229, 757 00 510, 080 CO 2, 739. 837 00 1859 .... 1 67 11,338 151! G9 i 58 25.20 10. 007 8.565 27 82 16 29 | 2, 159. 726 00 422. 343 00 2. 582. 074 00 I860 _ 88: 13.192 161 77 59 24.80 10. 434 9.4S7 27 81 16 25 2. 303, 186 00 457, 642 00 2, 760. 828 00 1861 .... 58 13. 479 1(57 7> 59 25.20 11,050 10. 130 27 81 , 16 05 2, 327, 9-2 CO 505, 054 00 . 2. 834, 066 00 1862 .... 6;- 14,728 144 7;> ! GO 24.60 9,996 10. 592 26 35 15 32 , 2. 165, 174 00 335, 894 00 2, 501, 068 00 186a .... ! 58 14,233 175 82 59 24.40 8.266 12.261 25 73 15 41 i 2, 144, 636 00! 264, 977 00 2, 409, 613 00 1864 ... 58 11.661 149 75 57 25. 15 7, 515 12. 590 28 25 17 95 2, 420, 940 00 317, 184 00 2, 738. 124 00 1865 .... 88 11,419 14.3 74 50 25. 75 6,403 13,479 36 25 21 55 2. 932. 446 00 366; 066 00 3, 298. 512 00 1806 .... 88 11.413 141 75 57 27. 29 7, 7 "7 13, 457 37 51 23 05 : 3,356. 554 00, 0 480, 116 00 3, 836, 970 00 1SC7 .... | 88. 11,373 151 71 56 27.33 348 j 13. 220 38 52 23 so; ! 3. 737, 254 00 1, 026, 209 00 4. 763, 463 00 1868 _ 88’ 11.405 155 7 % j 56 27. 81 ; 8,8-5412,738 39 86 24 75 4. 060. 550 00 L 644, 176 00 5. 705, 056 00 1869 .... 88 11. 714' 19; 73 59 30. IS 9. 171 12. 455 40 47 26 03! 4, 506, 064 25 2, 024, 728 61 6. 530. 792 86 1870.... 88*1 V 7C a 31.16 9.402 12,426 38 70. 27 89 5. 170, 959 00 1. 979, 577 00 7. 150. 566 00 1871 .... 55 13, 870 310 09, GO 33. 00 9.563 12,544 41 28 26 07 5. 314. 013 47 1, 517. 021 09 6. 831, 031 56 1872 .... 88 13,638 363 <56! 55 30. 92 9. 715 12, 343 41 64 28 79: 5. 338, 393 29 1, 428. 964 91 6, 817, 358 20 1873 .... 68 14, 193 350 7°i 27. 97 9, 789.12, 110 1 1 40 61 29 45 ! 5, 535, 747 34 1, 437. 655 94 7, 431, 975 60 Ia this and subsequent years, instead of “ number of schools/’ the reports exhibit the • number of school-rooms, exclusive ox rooms used only for recitation,’’ as a more definite item of information. ELEMENTARY INSTRUCTION. SUPPORT OF COMMON SCHOOLS. There is a very general impression that the State of Ohio has established, and notv sustains, a system of common schools, in which the various branches studied are taught at the expense of the State, as a Siate. Snch is not the case. The provision actually made by the State is, in most cases, insufficient for the support of even the primary and grammar schools. In most school districts the State appropriation falls far short of the amount needed to continue the schools in session twenty-four weeks in the year, as required by law. About five-sevenths of the whole receipts for school purposes come from local levies. The high schools are either sustained by these local levies or by the proceeds of property donated for their support. A comparatively small portion of the fund raised by taxation is used for that purpose. Of the whole amount paid teachers in 1873, less than one-twelfth was received by teachers of high schools, and a portion of this should, without doubt, have been charged to the amount paid for supervision. The State taxed itself $1,486,793.40 for school purposes ; communities taxed themselves $5/252,550.92. The State then, as a State, does not, in reality, main¬ tain even a system of primary schools. It establishes them, contributes in a substan¬ tial manner to their support, and legalizes the action of communities in their efforts to make them efficient ; that is all. The schools are the foster-children of the people, their establishment, though sanctioned, and, to a certain extent, required, by the State being left to the people, nearly Three-fourths of the expense attending their support being imposed upon themselves by the people and the studies to be pursued in them determined by boards of education cbosen to represent the people and to care for one of their dearest interests. And the people will not in the future rest satisfied with the minimum of education required by law. — (State report for 1573, pp. 55, 56.) GERMAN SCHOOLS. Prior to May 1. 1573, instruction could be given in the German language exclusively in schools supported by State patronage. The new school code provides that “ all branches taught in the common schools of this State shall be in the English language.7’ The German language may now be taught in any public school when demanded by seventy-five freeholders, residents in the 'district, representing not less than forty pupils, who shall desire and intend to study the German and English languages together.7 ' — (State report for 1873, p. 18.) 328 EEPOET OF THE COMMISSIONER OF EDUCATION. SCHOOLS FOE COLORED CHILDREN. The law requires each hoard of education to establish a separate school for colored children when the number in the district exceeds twenty, and to continue the school in session until the share of the school-funds belonging to the colored children, on the basis of enumeration, shall have been expended. Where the number of colored children of school age in any district is less than twenty, a joint district, containing the required number, may be formed of adjoining districts. This provision for the education of col¬ ored youth is entirely inadequate. In many districts they are practically deprived of school privileges and advantages, especially when the number by enumeration is less than twenty ; and the separate schools established for them are sometimes continued in session a less number of weeks than the schools for white children in the same dis¬ tricts. It is a significant fact that, of the 23,020 colored youth of school age in the State, only 5,950 are under instruction. — (State report for 1873, p. 19.) The supreme court of the State has decided that the organization of separate schools for colored children is not a violation of the fourteenth amendment to the Constitution of the United States, provided that the schools for colored youth afford them advan¬ tages equal to those provided for white children. — (Ohio Educational Monthly, June, 1874, p. 213.) KINDERGARTEN SCHOOLS. Two schools of this character, both in Cincinnati, one under Miss Therese Lochner, the other under Miss Sophia Lochner, with one assistant, report, in one case, 10 to 30 children in attendance ; in the other, 25 to 30. In the former, the children are in attendance five hours daily for five days of the week ; in the latter, six hours daily for five days. Mrs. John Ogden, who had such a school at Columbus, has been induced to remove it to Chicago, ill. m STUDIES THE PURSUIT OF WHICH THE STATE SHOULD ENCOURAGE. The duty of the State to educate is founded on the necessity of education as a means for securing national prosperity. The inquiry suggests itself, “ What is the education which the State must provide in order to give security and permanency to society and to insure individual as well as national well-being ?” “ The State should provide or authorize the employment of means and agencies for in- structing.the youth (1) in the so-called common branches : reading, writing, language or grammar, arithmetic, geography, and, in addition, book-keeping ; (2) in morals and unsectarian religion ; (3) in those branches whose object is the preservation of health : physiology and hygiene ; (4) in those branches whose object is the training of the eye, the ear, the voice, the hand : frpe-hand and mechanical drawing, vocal music, elocu¬ tion, &c. ; (5) in mathematics, including geometry and its practical appliances ; (6) in the natural sciences and physics, so far as they are necessary in their relation to agri¬ culture, the mechanic arts, and foreign and domestic commerce ; (7) in mental philos¬ ophy ; (8) in political economy, so far as it concerns the reciprocal relations of capital and labor and the known laws of supply and demand ; (9) in civil polity and history, so far as our own country and its governmental institutions are concerned.” “ This curriculum of studies will not and cannot be pursued by all who attend our public schools. It hints, however, at the character, and to a certain extent at the amount, of popular education demanded by a safe citizenship, individual enlightenment, and national integrity, permanency, and prosperity.” — (State report for 1873, pp. 48-55.) THE BIBLE. The supreme court having dissolved the injunction granted by the superior court of Cincinnati on the subject of Bible-readingin the public schools, the resolution adopted November 1, 1869, is now in full force, prohibiting the reading of religious books, includ¬ ing the Bible, in the common schools of the city. The object of this was to allow the children of parents cf all sects and opinions in matters of faith and worship to enjoy alike the benefit of the common school fund. — (National Normal, March, 1874, p. 133.) EXAMINATION OF TEACHERS. Earnest efforts have.been made by county examiners to raise the standard of qualifi¬ cations required of teachers. In the statements of auditors, educational progress is attributed more to the intelligent and impartial exercise of the powers conferred upon these officials than to any other agency. At a meeting of the State board of examiners, State certificates were granted to ten per¬ sons. The attention of the general assembly is called to the advisability of authorizing the State board to appoint district examiners, who shall be empowered to grant cer¬ tificates valid for five years throughout the State. This modification of the law is approved by county examiners, teachers, and members of boards of education, and will afford relief to many successful teachers, whose acquirements are not sufficient to en¬ title them to life-certificates and who are now compelled to incur the expense of an omo. 329 examination at each change of residence. Through the efforts of these district exam¬ iners, the adoption of a uniform, systematic method of examination by county boards may be secured, a result much to be desired. — (State report for 1873, pp. 28-30.) The Sthte board meets but once a year for the examination of applicants for State certificates, that is, on the day following the sessions of the State Teachers’ Associa¬ tion. The eighteen candidates who presented themselves at the session of 1874 were all principals of high, or normal , or graded schools. The misapprehension prevailing that the examination is one of much difficulty accounts for this. Five years’ successful teaching is a qualification that all must have, and the degree of success frequently determines the acceptance or rejection of the applicant. — (National Normal, August, 1874, p. 315.) CITY SCHOOL SYSTEMS. CIXGIXXATI.* Attendance. — Statistics of the city schools show that, although the increase in the en¬ rollment of pupils was very small, there has been a gratifying increase in the daily at¬ tendance, denoting a healthy condition of the schools. The number of reported cases of tardiness was 55,132, 8,040 less than the number for the year 1871-72. The number of pupils enrolled in the normal and high schools was 3.5 per cent, of the number en¬ rolled in all the schools. The year before it was 3.2 per cent. Compulsory education. — Referring to the large number of youth who absent themselves from school and roam the streets, receiving there an education in vice and idleness, the superintendent remarks : “ Yv hat ever difference of opinion may exist as to the advisa¬ bility of a general law for compulsory education, it seems to me there can be no valid objection to a law which shall place such youth in some school wherein they may obtain at least the rudiments of a sound intellectual education and be trained in those moral habits which will prove a powerful means of defense against temptations to crime. I think the facts warrant the assertion that wherever a law looking in this direction has been tried, however imperfect its administration, it has done good.” It is recommended ‘that vicious pupils, instead of being expelled from school, be transferred to special schools provided for them. A school of this character in Worcester, Massachusetts, is commend¬ ed as a model. The oral method of instruction . — Cincinnati was among the first of the cities of the country to adopt this method, and her school authorities have never doubted as to its superiority over the old. But the time has arrived to point out some of the errors into which an oral course of instruction, with object-lessons as a part of it, is likely to run. One error is the attempt to adhere to the oral course too long. In the primary schools it cannot be too highly estimated ; but in the higher grades, though it need not be en¬ tirely discontinued, it should by no means take the place of text-books. Too much time is often spent upon things that are already quite familiar to the pupil. A want of suitable preparation on the part of the teacher is a fruitful source of uninteresting and unprofitable object-lessons; often, too, the lessons of a series are not connected in a com¬ plete logical chain. No succeeding step is the easier for the one that went before it. The lesson of to-day has no connection with the lesson of to-morrow. Nothing more fragmentary and unsystematic could be imagined than many of the object-lessons given incur schools. A great fault is in permitting and encouraging children to guess too much. The result is little thinking and much wild and ridiculous answering. Again, in giving oral instruction the teacher is too apt to take the burden of the lessons upon herself. She makes the way of learning exceedingly easy. She divides and subdivides every difficulty until the weakest intellects find their way through it with little effort. The joy of finding out things for themselves after a struggle for it, these pupils never know, and they grow daily less inclined to wrestle with difficulties. The overmuch talking by which this is accomplished either excites in pupils a high nervous tension, healthy neither to body nor mind, or they become utterly indifferent to it. The wise teacher talks no more than is sufficient to direct the minds of her pupils to their iiroper field of labor, and teaches them to use their own brains and eyes instead of hers. The superintendent remarks, in conclusion : “ No one appreciates more highly than I the ob¬ ject method of teaching. The years in which I have observed its workings have only confirmed my belief in its excellence. But defects do exist which ought to be remedied, and teachers need not to be assured that the new method may readily degenerate into as dull and mechanical a routine as the old.” Drawing.— In the district schools, one hour and a half a week is devoted to instruc¬ tion in drawing ; in the intermediate schools, there are two lessons of forty minutes per week; in the high schools, one lesson of forty-five minutes per week; and in the normal school, two lessons of one hour each per week. In the district schools instruc¬ tion in drawing has been given entirely by the regular class teachers, and the results have been very satisfactory. This study seems to gain a firmer foot-hold in schools * Report of City Superintendent John Hancock, for 1873-74. 330 REPORT- OF THE COMMISSIONER OF EDUCATION. ■where it is under the charge of the regular teacher than where a special teacher is em¬ ployed. The drawing in the normal school has improved more than in any other. There is, however, still some laxity. If drawing were counted in the average of a graduate’s examination, there would be greater attention. The examination in drawing, had in view of the Vienna Exposition, aroused the pupils to greater efforts, whose results were plainly seen in the June examination. In view of these facts the superintendent of drawing recommends that yearly exhibitions of drawings — the results of a fair exami¬ nation— be had. Course of study for the high schools. — The plan of elective studies, adopted in the high schools for the purpose of lessening the amount of study required of the pupils, has not proved satisfactory. Its most serious drawbacks are that it places the responsibility of deciding a question that must influence the whole future life upon those who are not capable of making an intelligent decision and that it presupposes all* the studies of the curriculum of equal value. Under this plan it is possi ble for a student to so select his studies as to evade a number of those whose formative influence is of most worth. An election, under certain restrictions, in the studies of a high school course is ad¬ mitted to be a necessity; but the election should be made in such a way that the selected branches, when taken together, should form a course of study clearly defined, all whose parts should be logically connected. There should in no case be more than three separate courses of instruction for the high, school, and one of these being selected should be strictly adhered to to the end. Great evil has resulted from allowing pupils to select their studies at the beginning of each year. Night schools. — The total enrollment in these schools was 3,552 ; the average attend¬ ance, 1,686, of whom 1,387 were males and 299 females. The schools of last winter were of unusual excellence. Never before have the pupils manifested so great a desire to learn, and their conduct was worthy the highest praise. The progress of the pupils in the night high school is of the most encouraging character. Great interest has been taken in drawing in this school, and most satisfactory results attained. The re¬ establishment of the night school of arts and sciences, established in 1856 and discon¬ tinued on the breaking-out of the rebellion, is recommended. Mr. Hancock, who has been for a long time a very successful and useful superin¬ tendent here, lias found another field of labor in the superintendency of schools of Dayton. CLEVELAND.* Women as principals of schools. — Daring the last four years all the schools in the city have been under the principalsliip of women. The results are summed up as follows : Great improvement in the general order within the school-room and in the deportment of pupils in the school-yard and on the street ; closer attention to study ; a higher de¬ gree of self-respect on the part of the pupils ; more prompt and efficient co-operation with principals on the part of assistant teachers; more thorough and unquestioning obedience to the rules of the board of education ; greatly superior instruction ; closer and more persistent observance of the little details which go to make up thorough scholarship ; an improved interest in science and literature in the schools, while at the same time fewer changes of text-books are proposed and pressed upon the board than there were formerly. Drawing. — The feature that especially distinguishes the year 1873 was the success¬ ful establishment of drawing a3 a branch, regularly and systematically taught in all the grades of the schools. The teachers received a weekly lesson of two hours each, and entered upon the work with great earnestness. Their success was most gratifying. Evening drawing school. — The practical bearing of the method of teaching adopted in the grammar and high schools was soon recognized by large numbers of machinists, carpenters, and other mechanics, and early in the winter a general desire was expressed for the opening of an evening drawing school. Two classes of sixty pupils each were or¬ ganized, each class receiving two lessons a week. The good order, industry, and atten¬ tion displayed were worthy of encouragement, and at the close of the course, limited as it was in time, the success had been such as to induce a general conviction that the evening drawing school should be made a permanent institution. COLUMBUS. t Attendance. — The per cent, cf average attendance on the total enrollment was : In the high school, 80 ; in the grammar schools, 76; in the primary schools, 72 ; in the ungraded schools, 61. The per cent, of attendance on the number belonging, was : In the high school, 96 ; in the grammar schools, 93 ; in the primary schools, 93 ; in the ungraded schools, 83. Although the per cent, of the average daily attendance on the number of pupils registered was little greater than last year, yet there were some results gained in the attendance of this year over last, worthy of mention. Nearly If per cent, of the whole number registered were present every day of the year ; * .Report, of City Superintendent Andrew J. Eickoif, for 1S73. t Eeport of City Superintendent E. W. Stevenson, for 1873-74. OHIO. 331 3$ per cent, were not absent from the first clay they entered school ; 48 per cent, were present over 160 days; 62£ per cent, were not tardy during the year. The whole number remaining was 350 greater than the preceding year. Promotions. — Promotions are by classes annually, except in the lowest primary grade, in which they are made semi-annually, and, in the case of individuals, at any time during the term when they are found qualified for a higher grade. Language. — Lessons in "speakiug and writing English aro begun as soon as the children enter school. There aro three recognized steps in teaching this subject. Tho first covers the time before the child can read and write fluently and readily ; the sec¬ ond, after he can read and write, covering a period of about four years ; the third embraces the last three years of the grammar school course, and consists of technical grammar in connection with practical exercises in composition. The progress made in all tho schools during the year, in linguistic study, has been exceedingly satisfac¬ tory. Drawing. — The Walter Smith system of drawing was introduced in the grammar and primary schools at the beginning of the year, with what was thought a fair measure of success, the teachers being first taught and then made instructors of the children. Evening schools. — These schools were opened January 9, 1874, and continued till tho last of March. The total enrollment was 370 ; the average attendance, 198. The schools were very successful, some of the pupils accomplishing in less than three months as much as many of the pupils in the day schools did in half a year. LEBANON. At Lebanon, says the Ohio Educational Monthly, the primary pupils are taught only half a day, one grade in the forenoon and another in the afternoon ; the results are re¬ ported as eminently satisfactory. — (Ohio Educational Monthly, June and July, 1874.) AKRON. The system here includes a board of education of 12 members — two for each ward — and a superintendent of schools, Prof. Samuel Findley. There was an enrollment in the high, grammar, and primary schools of 2,307 impils, the number of youth in the city, 6 to 21 years of age, being 3,809. There has been an increase in the attendance upon the schools during the past five years of nearly 50 per cent. ; in the grammar depart¬ ment it was 85 per cent, and in the high 178. These results are due, it is believed, in part to more thorough classification and improvement in methods of instruction, but chiefly to a greater interest in the schools and to a stronger desire for a higher and better education. Yocal music has been a part of the regular course of instruction for nearly four years. It has been taught by the regular teachers under the direction of a music-master, who is employed for two days in each week. Drawing has received some attention in the primary and grammar grades for six or seven years, but without entirely satisfactory results. The want of skilled supervision has been the greatest obstacle to success. — (Report of board of education, Akron, 1874.) TOLEDO. The Ohio Educational Monthly for January, 1874, says : “A noticeable feature in the school system of this city is the systematic course of oral instruction, designed to lead the pupils to an acquaintance with the elements of the various sciences, the instruction in the lower grades being confined to such knowledge as is gained through the senses. In drawing, the attempt is made, by constant use of the most perfect models, to secure a high and correct ideal, according to the capacity of each pupil.” SPRINGFIELD. The plan used here for securing good attendance is very successful. There is a banner- room for each grade and also one for the city. The banner-school for the city for the month of February, 1874, enrolling 39 pupils, had 36 who were neither absent nor tardy. No spelling-books are used in the schools. Selected words are written by the pupils, in blank books, and they are required to use each word in a complete sentence. — (Ohio Educational Monthly, March, 1874.) WOOSTER. Wooster has a board of education of three members and a city superintendent, Prof. J . M. Clemens. The school population of the town — 5 to 21 years of age — was 2,403 in 1874 ; enrollment in public schools, 1,175 ; number in daily average attendance, 812. At the close of the school year, a class of 10 graduated from the high school, 7 of whom com¬ pleted the regular classical course, 2 the special, and 1 the English. The names of 23 pupils — 10 boys and 13 girls — appear on a roll of honor in the report as not having been absent or tardy during the year. — (Report of Wooster public schools, 1874.) 332 REPORT OF THE COMMISSIONER OF EDUCATION. STEUBENVILLE. There is a hoard of education here of 6 members, and a superintendent, Prof. Martin R. Andrews. The past year has been a very prosperous one for the schools, the attendance show¬ ing an increase of 23 per cent, on that of 1873. There is a slight improvement in the district schools as to regularity of attendance. The high and grammar schools have doubled their numbers in four years. — (Report of Steubenville public schools, 1874.) ZANESVILLE. Attendance. — During the year the total enrollment between the ages of 6 and 16 was 77 per cent, of the number enumerated between those ages. The average monthly enrollment was 83 per cent, of the total enrollment and 47 per cent, of the enumera¬ tion. The average daily attendance "was 88 per cent, of the average monthly enroll¬ ment, 73 per cent, of the total enrollment, aud 56 per cent, of the number enumerated. “This,” the superintendent says, “brings us squarely up against the unwelcome fact that our public school system is conferring its benefits upon less than two-thirds of those for whom they are meant, and who most stand in need of them.” Promotions. — “We have been working for the past year into a system of term-promo¬ tions, by which pupils who fail of promotion with their class will be set back but one- third of a year. This plan promises success.” Evening school. — An evening school for boys unable to attend the day schools was opened December 1, 1873, and closed March 6, 1874. The total enrollment was 109, the average attendance 40. The average age of the pupils was 15. Number of sessions held, 65. — (Report of City Superintendent A. T. Wiles, for 1873-’74.) TRAINING OF TEACHERS.* Ten normal schools and normal institutes in the State report their statistics for the year 1874 to this Office. In ail there are a total of 88 instructors, including those non¬ resident and lecturers, and 2,220 pupils. Eight report the sex of the students, and in these there are a total of 1,532, of whom 837 are gentlemen and 695 ladies. Two schools fail to report the number of their graduates in 1874, but the eight which do report that item sent out a total of 157, of whom 150 engaged promptly in teaching. All but two of these schools have libraries, ranging in size from 200 to 3,500 volumes. In none are the graduates authorized bylaw to teach in the common schools of the State without further examination. Two only received aid from public funds, the Cincinnati Normal and the Northwestern School at Fostoria. THE CINCINNATI NORMAL SCHOOL, Organized in 1868, reports 9 instructors and 85 pupils in the normal school proper, all ladies ; 45 graduates in 1874, all of whom had engaged in teaching ; a library of 200 volumes, and a model school. Drawing, vocal music, and gymnastics are taught. The city appropriation to the school for 1874 was $6,411,19, of which $3,045 was repaid to the city by services of undergraduates in the practice-schools.— -(Replies to inquiries by United States Bureau of Education, 1874.) The elevation of the standard of admission has not diminished the attendance, the enrollment for the year being 99, as against 80 last year and 63 the year before. The average number belonging is 69, last year 62, and the preceding 35. The percentage of graduates of the high schools in the English department is largely increased, being 53 per cent., as against 27 last year and 12 the year preceding. The German department of the school has increased in numbers, and.there has been an effort on the'part of both teachers and pupils to make the standard’ of scholarship as high and the training as thorough as in the English division. At the opening of the year a German practice department was organized. The German pupil teachers are thus afforded the same opportunity of practical experience in the management and in¬ struction of a school that the English department possesses. The principal again calls attention to the fact that the accommodations of the school are so limited that the efficiency of the work is seriously retarded. — (From report of the principal, Miss Delia A. Lathrop, in Cincinnati report for 1874.) The re-election, by acclamation, of Miss Delia A. Lathrop as principal of this school, at a salary of $2,000, is not only a personal but a professional triumph, meriting gen¬ eral congratulation. There is not a corps of teachers in the United States that would not be proud to count her one of its number. — (National Teacher, October, 1874.) NORTHWESTERN OHIO NORMAL SCHOOL, AHA. This institution, organized in 1871, reports 8 teachers, 316 pupils — 199 gentlemen and 117 ladies; 11 graduates for 1874, all of whom were teaching ; a library of 700 vol¬ umes, a model school, a gymnasium, a natural history museum, a philosophical cabinet, and a limited chemical laboratory. Music and drawing are taught. From replies to inquiries by United States Bureau of Education. OHIO. 333 NORTHWESTERN NORMAL SCHOOL, FOSTOEIA. Organized in 1870, and in 1874 removed from Eepublic to Fostoria; received last year, 1S74, an appropriation of $1,800 ; number of teachers, 9 ; pupils 400 — ‘250 gentle¬ men and 150 ladies ; 6 graduates, 5 of whom engaged in teaching ; a library of 200 volumes, a small chemical laboratory and philosophical apparatus. Music, both vocal and instrumental, is taught, and drawing is to be. HOPEEALE NORMAL SCHOOL, HOPEDALE. This school was organized in 1852 ; it has a gymnasium, a. philosophical apparatus and chemical laboratory, and a library of 1,600 volumes ; instructors, 9; pupils 169 — 98 gentlemen and 71 ladies — two of whom graduated in 1874 and commenced teaching. Vocal and instrumental music are taught. NATIONAL NORMAL SCHOOL, LEBANON. This institution reports 17 teachers, 343 students, and 60 graduates for 1874 ; 55 of the latter were teaching ; a library of 3,500 volumes, a chemical laboratory, philo¬ sophical cabinet and apparatus, and a natural history museum. Drawing and vocal music are t aught. Further information, from the annual catalogue of this institution for 1874, shows that, in addition to the normal, there is a collegiate department, with classical and scientific courses, and a business department, which latter is designed as well for the normal students as others. It is intended to send forth no teacher who is not well qualified to take charge of any business to which he may choose to direct his atten¬ tion out of the school. Twelve boarding-houses are owned by the principal, and good board can be obtained for $2 a week, and at some tables in town as low as $1.50. Eoom-rent varies from 40 cents to $1 a week. There are four terms of eleven weeks each and one of six weeks, giving only two weeks’ vacation in August. Any person entering at any time can find classes that will meet his wants, from those beginning in the common branches to the highest in the college course. Special importance is ascribed to the voluntary system of discipline pursued, and to the system of co-education of the sexes as practiced here, which, unlike that pursued in many other co-educating institutions, encourages social intercourse between the sexes, regarding this as a most important element both in the intellectual and moral training of the young men and women. Believing that their reciprocal influence is essential to good morals and to earnest effort in any desirable direction, the question of how to best utilize this social element in the school work has been made a study. The answer, coming from long experience, is that school regulations freed from susx>i- cion and police regulations tend to wards purity rather than impurity ; that a rough and immodest deportment can be successfully excluded in no other way than by the mu¬ tual influence of the sexes ; that emulation, as a healthful, energizing force, is far more potent in its effect when operating between the sexes, without prizes, than any form of emulation which can be excited, by prizes, under any circumstances whatever. In order to make this force the more fully available, the mutual acquaintance of the pupils is indispensable. To promote this, semi-monthly reunions have been instituted, and a variety of means adopted to make them attractive, including music, charades, personifications, rhetorical exercises, promenading, &c. Of his experience in respect to the matter of discipline, Principal Holbrook says : “ During the first eleven years the normal school was managed under a definite code of laws, adopted at the beginning of every session, by the vote of the students, who in voting for them pledged themselves to sustain them by their compliance and influ¬ ence. As individuals were received, they were expected to pledge themselves to the same rules. The growing prosperity of the institution under these rules would have seemed to warrant their permanence ; but the continued relaxation in the rigor of discipline appearing to give better results year by year, it was decided to drop all formal posi¬ tive law, and to depend entirely on the good will of the students ; in other words, upon the prevailing popular feeling of the students. The results have justified the plan. During the last seven years there have been not more than three expul¬ sions, whereas, during the first eleven years, there were from one to three every year. This controlling popular sentiment is sustained by the instrumentality of the general exercises, by the interest always developed in the m'anagement of. the classes in reci¬ tations and drills, and by the free and genial intercourse of teachers and students in their meetings and greetings outside of class relations.” — (Catalogue for 1874.) WESTERN RESERVE NORMAL SCHOOL, MILAN. This school was organized in 1832; reports for 1874 3 instructors and 143 students — 75 gentlemen and 68 ladies ; it has a philosophical cabinet and apparatus and a chem¬ ical laboratory. 334 REPORT OF THE COMMISSIONER - OF EDUCATION. MT. UNION COLLEGE NORMAL SCHOOL, MT. UNION. This school -was organized in 1846 ; has a model school connected with it, a natural history museum, philosophical apparatus, a chemical laboratory, and library of 1,446 volumes; drawing and music, both vocal and instrumental, are taught ; there are 12 teachers and 345 pupils. ORWELL NORMAL INSTITUTE, ORWELL. This was organized in 1865 ; has a library of 325 volumes, a chemical laboratory, a philosopical cabinet and apparatus, a small natural history museum, and a gvrnna- sium ; drawing and music, both vocal and instrumental, are taught ; number of stu¬ dents in 1874, 192— gentlemen 100, ladies 92 ; teachers, 3 ; graduates last year, 12, all of whom are teaching. OHIO CENTRAL NORMAL SCHOOL, WORTHINGTON. Organized in 1871 ; has a library of 600 volumes, a chemical laboratory, a philosoph¬ ical cabinet and apparatus ; an attendance of 205 students — 105 gentlemen and 100 ladies ; teachers, 12 ; graduates, 17, 16 of whom are teaching; drawing and vocal mu¬ sic are taught. NORMAL AND TRAINING SCHOOL OF WILBERFOECE UNIVERSITY, near XENIA. This department of the university was organized in 1872; drawing is taught, also music, vocal and instrumental ; there is connected with it a model school, the” germ of a natural history museum, and it uses the chemical laboratory of Antioch College ; it reports for 1874 but 22 students— gentlemen, 10, ladies, 12— with 6 instructors ; gradu¬ ates, 4, all of whom are teaching. TEACHERS’ INSTITUTES. Reports have been received of sixty-two teachers’ institutes held during the year. Others are known to have been held, but the State commissioner has received no reports of them. The sum of $12,590.72 was expended in sustaining institutes, $9,925.97 having been taken from the teachers’ institute fund, a fund created by requiring an examination fee of fifty cents to be paid by each applicant for a teacher’s certificate, $325 appropriated by county commissioners prior to the passage of the act of May 1, 1873, $2,248.75 contributed by members, and $439.44 obtained from sources not speci¬ fied in the reports. The number of days institutes were in session was 494. The aggre¬ gate number of teachers in attendance was 6,340, or nearly one-half of the whole num¬ ber necessary to supply the schools. The number of instructors and lecturers employed, was 297. The examination fees received and paid into the different county treasuries amounted in the aggregate to $14,735.79. One-third of this amount could have been legally expended by county boards of examiners in defraying necessary traveling ex¬ penses. The amount actually taken from the teachers’ institute fund for that purpose was $1,945.02, leaving a balance of $12,790.77 to be used for the support of the only agen¬ cies sanctioned or even recognized by the State for the professional instruction of teachers. The school code now in force does not contain any provision authorizing appropriations of public moneys to sustain teachers’ institutes, but repeals the act under which county commissioners, in a few counties, have heretofore made such ap¬ propriations. In fact, the employment of any adequate means and agencies to secure a permanent supply of trained teachers for the common schools is not encouraged by State patronage. Teachers’ institutes are sustained by funds contributed directly or indirectly by the teachers themselves or by the voluntary contributions of the friends of education. The State commissioner has attended teachers’ institutes in nineteen different coun¬ ties during the year, and reports that the interest manifested by teachers in preparing themselves for their work, in these counties, seems to be increasing year by year. Similar statements are made by institute instructors in other counties! There is a marked improvement in scholarship and an intelligent appreciation of the responsi¬ bilities of the teacher’s position that cannot fail to produce good results in the future. IMPORTANCE OF SYSTEMATIZING THE WORK OF TEACHERS’ INSTITUTES. There is really no difference of. opinion among the friends of educational progress concerning the importance of thoroughly organizing these invaluable agencies and of defining and systematizing the work that can be safely attempted to be done in them. Even should the State establish one or more normal schools and the number of private institutions in which normal instruction is made a prominent feature b9 largely in¬ creased, nearly all of the professional training which nine-tenths of the teachers in the State will receive for some years to come must bo provided for in county and district institutes. The quality of the work done in these institutes is therefore of the utmost importance. The suggestion made in former reports by the State commissioner, that “ the organization and conduct of both county and district institutes should be in- OHIO. 335 trusted to a board of institute managers composed of men vlio have bad long and successful experience as teachers and lecturers,” has been so favorably received that it is repeated and recommended to the general assembly as worthy of attention and consideration. It is the opinion of those best acquainted with the educational needs of the State that well-directed efforts made by this hoard will be followed by a marked improvement in the character and usefulness of the common schools. The expenditure necessary to sustain this hoard will be scarcely a tenth part of the amount expended in New York or Pennsylvania to support a system of normal schools; and the results of it3 labors will he immediate. teachers’ associations. Several interesting and profitable meetings were held during the year, by the teachers’ associations of Northeastern, Central, Southeastern, and Southwestern Ohio. These associations are by no means “mutual admiration societies.” The discussions at all the meetings were" characterized by independence of thought and boldness of expres¬ sion. The zealous efforts of the teachers belonging to these associations, to qualify themselves more thoroughly for the duties of their profession by frequent interchange of views concerning methods of instruction and school management, are worthy of special commendation. SECONDARY INSTRUCTION. STATE HIGH SCHOOLS. The State commissioner of common schools, in his report for 1874, states that there were in that, year 412 high school rooms; the number of such schools not definitely indicated, hut the total enrollment of pupils in them 24,299— boys, 11,200; girls, 13,099 — an increase of 2,621 over the number enrolled in 1873. The higher English and classical branches were distributed among the pupils as follows : The commissioner also reports 281 colored pupils who were pursuing academic studies, an increase of 140 over the number of 1873. HUGHES HIGH SCHOOL, CINCINNATI. The enrollment has been larger than that of any previous year. That feature of the course of study which requires each pupil to do an amount of work equal to fifteen recitations per week, bnt does not prohibit him from doing more, if able, is still believed to be correct ; but doubts are expressed of the wisdom of allowing the pupil entire option as to the branches to be studied. A better plan would be to allow a choice of one of two or three specified courses. During the year the daily record of recitations has been enti&ly discarded, and the pupil’s standing has depended upon examinations held every five weeks. Results under this system have been quite satisfactory. WOODWARD HIGH SCHOOL, CINCINNATI. The total enrollment during the year was 427, an increase upon the previous year of over forty. The principal of the school states that, of those who were admitted at the beginning of the year, with an average below 70 per cent., not one will be able to pass to the next grade. This has been the uniform experience for years past. The admission of pupils to the high schools before they are fully prepared for it is charac¬ terized as a great error of judgment, resulting in incalculable injury to the schools. It is recommended that greater prominence be given to drawing in the course of in¬ struction, and that it shall not he optional with the pupils, hut that every pupil he required to take at least one lesson in drawing a week. 336 REPORT OF THE COMMISSIONER OF EDUCATION. CENTRAL HIGH SCHOOL, CLEVELAND. Every year shows a gratifying increase in the membership of this school. Three courses are offered to pupils : the English course, the Latin-English and classical, and the German-English course. The steady increase in number, for the last three years, of those choosing the German-English course, marks the influence of the study of Ger¬ man in the lower schools. The principal suggests as worthy of serious thought on the part of instructors “ whether, in the multiplication of subjects of study in our high schools and academies for the purpose of giving a many-sided knowledge and culture, we do not lose sight of the desirableness of allowing pupils to gain the feeling of power which springs from a growing mastery of subjects, and the consequent lively interest in some one or more branches, which ' may prompt them to continue their studies when their school days shall have ended ; whether, in truth, we may not be losing more in depth than We gain in breadth.’7 HIGH SCHOOL, COLUMBUS. This school offers three courses of study : The Latin-English, the German-English, and the English. The selection of either course is permitted to pupils or their parents. The first two courses extend over four years. The English course is completed in three years. The instruction in the several departments is broad and thorough. The examining committee made special mention of the examinations in Latin, French, German, geometry, algebra, and the Constitution of the United States, as evidencing thoroughness of instruction. The number of pupils during the year was 222. HIGH SCHOOL, ZANESVILLE. This school reports a total enrollment of 150 and an average daily attendance of 118. The superintendent calls attention to what he considers a heathful indication, viz : “ The fact that, while the number of boys enrolled in the high school proper is but 52 per cent, of the number of girls, the proportionate number of boys is 44 per cent, greater than that of the preceding year ; and the additional fact that the enroll¬ ment for the present year (September 1, 1874) shows a still further increase in the relative number of boys.” ACADEMIES AND SEMINARIES. Reports have been received from 44 of the above class of schools, 5 of which are for boys, 9 for girls, and 30 for both. In all there are a total of 217 teachers and 5,151 pu¬ pils : 1,980 were in English studies, 667 in classical, and 623 modem languages ; 169 wore preparing for the classical and 77 for the scientific course in college ; drawing is taught in 23 ; vocal music in 28, and instrumental in 29; 18 have laboratories and 25 apparatus; the libraries range from 50 to 3,000 volumes. In the 5 schools for boys, there were 21 teachers and 327 pupils, 271 of whom were pursuing English studies, 33 classical and 236 modern languages; 44 were preparing or intending to prepare for the classical and 19 for the scientific course in college. In three of these schools drawing is taught, in 3 vocal music, and in 1 instrumental; 4 have libraries of 400 to 1,500 volumes. • The 9 schools for girls report : teachers, 84 ; pupils, 1,376 : in English studies, 123 ; unclassified 207 ; classical, 61 ; modern languages, 85 ; preparing for classical course in college, 2 ; drawing and vocal music are taught in 7, instrumental in 8; 6 have labor¬ atories, 8 apparatus, and 9 libraries of 100 to 3,000 volumes. There were in the 30 schools for both boys and girls a total attendance of 3,468 pu¬ pils; 1,502 pursued English studies, 586 classical, 302 modern languages; 169 were preparing for the classical and 77 for the scientific course in college; 23 teach drawing, 28 vocal and 29 instrumental music ; 18 have laboratories and 25 apparatus ; the libra¬ ries range from 50 to 1,200 volumes. — (Reports to United States Bureau of Education, 1874.) Schools of this kind, the State commissioner says, have seemed to prosper during the year as a class; some of them report a decrease in the amount received from tuition- fees, while others have evidently not felt the pressure of the times, as their income from tuitiou-fees has been larger than in former years. This general prosperity shows that the efforts of earnest men to provide means for higher culture are appreciated by the people of the State, and is the best evidence possible that there is a growing de¬ mand for this culture, not only in the cities and towns but in the rural districts. There is a great diversity of method in the management of these institutions, indi¬ cating that a wide if not radical difference of opinion exists among their founders and teachers with regard to the end and aim of education. Inmost of them pupils are required to complete certain branches of study before commencing others, i. e., to pur¬ sue their studies in accordance with the requirements of an established curriculum ; in a few, the branches of study to be pursued are determined mainly by the pupils. Thor¬ oughness in a few branches, rather than a superficial knowledge of many, is required in some, and proficiency is tested by examinations, while in others test-examinations OHIO. 337 are denounced as valueless and even pernicious in school-work. There is not so great diversity in the methods of instruction as in general management. As a rule, to which, unfortunately, there are some exceptions, teachers endeavor to keep abreast of the times, aware that their best work consists in stimulating their pupils to earnest effort in showing them how to acquire knowledge rather than in cramming them with facts. — (Report of commissioner of common schools, 1874.) PREPARATORY SCHOOLS. Three of these report a total attendance of 704 pupils and 26 instructors : in classical studies, 276: in scientific, 193, and in others, 235. The number of years in course va¬ ries from 3 to 6 ; all but one have laboratories, philosophical apparatus, gymnasia, and libraries of from 18 to 500 volumes. — (Reports to United States Bureau of Education, 1874.) BUSINESS COLLEGES. Of these institutions there are 15 which report their statistics. They had a total of 15 teachers and 2,845 pupils, of whom 2,468 were young men, 377 women ; 49 studied German, and 38 ITench : 3 have libraries of 150 to 1,000 volumes; the course varies from one-third of a vear to 3 years — 'Reports to United States Bureau of Education, 1874.) SUPERIOR INSTRUCTION. THE COLLEGES IN GENERAL. The State commissioner, in his report for 1874, page 25, gives abstracts of reports received by him from the colleges and universities of the State, from which he draws the conclusion that these institutions have enjoyed a gratifying degree of prosperity during the year. Notwithstanding the adverse influence of the panic the patronage of none has decreased materially and the endowment-funds of several have been increased. Twenty-three reported 382 as the number graduated in lo/3 and 22 report 445 as the number graduated in 187 4. Twenty-four reported 2,747 pupils in the regular or classi¬ cal course in 1873, and 23 report 3,114 in 1874 ; 20 reported an income of $'240,486 in 1873 ; 17 report an income of 8335,190 in 1874. Many of these institutions are embarrassed by a lack of means to pay remunerative salaries to a sufficient number of tutors and professors, to furnish their laboratories with the necessary apparatus, to procure other material for illustrative teaching, and to purchase books for their libraries ; but the commissioner thinks this need not dis¬ courage or dishearten their friends and patrons, since during the past few years enough has been done towards securing endowments for these institutions to indicate what may reasonably be hoped for in the future. Attention is again called by the commissioner to the fact that the conditions of graduation from these institutions are generally so unlike as to preclude satisfactory comparison between them with reference to the scholarship of graduates, and he re¬ peats the suggestion made in a former report that this defect be^remedied by legisla¬ tion or by some voluntary action on the part of trustees or faculties. ANTIOCH COLLEGE, YELLOW SPRINGS. (Non-sectarian.) From the'-ColIege Courant of July 25, 1874, it appears that this col¬ lege had, for 1873-74, an attendance of 99, viz, 49 gentlemen and 50 ladies ; also that the late Mrs. Sarah J. King left it $20,000. BALDWIN UNIVERSITY, BEREA. (Methodist Episcopal South.) Established in 1846 as Baldwin Institute, for the educa¬ tion of both sexes, by the North Ohio Conference of the Methodist Episcopal Church, the institution was ten years later chartered as a university under its present name. Its design is first to provide for students, without distinction of sex, a thorough and extensive general education, by means of the collegiate courses in the college of arts, and also to provide a thorough scientific basis for the professions and -for the great industrial pursuits of the country, by means of other colleges and departments. The regular degrees conferred are those of B. S., A. B., M. B., and A. M.— (Report of the university, 1872-73.) BUCHTEL COLLEGE, AKRON. (Universalist.) This college was opened for the reception of students in September, 1872. It offers to both sexes equal opportunities for a thorough practical and liberal education. The curriculum embraces (1) a complete college course of four years, (2) a thorough philosophical course of two years, (3) a normal, and (4) a preparatory course.— (Catalogue of Buelitel College, 1872-73.) The College Courant of July 18, 1874, says that degrees were conferred on 10 gradu¬ ates of this college at the commencement of ,1874.' 22 E 338 REPORT OF THE COMMISSIONER OF EDUCATION. CAPITAL UNIVERSITY, COLUMBUS. (Evangelical Lutheran.) This university includes preparatory, collegiate, and theo¬ logical departments ; the collegiate, lasting four years, aims at a thorough training, and not merely at conferring the "bachelor’s degree. CINCINNATI WESLEYAN COLLEGE, CINCINNATI, Includes academic, classical, and scientific courses, with instruction in drawing and painting and music. A college of accounts and business and a women’s medical col¬ lege are projected. The building is one of the most commodious and perfect in structure of all the college edifices of the West — 180 feet by 60 and 90 feet, and four stories high, and cost $135,000. The health of the pupils receives careful attention, special care being given to exercise, bathing, and mode of dress. DENISON UNIVERSITY, GRANVILLE. (Baptist.) There are classical, scientific, and preparatory departments ; degrees con¬ ferred, those of A. B. and B. S. The university i3 plea^ntly located on a campus of 24 acres, half a mile from the town. Among the advantages enumerated are cheap¬ ness of living, beauty and heathfulness of situation, and the stimulating presence of other schools. — (Catalogue, 1872- 73.) GENEVA COLLEGE, WEST GENEVA. (Covenanters.) This college claims to be a denominational, but not a sectarian insti¬ tution ; situated in a healthy region and surrounded by a community distinguished for the intelligence and evangelical religion of its citizens. Good board can be had for $2.50 per week. There are classical and preparatory departments. — (Catalogue 1872- ’73.) HEIDELBERG COLLEGE, TIFFIN. (Reformed.) Collegiate, preparatory, and • theological departments are embraced in this college. Graduates of the collegiate course receive the degrees of A. B. and B. S. The special inducements offered here to students are, cheap living — board $3.25 a week, and all expenses ranging from $150 to $170 annually — a thorough and complete course of study, and an accessible location, free to a great extent from incentives to vice and dissipation. — (Catalogue, 1873-’74.) HIRAM COLLEGE, HIRAM. (Disciples.) Seven courses have been arranged here: classical, scientific, biblical, ladies’, teachers’, commercial, and preparatory. The scientific course is again divided into Latin-scientific and scientific alone. Scholarships have been prepared, and are sold at $100 each. They call for eight years’ tuition and are transferable. Board can be had for $3.50 a week. The location is healthy, the water pure, and the scenery fine. — (Catalogue, 1874.) KENYON COLLEGE, GAMBLER. (Protestant Episcopal.) This institution, established largely by generous contribu¬ tions from Lords Kenyon and Gambier, is charmingly located in one of the choicest X>ortions of the State, and has preparatory, collegiate, and theological departments, the last, however, temporarily suspended. The degree of A. B. is conferred upon grad¬ uates and that of A. M. in course only when the graduate has pursued scientific or lit¬ erary pursuits for three years since graduation. The libraries of the college number about 19,000 volumes. — (Catalogue of 1873-74.) There were 8 graduates at the commencement in 1874. The honorable degree of D. D. was conferred on 3 and that of LL. D. on Hon. Morrison Waite, Chief Justice of the United States. — (College Courant, July, 1874.) MARIETTA COLLEGE, MARIETTA. (Non-sectarian.) There are two departments, collegiate and preparatory. The degree of A. B. is conferred on graduates. There are 26,000 volumes in the various libraries. The laboratory has been recently enlarged, and each student is required to perform a large number of experiments. — {Catalogue, 1874-75.) MT. UNION COLLEGE, MT. UNION. (Methodist Episcopal.) Chartered in 1858, with full college and university powers. Some of the special features of this institution are the entire liberty afforded in the choice of studies ; the prominence given to practical studies ; several important special courses, as commercial, normal, music, and" designing ; its non-sectarian and non-par¬ tisan character, and the fact that ladies are admitted on the same terms as gentleman to all classes aud departments, and to all honors and privileges, including the office OHIO. 339 of trustee and professor. The courses of study are classical, scientific, philosophical, commercial, normal, and preparatory. The terms are so arranged as to give students tho opportunity of teaching in the winter season. Self-government, in conformity with published conditions, has been the leading fea¬ ture in this institution. — (College catalogue for 1874-75.) MUSKINGUM COLLEGE, NEW CONCORD. (Non-sectarian.) This college is open to any person, male or female, of good moral character, who may bo prepared for its classes. In the charges for tuition, discrimina¬ tion seems to bo made in favor of ladies, the rate for thirteen weeks being, for gentlemen, $10 ; ladies, $8. There are classical and scientific courses. Ladies arc allowed to study French or German as equivalent to spherical trigonometry, surveying, and navigation, and conic sections in the scientific course. The students generally board in clubs, and thus obtain room-rent and cooking for Si per week, making the expenses for board, fuel, and light about 82 to $2.40 per week. — (Catalogue 1874-75.) OTTERBEIN UNIVERSITY, WESTERVILLE. (United Brethren.) The university was founded in 1847. There are preparatory, classical, scientific, English, and ladies’ courses. Special instruction is also given in the modern languages, instrumental and vocal music, drawing, and oil-painting. The ladies’ course combines classical and scientific studies, and its graduates are entitled to the degree of mistress of arts. — (Catalogue 1872-73.) Tho College Courant, of July 11, says the graduating class for 1873-74 numbered 16. OBERLIN COLLEGE, OBERLIN. The college embraces scientific, collegiate, theological, musical, ladies’, and prepara¬ tory departments. The degrees conferred are A. B. and B. S. Diplomas are given to graduates of the ladies’ and the theological departments. Thorough aud practical instruction is given in cultivation of the voice, piano-forte, organ, harmony, and choral singing. — (Catalogue 1872-73.) The College Courant for April and May, 1874, gives statistics of the attendance, &c., in 1874, as follows Total attendance in the spring of 1874, 839, of whom 41 belonged to the theological depart¬ ment and 139 to the conservatory of music, 60 taking that course alone. Reports received from 500 of these 839 students indicate that 48 per cent, depend upon their own exertions for at least one-fourth of their expenses ; 5,170 weeks during the winter of 1874 were spent by them in instruction, for which the sum of $53,336 was received, or an average of $11 per week for gentlemen and $7 for ladies. OHIO CENTRAL COLLEGE, IBERIA. (United Presbyterian.) This college, while sustained by the United Presbyterian Church, admits students of any denomination ; is open to both sexes, and has prepara¬ tory and collegiate departments, the latter embracing both classical and scientific courses. — (Catalogue, 1872-73.) OHIO UNIVERSITY, ATHENS. For both sexes, non-sectarian, embracing preparatory and collegiate departments! and providing both classical and scientific courses. — (Catalogue, 1872-73.) OHIO WESLEYAN UNIVERSITY, DELAWARE. (Methodist Episcopal.) Includes collegiate, scientific, theological, and preparatory departments. The College- Courant, October 31,1874, says this university, under the temporary presidency of Dr. L. D. McCabe, has prospered well during the year past, and opens ( 1874-75) with about 310 students, many of them being new pupils. RICHMOND COLLEGE, RICHMOND. This college is located among the hills of Eastern Ohio, and is for both sexes. There are preparatory aud collegiate departments, with classical and scientific courses ; there are also commercial, normal, and musical courses, allowing large opportunity for selec¬ tion.— (Catalogue, 1872-73.) ST. XAVIER COLLEGE, CINCINNATI. (Roman Catholic.) Established in 1831 ; includes collegiate, academic, preparatory, aud commercial departments. In the collegiate department, 58; total attendance, 284. — (Catalogue 1873-74.) 340 REPORT OF THE COMMISSIONER OF EDUCATION. WESTERS? RESERVE COLLEGE, HUDSON, Includes preparatory, collegiate, and commercial departments; admits young ladies to its preparatory department ; is non-sectarian ; but the pupils must attend religions exercises with the faculty on the Sabbath, unless specially permitted to attend else¬ where. — (Catalogue 1873-74.) . WILBERFORCE UNIVERSITY, near XENIA. (Methodist Episcopal.) Especially designed for the higher education of the colored race; embraces preparatory, classical, scientific, theological, and law departments, and is for both sexes ; but their association in any form, without permission, -is prohibited. — (Catalogue 1872-73.) Two classes of colored students in drawing are reported to the Bureau as existing here, some of whom evince decided talent. — (Note from teacher of drawing, Lenore Congdon.) The College Courant, October 10, 1874, says Bishop Payne has resigned the presidency of this university. WITTENBERG COLLEGE, near SPRINGFIELD. (EvangelicalLutheran.) Departments : Preparatory, collegiate, and theological. Board can be obtained in college-clubs at the rate of $1.50 to $2.50 per week. — (Catalogue 1873-74.) The College Courant, September 12, 1874, says the trustees have passed a resolution to remove the college, its future location to depend upon inducements offered. UNIVERSITY OF CINCINNATI. The academic department was opened in Octobar, 1873, in the rooms of the Wood¬ ward High School, the course of study beginning where that of the high school ends. The announcement of the academic department of the university for the year 1874-75 gives three courses of study : a classical and literary, mathematics and natural sci¬ ences, and civil engineering. Instruction is free to youth of either sex who are bona- fide residents of the city. The university will have no dormitories or boarding-halls. The Massachusetts Teacher for August, 1874, says the contract, for work on the new university building was let in June of that year. The National Teacher, May, 1874, says the new observatory is to be maintained by the city in connection with this university for original investigations as well as for educational uses. Mr. John Kilgour, of Cincinnati, gave the site, with a liberal dona¬ tion of money. The site is on Mt. Lookout, one of the highest points in Hamilton County. UNIVERSITY OF WrOOSTER, WOOSTER. (Presbyterian. ) Includes preparatory, collegiate, and medical departments. From the close of the sophomore year, the regular collegiate course of the university flows on in three divisions, each coincident with the other in most respects, but each also having its own characteristic, the first, in special attention to the ancient classics; the second, to mathematics; and the third, to the modem languages. The satisfactory comple¬ tion of this course, through either division, commands the degree of A. B. — (Catalogue 1872-73.) XENIA COLLEGE, XENLV. (Methodist Episcopal.) Organized in 1851. There are collegiate, primary, preparatory, and normal departments, and there is also a summer normal school. Originally in¬ tended for ladies only, it was subsequently thought best to admit gentlemen ; and the experience of the last ten years shows that the change was a wise one. — (Catalogue 1S72-73.) COLLEGES FOR WOMEN. Reports have been received froin 13 colleges and seminaries for the superior instruction of women, having a total of 146 professors and instructors, with 1,342 students. In regular studies there were 1,142 pupils ; in partial courses, 191 ; post-graduates, 9 ; pre¬ paratory, 642. Six of these colleges are authorized to confer degrees ; 11 have libraries of 600 to 2,300 volumes ; 14 teach drawing, painting, vocal and instrumental music, and French ; 13, German ; 2, Spanish ; and 5, Italian ; 5 have museums of natural history ; 13, chemical laboratories and philosophical apparatus; and 6, gymnasia.- — (Reports to the United States Bureau of Education for 1874.) OHIO, 341 Stalistics of universities and colleges, 1874. Names of universities and colleges. Antioch College . 9 5 Baldwin University . 10 1 Bachtel College .. .'. . 15 2 Capital University* . 6 - Cincinnati University . 5 - Denison University . . . 11 1 Farmers’ College of Hamil- 9 - ton County. Franklin College* . 8 1 Geneva College . . ' 5 - German W allace College ... 6j 0 Harlem Springs College . . Heidelberg College . 9 G Hiram College . 9 2 Kenvon College . S; 3J McCorkle College . 3 1 Marietta College . 11 - Mt. Saint Mary’s of the 18j 0 West. Mt. Union College . 23 3 Muskingnm College . . . 5 - Oberlin College. . . . . 20 - Ohio Central College . 5 0 Ohio University. .. . 6 - Ohio W esleyan University -I 12 - One-Study University ...... -1 0 Otter bein University . 9; 3 Biclimond College..' . 4; - St Louis College . . St. Xavier College . 20 - University of Wooster . 12 3 Urbana University . 4 - Western Reserve College.. . 10 4 Wilberforce University _ 12 0 Willoughby College . 5 - ! Wilmington College . 4 _ Wittenberg College . 13 2 Xenia College . 5 - 60 140 100 39 39 112 80 §80, 0C0 44, 500 250,000 10C, 000 8103, 000 24, 300 40, 000 89, 888 3, 300 , 2, 400 ! 83, 724 [*"3,656 §G ....A 80 | 3, 000 20, C00 a5, 700 ; al, 200 i al, 100 1 3,000 ‘29, 424 539, 174 106 62 90, 000 190, 000 11, 400 2, 760 1 ° • 10, 500 all, 000 45 14 20, 000 67, 000 4,000 2, COO cl21 27 10, 000 3, COO 170 10, 000 3, 000 £350 69 42 43, 703 37, 000 3, 566 82 1 ° ; 24, 930 a900 104- 71 40, 000 50,000 5,000 1,089 0 60,000 a’2, 000 199 26 25, 000 30, 000 ; 3,000 3, 000 . a2, 500 13 | 53 160,000 100, 000 7,000 | 700 0 al9, 000 40 12 8, 000 7, 760 | 640 76 117 85 130, 000 115. 000 38, 000 c26, COO 39 42 170, 000 0 0 12, 0C0 0 0 14,500 492 317 3,768 42 44 22, 000 1, 050 aSOO 258 ; 215 170.000 115, 000 8, 000 7, 000 | al2, 000 112 33 15' 000 0 a300 69 i 36 50, 000 70, 000 | 4,262 2 448 I 7 500 193 | el50 17L 000 234' 000 15’ 000 ’5G0 | 40,000 all. 100 ! 175 25, 000 0 0 3,000 0 0 cZ800 150 j - 75 75, 000 ; so, 000 4,500 3, 500 0 0 al, 500 121 25,000 1. 270 200 114 i 155 150. 000 11, OCO 0 al9, 000 72 149 140, 000 . 0 3,000 14 9 15. 000 ! 25. 000 ! 5,000 1, 000 5, 000 58 65 90. 000 ! 207. 000 13„193 420 alO, 000 153 12 72, 950 20,000 2. 141 0 2,300 4,000 120 24 *75. non _ l!"!” | *3, 000 12 50 non 502 49 j 78 75,000 125,000 12, 000 3,500 0 ! a7. 000 4» - 122 25, 000 p - 2,500 d3C0 * From Report of Commissioner of Education for 1873. c Students unclassified. a Includes society libraries. . d Society libraries. 6 Receipts from all other sources. e Also 30 students unclassified. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Tlie Ohio Agricultural and Mechanical College is now, 1874-75, in its second collegiate year. The first year's work was done nnder great disadvantages, owing to the want of suitable buildings. But since the last report the college-edifice and the boarding-hall have been completed, the latter affording accommodation for 75 students. About 825,000 have been expended in the outfit of the college thus far. The department of physics and mechanics is well equipped ; ample provision has been made for the study of chemistry ; in the department of surveying and engineering, a fall set of the best instruments is provided ; much useful material in the department of practical agriculture and botany has already been accumulated ; a zoological laboratory and museum has been begun, and is already in a condition to render important service ; the cabinets in geology and mineralogy contain a considerable amount of excellent material ; and provision has been made for thorough instruction in free-hand and mechanical drawing. The plan of instruction combines the obligatory and elective systems. The student, upon entering college, takes up a fixed course of two years’ length, at the end of which the various departments of the college are open to him. To those who have hut little time to spent}. — 342. REPORT OF THE COMMISSIONER OF EDUCATION. one or two years — the range of studies in the college is freely offered, ability to do the work being the only condition imposed. The college fond, as reported in January, 1875, amounted to $528,0*29.32. The interest on this for the year will be $32,069. The report of the president of the college, Edward Orton, to the secretary of state, dated January 5, 1875, says : “ There are no*w in attendance at the college 65 stu¬ dents, distributed through its different departments of instruction. Of those that have come from the farm a large proportion design to return to the farm ; others aro fitting themselves to be engineers, mechanics, or practical chemists, and others still are seeking a general scientific education, that can be turned to account in any depart¬ ment of life. It is for industrial life rather than for the learned professions that students trained here are, for the most part, preparing themselves.” THEOLOGY. Lane Theological Seminary, Cincinnati, is a Presbyterian institution, having a three years’ regular course of study. The expenses of students who need assistance are re¬ duced by the aid of scholarship- funds to $1 a week for board, the average for washing, fuel, and light amounting to about $30 a year, while aid is also received from the board of education here as elsewhere. — (Annual catalogue, 1873-74.) Union Biblical Seminary, Dayton, is under the control of the United Brethren in Christ, and was opened in 1871. The full course of study occupies three years ; tuition and room-rent are free ; board, $3.50 to $4.50 per week. — (Catalogue of seminary, 1873.) The German Evangelical Lutheran Seminary, in connection with Capital University, has, with a few exceptions, been in successful operation since 1830, and has prepared a large proportion of the ministers of the Lutheran Church in Ohio and adjoining States. The regular course requires two and a half years. The German and English languages are both taught, and both are used as vehicles of instruction. — (Catalogue of Capital University, 1872-73.) In the theological department of Wilberforce University the course is four years ; the first and second years include, with the Greek and French languages, the study of the natural sciences, as tending to widen the theologian’s field of vision and familiarize him with the general and particular laws of the universe. French is made one of the regular studies, in order that the students may bo able to labor in Hayti. — (Cata¬ logue of Wilberforce University, 1872- 73.) LAW. Ohio State and Union Law College was incorporated in 1856 with full university powers, and aims to give the student a thorough practical as well as theoretical legal education. The plan is, first, to give each student a systematic and available knowl¬ edge of every branch of legal science and practice, by means of critical, elaborate, daily recitations, and constant preparation of legal questions and motions for argu¬ ment, lectures by the professors, &c. ; and, secondly, to give each student the power of an easy, fluent, correct extemporaneous orator, we have not only lectures, but weekly debates, in which all are required to participate, to make them familiar vrith delibera¬ tive discussions and parliamentary proceedings and rules, and prepare them for any and every duty incident to their pursuits in life. All this, together with law argu¬ ments and trial of causes, it is claimed, gives the student here, in a regular course, more actual practice in ail parts of the profession than lawyers generally have during the first ten years of professional life.— (Catalogue of Ohio State and Union Law College, 1872-73.) In the law department of Wilberforce University a course of two years is provided. Applicants for admission must possess a good English education. A knowledge of Latin is recommended. Instruction is given by means of text-books, lectures, and moot-courts. MEDICINE. Miami Medical College of Cincinnati is situated nearly opposite the Cincinnati hos¬ pital, and is owned by the faculty. The Cincinnati Hospital, one of the largest struc¬ tures of the kind in America, is provided with an amphitheater capable of seating over five hundred persons, and here all important surgical operations are performed in the presence of the class, almost every disease being practically illustrated in the persons of the thousands of patients who are treated here annually. Students, 130 ; instruc¬ tors, 11 ; years in course, 3. — (Catalogue of Miami Medical College, 1874-75.) The medical department of the University of Wooster, at Cleveland, is to have a separate college building for its exclusive use, provided by the generosity of its friends and alumni. Although heretofore embarrassed by the want of suitable accommoda¬ tions, the prosperity of the school has been all its most sanguine friends could desire. The aim of the faculty is to make this institution eminently a practical school of medicine, and thus all the didactic lectures on the several branches of the profession will be fully illustrated by models, diagrams, preparations, and apparatus. These lectures will further be arranged with especial reference to the clinical instruction OHIO. 343 given in college clinic and hospital, so that the great practical truths of pathology can. by actual observation and clear exemplification, be indelibly impressed on the mind of the student. — (Catalogue of the Medical Department University of Wooster, 1873.) The Medical College of Ohio, Cincinnati, was organized in 1819, had (1874) an attend¬ ance of 252 students, a faculty of 10, and a course of three years. The new college building, erected on the site of the old, is large, convenient, and commodiously ar¬ ranged for medical instruction ; the two grand amphitheaters, it is claimed, are not surpassed in size and acoustic properties in this country ; the dispensary-hall is ample enough to seat 400 students, and is most suitably adapted to its purpose. The college sent out 94 graduates in 1873-74. — (Catalogue of Medical College of Ohio, 1873.) The medical department of Western Reserve College, Hudson, located at Cleveland, reports having made recent important additions to the educational advantages of the college, especially in the means of practical illustrations and appliances. The library, which is constantly increasing, contains several thousand volumes cf rare and valuable works on medicine, surgery, and other collateral sciences, and is open free of charge to the class. The museum of natural history embraces a collection unsurpassed in variety and extent by any similar collection in the West, and the anatomical and pathological museum contains preparations, models, and drawings, the result of twenty-five years of industrious collection. — (Catalogue Western Reserve College, 1873-’74.) Statistics of schools for scientific and professional instruction. Scliools for professional instruction. - g Property, income, dbc. f § i 'A SCHOOLS OF SCIENCE. Ohio Agricultural and Mechanical ; College. Scientific department of Denison . University.® Scientific department of Oberlin . College.® Toledo University of Aits and ! Trades. SCHOOLS OF THEOLOGY. German Methodist-Episcopal Sem- 5 inary, (German "Wallace College.) j Heidelberg Theological Seminary - 2 Lane Theological Seminary _ 5 I 4 J Mt. St. Mary's of the West, (theo- 7 0 logical department.) St. Mary's Theological Seminary . . j 3 _ Theological Seminary of St. Charles 8 _ Borromeo. Theological Seminary of the Evan- 6 0 gelical Joint Synod of Ohio.* Theological department of Oberlin 10 i _ College. Theological department of Witten- 2 2 herg College. Theological School of Wilberforce 5 0 University. Union Biblical Seminary . 3 1 United Presbyterian Theological 5 .... Seminary. SCHOOLS OF LAW. Law school of Cincinnati College . . Law school cf Wilberforce Univer- ! sity. Ohio State and Union Law College. 1 i i 59 6 $300, 000 * 1 $500, 000 $30, 000 3 . ! . ! . . .... 4 . . . 89 ' . 1 15,000 i . . . 12 is ; 49 34 ' 28 | 4-8 9G0 $500 2J.. . , 23,000! 1,G00 3 150. 000 ' 250, 0C0 17, 000 3 . 1 0 0 1,000 12,000 75,000 25,000 80,000 . 70,000 | 4,600 3,500 40, 000 ; 3, 200 2,000 10,000 ! 25,000 &5, COO 45,000 ,900 200 3,500 1,500 3,000 * From Report of Commissioner of Education for 1873. a Reported with classical department. 6 And other sources. 344 REPORT OF THE COMMISSIONER - OF EDUCATION. Statistics of schools, $c.— Concluded. | Corps of instruction. | Endowed professorships. GO "S o 02 o Sh rogress has been made during the last two years in the sale of school lands, and the fund arisiug therefrom increased from $450,000 to the present amount of $504,216.46. He states also that there has not been during the four years of his administration, to his knowledge, on the part of any public officer or employe, a default or the negligent use of any public money to the amount of one dollar. University fund, (message of governor.)— The total grant of public lauds to the State for the support of a university is 46,080 acres. Of this amount, 19,905.55 acres have been sold,* creating a fund of nearly $100,000. Agricultural college fund, (message of governor.) — This fund has just begun to accu¬ mulate, for the reason that it is but a short time since the lands belonging to it were approved at the General Land-Office. There have been 257.92 acres deeded and 480 acres bonded. The fund arising therefrom is $1,844.80. CITY SCHOOL SYSTEMS. PORTLAND. The school-work in this city during the last year, it is said, “can hardly be too highly commended. The school system has advanced during the year full 50 per cent, in effi¬ ciency of instruction and in the whole atmosphere of discipline, method, and scholarship. Indeed, taken in connection with the previous year, the changesin the schools amountto a revolution. This is due, in the first place, to the executive ability and judgment of the board of directors, and, secondly, to the zeal of a well-chosen and efficient corps of teachers, who are re-enforced at every turn by the system of supervision of grades. This super¬ vision is carried on at an expense of $900 a year, (being the half time of an instructor otherwise employed each day in the high schools,) and consists of weekly visits to every room, the careful adjustment of grade-work, and semi-annual examinations of every scholar. At. the last examination 76 per cent, of all examined were promoted.” The number of children of school a ge, 4 to 20 years, in the city, is reported as 2,974, of whom 1,203 are enrolled in the public schools, with an average attendance of 974. The number attending private schools is 573, making a total of l,776.under instruction. Of the remaining 1,198 reported as “attending no school,” it may safely be assumed Letter of Rev. G. H. Atkinson. OREGON. 351 that a largo proportion aro oitlier under 6 or over 16, ages which usually form tlio limit of school attendance. The public school buildings afford accommodation for many more than the number enrolled. The cost of tuition is $18 per pupil on total enrollment.— (Report of City Superintendent T. L. Elliot, for 1674-75.) TRAINING OF TEACHERS. NORMAL DEPARTAEENTS . The only provision that appears to be made in this State for the professional education of teachers is that afforded by State and district institutes and normal departments in colleges. Two of the latter are reported in Pacific University and McMinnville College. The normal course in Pacific University (catalogue, pp. 15, 16) lasts two years. For admission to it the applicant must possess a good knowledge of practical and mental arithmetic, penmanship, reading and spelling, English grammar, geogra¬ phy, history of the United States, and elementary algebra to equations of the second decree. The length of normal course in McMinnville College is not stated in the cata¬ logue (1872-73, p. 17,) but a thorough drill is afforded in all the common English branches and in the theory and practice of teaching. teachers’ institutes. During the year 1873 a State teachers’ institute was held at the capital ; also four district institutes throughout the State. No institutes were held in 1874. One was appointed early in the year, but it was a failure, owing to the political excitement existing in the State. The superintendent finds great difficulty in inducing teachers to attend the institutes, from the fact that time so spent is deducted from their salary. He thinks that attendance on their part should be compulsory, while no deduction of pay should be made for time thus spent. — (Report of State superintendent, pp. 50, 51.) SECONDARY INSTRUCTION. HIGH SCHOOL, PORTLAND. This school, “ under most faithful care, exhibits improvement in all its branches, and feels the stimulus from the roots which supply it, viz, the grammar schools. At the end of the present term (1875) the first graduating class will take their diplomas. Between 30 and 40 of the pupils study German, and are making marked progress.” The superintendent expresses the opinion that “ the standard of admission should be gradually raised and the work of the three years closely defined.” The number of pupils enrolled is 105 ; boys, 37 ; girls, 38 ; average attendance, 98. — (Report of T. L. Eliot, city and county superintendent, for 1874, p. 6.) A teacher writing in the Willamette Farmer, December 7, 1874, says of this school : “ All the higher English branches, Latin, Greek, French, and German are taught. This course of instruction covers a period of three years, and, when finished, pupils receive appropriate diplomas, which will enable them to enter the highest college in the country. “In each of the departments, grammar, intermediate, and primary, there are two grades, six in all. Pupils pass through the six grades in six years and enter the high school the seventh year.” OTHER HIGH SCHOOLS. There are 12 schools in the State of “ advanced grade,” by which is meant those in which the pupils are pursuing those branches not required in a county teacher’s cer¬ tificate. There are, however, in those classed as schools of “ordinary grade” quite a number, in the different counties, in which there are some pupils pursuing advanced studies. Lacking positive information on the subject, the State superintendent esti¬ mates that there are at least 100 such schools in the State. — (State report, 1874, p. 21.) ACADEMIES AND SEMINARIES. Three institutions of the above class report their statistics for 1874 to the Bureau of Education — St. Michael’s College, Portland ; Umpqua Academy, Wilbur; and Portland Academy and Female Seminary, Portland, the former being exclusively for boys, the last two for both sexes. In all there was an attendance of 330 pupils, 223 of whom were in English studies, 65 in classical, and 26 in modern languages; vocal and instru¬ mental music were taught in all and drawing in two : all had philosophical apparatus : 2, chemical laboratories, and all libraries, 2 with 200 volumes each and 1 with 250. The State superintendent of public instruction gives statistics of four private and denominational schools for secondary instruction which reported to him in 1674. Among these, 1 reporting directly to this Office is included, viz, Portland Academy and Female Seminary, (State report, p. 114,) Methodist Episcopal ; property valued at $20,000 ; a course of study extending from primary branches to the sophomore year of college; 9 graduates for 1873-74, and a total, since commencement, of 56. The other two schools mentioned by the State superintendent are St. Mary’s Academy for Young Ladies, (p. 115,) Roman Catholic, embracing, with the elementary, a course of instruc¬ tion in the sciences, modern languages, music, painting, dec. ; and Bishop Scott Gram- 352 REPORT OF THE COMMISSIONER OF EDUCATION. mar and Divinity School, Portland, (pp. 102, 103,) Protestant Episcopal, with a course of study extending to the third year of a university course. No mention is made of a theological course connected with this institution-. It has, therefore, been classed with secondary schools. It is controlled by the bishop of the Protestant-Episcopal Church in Oregon as a body-corporate. Its philosophical and chemical apparatus are unsur¬ passed in the State, the geological cabinet is superior and the library of 1,500 volumes well selected. The Independent German School, Portland, (p. 109,) founded and incorporated in 1870 by a number of German citizens ; value of buildings, $2,000, grounds, $5,000, ap¬ paratus, &c., $750 ; pupils in 1873-’74, 70 ; both English and German are taught ; also algebra, geometry, trigonometry, book-keeping, composition, rhetoric, physiology, nat¬ ural philosophy, *&c. ; tuition, $2 a month. Circulars of inquiry were sent by the superintendent to three other secondary schools, from which no replies were received. The number of such schools existing in the State is given in the superintendent’s statistical summary as 21. UMPQUA ACADEMY. A letter from E. D. Curtis, principal of Umpqua Academy, Wilbur, gives the follow¬ ing in respect to the institution under his charge : It is under the control of the Annual Conference of the Methodist Episcopal Church of Oregon ; is intended to serve as a pre¬ paratory institution to Willamette University. The course embraces three years of Latin, and graduates are qualified to enter the freshman class of any college. BUSINESS INSTRUCTION. The commercial department of Willamette University, Salem, reports 64 students— 48 gentlemen and 16 ladies — and 1 instructor. The course of study lasts one year. SUPERIOR INSTRUCTION. THE STATE UNIVERSITY, EUGENE CITY, Not yet in oj)erati6n, was founded by the legislature in 1872. The building, when com¬ pleted, will be worth $75,000. About $25,000 has still to be raised by the county for the building, in order to entitle the regents to the use of the $60,000 fund already accu¬ mulated. — (Report of State superintendent, 1874, p. 118.) WILLAMETTE UNIVERSITY Has two regular collegiate courses of study, a preparatory course and a medical depart ment ; confers the degrees of A. B., B. S., and M. D. From the first organization of the university, in 1853, ladies have been admitted to equal privileges with gentlemen. Number of pupils reported for l873-;74 is 322; graduate in elassical department, 1; in scientific department, 6 ; in medical department, 3 — total, 10. Since its organization the university has graduated 32 gentlemen and 4 ladies with the degree of B. A. ; 28 gentlemen and 58 ladies with the degree of B. S.— total, 122 — and 51 have received the degree of M. D. The endowment fund is about $38,000, and the college building and grounds are valued at $120,000. — (Report of State superintendent, pp. 119-121.) CHRISTIAN COLLEGE, MONMOUTH, Though under the control of the Christian Brotherhood, is neither sectarian nor parti¬ san in its organization or work. The number of pupils reported is 180 ; number of fac¬ ulty, 9. The courses of study, which are open to both ladies and gentlemen, are clas¬ sical and scientific. There are also a preparatory department and a department of music. The degrees conferred are A. B., B. S., and A. M.— (State report, p. 103.) m’minnvtlle college Is under the control of the Baptists. It has a regular college course ; also a normal and a preparatory department. Ladies are admitted to all the courses, and the usual col¬ lege degrees are conferred upon graduates of both sexes. — (Catalogue, 1872-73.) PACIFIC UNIVERSITY, FOREST GROVE, Is undenominational. The courses of study are classical, scientific, ladies’, and normal. Tualatin Academy is the preparatory department of the university. The number of students in 1873-74 was 123, of whom 97 were in the academic department and 26 in the collegiate. Number of graduates in 1874, 6 ; number of graduates since organiza¬ tion, 29. Confers degrees of A. B., B. S., and M. S. — (Catalogue, 1873-’74.) PHILOMATH COLLEGE, Under the control of the United Brethren, offers three courses of study, classical, scientific, and ladies’ ; has also a preparatory and a commercial department. Reports, for 1873-’74, 110 students in all departments. Confers degrees of A. B., B. S., and M. A.— (Catalogue, 1873-’74, p. 12.) SUPERIOR INSTRUCTION OF WOMEN. One institution exclusively for the superior instruction of women, St. Helen’s Hall, Portland, (Protestant Episcopal,) reports an attendance of 130 students, with 9 instruct¬ ors. St. Helen’s does not confer academic degrees, and there appears no indication as OREGON. 353 to whether classical studies are pursued ornot. Vocal and instrumental music, draw¬ ing, painting, French, and German are taught ; the institution has a library of 400 volumes and a natural history museum. — (Report to United States Bureau of Educa¬ tion, 1874.) Statistics of universities and colleges, 1874. • Karnes of universities and colleges. | Corps of instruction. X *X U o x X Jjj O s £ Number of students. Property, income, &c. Number of volumes in library. C u c9 P4 © | Collegiate. z X <3-2 c S' Srv «« 3 ! 0 _ g| 1 ’3’" I > Amount of productive funds. Incomo from productive funds. s p X X 0 0 3 x z *£< © | *3 £3 0 © Itocoints for tho last year from State appropriation. O X O ll m® fee® fcJC < \ Christian College . Corvallis College . 5 6 4 1 al52 193 65 $30, 000 7, 000 5,000 $20, 000 ■ gl, 600 $2,300 1,500 $0 5,000 $20, 000 2G0 Mcjlinnville College.. Oregon State Univ’yi). . 6 25,000 75 Pacific University . Philomath College . "Wilbur College x . 5 1 1 97 72 6 39 10, 000 15, 550 G5, 000 16,000 6,500 1,600 2, 400 927 0 5,000 130 Willamette University. 8 282 64 121,000 38,000 3,800 5, 001 0 20,000 j c2, 500 a Students unclassified. b Building not completed and classes not yet organized. c Includes society libraries. PROFESSIONAL INSTRUCTION. AGRICULTURAL. Corvallis State Agricultural College was founded by the Methodist Church in 1868, and is still under that control, although receiving annually from the State $5,000. The value of buildings, lot, and farm is $10,000 ; endowment, 90,000 acres of agricultural college land ; course of study u about the same as that of other agricultural colleges/5 including instruction in military science. Degrees conferred are A. M., A. B., B. S. ; 18 have graduated since organization. — (Report of State superintendent public instruc¬ tion, 1$74, pp. 186, 107.) MEDICAL. A medical department has been in successful operation in connection with Willa¬ mette University since I860., In curriculum, organization of faculty, requisites fbr graduation, &c., it fully conforms to the requirements of the American Medical Associa¬ tion. Graduates in 1874, 3 ; total, 51. Statistics of schools for scieniifio and professional instruction. Schools for professional instruction. • Corps of instruction. x s X .O ► O A O s CD s GO «— ( O O S Numbor of years in course. Property, income, &c. £ GO © O O O £ ^1 5 3 Bg 1 0 ts | 51 1 2& I ■a-3 | >■ > O O Pi® O ! < 1 I O 0 c © s 1 H & © Z ^.2 GO q JZ* 3 c SCHOOLS OF SCIENCE. Corvallis State Agricultural College . Scientific department of Willamette University c 3 a 55 6 4 3 $6,000 i 1 5$o,000 SCHOOL OF MEDICINE. Medical department of Willamette University . 7 14 1 1,080 .... a Also 50 preparatory students. 6 From State appropriation. cEeported with, classical department. 23 E 354 REPORT OF THE COMMISSIONER- OF- EDUCATION. SPECIAL INSTRUCTION. SCHOOL FOll DEAF MUTES. The legislature of 1870 granted an appropriation of $2,000 a year for two years, for the support of a school for the education of deaf mutes. Its success and the- urgent need for its continuance obtained from the legislature of 1873 a further appropriation of $4,500. Its location has been changed to one more commodious, and the school opened in the fall of 1874 with about 22 pupils and the assurance of an addition of 10 more when the hurry of fall work should be over. — (Report of superintendent of schools, 1874.) The legislature of 1874 granted $5,000 a year for the support of this institution* — • (Letter of Rev. G. H. Atkinson, November 2, 1874.) SCHOOL FOR THE BLIND. An appropriation of $4,000 was made by the legislature of 1873 for a school for the education of the blind. About 7 pupils were in attendance, whose progress was re¬ markably good.— (Report of superintendent of schools, 1874.) The legislature of 1874 made an appropriation of $2,000 a year for the support of t he school. — (Letter of Rev. G. H. Atkinson, November 2, 1874.) LIST OF SCHOOL OFFICIALS IN OREGON. Hon. L. L. Rowland, State superintendent of public instruction , Salem. STATE BOARD OP EDUCATION. Name. Post-office. His excellency L. F. Grover, governor . . . Salem. Hon. S. F. Chadwick, secretary of state . . . . Salem. Hon. L. L. Rowland, State superintendent of public instruction . Salem. COUNTY SUPERINTENDENTS. County. Superintendent. Post-office. "Rnlrer . . . . "W. F. Payton . Baker City. Corvallis. Oregon City. Astoria. St. Helen. Empire City. Ellensburg. Roseburg. Canyon City. Jacksonville. Kirby. Link’ville. Eugene City. Albany. Salem. Portland. Dallas. Tillamook. Pendleton. Union. Dalles City. Hillsboro’. Lafayette. Benton . . . E. A. Milner . m n.p.lrn.m .is . . . .... W. W. Moreland . Clatsop _ _ _ - _ ------- J. W. Gearhart . . . Columbia r.. _ _ - J. E. Galbreath . . . . . firms _ _ _ J. H. Schroeder . Curry _ _ _ _ _ _ _ _ J. G. Merriman . Ponglaa _ _ _ . H. P. Watkins . Grant . . . . . W. H. Kelly . Jackson - _ _ _ _ _ H. C. Fleming . . Josephine . . . . B. F. Sloan . Lake _ W. R Jones. . . . T.nne . . . . . R. G. Callison . T/irm J K. Weatherford . Marion . . . . H. P. Crooke . Multnomah _ _ _ _ _ T. L. Eliot . Polk J. C. Grubbs . Tillamook . . J. S. Tripp . Umatilla . . L. H. Lee . Union . S. S. Mi tch pH . "Wasco John Darrah . . . . ’Washinftnn - . . D. M. C. Gault . .*. . Yamhill . J. H. Carse . . . . PENNSYLVANIA. 355 PEX K S Y L VAN I A . STATISTICAL SUMMARY.* RECEIPTS. From State appropriations for year ended Jane, 1874 . $760, 000 00 Amount of tax levied in districts . . . . 5,787, 833 95 Increase in 1874 . . *243, 848 72 Amount received from collectors, including State appropriations . 7, 284, 758 94 Increase in 1874 . - . 165,039 62 AVERAGE RATE OF TAXATION. Average number of mills on the dollar for school tax, 1874 . 7. 55 Increase for the year . .05 Average number of mills on the dollar for building tax . 5. 02 Increase for the year . .72 * EXPENDITURES. Cost of tuition in lr74 . $4, 527, 3C - 03 Increase for the year . 201, 510 56 Cost of fnel and contingencies inle/4 . . 2, 050, 106 98 Decrease for the year . 105,403 60 Cost for building, purchasing, repairing, &c . 2, 160, 514 87 Increase for the year . 406, 702 51 Salaries of superintendents . . . 75, 986 00 Increase . 500 00 Total expenditures for public schools . 8,847,939 88 Adding to this the amount expended for orphan schools, $450,879.49, and that for normal schools, $110,000, there is a grand aggregate of $9,408,819.37 expended under direction of the school department of the State. ATTENDANCE. Number of pupils registered . — . . . 850, 774 Increase for the year . - . 16, 754 Average attendance . - . 543, 026 ; Increase . Estimated number of children of school age not in school . . . 31, 093 TEACHERS AND THEIR PAY. N amber of teachers . . . 19, 327 Increase for the year . 238 Number of male teachers employed . 6, 709 Number of female teachers employed . 9,293 Average age of teachers . . . ; . 25 Number of teachers without experience . . . 3, 316 Number who graduated at a State normal school . 287 jj • Number who attended a State normal school . .* . 2,274 Number of applicants for certificates rejected . 2, 571 Number receiving professional certificates . 1,571 Number receiving provisional certificates . . . 14, 351 -1 ' Average monthly salary of male teachers . . . $42. 95 Average monthly salary of female teachers . 35. 87 SCHOOLS AND SCHOOL DISTRICTS. Whole number of schools in 1874 . . . 16, 641 Increase in 1874 . 336 Number of graded schools . 5, 586 Average length of school term in months . . . 6. 73 Number of school districts in the State . . . 2, 071 Value of school property. . $22, 569, 688 SCHOOL OFFICERS. Number of school directors . 13, 750 Number of superintendents . 86 * From report of Hon. J. P. 'Wickersham, State sneerintendent of public instruction, for the vear ended June 1, 1874. * . 356 REPORT OF THE . COMMISSIONER OF EDUCATION. PRIVATE SCHOOLS. Number of pupils attending private schools . . . . . 26, 332 Number of teachers employed in these . . . 948 Number of private ungraded schools . . . 324 Number of academies or seminaries . 193 ELEMENTARY INSTRUCTION. ORIGIN OP COMMON SCHOOLS. The growth of the common school system here is historic, and dates back as far as 1682, to the frame of government devised by William Penn, and written in England, which contained the following: “The governor and provincial council shall erect and order all public schools, and reward the authors of useful sciences and laudable inven¬ tions in said provinces.” Though this may not have contemplated a system of schools open and free to all, it was the foundation of the articles concerning education in the constitutions of 1776, 1790, and 1838. These laws, however, were not passed without many preliminary efforts to secure them, on the part of educators and others interested. Petitions were sent to the legislature, reports were prepared by the chairmen of the educational committees of both houses, public meetings were held and resolutions passed in favor of such enactment, which were supported by a number of newspapers. When, in 1818, a public school system went into operation in the city of Philadelphia, it at once became popular, and a society was organized by leading citizens, mostly Philadelphians, for the purpose of promoting the establishment of public schools, which held frequent meetings, carried on active correspondence, and distributed documents. Governor Wolf, too, recommended in more than one of his messages the establishment of a general system of education by common schools. These and like efforts culmi¬ nated, in 1834, in the passage of the ffrst common school law of the State. Opposition to its. provisions was soon aroused in consequence of its unnecessary machinery and other faults, and an attempt was made to repeal it and return to the old pauper sys¬ tem, an attempt which had succeeded in the legislative session of 1834-’35, but for the great effort made in defense of it by Hon. Thaddeus Stevens, then a member of the legis¬ lature. In 1835-’36 a new school-law, more complete in its provisions and more easily understood than the old, was perfected and passed, not without a fierce contest in both houses. This was known as the school law of 1836, and was not very materially changed till the adoption of the county superintendency, in 1854= — (Pennsylvania School Journal, edited by State superintendent, June, 1874, p. 374.) SCHOOL-HOUSES, SCHOOLS, AND TEACHERS. There are in the State 12,320 school-houses. The grounds of 6,329 are of sufficient size, that is, containing in country districts at least half an acre and in towns space enough to allow the pupils free exercise in the open air. Only 1,127 are suitably im¬ proved, that is, neatly fenced, free from rubbish of any kind, planted with shade-trees, and properly prepared as a place for the plays of children. Surely a reform is needed here. Five hundred and fifty-four new school-houses were built during the yeas, but 1,704 still remain “ unfit for use,” 5,581 of the school-houses are “ badly ventilated,” and “ 4,681 of them have no suitable privy.”* “A first-class school-house” is one pleasantly located, well constructed, large, with portico at front or sides, convenient places for baskets and clothing, a case for books and apparatus, ceiling at least twelve feet high, not less than one hundred square feet . of blackboard surface, well lighted, heated, and. ventilated, and neatly furnished with seats adapted to the size of the pupils. Of such school-houses there are 1,968 ; 6,016 have suitable furniture, and 2,666 have seats and desks so badly constructed as to com¬ pel children to violate the laws of health in using them ; 1,683 are well supplied with apparatus ; the majority have some apparatus, but 5,195 have no apparatus worth men¬ tioning. Text-books are uniform in 12,154 schools, the Bible is read in 12,129, drawing is taught in 1,860, vocal music in 3,066, and one or more of the higher branches in 1,584. Pennsylvania was once quite thickly peopled with red-men. A mere handful now I’emain, located at Cornplanter Village, in the county of Warren. They have a school- house, and the State pays the teacher $300 a year. The money is expended by the hands of the county superintendent. There are in the State 73 separate schools for colored children, with an attendance of about 2,500 pupils. — (State report, p. 10.) * In the editorial columns cf his School Journal, for October. 1874, Mr. JVickersham notes that, on a journey made last summer, he was painfully impressed with the slight care that seemed to be generally taken of the school -houses during vacation. * “ The fences around many of the grounds were tumbling down, the gates were loose, the shutters and sometimes the doors were unhinged, the windows quite frequently were broken, and, upon looking inside of several, the furniture was disarranged and broken too." There were notable exceptions, but the majority appeared neglected, and many were suffering abuse or falling into decay for want of attention. PENNSYLVANIA. 357 EDUCATIONAL PROGRESS.* The magnitude of the -work done in the way of building school-houses within the last eight years can be estimated by the amount of money expended for that purpose. This amount is $18,640,147.37, and if we add to this the sum that has probably been expended during the present? year, we will have in round numbers §21,000,000 as the cost of school-houses during the time the present administration has continued in office. This sum is several times larger than the whole expenditure for the same purpose dar¬ ing the thirty preceding year's of the existence of our common school system. When it is remembered also that the people take their money out of their own pockets and use it at their own discretion for building school-houses, the fact indicates with tell¬ ing emphasis the extent of the increased interest in public education. The State appropriation to common •schools in 1866 was §355,000 ; in 1873 it was §760,000 ; and the constitutional convention did no more than meet the demands of the people when it lixed the minimum amount to be appropriated annually to common schools at §1,000,000, while even five years ago such an appropriation would have been met with unmistakable marks of popular disapproval. The amount of m&ney drawn directly from the State treasury, and paid out for school purposes by the present administration, including the amount for the current year, reaches the sum of §5,121,489. The amount expended during the same time by the school directors throughout the State, whose accounts are examined at the school department, including estimated amount for the current year, is §46.517,460. If to these sums be added the amount paid directly to the orphan schools, the aggregate will be §53,467,205. School term lengthened. — The average length of the school term in 1863, not including Philadelphia, was 5.75 months; the past year it was 6.33 months, or, including Phila¬ delphia, 6.70 months. Graded schools. — There are now 5,586 graded schools, more than thrice the number in operation in 1866 ; and to those who are acquainted with the obstacles that stand in the way of the full development of a common school system, who know what a graded school means, no fact could tell the story of the work done and the progress made during the last eight years more fairly or more strongly than the one here stated. Teachers’ institutes. — Attendance at the annual teachers' institutes is a fair measure of professional interest. In 1865 the attendance was 2,755 ; during the last seven years the average attendance has been over 11,000. In the year 1874 it was 13,970. The' improvement has extended to the quality of the work done, as well as to the num¬ bers in attendance. In addition to the teachers in attendance at the institutes, 1,772 directors attended last year, and probably 100,000 citizens. Normal -schools. — Four State normal schools have been completely organized and put in operation since 1866, and buildings for two others are rapidly approaching comple¬ tion. The number of students attending them the past year was 2,915. The whole system has been greatly improved, and it enjoys in good degree the confidence of the public. The legislature seems willing to grant appropriations for the several schools as needed. Large numbers have gone out from the normal schools to engage in the work of teaching, and they are gradually elevating the whole work of public instruc¬ tion. Education not compulsory. — No compulsory measure has ever been used to force the people of Pennsylvania to adopt the common school system. Its acceptance was a vol¬ untary matter with each district, and up to 1868 there were hut twenty-four districts, in eleven different counties, with some five thousand children of school age, which had refused to put free schools in operation. In that year measures were taken and vigor¬ ously pressed from year to year to induce these districts to accept the free school sys¬ tem of their own accord, the result being that within the past year the only remaining district opened free schools. County superin tendency. — In its earlier years the county superintendency was weighed down by incompetent men, who succeeded in securing an election to the office. This is still its greatest weakness ; but in 1867 it was enacted that no one could be eligible to the office of county superintendent unless he possessed certain qualifications, a measure that has proved mo3t salutary in keeping out of the office many unworthy persons. To these officers the State is much indebted for the progress made in school affairs within the last few years. City superintendency. — In 1867 the State had no organized general system of supervis¬ ion for its erties and large towns. Twenty-one of these have now the superintendency in operation under the law of 1867, and the value of the office, where in force, to the cause of public education cannot be estimated. It has given vitality, system, efficiency, to the work. Teachers and their -salaries. — The standard of qualification for teachers is continually advancing, and higher qualifications have brought with them increased compensation. Directors. — Many of the most intelligent citizens of the Commonwealth are serving * State report, pp. 28-32. 358 REPOET OF THE COMMISSIONER OF- EDUCATION. on boards of school directors. By the increased determination they have everywhere shown to secure better school-houses, better-qualified teachers, more graded schools, and longer school terms, and by their more frequent visits to the schools under their charge, their increased attendance at institutes, and their more careful attention to the district finances, the school directors of the State have merited a fair share of the credit due for the progress made in school affairs within the last few years. WOMEN AS SCHOOL DIRECTORS. The Pennsylvania School Journal, in its issue for April, 1874, states that, under the clause of the new constitution making women eligible to school offices, two were elected school directors in Philadelphia, sis or eight in Delaware County, and about as many in Chester County. Among the latter was ^ sister of the State superintendent of instruction. Here and there a lady was chosen in other parts of the State; enough, perhaps, to test the expediency of tiffi new provision. GROWTH IN TEN YEARS. The superintendent presents, on page 8 of his report, a statement showing the edu¬ cational growth of the State during the last ten years : Tear. Graded schools. 42 ! f m Average salary of male teachers, per month. Average salary of female teachers, per month. Cost of tuition. .1 4 1 * S-4 rr o li I -s $3 Number of teach¬ ers who attended county 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 11,210 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 1873 . 5,307 86 42 69 34 92 4, 325, 797 47 1, 753, 812 36 8, 345, 836 41 12, 302 1874 . 5,586 86 42 95 35 87 4, 527, 308 03 2, 160, 514 87 8, 847, 939 88 13, 970 A REVISED COURSE OF STUDY. The belief is expressed (pp. 21-35 of the report) that there is much contained in the text-books in use, on arithmetic, geography, and grammar, that might be omitted from the common school course without serious loss, and that thus room would be made for the introduction of new studies, better adapted to the taste and capacity of children and more calculated to make them useful members of society. One-half, perhaps two-thirds, of all the pupil’s time at school is occupied with arith¬ metic. The elements of arithmetic, adding, subtracting, multiplying, and dividing whole numbers and fractions, are about all in this branch a child ought to be allowed to study before the age of 12 or 14. Many toilsome weeks and months ale spent on the detailed geography of Asia, Africa, and other distant regions, with little profit, either in the way of knowledge or discipline. In grammar the pupil is expected to master dry abstractions and perplexing formulas. He learns to decline pronouns, conjugate verbs, to parse sentences, to correct examples of false syntax by rule ; but ordinarily little time is allowed him for practice in writing and speaking. The custom is to cram him with the principles and forms of grammar, whether his mind is suffi¬ ciently mature to comprehend them or not. No adequate estimate can be made of the years thus wasted by the children of the State. Practical lessons in language, exer¬ cises in writing and speaking, should bo diligently given in all the schools ; but the study of the science of grammar should be postponed until the minds of the learners have acquired sufficient discipline and been stored with sufficient preliminary knowl¬ edge to enable them to understand it. Reading, spelling, and writing, it is believed, must continue to occupy their present place in the work of instruction. In connection with them, there should be taught vocal music and drawing. Omitting all from arith¬ metic that is practically unimportant and making the course in it very gradual, at least one-half of the time now spent in this branch can be saved. Elementary geogra¬ phy should be taught in the form of object-lessons, after which a single book, with accompanying maps, would contain all the geographical matter needed in an ungraded common school. Full practical exercises in words, sentences, and linguistic forms should take the place of the dry grammatical abstractions that young children now vTaste so much time in trying, without success, to understand. By changes like these there would be a saving for the pupil of a large amount of tinfe, which may be filled PENNSYLVANIA. 359 up : (1) By lessons in natural science, including tlie study of animals, insects, flowers, minerals, and all striking natural phenomena. (2) By lessons on our political institu¬ tions. The children iu the public schools are learning little concerning the nature and history of our form of government. No other nation in the world is so greatly depend¬ ent as ours upon the political knowledge possessed J)y its citizens, and yet probably no other, claiming to be equally enlightened, does so little directly to impart to them such instruction. (3) By lessons in manners and morals. Besides the good example of the teacher and the incidental teachings of the school-room, there ought to be recited by the pupils regular moral lessons. Such lessons may be given on the family, and the moral relations of its members, father, mother, brother, sister, servant : on the school, and the moral relations of directors, teachers, pupils ; on society, and the moral rela¬ tions growing out of it ; on the State and its citizens ; on the duties to ourselves, to our fellow-men, to nature, and to God. ELEMENTARY INDUSTRIAL TRAINING. An act looking towards the establishment of an institution to be called the Mechanics’ High School of Pennsylvania was passed during the session of the legislature of 1872, and 83,000 were appropriated to pay preliminary expenses. The gentlemen designated as trustees came to the conclusion that it was inexpedient to attempt to carry into effect, literally, the purposes of the act. But realizing the importance of paying increased attention to industrial education and knowing the popular demand therefor, they agreed to recommend to the legislature : (1) That drawing be taught in all the public schools of the State ; (2) that all public high schools connecting with their other courses of instruction a course in the branches usually taught in technical schools shall receive a special appropriation from a fund provided by State authority; (3) that State aid be given to certain colleges, suitably prepared for "the purpose, to enable them to improve their facilities for imparting a technical and scientific education of the highest order. Although these measures, for some reason, failed, they are again recommended by the superintendent, and he urges favorable legislative "action with respect to those which affect the interests of public schools. The time has come, it is believed, when instruction in drawing should be required in all the public schools in the State. There are a number of towns and one or more counties in the State where drawing is taught in every school, and there appear to be no serious obstacles in the way of introducing the study into them all. As special reasons rendering such a course of instruction necessary, it is urged that the greatest of the Pennsylvania industries are the manufacturing and mechanic arts, and that, to secure success as a worker in the metals, in stone, in wood, in clay, as a machinist, an engineer, or a designer, a knowledge of drawing is almost indispensable, while such knowledge can be made almost equally useful to the farmer and the miner. Since the sys¬ tem of apprenticeship, by which the young formerly acquired a knowledge of mechan¬ ical branches of business, is virtually broken up, a resort must be had to industrial or technical schools for knowledge and training of this kind. The alphabet of the me¬ chanic arts is drawing, and instruction in this in our common schools will lay a broad foundation for the preparation of a nation of skilled artisans. By such means artistic talent can be found and utilized. Besides, as a branch of disciplinary education, draw¬ ing has few equals among the studies of the common school. It cultivates the taste, and may be used as an auxiliary to all other studies. — (State report, p. 25.) NEW DEPUTY SUPERINTENDENT. Prof. Kobert Curry, of Pittsburg, was appointed deputy superintendent in 1873, additional to Henry Houck, esquire, first deputy. His work has been almost exclusively outside of the department, in connection with normal schools, teachers’ institutes, and systems of graded schools. He has also looked into the condition of children employed in factories, mines, &c., visiting all the State normal schools, and some of them twice, looking into their workings and taking an active part in the examination of all their graduating classes, participating in the examination of several of the soldiers’ orphan schools, and attending the annual institutes in thirty different counties of the Com¬ monwealth, as well as many local institutes, superintendents’ conventions, and other educational meetings in different parts of the State. — (State report, p. 9.) FACTORY CHILDREN. Deputy Superintendent Curry, from the many factories, mills, and mines visited by him during the year, gives an account of one of each kind, which may be regarded as a type of its class. Ono of the cotton-mills employs about four hundred operatives, of whom perhaps one hundred are under 16 years of age, most of whom the anthorities suppose at¬ tend schools of some kind, but not with sufficient regularity to accomplish much good. This company has also in its employ over thirty children but little over 10 years of age, doing a kind of apprentice work. These children have been employed 360 REPORT OF THE COMMISSIONER OF. EDUCATION. "by the company at tlie earnest request of their parents who desire them to he kept off the street and learn to do something towards making a living. One of the coal com¬ panies visited employs about one hundred and fifty men, mostly heads of families, who take with them" into the mines about one hundred of their children under 15 years of age. And although the number of children belonging to these families is very great, the proprietor of the company thinks the parents send none of them to school or take any interest whatever in their education. One of the iron-mills visited employs about one hundred boys whose ages, ranging from 8 years upwards, would probably average 13 years. About fifty of these can read and write a little, but the remaining fifty can neither read nor write, nor do thpy go to school anywhere. So far as Mr. Curry’s investigations have gone, he has found but one case in which the least attention has been paid to the law forbidding the employment of children under certain ages, and this was the only case in which the parties seemed to have any knowledge of the existence of such a law. — (State report, pp. 28, 29.) PRIVATE UNGRADED SCHOOLS. Three hundred and twenty-four schools of this class are enumerated on pages 90 and 91 of the State superintendent’s report, besides 193 academies. The total number of pupils in both is stated to be 26,392 : and as in the academies there are generally elemen¬ tary as well as higher classes, it would probably be fair to estimate that fully 20,000 out of these 26,000 pupils are engaged in studies answering to those of the primary and grammar schools of the State system. KINDERGARTEN. Two only of these interesting means for the early training of young children are known to the Bureau as existing in this State, one a branch of the school of Madame D’Herville, in Spruce street, Philadelphia, the other under Mrs. E. K. Mulford, with two assistants, at 612 North Thirteenth street, in the same city. The former is in Miss Peabody’s list of such schools. The latter makes report to the Bureau of 30 chil¬ dren in attendance 4 hours daily for 5 days in the week, with the various Kindergarten occupations and apparatus. DISTRICT SUPERVISION. * The school law of Pennsylvania amply provides for district supervision, and wher¬ ever it has been thoroughly tested, it is remarked by a director, a correspondent of the Pennsylvania School Journal, it has been successful. Another correspondent says : “As far as our knowledge extends, but few towns or townships have as yet availed them¬ selves of the law authorizing the appointment of district superintendents. Mill Creek Township, Erie County, immediately surrounding the city of Erie, was one of the first to put the law in operation, having had district supervision since 1870. Mr. C. S. Brooks, the superintendent, visits and carefully examines each of its fourteen schools at least once in every month, spending a whole day in this exercise. He also conducts a district institute, which is held each alternate Saturday, and lasts four hours. Lessons on drawing and grammar are given and other work having a practi¬ cal bearing on that of the school-room is done. — (Pennsylvania School Journal, Decem¬ ber, 1874.) At the last meeting of the State Teachers’ Association, an increase of district super¬ vision was proposed, and seemed to meet with general favor. EDUCATIONAL PROVISIONS OP THE NEW CONSTITUTION. (1) The new constitution establishes a broad and substantial foundation for a system of public schools, in the following words : “ The general assembly shall provide for the maintenance and support of a thorough and efficient system of public schools, wherein all the children of this Commonwealth above the age of 6 years may be educated.” The expression “thorough and efficient,” if liberally interpreted, comprehends all that is needed in a system of public schools. It will enable such a system to reach both high and low, and give to all parts of its work the greatest degree of perfection. No constitutional objection will hereafter stand in the way of the establishment of schools of the highest grade, and none to the enactment of measures drawing to places of safety and instruction the friendless and neglected children of the Commonwealth. (2) It provides for the appropriation of a liberal sum of money for school purposes. This sum must be at least one million of dollars annually, an amount much larger than it has been customary for the State to appropriate. (3) It requires all school laws to be of a general character. In future when any leg¬ islation shall take place in reference to school affairs it must be made to apply equally to the whole State, which provision will accomplish much good. The school laws are now a mass of fragments, and in most respects the school system of Philadelphia has no connection with that of the rest of the State. Nearly all the cities and some of the smaller towns have special enactments relating to their school affairs. (4) ,It recognizes normal schools as a part of the public school system, and grants PENNSYLVANIA. 361 them special favors. u Normal schools established by law for the professional training of teachers for the public schools of the State ” can receive appropriations upon the same conditions as the most favored recipients of the bounty of the Commonwealth, a recognition they have long sought for. (5) It makes the school department co-equal with the other departments of the State government, making the State superintendent one of the eight officers constituting the executive department. (6) It invests the office of superintendent of public instruction with special privi¬ leges. The office is an appointed one as heretofore, but an appointment cannot be made except “ by and with the advice and consent of two-thirds of all the members of the senate.” Of the three heads of departments appointed in this way, the superintend¬ ent of public instruction is the only one appointed for a fixed period, and the only one who cannot be removed a at the pleasure of the power” by which they are appointed, and there is no limitation to the length of time he can serve. These provisions were embodied in the new constitution, with the hope that they would at least measurably guard the office of superintendent of public instruction from .the contamination of mercenary party politics. It is understood, also, that in changing the title of the office from superintendent of common schools to superintendent of public instruction, the convention meant to open the way for the enlargement of the sphere of its duties. The head of the department will hereafter do the work now done by the superintend¬ ent of common schools, and, in addition thereto, perform such other services as may be required by law. This action will, in all probability, in due time, unify and harmonize all the educational agencies of the State, a result long hoped for by the most thought¬ ful friends of education among us. (?) It forbids the appropriation cf public school moneys to sectarian schools or purposes. (8) It makes women, eligible to any office under the school laws of the State. — (State report, pp. 15-18.) SCHOOL DISCIPLINE. In a trial of a case of assault and battery, in which a school-teacher was the defend¬ ant, Judge Dean of this State made the following remarks upon the subject of cor¬ poral punishment in schools : Any teacher,” he said, “ who is so forgetful of the duties of his high calling or the far- reaching consequences of his acts as to maliciously or cruelly beat a pupil, should, without faltering or without hesitation on your part, be convicted of assault and battery. On the other hand, it is of the greatest moment that our teachers in our public schools be encouraged and sustained in every proper exercise of their authority. The very ex¬ istence of these institutions depends on sustaining the teacher in his authority, when properly exercised in the school-room. If the teacher be stripped of his authority to enforce attention or to prohibit disorder in the school-room by unfounded or trivial prosecutions, the end of the system for good is very near at hand. Eebeliion and con¬ tumacy on the part of the pupils will become chronic, and the teacher, instead of training youth, will be engaged in a continual contest to maintain his authority.” — (National Normal, March, 1874, p. 137.) CITY SCHOOL SYSTEMS. PHILADELPHIA. This city constitues the first school district of Pennsylvania, and is, as to school affairs, under the control of a board of education of 29 members, one from each ward, with local boards of school directors in the wards. The members of the board of edu¬ cation are appointed by the judges of the court of common pleas and the district court and hold office for three years. It is the duty of the board to determine the number of school-houses to be erected and established in each section of the city, to limit the expenses thereof, and to provide such books as they shall deem necessary for the use of pupils in the schools. They direct what number of teachers shall be em¬ ployed and fix their salaries. They have a general superintendence over all the public schools, with power to make such rules and regulations for their own govern¬ ment and that of the schools as may be necessary to carry the school system into complete effect. There is no city superintendent, and the want of any localizing of responsibility in such an officer appears to be the great defect of the city system, the secretary of the board of education having only limited supervisory powers. The central high school and girls’ normal school are under the supervision of special committees of the board. Statistics of public schools. — There were in the city in 1874, according to the report of the board, a central high school, a giris’ normal school, 60 grammar schools, 29 consolidated schools, 121 secondary schools, 212 primary, and 41 night schools, with a total of 108,631 pupils and 1,991 teachers. The amount appropriated by city 362 REPORT OF THE COMMISSIONER OF EDUCATION. councils for the use of the hoard for 1874 was $1,639,811.89, the amount expended $1,607,736.91. The School-houses of the city are generally very -good, except in the mat¬ ter of ventilation, hut are insufficient for the accommodation of the school population, though eleven new buildings were finished during the year. The girls' normal school is to have erected for it in 1875-’? 6 a building to conpare with the normal coilego of New York City. The present value of the school-buildings, lots, and furniture is put by the board at $4,837,336. The night schools here comprise 21 for young men, 9 for young women, 7 for white men and women, and 4 for colored men and women, making 41 in all. They do an excellent work in training from 13,000 to 18,000 persons whose occupations will not allow of study during the day. A night school for artisans, held in the central high school building, is especially useful in preparing apprentices and workingmen for skilled labor in industrial pursuits, the studies being arithmetic, practical mathemat¬ ics, penmanship, mechanical and engineering drawing, natural philosophy, chemistry, anatomy, physiology, and hygiene. The rush for admission to these schools was greater in the year covered by the report than ever previously, and it is proposed to open them again early in the fall of 1875. — (From the Philadelphia school law and report for 1874.) PITTSBURG. The city system here includes a central board of education of 36 members, with sub¬ district boards and a city superintendent. The schools are primary, intermediate, grammar, and high, with evening schools for boys and girls, an evening mechanical school for young men,* and a school for mutes. The high school is divided into academic, normal, and commercial departments. The buildings are 1 high school and 52 district schools, of which 39 are brick, 13 frame, and 1 stone. The number of teachers employed is 382, of whom 55 are males and 327 females, their salaries ranging from $300, the minimum for assistants in primaries, to $1,600 for principal of grammar school and $2,700 for principal of high school, men and women receiving equal salaries for equal work. The whole number of pupils admitted for the year was 21,009 ; the average monthly enrollment, 15,614 ; average daily attend¬ ance, 12,873. Receipts for tho year, $704,791.98; expenditures, $601,710.08; leaving a balance on hand of $103,081.90. The progress of schools in the city is illustrated by a table, which shows that, from June 1, 1856, to the same date in 1874, the number of teachers employed has gone up from 109 to the 382 above noted : the enrollment of pupils, from 6,724 to 21,009 ; the average attendance, from 4,354 to 12,873 ; the amount paid for teaching, from $39,394.75 to $238,375.27. This progress is most distinct and marked from the year in which the present energetic superintendent entered on his duties, the enrollment and attendance almost doubling in that year, and the expenditure for teaching going up in nearly correspondent ratio, which has been since steadily advancing. Drawing and music are taught in the city schools ; the evening mechanical school is said to have proved popular and useful ; and the course in the high school appears to be both well arranged and well carried out. — (From report of Superintendent George J. Luckey, for the year ended September 1, 1874.) ALLEGHENY. The report shows a total enrollment of 11,650, an average monthly enrollment of 8,392, and an average daily attendance of 7,216. The school-buildings are capacious and comfortable. During the past year the course of study has been revised in order to effect a more thorough grading. The method of giving instruction in music has also been improved. This branch is taught by the regular teachers, under the super¬ vision of two special music teachers. In the report of the committee on special instruc¬ tion, we find the following : “ Drawing is the only special branch not properly provided for ; yet, in view of its importance, we would recommend its continuance, and suggest that such measures be introduced as will enable all the pupils who may desire it to make themselves thorough draughtsmen, and to do so without leaving our public schools.'5 Evening schools. — The evening schools were in session 65 nights. The committee report a decided improvement since the previous year and such a degree of success as warrants their continuance. The total enrollment was 1,015 ; the average attendance, 503 ; cost of maintaining them, $2,657.27. — (From report of City Superintendent John Davis.) OTHER CITIES OF THE STATE. For statistics of schools in the various other flourishing cities of Pennsylvania, seo Table II, at the close of this volume. * Though, originally designed for young men, this school is not exclusively confined to them. Young vromen are admitted, and about a dozen lady school-teachers are said to he regular attendants, devot¬ ing themselves especially to free-hand drawing. PENNSYLVANIA. 363 TRAINING. OF TEACHERS. NORMAL SCHOOLS. The superintendent says these schools "were never so prosperous as daring the past year. The whole number of students attending them was 3,656, of whom 2,915 were in the normal schools proper and the rest in the model schools connected with them. The whole number of graduates was 131. The school at Sagamore. Washington County, long struggling to attain that end, became a State school in May, 1874, making the eighth one in operation. Two others— one at Indiana and one at Lock Haven — will probably apply for recognition during the current year. This will leave two districts of the original twelve without schools. Philadelphia has a normal school for young ladies, but it is not connected with the State system. Prof. Curry reports that the normal school buildings are, in general, creditable to the State, some of the last buildings erected being models in their way, while seme of the older ones need improvements. The faculties of the State normal schools he finds efficient, earnest, and in some cases even enthusiastic, in their labors. Bnt as this department in the State system is comparatively new, the course of instruction in these schools is not, he says, either as complete or comprehensive yet as it should be, and consequently does not impart as high a degree of culture as is to be desired in the future teachers of the schools. DETAILS RESPECTING NORMAL SCHOOLS. At Millersville the new building for chapel and recitation-rooms is completed and in use, standing between the two known respectively as the ladies' and gentlemen's build¬ ings, yet not interfering with the lighting and ventilation of them. It is 123 feet long by GO wide. The drawing department here Las been reorganized, with a view to such thorough training of the pupils that they may become teachers of the art to' those whom they may have under their instruction in the schools. Attendance for the year, 826; grad¬ uates, 35, of whom all but one went forth to teach. At Edinhoro’ the attendance was 733, the graduates, 10, all going forth to teach. Four hundred of the others are pledged to teach. At Mansfield a new building was dedicated to the uses of the normal school Septem¬ ber, 1874. A very valuable mineralogical cabinet has been purchased here, as also a conchological collection, while many valuable presents for the cabinet have been re¬ ceived from the Smithsonian Institution. Washington, bringing up its specimens to over 6,000. A set of the Smithsonian publications has also been added to the library. At Katz town over 500 students were in attendance, and the graduating class num¬ bered 18 in the elementary and 1 in the scientific course. Five of the faculty here are graduates of colleges and 3 graduates of the normal school scientific course. All ha ve had long experience in teaching. The school at JBioomsburg enrolled 272 pupils during the year 1873-574 — double the number of the year preceding this — has had an ample supply of water introduced, and has purchased two cabinet organs for the use of pupils, paying for them ont of funds accruing from public literarv entertainments. — From official reports of these schools for 1874.) At West Chester a steam-engine has been added to the laundry, enabling the school to have all its washing, wringing, and mangling done by machinery. Improvements have been made in the walks, lawns, and decorations of the front yard, and many trees have been planted under the direction of a landscape-gardener, greatly adding to the attractions of the place. The heating-apparatus, too, has been thoroughly overhauled ; an excellent transit instrument, surveying instruments, and others added to the appa¬ ratus for instruction, and large additions made to the geological and mineralogical collections, with 300 volumes to the library. Three hundred and thirty students were in the school for the year 167 3-' 7 4. and the graduates of 1674 are all employed in teaching. At Shippensburg, 716 students were enrolled during the year, and the first graduating class numbered 24, of whom 22 engaged in teaching, two others returning to the school to continue their studies in a higher course. At Sagamore, formerly known as California, a new normal school was reorganized June 1, 1874. It was founded and chartered as a S cate normal school in 1865; hut, owing to want of means, its completion as such has been delayed. It has, however, in its inchoate state, been doing good service under the name of the Southwestern Nor¬ mal College. There are two buildings, a central one and a dormitory. The central one hos the form of a cross, is three stories high, with a breadth of 146 feet for the whole front, and a depth, in the central extension, of 110. At the angles of the front projection are two massive towers, 85 feet high. The dormitory is 103 by 44 feet, and 3 stories high above the basement, in which are the dining-room and kitchen. 364 REPORT OF THE, COMMISSIONER OF- EDUCATION. STATISTICS OF STATE NORMAL SCHOOLS. History. Dates of recognition: Millersville, 1859: Edinboro’, 1861; Mansfield, 1862; Kutz- town, 1866 ; Bloomsbnrg, 1869 ; West Chester, 1871 ; Shippensburg, 1873 ; Sagamore, 1874. Total number of male students since recognition . . . 13, 263 Total number of female students since recognition . . 8, 515 Total number of males graduated in elementary course . 407 Total number of females graduated in elementary course . 325 Total number of males graduated in scientific course . 41 Total number of females graduated in scientific course . 6 Total number of males graduated in classical course . . . 4 Total number of females graduated in classical course . 2 Total number of males receiving State certificates without graduating.! . 13 Female receiving State certificate without graduating . . . 1 Total number of males who received State aid as graduates . . 358 Total number of females who received State aid as graduates . 287 Professors. Number of male professors and tutors . 59 Number of female instructors . . . . . 51 Students. Number of male students for the past school year . 115 Number of female students for the past school-year . 107 Number of male students in normal school in 1874 . . 71 Number of female students in normal school in 1874 . 63 Number of boys in model school during present year . 44 Number of girls in model school during present year . 44 Total number of males graduated in elementary course . 75 Total number of females graduated in elementary course . 51 Total number of males graduated in scientific course . 5 Number of male graduates who intend to become teachers . 76 Number of female graduates who intend to become teachers . 50 Number of males who received aid from the State as students . 1, 057 Number of females who received aid from the State as students . 715 Number of males who received aid from the State as graduates . ,. 74 Number of females who received aid from the State as graduates . 40 teachers’ institutes. Second Assistant Superintendent Curry says, in his report to Mr. Wickersham for 1874, that, of 30 counties visited by him as State instructor, 17 lie east of the mount¬ ains and 13 west of them ; 17 in the northern half and 13 in the southern. At the annual institutes in each of these counties he remained several days, giving instruc¬ tion during the day sessions and lecturing in the evenings. In every case the institute was largely attended, and all parties present took apparently a lively interest in the pro¬ ceedings. Even in the mountainous counties, where salaries are low and traveling difficult, almost every teacher was present, and the largest house that could be pro¬ cured for evening sessions was always filled to overflowing. Indeed, he thinks no other kkid of public meetings are so well attended or take so strong a hold upon the interest of the community as the teachers’ county institutes. He expresses the decided judgment that these gatherings are doing a good work in the State, not only in educating the teachers, stimulating them to greater activity and inspiring them with a higher enthusiasm, but also in enlisting the sympathies of the people in the cause of popular education. The only exceptions are in counties where the superintendent is vacillating, weak, or otherwise incompetent, when he is apt to depend on something outside of the proper institute work for attracting audiences, turning into an entertainment what is meant to be an aid to education. CITY INSTITUTES. Besides the county gatherings of teachers above mentioned, the reports of borough and city superintendents show that in most of the larger towns of the State the teachers of the public schools are regularly gathered, under the direction of the super¬ intendents, for fuller training in school methods and school work. SECONDARY INSTRUCTION. THE HIGH SCHOOLS OF THE PUBLIC SYSTEM.’* Most of the reports from cities and boroughs in the State indicate the existence of high schools ; but how many of these there are in the State does not distinctly up¬ state report, pp. 167-212/ PENNSYLVANIA. 365 pear ; nor is there anything to show the number of high school pupils, or whether there is any uniform course agreed on for snch schools. Statement N of Dr. Wickersham’s report gives, however, 1,534 as the number ot schools in which any of the higher branches are taught, 1,860 as the number in which drawing may be learned, and 3,064 as that in which vocal music forms a part of the course of instruction. Taking 20 as the average number of pupils in higher branches, we have 30,680 so engaged in the State schools. Adding to these about 6,000 out of the 26,332 pupils in private schools, as the proportion for the higher classes of the 193 academies, with 1,970 in the preparatory departments of colleges, we get 38,650 as probably about the total of students in secondary studies in the State. Turning more specifically to the known high schools, we find Dr. Wickersham, in his notes of a visit to Pittsburg, in the July number of his School Journal, speaking of the high school at that place as possessing the finest common school building in the State, with a large and well-selected library and apparatus, much of it imported directly for the school, and worth probably $10,000 ; while of the school as a whole, in its academic, normal, commercial, and drawing departments, he says : “It fc the best development of the common school system in the Commonwealth. The number o£ pupils here during 1873-’74 was 410, of whom 231 were in the academical department, 75 in the normal, and 104 in the commercial, under 17 teachers in all. The graduates from these three departments in 1874 numbered 64. The central high school, Philadelphia, with 611 pupils and a full course in Latin, the higher mathematics, natural sciences, mental and moral philosophy, Ac., trains its students in drawing, from the elementary stages up to mechanical and engineering work, fitting them for the various pursuits of a great industrial center, as well as for college. At the Allentown high school, German has been introduced with much success, but drawing and penmanship have been discontinued. At Carbondale, both grammar and high schools are reported deficient in illustrative apparatus. At Chester, the high school pupils, though not many in number, “made very satisfactory progress.” At Harrisburg, there is to be a consolidation of the now separate high schools, which are reported to be “gradually and surely working their way up, both in efficiency and in public favor.” At Lock Haven, it is said that “five years ago the high schools, two separate institutions, numbered entire about 40 pupils; now, with both sexes in the same room, the number exceeds 100.” At Norristown, the same association of the sexes in the high school has been tried since September, 1873, with encouraging success. At Pottsville, in the mining region of the Schuylkill, the high school “ has representatives in several colleges, and last year sent a young man to Harvard, who entered, on strict examination, with the students from Exeter, placing the school on a par with the best training schools in the land.” At Reading, “ the course of studies in the high school embraces the classics, mathematics, astronomy, chemistry, physiology, geology, and natural philosophy. Pupils in this school are prepared for college. A number of the graduates enter college yearly.” At Scranton, “ the curriculum is algebra, geometry, trigonometry, rhetoric, general history, chemistry, natural philoso¬ phy, physiology, botany, political economy, astronomy, geology, intellectual philosophy, physical geography, and Latin.” That at Titusville adds French, German, and Greek to the Latin, in a school of about 100 pupils, of whom 12 completed in 1874 a full course of three years. At Williamsport, zoology, English language and literature, and Gre¬ cian and Roman history were added during the year to the high school studies, all of which were so arranged as to offer the pupils a choice out of four courses, each of about four years. Important additions were made, also, to its philosophical and chemical apparatus. The number of pupils was 61 ; that of graduates, 5. The superintendent at York says : “ Our high school has never been mere satisfactory than in the results of the past year. The verdict of popular approval has been given to it almost from the first, and never has our press been so emphatic as now in sustaining this institu¬ tion of the people.” OTHER SECONDARY SCHOOLS. Sixty-eight private schools of secondary rank report, for 1874, to the Bureau of Education 485 instructors and 6,317 pupils. Three thousand three hundred and sixty- nine of these are put down as engaged in English studies, 1,195 in classical, and 1,055 in modem languages ; preparing for a classical collegiate course, 411 ; for a scientific course, 454. Fifty-five of these schools teach drawing ; 53, vocal music ; 47, instrumental music ; 33 report chemical laboratories and 38 philosophical apparatus. Most of the schools have libraries, running from 100 up to 5,000 volumes. BUSINESS COLLEGES. Ten of these useful schools report, for 1874, to the Bureau a total of 41 teachers and 2,015 scholars, of whom 83 were women. Thirty of the pupils were studying German, 28 French, and 1 Spanish. Three libraries were existent, with from 100 to 1,000 books in them. 366 REPORT OF THE COMMISSIONER OF EDUCATION. DEPARTMENTS OF TECHNICAL INSTRUCTION IN CONNECTION WITH HIGH SCHOOLS. The introduction of drawing into tlie public schools is but the first step in the great work of providing an industrial education for the people. The second is to add tech¬ nical departments to the course of instruction now pursued in high schools. This has already been successfully done in Philadelphia, Pittsburg, and Erie, and several other cities and towns are about to try the experiment. In addition to the technical instruc¬ tion given in the high school, they have in Philadelphia a public school for artisans, open at night, which is attended by 600 students, many of them over twenty years of age, and representing nearly all the mills and workshops in the city. There is no practical difficulty in the way, except the expense, of having a course of scientific and technical instruction provided in every well-organized high school in the State, with uight schools and courses of lectures for mechanics and workingmen. The adoption of such a plan would develop art-talent, furnish skilled workmen, and open up opportu¬ nities to thousands of young people for obtaining a kind of knowledge which would qualify them for higher positions and enable them to secure an increase of wages.* — (State report, p. 27.) SUPERIOR INSTRUCTION.! In a State containing so many colleges, a few brief notes from such official authori¬ ties as have been furnished the Bureau are all that the limited space at our command allows. Allegheny College, Meadville, (Methodist Episcopal,) has classical, scientific, and biblical departments, each with a four years’ course, the completion of either of which courses secures the degree of A. B. Ladies may be admitted to the college classes, subject to the same examination as gentlemen. Dickinson College, Carlisle, (also Methodist Episcopal,) has established a scheme of ten departments of study, and proposes to carry it out on the university principle of elective courses ; those students who wish to obtain degrees devoting the earlier por¬ tion of their course, as heretofore, to classical and mathematical studies, and having large opportunity for selection in the later portion of it. There is a scientific course, students in which are allowed to substitute chemistry for the Latin and Greek of the junior and senior years, and a biblical course, in which Hebrew and New Testament Greek come in place of equivalent studies in those years. Franklin and Marshall College, Lancaster, (Reformed,) claims, on the contrary, to be a college in the old Ameiican acceptation of the term ; has no optional courses, no irregular students, and no provisional or mixed classes. Haveiford College on the Pennsylvania Railroad, 9 miles from Philadelphia, (Friends,) has classical, mathematical, and English departments, with special classes in Hebrew, Italian, Spanish, and analytical chemistry. Lebanon Valley College, Annville, (United Brethren,) presents a classical coarse, issuing in the degree of A. B. ; a ladies’ course, which issues in that of artium magis- tra ; and a scientific course, which brings no degree. Lafayette College, Easton, (Presbyterian,) besides its grand divisons of the classical and Pardee scientific departments, has the latter still further divided into (1) a general scientific course and (2) three technical courses, one of civil engineering, one of min- ’ ing engineering and metallurgy, and one of chemistry. A post-graduate course is also arranged for, students in which may have the aid of professional instruction and the 'use of all the college facilities for study in any line. The New Testament is used at Lafayette as a text-book for the recitations in Greek during two terms of the classical course ; and, for those who desire it, there is a course in the Latin and Greek of Chris¬ tian authors, co-extensive with the classical course. Anglo-Saxon, English, German, and French, are regular studies in both courses. Lincoln University, Lower Oxford, (Presbyterian,) is especially, though not exclu¬ sively, designed for the instruction of the colored race. Its students have the choice between a collegiate, a normal, and a commercial course, while faculties of theology, law, and medicine afford facilities for professional training, additional to the collegi- ato course. La Salle College, Philadelphia, (Roman Catholic,) is under the direction of the Cliris- * The committee appointed last year to consider questions connected with the establishment of a “ mechanics’ high school,” after very full examination of the subject, presented to the board of trust¬ ees, the following resolutions : ‘‘ Resolved, That our board memorialize the legislature to mate an appropriation of ?50,000, to be ex¬ pended under the direction of the superintendent of common schools, to such high schools throughout the State as shall organize classes of instruction and a course of evening lectures, to impart practical information upon mechanical subjects, free to all the vicinity. “ Resolved, That we recommend the legislature to so modify the act of last session as to cnablo our hoard, if deemed expedient, in lieu of establishing new schools, to make arrangements with such of our existing colleges as may undertake to establish departments of practical mechanics.” — (Pennsyl¬ vania School Journal, February, 1874.) t Mainly from the- college catalogues for 1873-’7a. PENNSYLVANIA. 367 tiau Brothers, and unites religious with secular instruction iu its primary, academic or preparatory, commercial, and collegiate departments. Lehigh University, South Bethlehem, (Protestant Episcopal,) mainly devoted to scientific training, has yet classical and English courses, and is enabled, by the liber¬ ality of its founder, Hon. Asa Packer, to make its tuition entirely free. Muhlenberg College, Allentown, (Lutheran,) offers to students a three years’ train¬ ing in an academic course preparatory to the regular collegiate course of four years. Arrangements are also made for those who desire to pursue partial studies in the col¬ lege course. Pennsylvania College, Gettysburg, (Lutheran,) also with a regular course of four years, includes German in the course, and devotes especial attention, too, to English language and literature. Chaucer, Spenser, Shakespeare, Milton, and Banyan are used as text-books in the class-room, with analysis of the text, examination of idioms, and investigation of the laws and history of word-growth. Palatinate College, Myerstown, (Reformed,) offers a choice of seven special courses, besides the regular college course. Elementary drawing is taught gratuitously, and tho more advanced study of it, with vocal and instrumental music, may bo carried through all the courses. The Pennsylvania Military Academy, Chester, (undenominational,) adds to its Eng¬ lish and scientific courses one answering to a moderate collegiate course. St. Vincent’s College, Latrobe, (Roman Catholic,) is an appendage to St. Vincent’s Abbey ; is under the direction of the Benedictine Fathers, and adds an ecclesiastical course, for such as wish to enter the order, to the classical and commercial ones. Attendance on instruction in Christian doctrines is obligatory on students, and on in¬ struction in German, French, Italian, Spanish, as also in music, painting, and drawing, is optional. Swarthmore College, Delaware County, (Friends,) is on the railroad from Philadel¬ phia to West Chester ; has excellent buildings ; admits both sexes ; and furnishes to both, besides a regular classical and scientific course, the opportunity of selection among various elective studies. Thiel College, Greenville, (Evangelican Lutheran.) is a new enterprise ; held its first commencement June 25, lfc74, and dedicated on the same day a second college build¬ ing containing recitation-rooms and chapel. The University at Lewisburg, (Baptist,) unites with its classical and scientific curri¬ cula a course for ladies in The University Female Institute, under the same presidency with the college, but with a lady principal besides, and a corps of 8 lady teachers. The University of Pennsylvania, West Philadelphia, (non-sectarian,) in addition to the stately college edifice erected three years ago for its academic and scientific depart¬ ments, rejoices nowin the possession of an adjacent building of the same general style of architecture, for its medical department, larger, more elegant, and more commodi¬ ous than any devoted to a similar purpose in America. Two-thirds of its new and splendid hospital building, is, too, erected and in use. It is also soon to receive, be¬ sides several hundred thousand dollars from the United States Government for its old site in the city, $300,000 from the estate of the late J. Towne, esq., with a prospect of $700,000 more ; while from Mr. Whitney it has had $50,000 and from Mr. Williamson land valued at $100,000. Villanova College, Delaware County, (Roman Catholic,) conducted by the Augus- tinean Fathers, with the now almost universal classical and scientific courses, has the commercial course which is also becoming common. At Westminster College, New Wilmington, (United Presbyterian,) the same courses, save the last, appear. At the Western University of Pennsylvania, Pittsburg, (non-sectarian,) are met again the classical and scientific courses, the latter divided into one for the degree of Ph. B. and one for that of Sci. B. An engineering department also exists, with a course in civil and one in mechanical engineering. Especial attention is given here to training for industrial pursuits, and from its chancellor, Dr. Woods, came, during the year past, an excellent address on the advantages of such a training, the pamphlet edition of which address has had a circulation of over 30,000 copies. 368 REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of universities and colleges, lb/ 4. Names of universities and colleges. [ Number of students. o 1 O O Property, income, &c. > © £ •p m © ft © _"c3 rH « 2 ® £ © pi ® j © s.l 1 * c- 2 i vS © ^ fl c P ! .S ’3: cm 1 © h a 2 3 O o O 'r"1 3 < ! 5 eS.™ +3 O ‘ o ‘Soo '3 3 . I I ! Is Allegheny College . Dickinson College . Eranklin and Marshall College. Haverford College . Lafayette College . La Salle College* Lebanon Valley College . . Lehigh University . Lincoln University* . ! Maimonides College . ( Mercersburg College . i Muhlenberg College . j Palatinate College . ; Pennsylvania College . j Pennsylvania Military ; Academy. St. Erancis College . ! St. Joseph’s College / . : St. Vincent’s College* . | Swarthmore College . j Thiel College . I University of Lewisburg . . University of Pennsylvania Ursinus College . Villanova College . "Washington and Jefferson College. "Waynesburg College . "Western University of Pennsylvania. "Westminster College . I I 114 §141, 700 §150, 000 §10, 000 79 150, 000| 200, 000 11, 500 84 90, 000 85, 000 5, 000 48 310 60 40 103 c94 50 62 192 55 1 85 115 172 53 154 99 31 74 98 36 100 129 y82 80 M21 000 91,200 000 ! . OOOj 0 000 . 000'. 000 10,000 000 i 43, 000 000 i . OOOj 140,000 000 ! . SO . ! a!4, 000 0| . cs27, 281 all. 000 5, 004 620, 013 24, 000 0 *6*885 ,230i 4, 200 0 a9, 445 alO, 300 1, 500 aSOO 2, 000 3, 500 600 2, 580 , C00 6, 000 000 15,000 000 ! 22,200 000! 130,000 ooo| . 000 50, 000 000 190,000 20, 000 200, 000 25, 000 6, 150 4, 200i 6, 000 5, 000 5, 700 0 o r 14, 000 1, 000 2, 152 8, 500 0 a2, 700 G00 «3, 100 ... d900 01 . al9,140 1, 200 12, 500 680, 000 1, 863! 2,500 10, 000 3, 500! 30, ooo; 30, 000 2, 000 2, 000 145,833 11,200 13,731 74,000 6. 000! 0 0 80, 000 28, 000 0 3, 000 13, 000 2,275 a2, 600 a5, 800 20, 000 a6, 500 aS, 000 a9, 000 al, 800 a5, 400 a3, 600 * Prom Report of Commissioner of Education for 1873. a, Includes society libraries. 6 Including board, c Also 10 students unclassified. d Society libraries. e Two partially endowed. / Suspended until completion of new build¬ ings. g Also 100 students unclassified. li Also 14 students unclassified. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Training for scientific pursuits, such, as eitemistry ; civil, mechanical, and mining engineering ; architecture, and agriculture in its higher forms enters, as may be per¬ ceived from the preceding lists, into the courses of many of the Pennsylvania colleges, but is attended to with special advantages in the University of Pennsylvania at Phila¬ delphia, the Western University of Pennsylvania at Pittsburg, the Pennsylvania State College at Bellefonte,* the Lehigh University, South Bethlehem, and the Pardee Scientific Department of Lafayette College, Easton. These all, with large endow- * The name of the Agricultural and Mechanical College of Pennsylvania has been changed to that of the Pennsylvania State College. “ Thechange,” says the Bellefonte Republican, “was desired because the old name misled many as to the character of the college, and failed to express the breadth of pur¬ pose contemplated by the law of Congress under which it received its endowment." The Republican adds that under the change of name no change will be made in the courses of studies or in the prac¬ tical working of the institution. Agriculture, natural science, the classics, civil engineering, and mili¬ tary tactics will all be taught as heretofore. Through the co-operation of the trustees of the Mechan¬ ics’ High School of Pennsylvania, a professorship of mechanical engineering will be established, and, by the liberality of the citizens of Philadelphia and Harrisburg, a printing-office and apparatus for teaching telegraphy will be added to the other facilities of instruction. With the approval of the trustees, the president, Dr. Calder, has undertaken to collect $10,000 towards the payment of the floating debt. And although that effort has only just been entered on, half the sum has been subscribed, and it is believed the full amount will be speedily secured.” — (Pennsylvania School Journal, March, 1874.) PENNSYLVANIA. 369 meats, ample halls, extensive laboratories, and abundant apparatus, are situated in the midst of great mining or industrial establishments, which afford peculiar opportunities for practical instruction and observation. The Polytechnic College, Franklin Insti¬ tute, and Wagner Free Institute, all at Philadelphia, offer to students something of the same advantages, the tirst through regular instructions, the latter two by lectures. PROFESSIONAL. Nearly all of the prominent religious denominations have their representative theo¬ logical schools in Pennsylvania, among the most prominent of which are the Crozer Seminary, (Baptist,) on the heights overlooking Chester; the Evangelical Lutheran Seminary, on Franklin Square, Philadelphia; the Protestant Episcopal Divinity School, iu a delightful part of West Philadelphia, and the Western Theological Seminary of the Presbyterian Church, at Allegheny, all with able professors, pleasant locations, and considerable means. The law school of the University of Pennsylvania is amply officered and deservedly popular ; that of Lincoln University prepares colored students for legal work, and many lawyers of high repute train special students in their offices. The two great medical schools of Philadelphia stand among the first of their class in the United States, and are attended annually by many hundred students. An auxil¬ iary one in West Philadelphia, called the West Philadelphia Medical Institute, assists students who attend the University Medical School by examinations on the lectures delivered there. It also has a summer course of instruction by text-books, supple¬ mentary to the university medical course. A medical college for women is growing into importance, as well as one for homeopathic training, while two now celebrated dental schools and one of the best colleges of pharmacy in the United States draw to them many students Statistics of schools for scientific and prof essional instruction. Schools for professional instruction. SCHOOLS OF SCIENCE. Franklin Institute . Polytechnic College of the State of Pennsyl¬ vania. Pardee Scientific Department of Lafayette College, a Pennsylvania State College . . Scientific department of VilHo.ova College .‘. . , Scientific department of University of Penn¬ sylvania. Wagner Free Institute of Science. . . SCHOOLS OF TEEOLOGY. Crozer Theological Seminary . . . Moravian College and Theological Seminary . . Meadville Theological School . Missionary Institute . Philadelphia Theological Seminary of St. Charles Borromeo. Philadelphia Divinity School of the Protest¬ ant-Episcopal Church. Theological department of Ursinus College*. . Theological Seminary of the Reformed Church . Theological Seminary of the Evangelical Lu¬ theran Church, Gettysburg. Theological Seminary "of the Evangelioal Lu¬ theran Church, Philadelphia. St. Michael’s Theological Seminary . Theological Seminary of the United Presby¬ terian Church. Theological department of Villanova College.. Theological department of Lincoln University. Western Theological Seminary of the Presby¬ terian Church. Property, income, Ac. p a 9 I I 4 ' 4 46 17 0 121 1 12 Ol 132 5j 37 li 10 0 34 it 0 » 0 43 0 19 3 10 4 71 15, 000 4 [#397, 589 $500, 000 $30, 000i $0 4 7,000! 0 0; 17,000 4 . 1 300, ooc! 3 150,000-; 227,000 fi 7,387 38, 000 ! 3j 27,000 110,000! 7,000 2, 271 20. 000 10, 000 3|’*50,'6G0 60, 000 90, 000 ,000 3, 600 5, 500 * From Report of Commissioner of Education for 1873. a Reported -with classical department. 24 if 3 52, 000 ; 116,3561 7,581 4 60, OOo! . . 3 50,000 43,790 3,180 41 . ■3 . 60,0001 3,378 3 200, 000 262, 851! 15, 800 i . I \ I I i 5 Also 8G preparatory students, c Also 20 preparatory students. 1,500 2, 500 16, 000 7,000 5, 026 12, 000 2, 000 10, 000 6, 000 7, 000 11, 000 5, 000 4, 000 3, 000 ii'ooo 370 REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of schools, fc. — Concluded. Schools for professional instruction. Corps of instruction. Endowed professorships. p o ai O u © rO s Number of years in course. Property, income, &c. Number of volumes in library. s CD S ^ c3 E If if! ©I P*’ i p- Amount of productive funds. © > © P c t-i O P a o o 3 © OD % JB Sj ? ’3® © SCHOOLS OF LAW. law department of Lincoln University* . 6 2 190 Law department, University of Pennsylvania . 5 54 g| 250 SCHOOLS OF MEDICINE. . 1 1 . Jefferson Medical College . . . J $100, 000 $0 $0 $45, 000 Medical department of Lincoln University*. .. 8 6 Medical department, University of Pennsyl¬ 22 486 3 3, 000 vania. Woman’s Medical College of Pennsylvania. . . . 14 62 3 1 50, 000 69, 250 4, 750 3. 150 American University of Philadelphia and 9 2 | 25, 000 0 0 in non, i.hoo Eclectic Medical College. Hahnemann Medical College of Philadelphia . . 23 126 2-3 CO, 000 0 0 10. 123 2,000 Pennsylvania College of Dental Surgery . 3 59 2 6, 755 Philadelphia Dental College . 14 101 2' . Philadelphia College of Pharmacy . 71 269 o | 76,000 16, 000 1,550 10, 300 j 2,350 *Erom Report of Commissioner of Education for 1873. SPECIAL INSTRUCTION. GIRARD COLLEGE FOR ORPHANS, PHILADELPHIA. The course of study here embraces physics and industrial science, mathematics, draw¬ ing, writing and book-keeping, natural history, vocal music, military discipline and military evolutions, Spanish, and French. Many of the pupils entering with little pre¬ paratory training, a portion of the course is necessarily elementary, corresponding with that of the lower public schools. But where the age at entrance is such as to allow and warrant it, this course is extended till it compares at least with that of the best high schools, and sometimes goes beyond them. The main object of the founder hav¬ ing been to prepare the orphans of the comparatively indigent for the practical occu¬ pations of ordinary business, he did not make provision for the higher training of the advanced colleges and universities. And though the endowment has so much increased in value as to now afford fair means for this, it has been thought wisest, instead of thus running up the course, to widen the benefits of the existing one by extending the privilege of admission to the college to orphans outside of the city limits in the State. It is probable that as soon as the needful buildings for the purpose can be had the num¬ ber of pupils will in this way be much increased, and eventually doubled. The total number of pupils for 1874 was 550. PHILADELPHIA CITY INSTITUTE was established in 1851. Its special object was to provide a library and reading- room, and instruction by lectures and night school, “ to aid in rescuing young men of the working classes from the perils to which they are exposed in large cities.” The number of volumes in the library is over 4,000, many of them books of reference to bo used in the reading-room only. Every year shows an increase in the number of books taken from the library and an enlargement of the library itself. In 1S74 there were 8,461 books taken out, being an increaso of 882 over the preceding year. The average nightly attendance in the reading-room was 37. This institute is au outgrowth of the Young Man’s Institute, formed in 1850 for the purposo of providing libraries, read¬ ing-rooms, and suitable instruction to neglected young men and boys. Fiv.e institutes were established in different sections of the city, to each of which $5,000 was advanced as a loan without interest. Only four of these five institutes are in operation at pres¬ ent, the Philadelphia City Institute, Mechanics’ Institute, (Southwark,) Spring Garden Institute, and West Philadelphia Institute. — (Letter from William Chapin, esq., presi¬ dent of institute, and annual report for 1874.) PENNSYLVANIA. 371 PENNSYLVANIA INSTITUTION FOR TIIE DEAF AND DUMB. Officers : a principal, 13 instructors, a matron, 2 assistant matrons, a steward, super¬ intendent of shoe-shop, and superintendent of tailor’s shop. The report addressed to the legislature January 1, 1875, states that there were 230 pupils in the institution on the 31st of December ,"1873 ; and that during the year 42 were admitted, 46 discharged, and 2 lost by death, leaving 224 at the date of the report. Of these 113 were boys and 111 girls; 107 were supported by the State of Pennsyl¬ vania, 12 by New Jersey, 6 by Delaware, and 9 by the institution or by friends. About 40 of the pupils, consisting mostly of the semi-mute and semi-deaf, have re¬ ceived instruction in articulation and lip-reading, during a portion of each school day, from a teacher whose time is devoted solely to this kind of instruction. The object has been to preserve to such what little power of speech they have, and improve and enlarge their power of talking, as also to enable them, by watching the motion of the lips of others, to understand what is said to them. This is said to have been in a good degree effected, though the progress in such instruction must needs be slow from the sniali amount of time that can be given to it. The work in the shops has been carried on “ with the usual amount of success,” though what this may amount to is not indicated. About 60 boys have worked, a little more than one-half at shoe-making and the rest at tailoring. Of the other instruction no account is given, but the deportment of the pupils is spoken of in the highest terms ; and this is said to have come, not from stringent rules and regulations, but from a public sentiment in favor of right conduct formed and established among themselves. PENNSYLVANIA INSTITUTION FOR INSTRUCTION OF THE BLEND. Officers of the house : a principal, prefect, 2 principal instructors in literature and science, with 8 assistants ; 1 principal instructor in music, with 7 assistants ; a master and mistress of handicraft, with 6 assistants and 2 saleswomen ; a matron, assistant matron; 2 attending physicians, and dentist. The students present December 1, 1873, were J97 ; received during the succeeding year, 34; discharged or left, 26; died at home during vacation, 2 ; remaining December 1, 1874, 203. Of this number there were, at the date of the report, in the literary classes, music, and handicraft, 151 ; in the work department, only 15, all adults ; in the home, at work and engaged in teaching, 17; assistant instructors, blind, 20. The branches taught have been spelling, reading in raised letters, writing, pin-type¬ printing, arithmetic, geography with raised maps, etymology, definitions, grammar, rhetoric, moral science, algebra, geometry, commercial arithmetic, logic, natural phi¬ losophy, chemistry, general history, history of Greece and of the United States, Eng¬ lish literature, elocution, astronomy, political economy, and calisthenics. These last- named entertaining and health-giving exercises receive deserved encouragement from both teachers and pupils. The industrial instruction has been made very useful to the students, though not profitable to the institution. The excellence of the general instrnction.given is evidenced by the fact that the in¬ stitution has placed five of its pupils in the University of Pennsylvania, two at a former period, who. graduated with high honors and afterward became teachers and principals in other State institutions for the blind ; and recently another, who gradu¬ ated with honor and has since been engaged in preparing young men to enter college; while now two more have lately. entered the scientific department with fair prospects of successful study. PENNSYLVANIA TRAINING SCHOOL FOR FEEBLE-MINDED CHILDREN. The board of directors say in their report dated Januaiy 6, 1874, that during the year covered by it the schools and various departments of this institution have been quietly and successfully performing their work, with 222 children on tho roll. Twenty- one years of labor in this line, they think, justifies the assertion that “ training im¬ becile children is no longer an experiment, and needs no argument now to sustain its place among worthy objects of human work and sympathy;” nay, that “ the teacher who faithfully seeks the principles of affection, attention, and thought which belong to ns, will find them even under most unpromising forms of idiocy, and from feeblest beginnings may develop some strength and activity.” And when we read in the report of the superintendent that, since the foundation of the institution, 701 feeble-mimled children have been under its care, and that out of these 53 have been taught to speak, 253 have had their articulation improved, 254 have been taught to read, 146 taught to write, 164 to 302 reformed from evil habits, we feel that the directors are justified in their assertions most abundantly by these results. To carry on the work so well com¬ menced they want additional buildings and yet fuller funds, and certainly deserve them. NORTHERN HOME FOR FRIENDLESS CHILDREN. This excellent institution entered in the winter of 1874-’75 on the possession of a new building, which was dedicated with appropriate exercises February 27, 1875. In the 372 REPORT 0 T THE COMMISSIONER OF EDUCATION. basement it bas a large lavatory for the enjoyment and refreshment of the children; on the ground floor, dressiug-rooms, sewing-rooms, a school-room, exercise-room, and iflay-room ; on the second floor, dormitories-and an infirmary ; and on the third, a large and commodious chapel, the crown of tho whole work. Since the incorporation of the institution, in 1854, over 3,500 children have received from it, besides the great benefits of a home and nursing care, a good school education and a fair training for useful in¬ dustrial occupations. These occupations are, even in the school, so remunerative, that while most of the pupils go out with a comfortable outfit to the homes provided for them, especially industrious and skillful ones go sometimes with a well-filled purse. On the day of the dedication above referred to, one of the oldest and best of the in¬ mates, about to leave the school for a new home, said, in answer to a question, that ho should carry with him about $400, the fruit of his labor in tho home. — a sum which had been carefully saved for him anjl was paid over without abatement of any kind. — (Philadelphia Evening Telegraph, March 1, 1874, and Episcopal Register, March 6.) This report is in pleasant contrast with one that appears in the same number of the Telegraph from a committee of tho legislature appointed to investigate the internal working of the house of refuge in the same city — a report which showed an almost savage cruelty on the part of some of the officials towards youthful inmates placed there for reform. * EDUCATIONAL CONVENTION. STATE. TEACHERS’ ASSOCIATION. The twenty-first annual session of the association met at the State normal school at Shippensburg, August 11, 1874. An unusually large number of valuable addresses and papers were presented. The first half-day was occupied by tho address of welcome from Prof. George P. Beard, principal of the school in Avhich the meeting was held, and the response to it by Mr. James L. Harrison, of Pittsburg, with a number of five-minute speeches from edu¬ cators present, including one from State Superintendent Wickersham. The first paper was the inaugural address by President George L. Luckey, in which was considered and advocated a system of education combining a training of the moral, physical, and intellectual nature. Edward Shippen, esq., of Philadelphia, read a very entertaining paper on “ Educational antiques.” “ Co-education of the sexes” was discussed in two papers, by T. J. Duncan, A. M., of Pittsburg, and by President E. H. Magill, of Swarth- more; “Vocal music in public schools/’ by J. W. Shoemaker; “Geometry,” by Prof. Robert Curry ; “ Local supervision of schools,” by County Superintendent B. F. Shant; “ High schools, their place in a system of public instruction, and State aid for them,” by Mr. M. N. Horton, of Williamsport ; “ Standard qualifications of teachers,” by Dr. E. Kast ; u Kindergarten,” by Miss Elizabeth Peabody ; “ The money Amine of education,” by Rev. Dr. George P. Hays, president of Washington and Jefferson College ; and “ Tech¬ nical education,” by Dr. George Woods, president of Western University, Pittsburg. The chief educational features of the new constitution were stated by Superintendent Wickersham. . Dr. Hays illustrated the money value of an education by statistics of alms-houses, jails, and penitentiaries ; by the large percentage of college men who have enjoyed the highest positions in the government of our country ; the superiority of trained soldiers in war ; the greater success of professionally-trained men in law, medicine, &c. ; and the proportion of college-educated men aaJio have reached either house of Congress to that of the self-educated class. Chancellor Wood’s paper on technical education advocated a change in the primary courses of study, to conform to the demands made. by the deATelopment of the country, a need which the colleges haA'e recognized in .accepting technical education, and which he regards as still greater in the elementary schools, since beyond them less than four per cent, of the youth of the country extend their studies. The continued prosperity of our country, the speaker thought, demands that greater attention be given to indus¬ trial and scientific education. Much of our soil has already been exhausted through bad agriculture ; our woodlands have been recklessly stripped, and our iron and coal used without regard to economy. We want to use our abundant material economic¬ ally and to apply the skilled labor that will increase its value a hundred or thousand fold. If but one-half of the 116,000 persons in Pennsylvania engaged in agriculture, manufactures, and mechanical and mining industries should become skilled laborers, there would be an annual addition to the wealth of the State of $184,800,000. If there should be the same change in one-half of the 9,000,000 of persons engaged in the same pursuits in our Avhole country, it would, at a very low estimate, add $2,700,000,000 an¬ nually to the wealth of the nation. The theory of co-education was sustained by both papers read on the subject, as Avell as by a majority of those Avho took part in their discussion. Superintendent Wicker¬ sham corrected a mistake made by one of the speakers who, in the discussion, repre¬ sented that the practice in the common schools of Pennsylvania is against co-educa- PENNSYLVANIA. 373 tion, stating that two-thirds of the children sent to school in the Commonwealth are sent to mixed schools. Socially the meeting was a great success. In a professional point of view it has been criticised by its friends as affording too little time for discussion of the many valuable papers presented, for the comparison of views, the settlingof questions, or the mapping- out, of a future policy. — (Pennsylvania School Journal, September, 1874.) OBITUARY RECORD. PROF. WILLIAM PROCTER. Many persons will hear with regret of the death of William Procter, jr., vice-presi¬ dent, and professor of theoretical and practical pharmacy at the Philadelphia College of Pharmacy. On Monday evening, February 9, he delivered a lecture before the stu¬ dents of the college on the animal substances as applied to pharmacy. It is supposed that when he retired, wearied with the labor of the evening, he was attacked with dis¬ ease of the heart, and from that died. Prof. Procter was a native of Baltimore, having been born in that city in 1817. He removed to Philadelphia before he was 13, anti resided there ever after, entering a drug-6tore as clerk and assistant, graduating at the College of Pharmacy, and finally starting in business for himself. In 1846 a chair of pharmacy, as a separate department, was created in the College of Pharmacy, and Mr. Procter became the first incumbent. This position he held for twenty years, until 1866, when he retired and was succeeded by the late Prof. Edward Parrish. In September, 1872, on the death of Prof. Parrish, he again consented to take the position at the earnest and unanimous request of the trustees, and continued to discharge its duties up to the evening on which he died. As a pharmacist, Professor Procter stood very high, being the acknowledged leader of his profession in the United States, and possessing an enviable reputation abroad. For more than twenty years he was the responsible editor of the American Journal of Pharmacy, published by the college, a position for which his industry and painstaking accuracy admirably qualified him. In 1849 be translated the celebrated treatise on Practical Pharmacy, by Profs. M ohr and Redwood, making extensive and valuable additions thereto. He was also at frequent contributor to the proceedings of the American Pharmaceutical Associ¬ ation, and at one time president of that organization. He was a member of various other scientific bodies in this country, and attended as a delegate the international pharmaceutical congress held in Paris in 1867, being elected a vice-president. Prof. Procter was a consistent member of the Society of Friends. — (Philadelphia Press, February 11, 1874.) ME. GEORGE W. LLOYD. The death of this respected gentleman, late superintendent of public schools for Ju¬ niata County, Pennsylvania, took place at Thompsontown, in that county, on Thursday, April 23, 1874, he being then 53 years of age. A Pennsylvanian by birth, of the old Quaker stock by which the State was originally settled, Mr. Lloyd began his career as a mechanic ; but, receiving an injury which compelled a change of occupation, he ap¬ plied himself to study, became a teacher, and acquired such skill and reputation in that line as to be elected, after twenty years’ engagement in the schools, superintendent of Juniata County in 1866. In this position he did such satisfactory work for three year's as to be re-elected in 1869, when again the duties of the office were performed with great fidelity and diligence. But by the expiration of this second term the needful vigor for the laborious work of such an office was wanting, and the good man retired to private life to await* in the religious exercises to which he was devoted, the great change of worlds. In his decease the teachers of the county lost a faithful friend and able adviser, the public school system a zealous advocate, and many a good work a helping hand. PROF. LOUIS ANGELE. In September died Prof. Louis Angele, instructor in German in the high school of Philadelphia, spoken of as a gentleman of the highest, qualities, talented, faithful, and amiable in a peculiar degree. FLORA T. PARSONS. Miss Flora T. Parsons, late of the faculty of the Shippeqsburg Normal School, died, June 21, 1874, in Bricksburg, N. J. Originally trained to teaching at Oswego, N. Y., she for some years was employed in the schools of that place as instructor in drawing. The reputation she secured there as a popular and successful teacher led to her subse¬ quent employment in the schools of Rochester, where such golden opinions of her pow¬ ers were won by her that for some years she came to be extensively engaged, not only in New lork, but also in the neighboring States, as an instructor at teachers’ institutes. Whatever she undertook was done so well and thoroughly, with snch womanly grace and fresh enthusiasm, that wherever she went once she was desired again, and was thus kept laboring to the utmost verge of her comparatively slender strength. A 374 REPORT OF THE COMMISSIONER OF EDUCATION. change of residence and occupation became hence at length desirable, and she accepted in 1873 a very flattering invitation to aid, as teacher of methods, in the organization of the new Cumberland Yalley Normal School, at Shippensburg, Pa. But it was too late to remedy entirely the effects of previous over-work. Though enjoying much the beauty of her new location and relishing the softer airs of a more southern residence, the weakened frame was unable to endure the stress of the engagements that came on her, and, in spite of a brave battle with exhaustion and disease, she finally succumbed and perished from bronchial consumption, the fruit of too much exertion of the voice while under irritation from catarrh. For two years before her death she had added to her other labors an assistant editorship of the New York State Educational Journal, and was also actively engaged in preparing for the x>ress the primary books of a new series of school readers. LIST OF SCHOOL OFFICIALS IN PENNSYLVANIA. Eon. J. P. Wickeeshau, State superintendent of puUie instruction , Harrisburg. Hon. Hexiit Houck, deputy State superintendent of public instruction, Harrisburg. Hon. IiOBEET Cueky, second deputy State superintendent of public instruction, Harrisburg. CITT AXD DOROUGH SUPERINTENDENTS . City or borough. Name. 1 Post-office. I Allegheny . . John Davis . Allegheny. Allentown. Altoona. Carbondale. Columbia. Easton. Erie. Harrisburg. Hyde Park. Lock Ha ven. Meadville. Norristown. Pittsburg. Pottsville. Heading. ScrantOD. Shenandoah. Titusville. Williamsport. York. Allentown _ _ _ _ II. K. Buehrle Altoona . . . D. S. Keith . Carbondale . . Matthew G. Neary . . . . Columbia. . - . B. G. Ames.’ . . . Easton . . W. W. Cottingham . Erie . H. S. Jones . Harrisburp- . . Daniel S. Burns . ._ . Hyde Park . J. E. Hawker . . . . "Look Ha, ven _ _ John Hold) . . „ . Meadville . Samuel P. Bates . Norristown . Jos. K. Gotwals . Pittsburg . . . George J. Luekey . . _ . . . . Pottsville . Benjamin E. Patterson . Heading . . Thomas Severn . Scranton . . . Joseph Honey . Shenandoah . G. W. Bartch . Titusville . Henry C. Boslev - . . Williamsport . Samuel Transean . York . William H. Shelley . . . . . COUNTY SUPERINTENDENTS. County. Name. Post-offieo. Adams . Aaron Skeely . . . - . . . Gettysburg. Sewickly. Kit tailing. Allegheny - _ ... _ _ James Dickson . . . . . A pp'fstvoif o' A. D. Glenn . Be.avev _ _ Benjamin Eranklin . . . , _ New Brighton. Everett. Bedford J. W. Hughes . Berks _ _ _ _ Samuel Baer . . . . . . Oley. Marti nsbnrg. Towanda. Blair John H. Stephens . . . . . Bradford Austin A. Keeney . Bucks . Hugh B. Eastburn . New Hope. Whitestown. Butler . J. B. Matthews . . Cambria Hartman Berg _ _ . . . . . Ebensburg. Cameron _ _ N. H. Schenek . Emporium. Lehightown. Carbon . . B. E. Hoflbrd _ _ _ .' .. . . . Centre . Henry Mever . . . . . . Kebersburg. Chester _ Hiram F. Pierce _ _ West Chester. Clarion . . . A. J. Davis _ _ Eimersbnrg. Clearfield . J. A. Greo-ofy _ Clearfield. Clinton . . . Martin W. Herr _ Salona. Columbia . William H. Snyder _ . . . . . Orangeville. Crawford . Jas. C. Graham . Meadville. Cumberland . D. E. Knst . . . . Meclianicsburg. Dauphin . D. H_ E. T,a Boss . . . . Hum melst own . Delaware . James W. Baker . Media. Elk . George "R. Divon . _ .... Hidgeway. Waterford. Erie . C. C. Taylor . . Eayette . William H. Cnnlce . . . _ _ _ Hniontown. Forest . . . H. A . Brnekway _ _ Marionvillc. Eranklin . Snmnel IT. Eahy ...... Greencastle. Fulton . . . H. H. Woodal . New Granada. PENNSYLVANIA. 375 List of school otncials in Pennsylvania — Concluded. County. Name. Post-office. Greene . Andrew F. Siivcns _ Huntingdon . B. M. MeNeal . Indiana. . Samuel Wolf . Jefferson . G. A. Blose . Juniata . J ohu M. Carman . Lancaster . B. F. Sbaub . Lawrence . "William X. Aiken . Lebanon . William B. Bodenbom Lehigh . James O. Knauss . Luzerne . William A. Campbell . Lycoming . T. F. Gaban . McKean . William H. Curtis . Mercer . . J. M. Digbt . Mifflin . William C. Gardner . . . Monroe . B. F. Morey . Montgomery . Abel Ilambo . Montour . . .". . William Henry . IS orthampton . . . Is ortbum berland . Perry . Pike . Potter . Schuylkill . Snyder . Somerset . Sullivan . Susquehanna .... Tioga . Union . Venango . Warren . Washington . Wayne . Westmoreland . . . Wyoming _ 1... Tort .] B. F. Eaesly - ... _ . H. H. Bartholomew . j Silas Wright . . John Layton . . ] J. W. Allen . . j Jesse Newlin . . i William A Getting . . . ■ J. B. Whippy . . ! Edwin A. Strong. . . .. William C. Tilden.. . Miss Sarah IL Lewi . A. S. Burrovres . . ; S. ±L Prather . ■ Byron Sutherland.. j Al J. Buffington _ i D. G. Allen . Jas. Silliman . I Charles M. Lee . j William TT ivain i i Spragg's. Three Springs. Indianaf Hamilton. Patterson. Lancaster. Newcastle. Annville. AJlentown. Shickshinny. Montoursville. Curtisville. Sandy Lake. BelleVille. Stroudsburg. Trappe. Pottsgrcve, Northum¬ berland County. Mt. BetheL Elysburg. Mdlerstown. Dingman's Ferry. Condersport. Port Carbon. Selin’s Grove. Somerset. Du shore. Montrose. Wellsboro’. Mifflinbarg. Sunville. Warren. Bentleyville. Prompton. Eaff s Dale. South Eaton. York. 376 REPORT OF THE COMMISSIONER OF EDUCATION. a Mf5®S>E - ISLAND. STATISTICAL SUMMARY.* RECEIPTS. Amount of State appropriation . Amount of town appropriations . Amount from registry taxes and other sources . Amount of district taxes . •. . Amount of balance unexpended last year . Total receipts from all sources . . EXPENDITURES. Amount paid teachers in day schools . Amount expended for other purposes . Amount expended for evening schools . Amount expended for school-houses . . . . Total expenditures . Expenditure exclusive of school-houses . STATE APPROPRIATIONS FOR PUBLIC SCHOOLS. State appropriation for public schools . State appropriation for State Normal School . State appropriation for mileage to State Normal School . . . State appropriation for teachers’ institutes . State appropriation for lectures, &c . . State appropriation for Rhode Island Schoolmaster . . INCREASE DURING TEN TEARS OF TOWN TAXES FOR SCHOOLS. Amount paid by town tax for public schools in 1873 . Amount paid by town tax for public schools in 1863 . Increase in ten years . REGISTRATION AND ATTENDANCE. Estimated number of children between 5 and 15 years . Number registered in public schools during the year . . . Estimated average number belonging . Average attendance during the year . Per cent, of registration to school population . Per cent, of average attendance to school population . Cost per pupil registered . . . PRIVATE SCHOOLS. Estimated number of pupils in private and Catholic schools . . Estimated number of pupils instructed at home . Estimated number of pupils at publfc and private schools or instructed at home . . . . Estimated number not under instruction during tbfi year . Estimated percentage under instruction . . . Estimated percentage not under instruction . . . TEACHERS AND TEACHERS’ PAY. Number of male teachers employed for the school year . Number of female teachers employed for the school year . . . Whole number of teachers . . . . . Number of months male teachers have been employed . . Average wages per month . Number of months female teachers have been employed Average wages per month . * • - tir- ' 1873. 1874. T* 'tfStfr $90, 000 00 $93, 314 00 414, 186 42 323, 322 37 28, 899 33 210, 355 41. 41, 664 35 66, 881 59 15, 111 22 46, 896 24 589, 861 32 745, 769 60 318, 361 52 355, 525 90 95, 662 41 76, 016 80 17, 496 00 22, 127 50 171,292 35 237, 181 33 602, 812 28 69C, 851 53 414, 023 93 90, 000 00 92, 500 00 10, 000 00 10, 000 00 1, 500 00 1, 500 00 500 00 500 00 500 00 500 00 300 00 300 00 304, 865 81 99, 296 43 205,569 33 42, 000 43, 800 98, 348 39, 401 30, 165 79, 775 24, 434 72 59 $13 59 $10 03 8, 000 1, 000 38, 500 3, 500 91 9 112 201 646 821 758 1, 022 998 993 $75 72 $83 65 5, 785 6,212 $41 97 $43 86 From State reports for 1873 and 1874. RHODE ISLAND. 377 STATISTICAL SUMMARY- — Concluded. 1873. 1874. NUMBER OF SCHOOLS AND LENGTH OF SCIICOL TERM. 423 429 719 732 Aggregate length of schools . . . . . . . 6,438 mos. 8.95 mos. 6,566 mos. 14 d. 8 mos. 19 d. Average length of schools . . . . Number of cities and towns which have separate high schools or schools of an equal grade . 11 1 12 Number of cities and towns in which the town system of management has been adopter! wholly nr in part, __ . __ . 9 9 EVENING SCHOOLS. I Number of towns maintainin0, evening schools . . 13 17 Number of schools . A . 38 52 Number*of teachers . . . . . . 131 198 Number of nnpils registered _ _ _ _ _ 4,400 6, 083 Average attendance i . 2,081 2,930 Amount expended for evening schools . j $17, 496. 00 $22, 127. 50 ELEMENTARY INSTRUCTION. REPORT FOR 1874. This excellent and well-arranged report, the last ripe fruit of Mr. Bicknell’s commis- sionership, reaches the Bureau loo late for such full notice as it merits, though its tab¬ ular statements are availed of and much relating to normal and secondary training is here used. It treats of such important topics as the cost of education, teachers’ salaries, some needed amendments to the school laws, school supervision, studies in the public schools, the necessity for teaching drawing in them, the growth of evening schools, the need of an industrial school, and the work of the State Normal School, noticing also briefly the Rhode Island Institute of Instruction, the late Rhode Island Schoolmaster, and the annually- growing value of the reports of school committees. As to school attendance, it shows that “39,401 different children were registered in ♦ the public schools in 1874, including some under 5 and over 15.” And as the child population between these ages is estimated to be 43,800, this registration of only about 4,400 less than the whole number indicates how small a proportion are unconnected with the schools. As to the cost of education in the public schools, Mr. Bicknell states that the mini¬ mum cost is at New Shoreham, where it is $5.63 per pupil to an average school term of six months and twelve days ; while the maximum cost is at Newport, where, with a school-term of 40 weeks, it reaches $14.01 per pupil. For the whole State the average cost was $9.03, a small amount for great advantages. SCHOOL TAX. The law requires that each town raise as much by local taxation for the support of public schools as it receives from the State. Of the thirty-six towns existent, eight fully comply with this requirement and twenty-eight go beyond it. Of the annual State appropriation of $90,000 for public schools, $63,000 is divided among the several towns in the ratio of their population under 15 years o/ age. A decrease in school population involves a proportionate loss in the distribution of State aid. In conse¬ quence of such decrease, two towns receive only three-fourths of the amount granted them prior to 1870, and others lose in proportion. Providence, on the other hand, gains one-ninth and Newport one-fifth in school income, and other towns have a propor¬ tionate gain. Consequent upon the increased length of the school year in several towns and the increase of teachers’ salaries, the local taxation for. schools has so in¬ creased that in some towns the tax for public schools with 30 weeks in the year is 24 and 26 cents on each $100, while in the city of Providence the tax is only 16 cents on the $100 with a school year of 40 weeks. The tax ranges from 6 to 26 cents on each $1C0. This fact, taken in connection with that of the varying length of the school year — from twenty-four weeks, the minimum, to forty weeks, the maximum — shows that the burdens and advantages of the public school system are unequally distributed. The towns of .smallest valuation must raise a' large tax, while the wealthier towns, which have abundant means for the purpose, have the smaller tax for school purposes. And these great inequalities increase year by year, as the business and wealth of the State tend to centers and withdraw from the remote and rural sections. It is there¬ fore suggested that a State tax of one mill upon each dollar of State valuation would 378 REPORT OF THE COMMISSIONER OF EDUCATION. secure a more equitable adjustment. With a valuation of over $214,000,000, this tax would yield an annual' revenue of over $214,000 for public schools. — (State report, 1873, PP- 52,53.) AVERAGE LENGTH OF THE SCHOOL YEAR. This has come to be thirty-live weeks and four days, the longest average school year in the New England States, aud there is a growing tendency to make 40 weeks the uni¬ form standard. Eight towns have reached this point, and no town falls below the legal school year of six months. In several districts the school trustees deem it wise to use the public money for a long summer or a long winter term. This plan deprives a por¬ tion of the children of a fair share of schooling, as the younger ones cannot attend in winter and the older ones are usually required to work in summer. With a view to the younger and older children sharing equally the benefits of the public schools, the superintendent suggests a local taxation for sustaining the schools where the jrablic money does not meet the wants of the district. He says that several school districts are suffering for want of longer school terms, which would, if the law allowed, levy a tax on the pupils for the purpose of sustaining the schools for a longer period. — (Re¬ port of 1873, pp. 55, 56.) SMALL SCHOOLS. Two towns report 4 schools having less than 5 pupils registered : 14 report 26 schools having less than 10 registered ; 26 report 184 schools having between 10 and 20 ; 191 schools registered between 20 and 30 pupils ; 164 registered between 30 and 40 pupils ; 561 registered between 40 and 50 pupils ; 158 registered between 50 and 60 pupils, and 103 registered over 60 pupils. The cost of supporting a very small school nearly equals that of supporting a large one ; and, as school committees and trustees have the power to make arrangements with adjoining districts for the attendance of pupils, the propriety of making such adjust¬ ment, and temporarily suspending schools where the average attendance of the pre¬ vious school year has been less than 10, is suggested. — (Report for 1873, p. 65.) CROWDED SCHOOLS. The law makes it the duty of trustees to employ one or more teachers for every 50 scholars in average daily attendance, but in some school districts it is the custom to impose upon one teacher the labor of instructing and governing a much larger num¬ ber. With a view to the rectification of this evil, it is said that, while no definite rule can be laid down as to the proper number of pupils to be placed under the care of one teacher, in general a school should be small when composed of young pupils. Little children need more of the jjersonal attention and care of the teacher than older ones. Until they receive this, valuable time, strength, and money must be wasted in the most important period of the child’s education, between 5 and 10 years, a period which constitutes the entire school life of more than one-third of the children of the State. The superintendent believes that the time is not far distant when primary teachers will not be required to attend to more than thirty pupils, and recommends to the school officers of the State to inaugurate such a change by providing more school¬ rooms and teachers for the primary grades. He says that, u if there is cruelty and neglect connected with our school system, it is certainly found in overcrowded schools, with over-taxed teachers and uneducated and ungoverned pupils. — (Report for 1873, pp. 66-68.) SCHOOL ATTENDANCE. During the last ten years there has been an increase in the school pojmlation of over 5,000, but without a corresponding increase in attendance upon the public schools ; the tables even show a decrease in the registration and average attendance of the sum¬ mer and winter schools since 1863. Among the causes assigned for this are : the large number of private schools, which have taken hundreds from the State schools ; the establishment of Rom an* Catholic schools for children of that denomination ; the em¬ ployment of a large number of children of school age in manufacturing establish¬ ments ; the increase of an illiterate population by immigration, many of the immi¬ grating parents being willing to have their children grow up in ignorance; and the great increase of truancy in the cities and large towns. This last is referred to (pp. 94, 95) as an i; alarming item,” and the attention of the board of education is called to the serious evils resulting from it, which are increas¬ ing year by year. The school officers of several towns have, during the past year, made forcible representations of the magnitude of this evil, and asked relief from its certain effects. The great want of the State seems to be an industrial school, inde¬ pendent of any criminal or reformatory institution now in existence. -An able com¬ mittee of the general assembly has this subject under consideration, and it is hoped that measures will be taken by legislative authority to right the wrongs now exist¬ ing in this direction. — (Report for 1873, pp. 78, 79, 94, 95.) RHODE ISLAND. 379 SCnOOL SUPERINTENDENTS. Every town in tlio State promptly responded to tlie requirement of tbe law creating this office. Iu most of the towns the office is well filled, and valuable services are ren¬ dered to the schools and to the communities. Several of the superintendents have held meetings for tho purpose of addressing the people upon their duties to the schools. These meetings have been well attended, and productive of the desired results. The schools have been regularly visited, teachers’ meetings have been held at stated periods, and there has been an improvement in discipline and in methods of teaching. The salaries of the superintendents vary widely in the differeut towns, and in some cases are very small in proportion to the time given and the value of the services ren¬ dered. So much depends upon wise and careful supervision, that it. is very important that the right person should be selected for the work, and that he should receive a fair compensation, for performing it. — (Report for 1873, pp. 81-83.) “Several important meetings of school superintendents have been held at the office of the State superintendent for the discussion of questions relating to the schools, and per¬ manent organization has been formed to hold at least quarterly meetings to consider the various methods of improving the schools.” — (Rhode Island Schoolmaster, April aud July 1874.) WOMEN AS SCHOOL OFFICERS. Notice is taken of the fact that the experience of the last thirty years has proved the wisdom of employing a large number of female teachers, and it is said that there seems to be no reason why women may not, with equal propriety and efficiency, attend to theinspection of schools as school officers, especially in primary, intermediate, and girls’ schools. It is believed that, owing to their more thorough insight into the nature, wants, and capabilities of childhood, they are naturally better fitted than men to discharge the duties of this office; and added to natural fitness is the experience which many women have received in the school-roonf as teachers. To judge of school work and to appreciate its difficulties, none are better fitted than women who have themselves been teachers. Of the public judgment on this point an estimate may formed from the fact that an examination of school registers shows, on an average, the names of four women to that of one man on the visiting list, practically demonstrating that women have more interest in the schools and more time to devote to them than men. — (Report for 1873. pp. 90-93.) CHANGE OF STATE SCHOOL COMMISSIONER. The board of education for the State, in their report for 1874, (pp. 9, 10,) say of this : “A noteworthy occurrence of the year has been the change which has recently taken place in the office of commissioner of public schools. Hon. T. W. Bieknell, who has held the post since 1869, has relinquished it, for the purpose of taking editorial charge of a new periodical, which is to represent the interests of education in New England. His resignation, tendered at the last quarterly meeting of the board, has been reluc¬ tantly accepted. Although not a member of the board, the late commissioner has, in his ex-officio relation as its secretary, been closely associated with it, and has rendered valua¬ ble aid in its work. Of the trustees of the normal school, he has been one of the most active and useful. And in his own wider field he has labored with a diligence, a wis¬ dom, and a contagious enthusiasm, which, it is believed, have resulted in lasting bene¬ fit to the cause with which his name is identified. His removal will be regretted in many quarters and by many persons with whom he has been brought into official rela¬ tions — by none more than by the members of this board.” “ The vacancy caused by the resignation of Mr. Bieknell has been filled by the appoint¬ ment of Mr. Thomas B. Stockwell, a gentleman hitherto well known as one of the masters of the Providence high school. Mr. Stockwell has been not only a successful practical teacher, but in his connection with the educational journal of the State has been brought into a wide range of relations with those engaged in the work of public instruction as well as with various interests which will in future claim his more immediate and authoritative supervision. He is believed to possess the intelligence, energy, and zeal, tempered by discretion, which will unite to secure success in discharging the various and often delicate duties of his office.” EVENING SCHOOLS. Nearly five thousand persons attended these schools during the school year of 1872- ’73. They enjoyed the best instruction from the most competent teachers, and the in¬ terest manifested was often much greater than in the day schools. In the manufac¬ turing towns these schools have, to a certain extent, drawn pupils away from the day schools, the parents sending children to work in the mills and substituting the even¬ ing for the day school, to the complete exhanstion of the little ones. This can be remedied by the non-admittance to evening schools of all children under 1*2 years of age. A suggestion to this effect has been made by the school superintendents of the several towns of the State. The attendance upon the evening schools was only 50 380 REPOET OF THE COMMISSIONER OF EDUCATION. per cent, of the registration, the pupils being mostly persons whose only leisure time is in the evening. Better results may be expected when these schools come to be rec¬ ognized as a part of the regular educational work, and when the advantages of the education given in them are more fully realized. — (Report for 1873, pp. 83, 84.) During the year 1873-’74, 12 evening schools were sustained in different towns and cities, having in all an enrollment of 1,193 pupils and an average attendance of G94. The average attendance in most instances was kept low by night- work in factories. — (Rhode Island Schoolmaster, June, pp. 222, 223.) PUBLIC LIBRARIES. To encourage the establishment of these important aids to education the last legis¬ lature passed an act appropriating annually to each free public library established and maintained in the State $50 for the first 500 volumes included in such library and $25 for every additional 500 volumes, provided that the annual payment for any one library should not exceed $500. In consideration of this appropriation by the State the board of education is to have the privilege of establishing rules prescribing the character of the books which shall constitute a library to receive this aid, regulating the management so as to securo the free use of the books to the people of the town or neighborhood, and directing the mode in which the sums paid by the State shall be expended. And no library is to re¬ ceive any benefit from the provisions of the act till satisfactory evidence is given the State board as to the character of the books in it and the acceptance of the rules pro¬ vided. — (From official documents in the possession of the Bureau.) CITY SCHOOL SYSTEMS. PROVIDENCE.* The number of pupils reported for the year, including 2,074 in evening and 1,200 in vacation schools, is 12,439 ; the number of regular teachers, .325 ; and 7 special teachers, 4 for music, 2 for sewing, and 1 for French. The number of schools is 76 ; 1 high, 7 grammar, 26 intermediate, 29 primary, 7 evening, and 6 vacation. The condition of the schools “ may, as a whole, be regarded as quite satisfactory, when we consider the obstacles the teachers have to encounter in the prosecution of their work. Very many of the rooms are in such a crowded state that it is utterly impossible to teach successfully or satisfactorily.” In two of the wards, most of the pupils in the intermediate schools cannot be promoted to the grammar schools for the want of sufficient accomodations. The superintendent makes the following suggestions concerning a, modification of the school system : “No system or plan should be so definite and fixed that it may not be modified to meet existing exigencies. Oui true aim should be to give the best education possible to the largest number. The present course of study is arranged for those who intend to complete the whole course in the high school. For them no change is needed, but very many leave before completing the studies of the grammar and not a few even finish their education at the intermediate schools. It is recommended, therefore, that some rooms be set apart for those pupils who are compelled to take a limited course. Children from all but the lowest grades can be admitted, and the course of study can be so changed and modified that the most valuable and practical instruction possible may be given in the shortest time. These schools would also take in a large class who cannot attend regularly any school, but who, for some weeks or months during the year, would gladly avail themselves of common school instruction, were there any schools adapted to their wants and condition. These children have a claim upon ns urged by every sentiment of humanity as well as by every dictate of an enlightened policy.” “ One of greatest obstacles to the successful working of the schools is truancy and absenteeism. The number of those who are growing up in ignorance and vice is in¬ creasing and youthful crimes multiply in a geometrical ratio.” Measures with refer¬ ence to this subject had been proposed in the city council, and it was hoped that action would be taken without delay. " The sanitary condition of the schools receives considerable attention, and the pro¬ priety is suggested of making application to the city council to request the superin¬ tendent of health to take measures to test chemically the impurity of the air in the school-rooms. “ As the health of nearly 10,060 children is involved in this measure, it is hoped it will receive the consideration which its importance demands.” t * Report of City Superintendent Daniel Leach for 1873-’74. t A plan for obviating the impurity of air in school-rooms has heen suggested by Mr. Leach, and tested in two of the city schools. The plan embraces four openings of suitable length and width, two on each side ox the room and opposite each other, the upper openings being about one foot below the ceiling and the lower ones near the floor. Into each of these openings is inserted a frame of slats three-eighths of an inch thick and half an inch apart, placed at a very acute angle, the upper ones forc¬ ing the inflowing current- directly against the ceiling and causing its' rapid diffusion through the upper RHODE ISLAND. 381 “ The sewing department is producing the happiest results. Nearly 600 children are now tanght every week to use skillfully their needle. Among the rich fruits of this department should be mentioned with gratitude the fact that more than 400 girls who received there their first and last instruction in the use of the needle are now earn¬ ing by it from £4 to $12 a week/’ It is suggested that “ it would be well to consider whether the children in the pri¬ mary schools are not confined too many hours a day, and whether it would not be wise and humane either to shorten one of the sessions or to lengthen the recesses. Six evening schools were in sessiou twenty weeks, with a total enrollment of 2,074 and an average attendance of 835, which is larger than th#t of any previous year. The evening polytechnic school, which opened October 13 and closed February 27, is considered deserving of special commendation. On the first evening, 106 pupils presented themselves, and the whole registration reached 347. In the mathematical department, where instruction is given in arithmetic, writing, book-keeping, and com¬ mercial forms, there was an average attendance of 38; in Hie department of architec¬ tural drawing of over 40, representing almost every trade. The applications for admis¬ sion to the department of mechanical drawing were greater in number than ever before, the attendance exceedingly satisfactory, and the interest evinced by the stu¬ dents very gratifying. The course of instruction has been mainly in object-drawing, and the fact that" many of the students have sought further training, even at their own expense, shows the impetus that has been given to desire for a most useful branch of knowledge. NEWPORT.* The whole number of children of school age in the city is 2,796. Of these, there are reported in public day schools, 1,475 : in evening schools, 314 ; in denominational schools, 540 : and in private schools, 264 : making a total of 2,593, and leaving only 203 children who are not under instruction. The average per cent, of attendance during the year was 90, the highest per cent, during any one week being 96.5 and the lowest 87, the latter owing to the prevalence of scarlet fever. Notwithstanding this report, the committee regard compulsory education as “ of pressing necessity.” An examination of the records for several successive years proves that but little over half the pupils in the intermediate department enter the grammar schools ; that not more than 32 out of every 300 in the intermediate schools reach the first grammar grade ; and that only 11 out of 300 go through the high school course. Drawing has come to be so important a part of the common school curriculum that the appointment of a special teacher is strongly urged. The introduction of the Duntonian free-hand series of writing-books has been followed by marked improve¬ ment in this department. Evening schools were continued from December 1 to April 10, two evenings a week. The interest and earnestness shown by those who attended regularly testifies to the wisdom of maintaining these schools. The crowning act of the school work of the year has been the completion of the Rogers high school building, for which $100,000 was given by the late William S. Rogers, of Boston. The school was opened September 8, 1873, under the head master¬ ship of F. W. Tilton, A. M., late principal of Phillips Academy, Andover, Mass. Three courses of study, of four years each, have been arranged, viz: A classical course, adapted to the requirements of all American colleges, including the new course of preparation for Harvard ; a course in mathematics and the sciences, with laboratory practice ; and a general course of higher English, classical, scientific, and mathematical studies, for those who do not desire to pursue either of the special courses. The study of modern languages is a required part of each of the three courses. The number of pupils in the regular courses during the year has been 66. Including those vcho have taken special courses, the number attending recitations and examinations has ex¬ ceeded 90. TRAINING OF TEACHERS. STATE NORMAL SCHOOL, PROVIDENCE. The school was opened in September, 1871. Number iu attendance in 1S74, 141. Tuition is free to all pupils who complete the course with the intention of teaching in atmosphere of the room. The openings are covered with slides moved at will, and held in place bv weights suspended over pulleys. The slides enable the teacher to regulate the inflow of pure air so as to preserve uniformity in quantity, whatever he the force of the wind. The lower openings are used only for expelling the noxious aif which at times forms a stratum near the floor. Bat oniTof these is used at a time, and that opposite to the direction of the wind.’’ According to the testimony of the teachers in the rooms where this means of ventilation has been tried, it has proved eminently successful, securing greater comfort, better health, and fresher activitv in study than has been known in previous years. Excellent as the plan is. however, it does not seen* to a reader quite as good as the self-regulating one noticed tinder the head of Indiana. * From report of City Superintendent T. H. Clarke, for 1873-'74. 382 REPORT OF THE COMMISSIONER OF EDUCATION. the public schools of the State. The normal course lasts two years. A preparatory- course has been provided for the benefit of such applicants as are found unprepared to enter the normal one. Special classes on. Saturday enable graduates and others actually engaged in teach¬ ing to continue their studies, and as soon as more suitable accommodations are pro¬ vided for the school it is intended to extend the advantages of these classes to greater numbers. A feature of the school, mentioned by the State superintendent (p. 71) as worthy of special note, is the large number of actual teachers of experience who have come from their school-rooms to secure a more complete training for more successful work. • Enthusiasm in the work of the school has never existed iu greater degree than during the past year ; consequently intellectual acquisition and increased skill in teaching have, with but few exceptions, been commensurate with, the several abilities and op¬ portunities of the pupils. — (Report of Commissioner of Public Schools for 1874, pp. 21- 25, and 71.) TEACHERS* INSTITUTES. Twelve local institutes have been held, at which the commissioner has been aided by prominent teachers of the State and by experienced institute workers from abroad in his efforts to fully prepare teachers for their occupation. The school officers of the several towns are in harmony with this work and the attendance of the teachers and patrons of the schools has been very encouraging. It is not a common thing, as form¬ erly, for teachers to absent themselves from these meetings when held in the town or county, and those who disregard local or State authority in this matter and eviuce no desire for improvement must soon give place to more worthy laborers. The annual meetings of the Rhode Island Institute of Instruction, founded by Mr. Barnard and his colaborers in 1845, have assumed a character of great excellence and influence, and the exercises now draw the great body of teachers and school officers and the most earnest and intelligent friends of education in the State. The meetings of 1873 were the largest and most enthusiastic ever held and testified to the general public interest in the educational questions of the day. Addresses were delivered by Governor Padclford; Hon. John Kingsbury, ex-commissioner of public schools; Presi¬ dent Robinson, of Brown University; Hon. Henry Barnard; Hon. E. E. White, of Ohio; and others. — (Report of Commissioner of Public Schools for 1873, pp. 88, 89.) SECONDARY INSTRUCTION. niGII SCHOOLS. According to the report of the State commissioner of public schools for 1874, p. 43, twelve towns and cities in Rhode Island have separate high schools, or schools of an equal grade, either public or private ; but no information appears to be given in that report as to total attendance of pupils therein, courses of study pursued, &c. IIIGII SCHOOL, PROVIDENCE. From the report of the school committee and city superintendent of this city for 1874, pp. 68-102, it appears that the high school has 9 rooms, with 12 teachers — 4 gen¬ tlemen, 8 ladies — and 393 pupils, 150 boys and 243 girls — an average of 33 pupils to a teacher. The course of study seems to be quite thorough, extending in the classical department, as the examination papers show, to 4 of Cicero’s orations against Catiline, and 9 books of Virgil’s iEneid, with Latin composition, the English and scientific de¬ partments embracing English literature, intellectual philosophy, and French, with all the higher mathematical and scientific studies usually pursued in the course of prepa¬ ration for college. THE ROGERS HIGH SCHOOL, NEWPORT. This school, generously endowed by the late William Sanford Rogers, of Boston, was opened in September, 1873, in an elegant building erected for its accommodation. The city of Newport contributed $30,000 of the cost of this building, in consideration of the fact that tuition in all departments of the institution will be forever free to the young people of Newport. — (State commissioner’s report, pp. 91, 92.) Frederick W. Tilton, A. M., formerly superintendent of schools in Newport and late principal of Phillips Academy, Andover, lias been elected head-master, with an ample corps of superior instructors to assist him. Three courses of study have been arranged : (1) classical, (2) mathematical and sci entifie, and (3) a general course of higher English, classical, scientific, and mathemat¬ ical, which is open to persons of either sex who do not wish one of the other two. The classical department is adapted to the requirements of all American colleges, including the new course of preparation for Harvard, recently announced. The study of modern languages is a required part of each of the three courses. The advantages of the school are offered to all persons of the requisite attainments who, while prevented for any RHODE ISLAND. 383 reason from taking a complete course, desire to pursue particular studies — (Report of school committee, 1873-74.) A scholarship of £1,000 -was founded by Mr. Rogers, at Brown University, for the benefit of such graduates of this school as the superintendents of it, with the consent of Mr. Rogers's trustees, may designate. Bristol man school. The net proceeds of an exhibition of this school, which took place in the hall of tho new building, have been expended in the purchase of a microscope, a globe, Prescott’s Conquest of Mexico, and some apparatus. A fine organ has also been bought for the use of the school.— (Report of school commissioner, 1874, p. 91.) WOONSOCKET HIGH SCHOOL Has maintained a steady progress during the year. There has been a gain in the moral as well as in the intellectual condition of the school. The importance of the courses of study adopted two years ago is seen in the continuous attendance of the two lower classes, which now number respectively 20 and 17. Of the advanced pupils, there are several who propose to remain in the school and graduate.— (Report of State commis¬ sioner of schools, 1874, p. 94.) SOUTH KINGSTOWN. Hon. Rowland G. Hazard, famed for his patronage of institutions of higher learning, has made the liberal offer to this town to erect a high school building, to furnish it with proper apparatus, and to give the grounds npon which it is erected, upon the con¬ dition that sufficient funds be raised by the town, or otherwise, to support the teachers of the school. — (Report of State commissioner of schools, 1874, p. 93.) ACADEMIES AND SEMINARIES.* Four of this class of schools for secondary instruction, separate from the public school system, report to this Office their statistics for 1874. Two of them are exclu¬ sively for the education of girls and two fpr both sexes. In all there were 28 teachers and 396 pupils, of whom 8 were pursuing English, 224 classical studies, and 48 modern languages ; 44 were preparing for the classical course in college. Two of these schools teach drawing and one vocal music : one has a laboratory, two apparatus, and all but one, libraries ranging from 500 to 3,200 volumes. PREPARATORY SCHOOLS.*. Of these there are five, which report having a total of 43 instructors and 607 pupils: in classical courses, 167 : scientific, 34 ; in other studies, 406. The length of the course is from three to four years. All but one of these schools have laboratories, apparatus, and libraries of 500 to 2,500 volumes ; one reports a gymnasium. BUSINESS COLLEGE.* Warners, Bryant & Stratton's Business College at Providence reports an attendance of 302 pupils— gentlemen 250, ladies 52 — and 11 instructors; 25 of the pupils wero studying German. The library contains 2,000 volumes. The course is one year in duration. SUPERIOR INSTRUCTION. BROWN UNIVERSITY. In addition to the classical and scientific courses, there have been established de¬ partments of practical science, including one of agriculture, for the benefit of students who wish to prepare themselves for such pursuits as require especially the knowledge of mathematical and of physical science, and their applications to the industrial arts. There are two parallel courses of instruction for the degree of bachelor of philoso¬ phy, each extending through a period of three years : the one includes classical studies, and the other omits them and substitutes a larger amount of scientific studies. — (Cat¬ alogue of Brown University, 1873-74.) The report of the president of the university, Dr. E. G. Robinson, dated June, 1873, (p. ?,) states that the need for more and better-appointed dormitories, a fire-proof library building, more convenient and healthful lecture-rooms, and finally of a gymna¬ sium, had then become so pressing as greatly to impede the legitimate work and the natural growth of the university. The College Courant of May 15, 1874, says that Mr. Horatio Nelson Slater, of Webster, Mass., has given, unencumbered with any conditions, £25,000 to Brown University, in addition to some §28,000 previously presented by him. * Reports to United States Bureau of Education, 1874. 384 REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of Brown University and scientific school. Name of university. Corps of instruction. Endowed professorships. Number of students. Property, income, &.c. Number of volumes in library. c cl p* d a To U *5 2 sf £ £ 9 ^ :+_i cz © - X © to ’cT""1 t> Amount of productive funds. © o TiS S 3 ?ci * © © l ^ <9 32 ai p © i *£« 9 ! U • a s pc x 'ZL C3 ~ st ! ffl q § P o ! it ! SjT ?- i 11 ' Sjx i fee - Brown University . SCHOOL OF SCIENCE. Agricultural and scien- 15 4 0 253 $1, 500, 000 '>3637, 814 §41, 470 $23, 009 §55, 029 40, 000 tide department, (Brown University.) a t | a No separate organization. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. AGRICULTURAL. By resolutions of the general assembly of the State, the national grant u for the ben¬ efit of agriculture and the mechanic arts” was given to Brown University, and the fund of $50,000 which has accrued from this grant is, by agreement on the part of 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, on the nomination of the general assembly, by the governor and secretary of state, in conjunction with the president of the university. — (Catalogue Brown Univer-. sity, 1873-74, pp. 31,32.) SCIENTIFIC. As before mentioned, departments of practical science have been established in the university, including, besides agriculture, chemistry as applied to the arts, civil engi¬ neering, and mechanical engineering. Beyond this no special provision for such instruction, or for training in law, medi¬ cine, or theology, appears to be now existent in the State. In his report to the corpo¬ ration, June 26, 1873, however, President Robinson says that, unless he is misinformed, a large number of the intelligent citizens ®f the State desire a scientific school of high order, in which provision may be made for subschools of design, of drawing, of archi¬ tecture, of fine urts, &c., with special reference to the furtherance of the industrial interests of the State. SPECIAL INSTRUCTION. A session of the New England Normal Musical Institute was held at East Greenwich, lasting from July 15 to August 15. The instruction was under the general direction of Prof. E. Tourjde, of the New England Conservatory of Music. Upwards of 100 students received instruction from some of the most celebrated musicians of the day. The department of vocal music in public schools was in charge of H. E. Holt, of Bos¬ ton. Addresses and lectures were given upon the various topics conneoted with vocal and instrumental melody, including church music and the formation and cultivation of the voice. — (Rhode Island Schoolmaster, pp. 184, 331.) EDUCATIONAL ASSOCIATIONS. RHODE ISLAND INSTITUTE OF INSTRUCTION. The twenty-ninth annual meeting of the institute occurred on January 22-24, 1874. The forenoon was devoted to visiting the schools of the city, together with the State Normal School. The department of higher instruction assembled in high school hall, and listened to a paper by Mr. D. W. Hoyt on the relation of the teacher to modern progress in physi¬ cal science and preparatory classical studies, and one by Prof. J. L. Lincoln, of Brown University, on preparatory classical studies. KIIODE - ISLAND. 385 The first paper read before tho grammar and primary school section of the conven¬ tion was by Mr. J. C. Greenongh, principal of the State Normal School, on the subject of reading. After the valuable thoughts suggested by it had been discussed, “ Element¬ ary geography,” by Miss Mary A. Riley, and “Early steps in language,” by Miss S. C. Bancroft, teacher in the normal school, followed. In the evening General Eaton, the United States Commissioner of Education, deliv¬ ered an address upon the general character of education and 6omo of its pressing needs. The day’s exercises closed with the reading, by Prof. Bailey, of Dr. Holmes’s re-union poem. On Friday, after a short address of welcome to the teachers, from President Lyon, a paper, by Mr. J. C. Greenough, on “ The use of text-books,” was presented and afterward discussed by Rev. A. C. Staples, Prof. S. S. Green, and Rev. Mr. Leach, of Providence. Prof. Bailey gave a lesson on reading, and the way to teach it. Mr. L. W. Russell, of Providence, in a paper upon the question, “How can our schools be improved ? ” expressed the belief that by the present system too many studies are imposed upon pupils, to the injury of their health ; he also advised the presence of women on school boards and more male teachers in the lower grades. In the evening, the president of the institute, Mr. Merrick Lyon, made a brief opening address, and then introduced Lieut.-Gov. C. C. Van Zandt, who gave a vivid description of the schools as they were years ago, comparing them with those of the present. After reading by Prof. Bailey, Rev. Dr. E. CL Robinson, Commissioner Eaton, and Bishop Clark spoke briefly, and Hon. Thomas W. Bicknell, commissioner of the public schools, gave some facts showing the progress of education in the State during the last ten years. The appro¬ priations have been increased, the compensation of teachers is constantly increasing, and permanency and stability are becoming elements in school work. He thought one thing wanted was woman’s influence on school boards; another was an industrial school and a good truant-law, if not a compulsory attendance law. On Saturday a resolution was adopted, approving the proposition to aid the common schools throughout the country by the distribution from the Edited States Treasury of the net proceeds of the public lands. General Eaton, being called upon for remarks, spoke of the great assistance the Peabody fund had been to education in the South, and of the need still existing for further aid there. After the reports from- committees had been received and officers elected for the ensuing year, remarks were made by President Lyon ; Hon. J. Kingsbury, the first president of the institute; Prof. S. S. Green, its second; Hon. Amos Perry, a prominent mover in its establishment, and Rev. E. M. Stone, the historian. Resolutions were adopted thanking participants for addresses and music, and the railroad companies for favors of tree return tickets granted by them. It was also “Resolved, That, in the influ¬ ence, counsels, and labors of women in connection with our schools, we recognize one of the most important means for their improvement, and, therefore, we heartily approve of their appointment to constitute in part our boards of school committees.” Brief remarks were then made by President Lyon, Mr. Cady, and Mr. Bicknell, when the institute adjourned its twenty-ninth annnal meeting, all voting it the most interesting yet held.— (Rhode Island Schoolmaster, February, 1874.) OBITUARY RECORD. JOHN KINGSBURY. Hon. John Kingsbury, of Providence, R. I., died December 21, 1874. Mr. Kingsbury had been long and honorably connected with school work in the State ; was from 1845 to 1856 president of the Rhode Island Institute of Instruction, and from 1857 to 1859 State school commissioner, gaining in both offices high com¬ mendation, and, by general consent, stood at least among the leaders, if not actually the leader, of educational affairs and interests in Rhode Island. Born 1801, in South Coventry, Conn., he came to Brown University to pursue his college studies, and there formed the acquaintanceships which led to his identification with Rhode Island. Graduating with distinction in the class of 1826, he became a teacher in the Providence High School ; two years later commenced the Young La¬ dies’ High School, and, for thirty years, had under him for training successive sets of pupils of the best classes in the State. It was greatly to his credit that, while depending on a private school for his subsist¬ ence, he from the first used his best influence for the establishment of the great system of public schools, ou which he saw that most of the population would have to depend for a proper training of their children. His zeal for this, as well as his reputation as a teacher, induced the appointment of him as State school commissioner and led to the selection of him by the associated teachers for the presidency, not only of the State Institute, but also of the American Institute of Instruction, an office of even national importance. A Christian man, a noble teacher, an officer most popular and faithful in all trusts, he did a good work both for the country and the State, and has well merited this brief honorary mention. — (History of Rhode Island Institute of Instruction.) 25 E 386 REPORT OF THE COMMISSIONER OF EDUCATION. LIST OF SCHOOL OFFICIALS IN RHODE ISLAND. lion. Thomas 33. Stockwell, commissioner of public schools, Providence. STATE BOAUD OF EDUCATION. Hame. Post-office. His excellency Henry Howard, governor, ex officio president . Hon. C. C. Van Zandt, lieutenant-governor, ex officio . Hon. Thomas B. Stockwell, commissioner of public schools, secretary . Daniel Leach . Ezra K. Parker . Samuel H. Cross . Thomas H. Clarke . Charles H. Pisher . . . - . . . . . Providence. IS ewport. Providence. I Providence. Summit. I Westerly, j Newport. North Scituate. Bristol. George L. Locke . . . . . . . . . TOWN SUPERINTENDENTS. Town. Superintendent. Post-office. Barrington _ . _ _ . _ ...J Isaac P. Cady . . . Bristol . . . . 1 Itobcrt S. Andrews . : . Burrillville . i William Pita . . . . . Charlestown . William F. Tucker . . . Coventry . . . E. K. Parker . Cranston _ _ _ _ _ _ _ Cumberland . Francis S. Weeks . . . . East Greenwich _ _ _ Peleg G. Kenyon. . East Providence. _ _ E. H. Paine . Exeter _ _ Willet H Arnold . . Poster _ _ _ _ _ George S. Tillinrrkast . Gloucester . . . . J ohn M. Purkis . . . . . j Hopkinton . S. S. Griswold . . Jamestown . Elijah Anthonv . i Johnston . ! William A. Phillips . { Lincoln _ ... _ ... _ James H. Lyon . Little Compton . Benjamin P. Wilbor, jr . . . . . Middletown . . . ... .. John Gould . . . Newport . Thomas H. Clarke . . . New Shoreham . Giles H. Peabodv . North Kino-s ton . . A. B. Chadsey . . . North Providence . . Marcus M. Cowin *r .. ... _ _ North Smith-field . Stephen Phillips . Pawhifttfit _ . . _ Andrew J encks .. . ..... Portsmouth _ _ George Manchester . . . . Providence . Daniel Leach . - . Kichmond. . . G. Tillinghast . . . . . Scituate _ _ _ J. M. Brewster . South Kingston . . . N. C. Peckham, jr ..." . . . Smithfield . . . . . Samuel W. Farnurn . . Tiverton. . . John P. Chase . . . . Warren . . . S. K. Dexter . Warwick . . . . John F. Brown . . . . . Westerly . H. M. Eaton .. _ _ _ W est Greenwich. . . Charles F. Carpenter . . . . Woonsocket . C. J. White . Barrington Centro. Bristol. Burrillville. Shannock Mills. Summit. Cranston Print-Works. Woonsocket. East Greenwich. Watcliemokot. Exeter. Poster Centre. Chepachet. Hopkinton. Jamestown. Oineyville. Central Palls. Little Compton. Newport. Newport. New Shoreham. Wickford. Providence. Woonsocket. Pawtucket. Newport. Providence. Wyoming. Horth Scituate. Wakefield. Georgieville. Pall Liver, Mass. W arren. Natick. Westerly. Summit. Woonsocket. SOUTH CAROLINA. 387 SOUTH CAROLINA. STATISTICAL SUMMARY.* RECEIPTS. From State appropriation . - . - . . $300, 000 00 From poll-tax . - ... . - . 5 9, 514 05 From local or school district taxes, (reported, as collected) . 106, 357 47 From other sources . 42, 675 56 Total . 508, 547 03 Unpaid balance of State school appropriation . . . ‘29, 779 71 Net school revenue . . . 478, 767 37 EXTEXDITUEES. For teachers'- salaries . 370, 975 07 For sites, building, rent, repairs, &c., of school-houses . 36, 344 56 For fuel, and other incidentals . . . 2, 650 42 For apparatus, globes, maps, &c . . 451 03 For school furniture . - . 1, 756 83 For enumeration of school children . 3, 856 73 For all other school purposes . 15, 465 60 Total . 431, 500 34 SCHOOL POPULATION AXD ATTENDANCE. Number of white youth, of school age, in 1873 . 84, 975 Number cf colored youth, cf school age, in 1873 . 145, 127 Total . 230, 102 Increase since 1869 . . . . 32, 923 Number of white pupils enrolled, (1874) . . . 44, 470 Number of colored pupils enrolled, (1874) . 56, 249 Total . - . 100,719 Increase for the year . 15, 125 TEACHERS. Number of white male teachers — from the North, 23 ; South, 982 . 1, 005 Number of colored male teachers — from the North, 21 ; South, 533 . 554 Number of white female teachers — from the North, 44 ; South, 673 . . . 717 Number of colored female teachers — from the North, 15 ; South, 245 . 260 Total number of teachers — males, 1,559 ; females, 977 . 2, 536 Increase over last year . . 162 Number of third-grade teachers employed . 872 Number of second-grade teachers employed . . . 944 Number of first?grade teachers employed . . . 720 Number of State teachers’ certificates granted during the year . 23 Average monthly wages paid male teachers t . 832 81 Average monthly wages paid female teachers! . 30 39 SCHOOL DISTRICTS AND SCHOOLS. Number of school districts in 1S73 . 429 Number of schools in 1874 . . . 2, 227 Increase for the year . 196 * From the report for 1874 of the State superintendent of edacation. Hon. J. X. Jiiison, pp. G-ll, 29, 30. t In Charleston the average was §133.33 for males and $39. 06 for females. In Chester County, the average for males was §11 09 ; and in Fairfield and Sumter Counties, $35. 71 for females. 388 REPORT OF THE COMMISSIONER OF EDUCATION. SCHOOL-HOUSES. Number of school-houses, (1374) . . . 2, 209 Increase since 1S73 . . . 192 Valuation of scbooi-bouses . $272,986 44 Increase for tbe year . 22, 340 50 Number of bouses owned by districts . 576 Number with grounds inclosed . . 306 Number erected during tbe year . , . 192 Cost of the same . . . $22, 340. 50 ELEMENTARY instruction. GENERAL VIEW OF EDUCATIONAL PROGRESS IN THE STATE. Tbe superintendent reports a bopeful increase of interest in regard to public schools in sucb localities as be has been able to visit. But few official visits Avere made by bim during tbe year on account of tbe lack of any provision for tbe employment of clerical force in bis office. Tbe largest number of free common schools in any county is 130 ; the smallest, 30. In three counties tbe number of schools decreased dui’ing tbe year. Returns from thirty counties show tbe average number of months tbe free common schools Avere in session throughout tbe State to be five. Tbe greatest average number of months in any county was nine ; tbe least, three. Only in one county Avas tbe a Average as large as nine months, but in live it was as Ioav as three. In Charleston City, schools were in session ten months. There were erected during tbe year, 86 scbooi-bouses of log and 108 of frame. Tbe material of those previously in existence is as follows : Log, 1,196 ; frame, 802 ; brick, IS ; stone, 1 ; 997 of these are reported in good condition, 566 fair, and 445 bad. On tbe whole, it is believed that in point of results accomplished, the year has been one of marked improArement and progress.— (Report of State superintendent of educa¬ tion, 1874, pp. 6-22.) STATISTICS OF COLLETON COUNTY. A special statement of tbe statistics of Colleton County, whose report Superintend¬ ent Jillson did not receive until his bad been completed, adds to the number of school population already given, 10,475 ; to tbe number of free common schools, 76 — au increase for tbe year of 13 ; and to tbe force of teachers employed, 91 ; of whom 26 belonged to tbe third grade, 52 to tbe second, and 13 to tbe first. There Avere 86 school- houses in tbe county, valued at $10,747, of which 19 were erected during tbe year. — (Report of State Superintendent of Education, 1874, pp. 145-148.) COUNTY COMMISSIONERS. A majority of tbe annual reports of county school commissioners, says the superin¬ tendent, were made out in a very careless manner and were not forwarded at tbe time required by law, occasioning bim much delay and difficulty in tbe preparation of tbe annual report. Tbe commissioners, on tbe other band, have, it is mentioned, labored under serious discouragements in not having received their salaries and in not having been provided, in many instances, with suitable office conveniences and incidentals. — (Report, pp. 21, 22.) TEACHERS. Tbe unsatisfactory condition of tbe school system is due, in a very great degree, to the employment of many incompetent, inefficient, and worthless teachers. Too many teachers are found in tbe schools Avithout tbe proper spirit for their work. They not only have not given attention to any preparation for their work, but resort to it from motives of personal conArenience, and, in many instances, from a consciousness of being unfit for anything else. Tbe fault iu this matter lies chiefly with boards of county school examiners. There haAre been instances where certificates of qualification have been giA’en to persons whose ignorance was glaringly apparent to the most careless observer. The superintendent is satisfied of the existence of much fraud and*wrong, so far as the pay of teachers is concerned. In some counties the teachers complain that they cannot obtain their pay from the county treasurer on the presentation of their certifi¬ cates, but are forced to dispose of their paper at unreasonable and oppressive. rates of discount, to other parties who are doubtless either in collusion with or in the interest and employ of sharks and shavers connected directly or indirectly with the county treasury. Much allowance must be made for persons laboring under circumstances so discouraging. — (Report, p. 76.) NECESSITY FOR NATIONAL AID. The superintendent quotes certain resolutions adopted at the meeting of the depart¬ ment of superintendence of the National Educational Association, held at 'Washington on the 29tli of January, 1874, one of which indorses the proposition then under consid¬ eration by Congress, to set apart the proceeds of the public lands of the United States SOUTH CAROLINA. 389 exclusively for the purposes of free education iu the States aud Territories, the appor¬ tionment to he, at least for the present, in proportion to the amount of illiteracy exist¬ ing in the several States. Superintendent Jillson repeats some remarks made by him¬ self in reference to this subject on the occasion of the meeting referred to, expressing iu strong terms his approval of such a disposition of the public lands. While there are States in the Union, he said, "which do not need this money, the State of South Carolina needs all the aid it can get to develop its educational interests ; and, in his opinion, the salvation of the State, as well as of other States of the South, depends upon the education of the people.— (Report of superintendent, 1S74, pp. 22-24.) PEABODY FUND. No aid was rendered from the Peabody fund during the school year 1873-74, except a contribution of $300 for a school in Spartanburg. — (Report of proceedings of the trustees, 1874.) LEGISLATION RECOMMENDED. Superintendent Jillson recommends : (1) The immediate enactment of such measures as will positively secure the prompt and complete payment of all unpaid balances of past appropriations for educational purposes. (2) An act authorizing and directing each county treasurer to set aside and retain, out of the funds collected by him on account of State taxes, a sufficient sum of money to cover the apportionment of State school funds made to his county. (3) A special appropriation of $5,594.63, for the completion of the Uniform System of School Records, already authorized by law. (4) An act requiring the county commissioners of each county to furnish the county school commissioner of their county with a comfortable and convenient office and suitable office-furniture, and to supply said officer with fuel, lights, stationery, postage, and such other incidentals as are necessary to the proper transaction of the legitimate business of his office. (5) An act to fix and define the school year, and to make the same uniform through¬ out the State. The school year ought to commence on the first Monday in November, so as to cor respond with the beginning of the fiscal year. (6) An act to increase the annual allowance made to the State superintendent of education for clerk-hire. (7) An act to authorize the State superintendent of education to appoint county school examiners. (8) An act to provide for the election of school trustees. The careful examination of the foregoing recommendations is most respectfully urged, with the trust that they may receive the consideration which they deserve.^- (Report of State superintendent, p. 79.) BE WALKS AND RECOMMENDATIONS OF THE GOVERNOR. Governor Chamberlin, in his inaugural address before the general assembly, deliv¬ ered December 1, 1874, in referring to educational matters, expresses the belief that there has been on the whole a steady progress since 1870, not only in the number of schools, but also in their efficiency and standard of instruction. The chief hinderances in reaching more satisfactory results he considers to be the lack of such a general interest on the part of all the people as is essential to an efficient- common school system ; also, the want of capacity and devotion to their work on the part of the county school commissioners, while the powers of these officers in the man¬ agement of schools, thb appointment of teachers, and the expenditure of school funds in their respective counties are almost absolute, the relations of the State superin¬ tendent to them being almost wholly advisory. A careful examination into this feature of the school system is recommended, to ascertain whether any change can be made which will remedy the want of efficiency on the part of county school commissioners. The governor recommends, too, that careful attention be given to the school system in all its features, that no reduction in expenditures for educational purposes be made, and that some farther provision for secondary education be made in order to connect the common schools with the university, such as the elevation of one or two common schools in each county to the grade of high schools. — (Inaugural address of the gov¬ ernor, pp. 19, 20.) In a subsequent communication to the legislature, in transmitting the report of the superintendent of education, the governor called attention, among other facts, to sta¬ tistics which, as he remarks, “ show how far our school system still is from the standard which should be arrived at. First, the total school attendance falls considerably below one-half of the total school population, being about seventeen thirty-eighths. Secondly, the average period during which our schools are in session is only five months. Our constant aim should be to increase the school attendance till it embraces all our school population, and to increase the length of time during which our schools should be in session to eight or nine months in the year. “ The State superintendent calls especial attention to the incapacity of many of the 890 REPORT OF THE COMMISSIONER OF EDUCATION. teachers employed. I agree with him in the fact stated, and in his suggestion of the cause of that fact. The blame rests with the boards of county school examiners, whose duty it is to examine all teachers. These boards consist in each county of the county school commissioner and two persons selected by the county school commissioner. I recommend most earnestly that the appointment of the latter examiners be given to the State superintendent of education. I do not wish to be understood as reflecting upon all our county school commissioners by this recommendation ; but, in view of un¬ deniable facts as to the incapacity of some of these officers, I am persuaded that the mode of appointing the examiners should be immediately changed. That being done, I think the primary cause of inefficiency in our school system — the incompetency of teachers — will be almost entirely removed. “I also renew the recommendation, made in my inaugural address, that high schools be provided for in each county.” He recommends further “that the largest appropriation possible, with a due regard to our financial necessities, be made for all our educational institutions. But, what is quite as indispensable to the success of our school system, I trust that our fellow-citi¬ zens generally will take a more active personal interest in the practical working of the system. It is my purpose, during the coming season, to make some personal in¬ spection of our schools in different parts of the State, and to seek, in some public and private ways, to call out and secure a greater interest in our people generally in this subject.” — (Journal of house of representatives, (session of 1874- 75,) January 12, 1875, pp. 14,15.) VIEW FROM AX UNOFFICIAL SOURCE. In reference to the general condition of education in this State, a writer in% Scribners Monthly, Mr. Edward King, says: “The educational prospects throughout the State, except in the large towns, "are not very good. In 1873, the schools were much cramped for resources. Not a cent of an appropriation of §300,000 for educational purposes made in that year reached the schools, and graat numbers of them were closed. “ The local school tax of Charleston for 1873 was nearly $45,000. There are about 2,500 white children in the public schools, and about the same number of colored pupils, for whom separate accommodations are provided. One single edifice for the blacks has room for a thousand scholars. * * * All the free schools are considered exceedingly good. The normal school in Charleston has a fine edifice, and is sending out some excellent teachers. The Peabody Fund has given aid here and there through¬ out the State to great advantage. There are at least 200,000 children in the Common¬ wealth, and it is safe to assert that not more than 75,000 have been afforded school facilities.”’ — (Scribner’s Monthly, June, 1874.) MIS APPROPRIATION OF SCHOOL FUNDS. A Air. Taylor, member of the school committee of Greenville County, states that the county received in 1873 but $800 of the $12,252.70 of school funds coming into the hands of the county treasurer. This officer had been convicted of malfeasance in office and sentenced by the court to two years’ imprisonment, but before he reached its doors he was pardoned by Governor Moses, and left the country immediately after i^ceiving possession of the school funds, which were paid into his bands by the State treasurer after he was pardoned from serving his term in the penitentiary. As a result, teachers who have been paid only in part for their services for the two preceding years will receive for this year only that which may be obtained, after much delay, from the official bond of the deserting county treasurer. But his bond is only for $10,000, while the demands against it amount to $40,000. The governor, who, contrary to the State constitution, has been appointing the county treasurers, Jras required them to give a bond of only $10,000, while they collect $75,000 or $100,000. The legislature, however, has passed an act requiring them to give larger bonds. With such misman¬ agement, the statement made by Mr. Taylor further on is not surprising, that “our citizens generally have lost confidence in our free school system : our school-teachers are discouraged ; a great many of them will not take a school and trust the State for their salaries, and it is difficult for onr free schools to accomplish innch with such opposi¬ tion.'' — (National Normal, May, 1874, pp. 241, 242.) CITY SCHOOL SYSTEM. CHARLESTON. The school commissioners of the city of Charleston, one from each ward, have power to elect a superintendent of city schools : to prescribe his term of office, duties, and compensation : to establish common schools and make all arrangements for them ; to employ teachers from among those having certificates, and to dismiss them on sufficient reasons being presented, and to levy, and cause to be collected for school purposes, a sum not exceeding one mill and a half on the dollar on all taxable property in the city — whether annually or not is not specified in the law. The State superintendent, in his report for 1874, (pp. 18,19.) gives the following sta¬ tistics of the city schools from the report of the city superintendent, Rev. Joseph B. Seabrook. SOUTH CAROLINA. 391 Scholastic population, 12,727, of whom 5,873 are white and 6,854 colored ; attend¬ ants on public school instruction, 5,512, of whom 3,291 were white and 2,221 colored ; increase in school attendance over preceding year, 346. There were 75 teachers em¬ ployed, all white, and all females, except four. The number of first-grade teachers was 25 ; of second-grade, 45 ; of third-grade, 5 ; increase in the number of teachers over last year, 3; average monthly wages paid male teachers, $133.33 ; paid females, §39.66. The schools were in session ten months during the year. TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. The attendance at this school, according to the second annual report of the presi¬ dent and the principal, has increased from 17 pupils at the beginning, to the present month of 38, among whom nine counties of the State are represented. The school has labored under serious difficulties, owing to the inability of the hoard to realize the amount appropriated by the general assembly for its support. Of the $25,000 appropriated for normal school purposes, the board has only been able to draw $8,593.53, but little more than one-third of the amount, and the credit of the State being well-nigh gone, it was 'impossible to obtain any necessary supplies, such as school-books, furniture, &c., for the school, except upon payment of cash. Notwith¬ standing these drawbacks, however, the school, it is stated, has been successful. The standard of admission, it is true, is of necessity much below that adopted by the more advanced States of the North, where the facilities for obtaining a ru dimental educa¬ tion are much better than here, but this can only be remedied through the public schools. — (State superintendent’s report, pp. 87-91.) teachers’ institutes. There were ten teachers’ institutes held during the year in eight counties of the State. At one of these institutes there were 30 persons present ; at another, 18 ; the superintendent has no information as to the number present at the other meetings. He urges the propriety and wisdom of providing for the organization of a State Teach¬ ers’ Institute, such institute to hold at least one session a year in each county, which the teachers of each county should be required to attend. — (Report of State superin¬ tendent, pp. 12, 13.) SECONDARY INSTRUCTION. HIGH SCHOOLS. Superintendent Jillson, in his report for 1874, without mentioning the number of high schools in the State or the studies pursued in them, gives a total, including Col¬ leton County, of 2,848 pupils “ engaged in the study of the higher branches.” Of these, 175 belong to the city of Charleston. — (Pp. 57, 146.) ACADEMIES AND SEMINARIES. Reports have been received from six of these schools, of which four are for the sec¬ ondary education of girls and two for boys. In all there were 22 teachers and 358 pupils ; 334 were studying English branches, 55 classical, and 19 modem languages. One affords instruction in drawing, three in vocal and four in instrumental music ; one reports the possession of a chemical laboratory, two of philosophical apparatus, and three of libraries, numbering, respectively, 54, 400, and 600 volumes. HOLY COMMUNION CHURCH INSTITUTE, CHARLESTON. This institution receives boys 10 years of age and upwards. There are two courses, classical and English. The catalogue does not mention the number of pupils pursuing each course, but states that most of the graduates have taken an English course only, and are now engaged in business. Since the opening of the school, in 1863, about 30 have been prepared for college, most of whom have received scholarships in various colleges, generally in the North. The institute, incorporated in 1871, was established in 1867, and ha.s thus far been sustained by the i>ersonal exertions of Rev. H. T. Porter, a clergyman of the Protestant- Episcopal Church, who, in his mourning for one of his own, taken by death, was moved by pity for the condition of ether boys who would have been the schoolmates of the one taken away, hut who, orphaned and rendered destitute by the war, were growing up entirely without educational advantages. Though possessed of no means beyond what were sufficient to procure daily bread for bis family, Mr. Porter felt called to the work which he saw needed so much to he done ; and, believing that ho would he sus¬ tained in it, immediately began to seek out the objects of his solicitude, taking them into his own homo to educate them. The history of this noble undertaking, with all the hopes and fears with which it was fraught, the sore embarrassments, aud assist¬ ance often coming at the last moment, is as thrilling as any romance, besides having all the genuine interest of truth. In brief, by unremitting effort on the part of Mr. Porter, who personally solicited aid from the charitable, principally at the North, receiving the donations of the rich aud the no less valued mites of the poor in aid of the cause, the institution has attained a solid foundation, with accommodations for 392 REPORT OF THE COMMISSIONER OF EDUCATION. about 100 pupils in the home, and has now a permanent fund of $24,000 in personal bonds. ^ The annual expenditure is from $17,000 to $18,000; income from all sources, about $8,000 ; the remaining $9,000 is secured by contributions of friends. The school attached to the home is open to day pupils, as well as to the inmates, and its hours conform to those of other schools of the city. The number of pupils in 1874 was 192 — i. c., 100 day scholars and 92 boarders; the total number since the com¬ mencement of the school, including day pupils, about 1,200. Of the 92 boarding pupils in 1874, about 50 were kept gratuitously, and of the day pupils about 30 received free tuition. For those children whose friends are able to pay, the terms, including board, tuition, washing, doctor’s bills, and all other expenses, except books and clothing, are $20 per month. For day pupils the tuition per month is, in the classical course, ’$5 ; iu the full English, $3; primary, $2. — (Catalogue for 1874, and circular-reports to the United States Bureau of Education.) SUPERIOR INSTRUCTION. UNIVERSITY OP SOUTH CAROLINA, COLUMBIA. The general assembly, at its session iu 1873-’74, passed an act which establishes 124 scholarships iu the university. Applicants for these scholarships are to be selected by the boards of county school-examiners, after competitive examination before them under the direction of the 8>tate superintendent of education. Those selected by the county boards are again examined by the State board of examiners, who make the award of the scholarships. The faculty of the university have decided that these two examinations shall not exempt any one from the usual examination for entrance into the university. Each scholarship is for a term of four years, during which the holder will receive $200 per annum. The scholarships are apportioned to the counties in the proportion of the number of representatives in the general assembly to which each is entitled. Students admitted on scholarships may take either the classical or scientific course, of four years each. In addition to these an English course of two years has been arranged. A preparatory school is connected with the university. — (Catalogue for 1S74.) The practical operation of the act establishing State scholarships has been, it is stated, far from favorable. Under it boys have been received as State scholars who are not entitled, either by reason of poverty, merit, or scholarly attainments, to receive the bounty of $200 annually provided by the State. — (Report of State superintendent of education, 1874, pp. 15-17.) Mr. Edward King, in Scribner’s Monthly, June, 1874, (p. 158,) says, in respect to the revolution at this university caused by the entrance of the 'first colored student, the secretary of state : “ I saw the book from whose lists the white students had indig¬ nantly erased their names when they saw the secretary’s round, fair script beneath their own. The departure of the old professors and scholars was the signal for a grand onward movement by the blacks, and a great number entered the preparatory and the law schools. “ The university attained its present title in 1866. It was founded as a college at the beginning of the century, but now consists of ten distinct schools, and is rich in libra¬ ries and apparatus for scientific studies.” CHARLESTON COLLEGE. Of this college the writer in Scribner before referred to says, (p. 159 :) “ The Charles¬ ton College is still in operation. It was chartered in 1795, and has graduated many distinguished men. The establishment of the museum of natural history at the col¬ lege was first suggested by Agassiz in 1850, and is to-day, although a portion of the collection was burned in war-time, one of the finest in the country.” CLAELIN UNIVERSITY, ORANGEBURG. The charter of Claflin University provides that “no student shall be refused admis¬ sion to, or denied any of the privileges of, the university on account of race, complex¬ ion, or religious opinions.” The courses of study are classical, scientific, normal, and theological. The College Courant of August 29, 1874, stated that the Rev. E. Cooke, D. D., for¬ merly president of Wilbraham Academy, Massachusetts, had been elected president of Claflin. WOFFORD COLLEGE, SPARTANBURG. The same paper, in its issue for May 16, 1874, says that the alumni society of Wofford have succeeded in raising $50,000 towards repairing the endowment lost during the war. ERSKINE COLLEGE, DUE WEST. This college, under the control of the Associate Reformed Suyod of the South, in its catalogue for 1873-74, reports 60 students, of whom 43 are in the collegiate depart¬ ment, 15 in the preparatory, and 2 pursuing a scientific course. The preparatory course occupies two years, the collegiate four. SOUTH CAROLINA. 393 FURMAN UNIVERSITY, GREENVILLE. (Baptist.) Here are seven schools, which are so arranged as to enable the student to pursue, to the best advantage, any particular course ho may select and to whatever extent he may desire. The university has an educational fund of about $10,000, the interest of which is to aid young men who are preparing for the ministry. — (Catalogue for 1872- 73.) NEWBERRY COLLEGE, WALIIALLA, Under the control of the Evangelical Lutheran Synod, has collegiate, preparatory, and primary departments. COLLEGES FOR WOMEN. Reports have been received from four institutions for the superior instruction of • women, having in regular college studies a total of 345 students and in preparatory courses 69, with 34 professors and instructors. All but one of these schools are author¬ ized to confer academic degrees ; all teach music — vocal and instrumental — drawing, and French. Painting is taught in 2 and German in 1 ; 3 have chemical laboratories, 2 philosophical apparatus, and 3 libraries of 300 to 500 volumes.— (Reports to United States Bureau of Education.) Statistics of universities and colleges, 1874. Names of universities and colleges. O ca c 1 ^ to *§f Is i o GO to <2 ! 3 U 3 J Number of students. Property, income, & c. Number of volumes in library. £ o o *Sb 6 p 5 % 5 Urs "o _ n 2 £ 6 p- X 1 <1 o. 1 oc 1 t-i l 1 ll : © g •g-2 u"~ w £ o£ u 1 — | c? ~ <0 , © 1 o c2_2 ii G ^ 3 .5* |S m2 c o si* tu < Claflin University 1 *4 156 1 §40 000 6G0 College of Charleston . 5 0 ! so! ooo 8200, 000 §12, 000 §1, ooo (§33, 000 : 10,000 Erstine College . 5 "6 8 64 1 so, ooo; j" 45,000 ! 3,600 §0 |g12, 500 Furman University . 5 0 50 j 75, 000 150,000 ; 10,000 0 Mt. Zion College * . 1 o 43 1 15,000 L... . i . Newberry College . 6 42 28 | | 350 1, 400 j a5, 500 University of South Caro¬ | io ’”6 117 42 j 300,000 0 0 0 50, 000 a2S, 342 lina. 1 j L Wofford College . ‘ 70 103 j 100, ooo 50, 000 I |&6, 103 0 ut in force, there was no sanction of State authority for the enforcement of the law. True, a subsequent act provided that the State treasurer should be superintendent of public instruction ex officio ; yet he was a superintendent without a charge and without authority. No special duties were im¬ posed upon him, for even the office of State superintendent was ignored by the school law itself, no one of its provisions having any relation to any such functionary. Nev¬ ertheless, the treasurer, moved by an interest in the public welfare and aided through the liberality of the Peabody board of trustees, engaged an assistant, who, during the year 1ST 2, spent much time in an endeavor to excite public interest in the cause of pub¬ lic schools. The result of that year’s school operations is presented in the report of Colonel Ki Hebrew. From this it appears that of the 93 counties in the State only 29 levied any tax whatever for school purposes, and in some of these the tax was only nominal. It is estimated that during 1S72 not one-fifth of the scholastic population of the State had any means of education. 11 In some of the counties,” says the report, •• there was not a single school, public or private, in operation, nor were there any efforts being made by the citizens to remedy the deficiency and finally, it is said, ‘•'the system of public instruction now in operation is a farce, and utterly devoid of vitality.” The vital objections to the system of 1870 were that it secured no unity of action"; it failed to lay a basis for a lively interest in school matters ; it was totally destitute of energy, and liable to be terminated in any county at the pleasure of the magistrates, and its provisions to secure statistics were inefficient and unreliable. — (Eeport of State superintendent, 1874, pp. 5, 6.) WORKZYGS OF THE PEESENT SYSTEM. The snperior advantages of the present system appear from a glance at the tabular statements of its results. But even this system has not been subjected to such exper¬ iment as fully to test its merits. The officers of the administration were generally in¬ experienced, and lacked familiarity with the detailed requirements of the law. The times have not been propitious for the projection of any enterprises that depended upon public taxation for support. Agricultural products have been shortened by drought, and commercial operations of all descriptions have been embarrassed by unusual financial distress. Added to this, the agitation of the so-called supplemented civil-rights bill was hurtful to a degree that cannot well be estimated. Bur. in spite of these inauspicious and damaging influences, the statistics of school operations, as shown in the statistical statements, demonstrate that on the whole the present law is wisely constructed, and needs only some prudent modifications to render it successful in its general practical application. — (Eeport of State superintendent, 1874, pp. 7, 8.) LACK OF COMPETENT TEACHERS. One of the chief difficulties encountered at the outset was in the procurement of competent teachers for the public schools. In many of the counties but few schools had been maintained for several years, and a large proportion of the schools of the State had been conducted by incompetent teachers, and to secure those of proper qualifications seemed an impossibility . It was not practicable to establish at once as high a standard of qualification as it is hoped to attain after a few years of experience and progress, yet some advance has been made by more strict instructions to county superintendents touching the mode of examining and licensing school-teachers, and further steps in the same direction are contemplated. — (Eeport of State superintendent, p. 13.) SCHOOL DISTRICTS. In accordance with a provision of the school law, the school districts of the State have been incorporated as towns for the purposes intended. Comparatively few, how¬ ever, have levied a special district tax as provided by law, and, in one or two instances in which taxes have been so levied, the collection of the tax has been resisted by judicial proceeding, upon the alleged unconstitutionality of that part of the law conferring the right of taxation upon school districts as incorporated towns. The question has not yet been decided by the courts. — (Eeport of State superintendent, 1874, p. 14.) STATE AND COUNTY SUPERINTENDENTS. The superintendent says, “ Without any known probability of being 'my own succes¬ sor,’ I may he permitted to say that the offices of State and county superintendents are absolutely necessary to the successful operation of the public school system. Without them it would he headless and armless, a mere impotent organization, if, in¬ deed, it could maintain the character of an organization at all. The fact that some county superintendents have been, perhaps, incompetent and neglectful of their duties does not by any means furnish, an argument against the office. On the contrary, it will be found that although in those counties in which the superintendents have been incompetent or derelict the schools have languished and gone down, still, where the opposite condition has prevailed, the schools have flourished correspondingly. Such 398 REPORT OF THE COMMISSIONER OF EDUCATION. an officer is indispensable, and should be sufficiently compensated to enable him to devote his time to the desired work.’5 A defect in the law is referred to, viz, that it makes no provision for supplying a vacancy in the office of county superintendent. The State superintendent has held, and so decided, that the power in the county court to elect the superintendent carries with it the right to fill a vacancy. Still there is no authority for filling a vacancy when a superintendent resigns during court vacation, and the result has been, in sev¬ eral cases, that counties have been for nearly three months without superintendents. To remedy this it is suggested that the judge or chairman of the county court- be authorized to fill vacancies occurring in vacation ; and also that, in case a county court refuses to elect a superintendent, the school directors of the county be authorized so to do. — (Report of State superintendent, 1874, p. 15.) REPORTS FROM THE COUNTIES. The utterances of the county superintendents in their reports to the State superin¬ tendent of instruction afford often one of the best means for judging of the educa¬ tional condition of a State. With this view the following extracts from a few of the reports from counties are presented. One superint endent, writing from the hills not far from Knoxville, says: “ The county is poorly furnished with school-houses, and this is a great drawback to the present schools. There ore probably not more than a dozen houses in the county that are fit to teach in, the remainder being from poor to very poor.” Another, in the center of the State, but still among the hills, writes : “Our school-houses are generally in a dilapidated condition, not at all suited for winter schools.” A third and fourth report, “houses generally in bad repair a fifth, “many destroyed during the war, and what few remained, neglected, and now wholly unfit for comfort and accommodation a sixth, “ the school-houses as a general thing leaky log-cabins, with stick-and-dirt chimneys, and indifferently furnished — in fact, none well furnished.” And yet all these men speak hopefully as to the prospect for the future, while in more favored localities we read of a great awakening of public senti¬ ment in favor of free schools, of the rapid building of new and better school-houses, of scholars eagerly improving their new school advantages, of teachers trying to work up to the higher requirements of these times, and of there being ample reason for hope¬ fulness and animation, if only county courts will do their duty in ordering proper levies for the support of schools. It is at this point that the chief present hinderance to advancement seems to lie, the courts often refusing to direct the levy of a local tax, and the issue being short school terms, with too frequently unpaid teachers. — (State report, pp. 35-140.) PRIVATE SCHOOLS. An effort was made by the superintendent to obtain full statistics of the private schools taught within the State during the -year. The returns, however, he states, were so incomplete and unsatisfactory as to have no statistical value. Harmonious relations have been preserved between the private and public schools, with comparatively few exceptions. The superintendent has uniformly recommended consolidation with good private schools in all cases in which the public funds were not sufficient to supply the educational demands of communities, but he forbade the pro¬ rata distribution of school moneys to parents and guardians with permission to send their children to whatever school they might select. Two modes of consolidation have been recommended : First, that the directors should contract with the proprietors or teacher of the private school at a stated salary per month, to give free instruction in the elementary branches to all children of lawful school age within the subdistrict, for so long a time as the public funds at such rate would last. Secondly, that the school directors should themselves contract to take entire control of the private school, making it free as to the branches prescribed in the school law, paying the teacher a stated salary per month, and themselves collecting tuition for the higher branches for the benefit of the school. The latter mode is regarded as preferable, in all cases in which it may be practicable— (Report for 1874, p. 22.) AID RECEIVED FROM PEADODY FUND. The agent of the Peabody fund, Dr. Sears, has aided the State to the full extent of his ability, sympathizing in its efforts to build up a permanent system of free element¬ ary education. During the year covered by this report (1874) the aggregate sum of $34,000 was furnished from this fund, and the superintendent states that in no instance lias any recommendation of aid from liis office, within the prescribed limits, been refused by Dr. Sears. The schools receiving assistance numbered 62, the amounts ranging from $300 to $2,500. These schools have generally flourished, and furnished examples of what well-regulated public schools may accomplish. — (Report of State superintendent, 1-374, pp. 116, 117, 118.) TENNESSEE. 399 CITY SCHOOL SYSTEMS. NASHVILLE. Hero the total scholastic population is 8,851, of whom 5,759 are white and 3,092 col¬ ored. The number of pupils enrolled is 3,656 ; average attendance, 2,520 ; number of schools in the city, white, 26 ; colored, 7 — total, 33. Number of teachers employed, male, 16 ; female, 54 — total, 70. Average number of months taught, 10. Average per month paid teachers, $68. Amount expended during the year for school purposes, §75,172.52. Rates of city tax for school purposes, on polls, 50 cents : on property, 20 cents per hun¬ dred dollars. Cost of instruction per pupil on number belonging, 822.07. City Superintendent S. Y. Caldwell reports as follows : In addition to the studies prescribed by the State law, vocal music, drawing, French, and German are taught. The financial condition of the schools is better than it has been before since the war, and pupils, parents, teachers, and school officers have co-operated most harmoniously for their success. A fine building for 400 pupils has been completed within the year, and a larger and finer one is in process of construction. The conrse of study has been thoroughly revised and extended one year in the high school. The teachers have made creditable advances in professional improvement, and, altogether the year has been a most successful one for the schools.— (Report for 1874, p. 144.) MEMPHIS. No report having been received from Mr. Pickett, the city superintendent, the State superintendent gives the following from the county superintendent of Shelby County : Scholastic population: white, 6^479; colored, 3,902 — total, 10,381. Number of pupils enrolled, 5,823; average attendance, 2,749. Number of schools in the city: for white, 52 ; for colored, 12 — total, 64. Number of teachers employed : males, 7 ; females, 62 : whites, 56 ; colored, 13 — total, 69. Average number of months taught during the year, 10. Average per month paid teachers, §80.33. Total expenditures for school purposes during the year, §94,316.02. Much embarrassment was experienced here in getting the schools organized in the fall of 1873, because of the prevalence of yellow fever, by which two members of the school board, four of the teachers, and many pupils were swept away. — (Report for 1874, pp. 143, 144.) KNOXVILLE. Alexander Baird, jr., superintendent. Scholastic population : white, 1,313; colored, 516— total, 1,829. Number of pupils enrolled, 1,102; average attendance, 779.68. Num¬ ber of schools in the city : for white, 11 ; for colored, 2 — total, 13. Number of teachers employed : whites, 16 ; colored, 5, of whom all but 2 are ladies. Average number of months taught during the year. 10. Average per month paid teachers, §37.85. Expend¬ itures for school purposes, $9,852.56. The city superintendent reports that the public schools, which have been in opera¬ tion three years, have more than met the expectations of the citizens. A central high school is in contemplation. Night schools have been established for the benefit of those who cannot attend day schools. — (Report for 1874, pp. 142 144.) CHATTANOOGA. City superintendent, H. B. Wyatt. Scholastic population : white, 1,471 ; colored, 90S — total, 2,379. Number of pupils enrolled, 1,582 ; average attendance, 1,468. Num¬ ber of schools in the city, 7, of which 3 are for colored children. Number of teachers employed, 20, of whom 18 are white and 2 colored, 5 are gentlemen and 15 ladies Average number of months taught during the year, 9. Average per month paid teach¬ ers, $49,164. Total expenditures during the year for school purposes, $20,542.40. The city superintendent reports that the school system, though only two years old, is ' thoroughly organized, with an efficient board of ten members, five of whom are chosen annually for two years. A course of study is in operation, consisting of eight grades, modeled after the most approved methods, and it has been attended with gratifying results.— (Report for 1874, pp. 141, 142.) TRAINING OF TEACHERS. PROPOSED STATE NORMAL SCHOOL. The need of an institution for the education and training of teachers will appear from what has been said regarding the difficulty of procuring competent teachers. Appreciating this fact and the condition of the State, Dr. Sears, two years ago, pro¬ posed to appropriate annually the sum of $6,000 for the support of a State normal school in Tennessee, provided the State would appropriate a like amount for the same purpose. A bill for the establishment of the school upon the terms proposed passed the senate, but, owing to the crowded state of the calendar, was lost in the house. Dr. 400 REPORT OF THE COMMISSIONER OF EDUCATION. Sears renews Ms proposition for the coming year, and it is hoped the legislature will avail itself of such valuable aid. * — (Report of State superintendent, p. 21.) At the meeting of a teachers’ institute, held in Washington County, a resolution was adopted petitioning the legislature to establish a normal school in each division of the State— (National Normal, p. 238.) teachers’ institutes. For the better instruction of teachers in the theory and practice of teaching, the plan of holding ten teachers’ institutes was projected through the co-operation of the State superintendent and a committee of the State Teachers’ Association. There being no provision in the school law for their support, Dr. Sears, upon application, appro¬ priated $1,000 for the purpose. The results were, in most cases, highly satisfactory. At Cleveland, in East Tennessee, there was an attendance of 70 teachers, 20 school directors, 7 county superintendents, the members of the Cleveland bar, and other friends of education. The teachers were enthusiastic, and in most cases the classes were large and interesting. At Knoxville, the attendance on the meetings, the enthusiasm of the teachers, and the general interest manifested demonstrated the success of the meetings. The enrollment of teachers exceeded 100, besides school directors, lawyers, doctors, editors, and prominent business men. In Middle Tennessee, the aggregate num¬ ber of school officers and teachers present at the institutes was 219, making an average at each of nearly 55. The attendance of the public, though at some points not so large as was hoped, was generally encouraging, and sufficient to indicate that the people are beginning to direct their attention to educational reforms and to the introduction of uniformity and system into methods of education. At Shelby ville, the attendance, both of teachers and of the public, was larger than at any other point. In West Ten¬ nessee the institutes were held at an unfavorable time, and the attendance, therefore, was light. Still the earnest and intelligent zeal for the public school of those who did attend and the spirit of liberality shown by the people, inviting all to free homes during the week, spoke well for institutes and free schools when existing obstacles shall be removed. In addition to the regular institutes, numerous county institutes and teachers’ meet¬ ings were held. These meetings, says the superintendent, have not cost the State and county school funds a dollar, and they deserve to be encouraged and provided for by law.— (Report for 1874, p. 19, and appendix, pp. 201-205.) SECONDARY INSTRUCTION. HIGH SCHOOLS. No information respecting this class of schools is given in the report of the State superintendent. In several of the reports from county superintendents, printed with his, reference is made to high schools as existent or as possible centers of county or dis¬ trict school systems, while in one instance a private school is designated by this term ; but in no case is there an indication either of the number of high schools in a county, of the number of pupils in such schools, or of the character of the studies pursued by these pupils. Reports from Chattanooga and Nashville show, in the former, a female high school, with 7 teachers and 250 pupils, and in the latter, one, apparently for both sexes, with 5 teachers and 152 scholars. The course in this had been revised during 1873-’74, and one year’s studies added to the curriculum. OTHER SECONDARY SCHOOLS. Seven private schools for boys, 9 for girls, and 30 to which both sexes are admitted, making in all 46 devoted mainly to secondary training, report to the Bureau for 1874 a total of 289 instructors and 4,866 scholars, of whom (524 are said to be engaged in classical studies and 280 in scientific, while 667 were looking forward to a collegiate course. Sixteen of these schools teach drawing, 22 vocal music, 21 instrumental music, and 15 report libraries of from 100 to 4,000 volumes. One of this class, reporting for 1873, and believed to be still existent, had 10,000 volumes in its library. Besides, 2,022 students appear in the preparatory departments of colleges. — (Returns to Bureau.) BUSINESS COLLEGES. Four such institutions in this State report, for 1874, 10 instructors and 554 students, 52 of whom’ were females, and 25 engaged in studying German. One of these institu¬ tions has a library of 387 volumes; another, one of 2,000. The regular course in all the four appears to be one year. — (Returns to Bureau.) * It is understood, though not from official sources, that the University of Nashville is to perform the work of a normal school for the State. TENNESSEE. 401 SUPERIOR INSTRUCTION. The superintendent reports statistics, more or less complete, received from 33 col¬ leges, universities, and seminaries in the State. Of these, 14 appear to ho colleges and seminaries exclusively for women, while 3 are for the colored race. All but 2 of the 18 colleges and universities mentioned are reported as having power to confer degrees. The statistics fr.om these two do not embrace this point. EAST TENNESSEE UNIVERSITY AND STATE AGRICULTURAL COLLEGE, KNOXVILLE. The average attendance of pupils here was 250 ; the members of faculty, 18. The receipts from tuition and other college fees, $4,102.50. From an article in the Tennessee School Journal of May, 1874, (p. 99,) the following account of the early history of this institution is taken : East Tennessee University was chartered [as a college] by the legislature of the State in 1807, as one of the two colleges for the maintenance of which 100,000 acres ofland were appropriated by the legislature, in accordance with an agreement entered into between Tennessee and the United States concerning certain disputed lands. The university derived a further endowment from the property of Blount College, which was merged into it on condition of its establishment at Knoxville. Owing to various circum¬ stances, only about $40,000 were realized from the 100,000 acres of land. The failure to receive the funds from this land, with other causes, seriously retarded the progress of the university. After the suspension caused by the war, collegiate exercises were re¬ sumed in 1866 in the building for the asylum of the deaf and dumb, the college property having been occupied for some years by the United States Army, and left in such a damaged condition that it could not be used. In 1869 the college received the agricul¬ tural college fund, and was organized as the Tennessee Industrial College. Since 1871, it has steadily advanced in usefulness and in the public commendation. The number of students in attendance in 1871-72 was 238, in 1872-73 was 271, and during 1873-74 has been 317, of whom about 84 were in the college proper. Two large brick buildings for the accommodation of students have been added, as well as several new houses on the college farm. A corps of competent instructors in all departments of academic learning, scientific and classical, especially in branches relative to agriculture and the mechanic arts, is in active duty. — (Tennessee School Journal, May, pp. 99, 100.) CUMBERLAND UNIVERSITY, LEBANON. (Cumberland Presbyterian.) The catalogue for 1873-74 gives a total attendance of 35$ pupils, of whom 70 were in preparatory and 94 in classical studies. CENTRAL TENNESSEE COLLEGE, NASHVILLE. (Methodist Episcopal.) Mainly for freedmen. An academic department, for English education ; a normal, for training teachers ; a preparatory school, and a classical col¬ legiate course. The number of pupils for 1873-74 was 262, of whom 139 were gentle¬ men and 123 ladies. The college has $10,000 promised it towards an endowment, provided an equal amount be raised. MARY SHARP COLLEGE, WINCHESTER. (Baptist.) Reports a total attendance of 189 pupils, with 10 teachers. In regular college classes there were 96, in irregular courses 51, and in preparatory 25. — (State report, p. 209, and College Courant, July 25, 1874.) STEWART COLLEGE, CLARKSVILLE. (Presbyterian.) A regular college course, with biblical course. Average attendance, 125. This college, with all its endowments, franchises,. &c., to the amount of nearly $200,000, is to be absorbed by the Southwestern Presbyterian University, which will be opened September 1, 1875. — (College Courant, June 27, 1874, p. 11.) UNIVERSITY OP THE SOUTH, SEWANEE. (Protestant Episcopal.) Total attendance, 1873-74, 230 pupils, in 10 collegiate “ schools” and grammar school. The Mobile Register makes the statement that a wealthy gentleman of New York has offered to build for this university a library in every respect the equal of that of the college of Princeton, N. J., and that the offer has been accepted. — (College Courant, November 28, p. 249.) HIWASSEE COLLEGE, MONROE COUNTY. (Methodist Episcopal South.) A letter from the president, dated May 29, 1874, gives the enrollment for 1873-74 as 136 — 15 more than any former year, the pupils being from ten different States of the Union. The college conferred three degrees of A. B. at its last commencement, one of A. M. on a graduate of the class of 1869, and 26 E 402 REPORT OF THE COMMISSIONER OF EDUCATION. D. D. upon Rev. David Snllins, the popular president of Sullins College, Bristol. Location, seven miles from Sweetwater, on the East Tennessee, Virginia and Georgia Railroad. BETHEL COLLEGE, M’IyENZIE. (Cumberland Presbyterian.) A new building, erected not long since, has capacity for 300 to 400 students. Both sexes admitted. A college course of four years for males, embracing a fair classical training ; one for females, embodying essentially the same studies, but with less advance, and with the liberty of substituting French authors for Greek ; and a French course, which may be completed in two years.— (College cata¬ logue.) GREENEVILLE AND TUSCULUM COLLEGE, GREENE YILLE . With a preparatory and a regular collegiate department, there is here a thorough text-book study, and then a review by subjects, without regard to text-books, in the English studies. In the ancient languages, there is a drill in ancient geography, his¬ tory, and mythology, to accompany the study of the Latin and Greek authors. Hebrew, French, and vocal music are elective studies. — (College catalogue.) MARYVILLE COLLEGE, MARYVILLE. (Presbyterian.) On the Knoxville and Charleston Railroad, sixteen miles from Knoxville. For both sexes, with an English department, a preparatory, a regular col¬ legiate, and a ladies’ course.— (College catalogue.) VANDERBILT UNIVERSITY, NASHVILLE. A donation of $100,000, additional to the $500,000 previously given, was received from Mr. Vanderbilt in 1874, for the purpose of securing the completion of the university buildings in accordance with plans already approved by him. No portion of this is to be used for the purpose of getting the university under way, but it is to be expended exclusively on the buildings, adding materially to their architectural beauty. The work of raising an endowment-fund for the university is progressing. — (Home and School Journal, pp. 283, 475.) The university is located in the western suburbs of Nashville, on a plot of ground covering seventy-five acres. The main building, which will he completed by the spring of 1875, will cost over $100,000. By the terms of the endowment only one-half the sum donated is to be expended on buildings, grounds, and furniture, the remainder to be preserved intact and the interest only used in carrying on the institution. There are now in course of building seven houses for professors ; and, besides this, there were two commodious dwellings bought with the grounds, one of which will be used as a pro¬ fessor’s dwelling, the other by young men studying for the ministry. The co-education of those who look to the Christian ministry with young men who look to other vocations in life is to be a feature of the Vanderbilt University plan, and one which it is believed will prove mutually beneficial. Mr. Vanderbilt made his donation through Bishop McTyeire, of the Methodist-Epis¬ copal Church South, and one of its few conditions was that he should consent to act as president of the board of trustees. He considered the geographical position of the State of Tennessee and its capital, its communications with the world, its population, its climate and productiveness, and its relations to the great and growing Southwest, and decided, for the greatest good to the South and West, to establish the institution here. His great and practical wisdom in this selection of the State and the capital of Tennessee for the seat of such an enterprise conveys a compliment that the people will appreciate. The university will open formally in the fall of 1875 in its four departments — litera¬ ture and science, theology, law, and medicine. Classes in the latter two departments have already been formed and are in course of instruction. — (Report of State super¬ intendent for 1874, pp. 211, 212. UNIVERSITY OF NASHVILLE, NASHVILLE. This institution, the oldest in the State, and among the oldest in the country, has a preparatory academy, a collegiate department— embracing, like other southern univer¬ sities, nine"“ schools” — and a military department. As before stated, arrangements are said to have been made for normal training, with a view to elevation of the teaching standard in the State. For other departments, see “ Professional instruction,” FISK UNIVERSITY. NASHVILLE.' This university had 12 teachers and 256 pupils in 1874. It is mentioned as a fact worthy of note that, during the year 1873, at least 110 of the students taught schools on an average to 6 months, and the president of the university thinks the statistics now being gathered for 1874 will show an increase over last year in this respect. — (Re¬ port of State superintendent for 1874.) TENNESSEE. 403 The institution has been in existence only eight years, and there are now in the col¬ lege course three classes — the freshman, sophomore, and senior. The year has "been the most prosperous one since the founding of the university, taking into account the teaching-work done and the success of the Jubilee Singers in raising $50,000 in England. — (College Courant, June, p. 284.) In addition to the $50,000 which the Jubilee Singers have secured for Fisk by their concerts in Great Britain, $2,000 have been contributed from different sources to fur¬ nish forty students’ dormitories, and over $1,000 for a library. Mr. Gladstone, Dean Stanley, Mr. Spurgeon, and others have also given books. The Quakers have sub¬ scribed $1,100 for a set of philosophical instruments, while the town of Hull has pre¬ sented a portrait of Wilberforce, to be placed in the university at Nashville. Mr. John Crossley, the great carpet-man, is to carpet the rooms. — (Christian Union, April 29, 1874.) A PROPOSED BAPTIST UNIVERSITY. The Baptists of the State held a convention in Murfreesboro’, in the spring ot 1874, for the purpose of concerting measures for the unification of their educational interests and the endowment of a university. The municipal government and citizens of Mur¬ freesboro’ pledged $50,000, besides the grounds and buildings of Union University, valued at $50,000, for the institution, if located there. — (College Courant, April 25, 1874, p. 20.) COLLEGES AND SEMINARIES FOR WOMEN. Of the 14 institutions of the above class reported by the State superintendent, 8 are authorized to confer collegiate degrees, 5 do not report npon this point, and 1 confers the degree of “mistress of polite literature.” From the report, only 2 appear to be under the control of religious denominations. Only 8 report their statistics of attend¬ ance, and in these there was an aggregate of 1.032 pupils, with 67 professors and teachers. — (Report of superintendent, 1874, pp. 207-213.) Statistics of universities and colleges , 1874. Names of universities and colleges. | Corps of instruction. | Endowed profossorships. Number of students. Property, income, &c. | Number of volumes in library. 1 Preparatory. Collegiate. 5 ^ ? & Srg ^ ci af <© fcfl 9 g 5 »~w uQ s <3 O | > ? 1 1 rz i a: 9 O j i 2 j p p ! g *2 m g 2 > ~U o S '3^ § 1 9 ■j: t* cc £ 2 ^ <2 p ai 43 US +3 GC O g fl 60 *° fc-C Beacli Grove College . 5 0 10(i 18 £30, 000 80 ! §0.$1, 600 *o $0 0 Bethel College _ ■ _ 4 105 49 j 12, 000 . . ; 3,500 C&346 Bradyviile College . Central Tennessee College. . 14 202 | 45, 000 ' 993 . 800 Christian Brothers’ College. 19 0 90 61 ! 40, 0C0 0 0 9,100 0 0 c420 Cumberland University .... 9 70 94 1 20, 000 . ! 5,000 . c6, 000 East Tennessee University . 17 ”*6 87 47 i 150,000 396, 000 22, 000, 2,925 623, 390 0 a3, 989 East Tennessee Wesleyan g 0 46 44 15, 000 0 0 2,800 0 0 cl, 500 University. Fisk University _ _ _ _ 6 o 53 12 0 0 . 0 0 1, 000 Franklin College _ _ Grecneville and Tusculum 11 0 192 8 8, 000 590 . 50; 900 0 a7, 000 College. ! Hiwassee College . 4 107 33 12, 000 1 222 TCing Cnllocft _ 5 \"c2 40 18, 000 25, 000 0 Manchester College . j 1, 5G0 1, 500 Maryville College 6 131 . 481 CO, 000 13, 300 79B1' 2, 500 . i . 2, 000 Mosheim Male and Female 4 80 19 2, 500 . j 900 d-200 Institute. . Stewart College . 6 0 75 65 75, 000 85, 000 5, 100 4,200 0 0 c3, 500 University of Nashville .... 13 156 30 150, 000 100, COO 6, 000 10, 000 0 alO, 000 University of the South. .... 18 137 125 | 150, 000 50, COO . ;21, SCO cG, 300 Vanderbilt University c. . . . 10 300, 000 300, 000 21, 000 . West Tennessee College* _ 4 /100 30, 000 Woodbury College . __ . i;;:;;; 1 . i * From Report of Commissioner of Education for 1873. a Includes society libraries. 6 From agricultural college endowment, for students in science and agriculture. See report of that, department, c Partially endowed. d Society library. c Buildings not completed ; departments to be opened October, 1875. / Students unclassified. 404 REPORT OF THE COMMISSIONER OF EDUCATION. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. AGRICULTURAL, MECHANICAL, ETC. The department of agriculture at the East Tennessee University is substantially the agricultural college of this State. Out of the 318 students in it at the close of 1873-74 the State appointees number 211. The trustees complain, however, that a large pro¬ portion of these have had so little preliminary training -as to require preparation for the college proper, and that too many are looking to other x>rofessions than those for which it is the main object of the college to prepare its pupils. During the first two years the agricultural and mechanical courses are the same with the classical. With the junior year they branch off from it, and students pursuing them clevote special attention to those physical and mechanical studies which prepare for successful agricultural, engineering, and like engagements. — (Report of trustees for 1874.) . THEOLOGICAL. The Nashville Normal and Theological Institute (Baptist) has, in addition to a nor¬ mal, a scientific, an academic, and a classical course, a department of biblical instruc¬ tion, not sectarian or denominational ; and, as soon as the advancement of the stu¬ dents shall make it necessary, a course of theological studies is to be arranged. It is especially designed for colored students. — (Circular for 1874-75.) A theological department exists at the Central Tennessee College, Nashville, with one female in its corps of 21 students, resident professor, and 7 lecturers ; Methodist Episcopal. — (College catalogue.) At Cumberland University, Lebanon, provision is made for theological training in preparation for the ministry of the Cumberland Presbyterians. There are theological students also at Fisk University, Nashville, preparing for work among the colored people. LEGAL. The law school of Cumberland University appears to be the only one at present in operation in the State. MEDICAL. The medical department of the Nashville University closed its twenty-fourth course of lectures February 15, 1874. Its clinical instruction is given in the wards of the St. Yincent’s Hospital and of the State' prison hospital. Statistics of schools for scientific and professional instruction. Schools for professional instruction. Property, income, &c. P « Srs SCHOOL OF SCIENCE. Tennessee Agricultural College, (East Tennessee university.) SCHOOLS OF THEOLOGY. ITashville Institute . Theological department of Central Ten¬ nessee College. Theological department of Cumberland University. SCHOOL OF LAW. Law department of Cumberland Uni¬ versity. SCHOOLS OF MEDICINE. Department of medicine and surgery, (Vanderbilt University and Univer¬ sity of Xashville.) Tennessee College of Pharmacy . a4G >40, 000 80 15, 000 230, 000 $0 1, 000 1ST, 000 I .[15, 000 . 1,200 000 800 a Also 83 preparatory students. For other statistics see report of the university. TENNESSEE. 405 SPECIAL INSTRUCTION. TENNESSEE SCHOOL FOR THE BLIND, NASHVILLE. The returns from this institution for 1874 give the following view of its condition : Number of instructors and other employes, 6 ; of blind employds and workmen, 2 ; of pupils admitted since the opening of the school, 158 ; present number, 46 ; receipts from State appropriation for the year past, $45,000 ; expenditures for the same period, $50,000. The employments taught are broom-making, sewing, chair-seating, fancy knitting, and housework. The volumes in the library are 623 in common print and 325 in raised letters. — (Special returns to Bureau, January 1, 1875.) TENNESSEE SCHOOL FOR DEAF AND DUMB, KNOXVILLE. There were here, for 1874, 7 professors and instructors, besides 1 semi-mute and 136 pupils, of whom 81 were males and 55 females. The branches taught were the same as those taught in the common schools. The State appropriation for the year was $27,800 ; the fees from pupils were $150 ; the expenditures for the same period, $28,000. There is a library of 225 volumes, increased during the year by an addition of 25. Seven acres of land are possessed, on which, “to a limited extent,” the pupils are taught agriculture ; and the value of grounds and buildings is put at $150.000. — (Special returns to Bureau, December 4, 1874.) EDUCATIONAL CONVENTIONS. STATE TEACHERS7 ASSOCIATION. Besides several State teachers’ institutes held during the year, a semi-annual meeting of this association was held at Knoxville, June 16 to 18, 1874. The real work began on Wednesday, June 17, with a paper from Superintendent H. D. Wyatt, of Chattanooga, on the “ Essentials for the professional teacher,” such as knowledge, method, and en¬ thusiasm ; the knowledge called for being knowledge of mind, knowledge of the sub¬ jects taught, and knowledge steadily extending as the grade of the students to be trained advances; the method, a calm and even regulation of the school machinery, that no jarring in its movements may occur ; and the enthusiasm, not that of a heated brain, but of a heart warm with the conception of a great work to be accomplished, and with a real, earnest love for it. A paper on “ English universities,” by Prof. William A. Smith, of Columbia, was next in order, and gave interesting descriptions of Oxford, Cambridge, University Col¬ lege, and Edinburgh. It contained the following : “ By recent advices from an intel¬ ligent writer, we learn that instruction in Iceland is entirely theoretical, and hence stands just where it did five hundred years ago ; whereas in the United States it is eminently practical, and thus is useful in every-day affairs. This i3what we call the new education, and it should let theory and practice go hand in hand to the accom¬ plishment of the highest results.” Prof. H. H. Smith, of Shelby ville, was the next essayist, on “ Public schools econom¬ ically considered.” He stated that not only were public schools cheaper than any private schools, but that graded schools were cheaper than any other form of public schools, economizing labor, fixing attention steadily on definite points, and reaching higher planes of education at less expense than they could be reached by means less fully methodized. But, cheap or not, he claimed that no State, especially no Southern State, could afford not to educate her children. In the words of an eminent Georgian, “ Utter prostration awaits the South unless her people are educated.” The unedu¬ cated must ever be hewers of wood and drawers of water to the more enlightened. In the evening, Professor Sharp, of Maryville, opened the discussion, en “'The rela¬ tion of normal schools to an efficient system of public schools.” He said that public schools might be compared to an army organization, having a commander-in-chief, subordinate officers, and privates. The officers might be all right, and yet a body of illy-drilled, poorly-disciplined privates could thwart their best-laid plans. The teachers in this case were the privates. On them depended the success of the warfare against ignorance. The discipline to make them effective in their work must be a training in the proper methods of performing it. This must be had through normal schools. As there are schools of law, of medicine, and theology, to prepare men for what are called the learned professions, there must be schools iu which to prepare young teachers for proper methods of discipline and of instruction. In answer to a question, “Would normal schools always make good teachers ?” he said, no ; a school of law does not always makegood lawyers, nor a school of medicine good doctors. All that can be looked for was that they should do the best which could be done with the material presented. The effect of normal schools on the educational system of the State, he held, would be large and salutary. Trained teachers going out into vari- 406 REPORT OF THE COMMISSIONER OF EDUCATION. ous localities, would have an influence on other teachers there ; would form and lead in teachers7 institutes ; would impart their methods to those not educated in the normal school, thus quickening the slothful, informing the ignorant, and elevating the standard in the schools. From better schools, too, better scholars would he turned out, and thus the influence would spread continually till it was felt throughout the State. On Thursday, the 18th, the first subject for discussion was, “ Should free instruction in the public schools be limited to the elementary Or common branches V’ Prof. Bartlett, of Maryville, took the affirmative of this, urging that the grand object of free instruc¬ tion was to fit all to be good citizens under a free government; that a fair knowledge of the common branches would fit people for good citizenship ; and that, for anything beyond this, private energy and private liberality might be relied on. Superintendent J. R. Dean, of Bedford County, took the negative, and held that the feature in the present school law providing for instruction in the higher branches by means of local taxation, was an admirable one, placing the responsibility respecting high school training on the people, letting neighborhoods that wished for it obtain it, and stimu¬ lating study in the lower schools by the vision of a higher platform to be reached through it. The afternoon was given to a discussion, first, on the co-education of the sexes, and, next, on the grading and classifying of county schools ; the evening, to addresses of a popular character on education ; after which the association adjourned to meet in the city of Nashville in December. Of this December meeting no report has been te- ceived. — (Mainly from Tennessee School Journal of July and August, 1S74.) LIST OF SCHOOL OFFICIALS IN TENNESSEE. Hon. Leon Trousdale, State superintendent of public instruction, Nashville. county' superintendents. County. Superintendent. Post-office. Anderson . .. . . Bedford . R. K. Baker _ . Clinton. John It. Dean . . Sbelbyville. Camden. Beri trm . ... J. M. Castile . . _ _ _ Bledsoe . Thomas 0. Brown . Robertson’s Cross-Roads. Blount . AY. H. Henry . Maryville. Cbatata. Bradley . AY. L. Cate.' . . Campbell . Frank Richardson . Fincastle. Cannon .. _ _ _ ... _ A . G. Brandon . . . Eeadyville. Huntingdon. Carter’s Depot. Ashland City. Tazewell. Carroll A. F. Estes. Carter . . . H. C. Boyd . . . Cbeatham . George F. Murff . Claiborne . . . . . . . J. A. Irwin . Clay * . . . . Cocke . -■ . AY. H. Seffey . Hewport. Beech Grove. Coffee . . . . . Madison Parker . . ^ . Crockett . J. P. Parker . . . Beil’s Depot. Cross viUe. Cumberland . Thomas C. Center . . . Davidson . E. \V. AYeakley . 1 . Kasiiville. Decatur . _ . . . James M. Porterfield . Decaturville. De Kalb . J. T. Trapp . Smithville. Dickson . L. L. Leach . Charlotte. Dver H. Harrison Dyersburg. Somepville. Fayette . E. AY. Pitman . Fentress Stephen IT. Bile Pall Mall. Franklin . H. G. Hampton . . . Cowan. Gibson ..... ... _ _ AY. C. Oliver . Rutherford Station. Giles . „ . E. P. Yancey . . . . Pulaski. Grainger . . . . , Ben. E. Legg . Tate Springs. Greenville. Greene . J. C. Park . Grundy . John Scrriggs . Tracy City. AYhitesbui’g. Hamblen . H. M. Sherwood . . . Hamilton AY. yi. Beene . _ _ ...... Hancock . A. J. Seal . Sneedville. Hardeman . S J. Cox . . Saulsbury. Hardin .... James M. AYalker Hawkins . Ellis Cocke . Eogersville. Haywood . VY T. Byars . Brownsville. Henderson * . Henry . AY. B. Van Cleave . Paris. Hickman . J. A . Cnnninorham . _ _ _ Centervi lie. Houston . J. M. Parchment ....• . , . . .... Cumberland City. Humphreys . J. C. Tull oss AY averly. Gainesboro’. Jackson . E. H. AY ashburn . . . James . E. K. Watkins ; . . . Ooltewah. Jefferson . Sam riel Anderson . Dandridge. Johnson * . . . Knox . T. C. Earns . Knoxville. *Ko report of election in 1875. TENNESSEE. 407 .List of school-officials in Tennessee — Concluded. County. Superintendent. Post-office. Tiptonville. Ripley. Lawreneeburg. New burg. Fayetteville. London. H. T. Hanks . W. A. Gill: ir . ■J. A. Mitchell . J. S. W ootten . La Fayette. J ackson. Jasper. Lewisburg. Columbia. C. H. Vann . W. W. Walker . Mouse Creek. Purdy. Decatur. T. F. Sanders . i . . . V. C. Allen . . . J. E- Stradley . Hiwassee College. Clarksville. N. L. Whitfield . Lvnchburo- . Morgan . R. 0. Taylor . . . Wartburg. Troy Station. Obion . W. F. Shropshire . Overton . J. M. D. Mitchell . Livingston. Farmers V alley. Benton. Perry... . John W. Lewis . Polk . . . Jacob Milbum . . . Putnam . „ . H. S. Bovd . . . , . Cookviile. Plip» . . . . _ . John E/Pyott . . . . . . Snlphnr Springs. Kingston. Roane . . . C. E. Love" . Robertson . James L. Witts . . . . ! Springfield. Eeadyville. Rutherford . A . G. Brandon . Scott* . . . 1 Sequatchie _ _ _ A. D. Stewart _ _ Dunlap. Sevierville. Sevier . D. G. Emert . . . . . Shelby. . . John Somervell . . . ^ . . Memphis. Carthage. Smith _ _ _ _ W. T. Taylor . Stewart . J. E. Laurence . . . Indian Mound. Sullivan . W. H. Giesler . . Union Depot. G oodlette ville. Sumner . . . H. H. Marshall . . Tipton.. __ William Pa«e _ _ Covington. Enon College. Sharp's Chapel. Rocky River. McMinnville. Trousdale . J. L. Carson . Onion . A. L. Miller _ _ _ _ "Van "Rnren _ . . . G. B. Johnson _ _ _ "Warren . E. E. Womack . . . . Washington . H. Presnell . Jonesboro’. Wayne . . . Charles M. Thompson . Martin’s Mills. Weakley . B. J. Roberts . Ralston Station. Sparta. Franklin. White . . W. S. Findlay _ _ _ _ Williamson . J. H. McDonald . . Wilson _ T. H. Freeman . Mt. Juliet. *No report of election in 1675. 408 REPORT OF THE COMMISSIONER OF EDUCATION. TEXAS. STATISTICAL SUMMARY.* PERMANENT SCHOOL, FUND. Amount in bonds . $2, 564, 202*95 Amount in currency . . . ^ . 24, 654 14 Amount in specie . % . . . 42, 815 73 Total . 2,631,672 82 AVAILABLE SCHOOL FUND. Amount in bonds . . 12, 000 00 Amount in currency . . . 939,048 50 Amount in specie . . . 177, 893 85 Total . 1,128,942 35 RECEIPTS. Apportionment from State fund . 499,930 50 From deficiency school tax . 4, 688 72 From “ 1 per cent.” scliool tax . . . 6, 809 22 From building tax . . 511 71 From other sources . 28,231 32 Total receipts in 1874 . 540, 171 47 EXPENDITURES. Paid teachers'on their claims . 180,724 57 Paid for rents . 1,066 50 Paid for building and repairing school-houses . 25, 059 39 Total amount expended . 206, 850 46 Total amount of warrants issued teachers for salaries . 612, 878 67 SCHOOL POPULATION AND ATTENDANCE. Scholastic population, May 1, 1874 . 269, 451 Number enrolled in public schools . . 98, 308 Number enrolled in private schools . 4, 381 Whole number under instruction in the State . 102, 689 TEACHERS AND TEACHERS’ PAY. Number of male teachers employed . - -- 1, 822 Number of female teachers employed . 672 Whole number of teachers . 2, 494 Average pay of male teachers per month . $63 00 Average pay of female teachers per month . 47 00 SCHOOLS AND SCHOOL TERM. Number of public schools in the State . ' . — - 2, 129 Number of private schools . 132 Average number of months schools were in session . 4 Average cost per pupil for term of four months . $6 23 SCHOOL-HOUSES. Number of school-houses built during the year: log, 9; frame, 18; brick, 1 ; stone, 1 . 29 Whole number of school-houses in the State : log, 312 ; frame, 309; brick, 8 ; stone, 44 . 673 Total value of school-houses and grounds . . . $162, 895 00 Total value of miscellaneous school property . . . 10,703 00 Number of volumes in school libraries . . . 1, 100 * From report of Hon. O. N. Hollingsworth, State superintendent of public instruction, for the school year ended August 31, 1871. TEXAS. 409 ELEMENTARY-INSTRUCTION. EDUCATIONAL PROGRESS FOR THE YEAR. The reports from seventy-seven eonnties show that about 75 per cent, of the scholastic population received four months’ tuition in- the public schools. Estimating the attend¬ ance in counties not reporting at 60 per cent., the total attendance for the year would be 161,670 out of a scholastic population of 269,451. This exceeds the highest attend¬ ance reported during any former year, by 32,128. Most of the schools have been kept open for four months, and in many of the counties where there have been active county superintendents, the schools have been conducted with perfect satisfaction, and the possibility of efficient and popular public free schools in the different communities has been fully demonstrated. The management and condition of these schools are believed to be as good as those of the best private schools in the State, while the cost of tuition is much less. The average cost per month per pupil is $1.56, and it is thought that this can be still further diminished. The superintendent notes with gratification encouraging evidences, in some counties, of a return of public confidence to the cause of free education. The extent of this con¬ fidence is in exact proportion to the energy and zeal displayed by county school officers in the execution of the law and the management of school affairs. In some counties schools have been organized in every district and the doors of the public school-houses opened to every child in the county, thus furnishing evidence of efficiency on the part of the school officers and of a hearty co-operation and liberal support upon the part of the people. In many other counties schools have been only partially organized, leaving many districts entirely destitute, owing in some instances to the neglect of school offi¬ cers, in others to the antagonism of the popular sentiment, and, in still others, to the sparsity of population, want of suitable school-houses, and similar unavoidable causes. The superintendent says of the public schools of the past year, that, while their most earnest advocates cannot claim that they have accomplished all that they might have done, their most bitter opponents cannot deny that they have been a success. “ Fail¬ ures have occurred, disappointments have been realized, yet aggregate results demon¬ strate a degree of success that justifies the hope of that popular indorsement which will guarantee permanency and growth.” — (State report for 1874, pp. 9, 10, 64, 65, 70, 71.) FINANCIAL CONDITION. The superintendent says that the statement of receipts and expenditures cannot be taken as showing the financial condition fully. A balance of $432,154 was still, at the date of the report, (December 1, 1874-) due on the salaries of teachers for last year. This was to be supplied by a deficiency tax, to be levied by the boards of directors in the school districts, which tax the superintendent believed was then being collected. It is recommended, that stringent rules be adopted concerning the collection of the “ 1 per cent.” tax. In many counties fraud shave been discovered in the receipts and disbursements of this tax, sufficient to create a strong suspicion that throughout the State this fund has been misapplied. In some instances the tax levied for payment of teachers’ salaries and for repairing and building school-houses has been used in payment of rents ; for the future rents are to be paid only when it is impossible to procure a school-building without, and then the “ 1 per cent.” tax is to be used. The renting system is ruinous, adding a fourth to school expenses. One of the great hinderances to the success of the public school system is the want of money to pay teachers. County superintendents find this their greatest trouble. The appropriations for the current year have been in many instances entirely inade¬ quate, and some items fall considerably below what is required by law. No appro¬ priation whatever was made for the salaries of county superintendents, though these officers are regularly at work. An increased one for the current year is asked, and the finance committee is urged to examine closely as to the necessity for the amounts specified. — (State report for 1874, pp. 41, 42, 73, 74.) APPORTIONMENT FOR THE PAYMENT OF TEACHERS. The sum of $500,000 was appropriated by the thirteenth legislature for the payment of teachers for the year ended August 31, 1874. The apportionment of this sum to the counties should have been made in December, 1873, but was not done on account of the incomplete and defective census returns. This failure to pay teachers promptly, together with the failure to notiJfy school officers of the amount of State school fund that they might expect, did more to retard the progress of schools and weaken public confidence in the system than all other causes combined. To remedy this evil as far as possible, the fourteenth legislature passed an act authorizing the State superin¬ tendent to apportion the $500,000 on May 1, 1874, on the basis of the latest scholastic returns and the best data on file in the office of the department of education at that date. The scholastic population, as reported May 1, 1874, was 269,451, which gave a per capita apportionment of $1,851 for four months. — (State report for 1874, pp. 13, 14.) 410 REPORT OF THE COMMISSIONER OF EDUCATION. CIRCULAR-LETTER OF THE STATE SUPERINTENDENT. A circular-letter of Hon. O. N. Hollingsworth, State superintendent of education, ad- . dressed to the county superintendents and other school officers of Texas, in April, 1874, ashing for their hearty co-operation in carrying out the provisions of the school law, says : “ Trustees are authorized to employ teachers at reasonable rates. They may either agree on a monthly salary or a monthly rate for each pupil. Due care should be ex¬ ercised in this regard, as the salary must be in part paid by the State and in part by the inhabitants of the district. The school must continue, when opened, for four con¬ secutive months, unless some cause intervenes that renders this impracticable. In such cases, the remainder of the term may be taught at a. subsequent period. The $500,000 appropriated for payment of teachers for the scholastic year ending August 31, 1874, when apportioned, would allow less than $2 to each child, from the State fund. The balance necessary to support the public schools for four months must be raised by special taxation in each district. . Presidents of boards of school directors are ex officio county superintendents, and as such their pay-accounts will be approved at the rate of $4 per day for every whole day. Parts of days may be included. County superintendents may receive pay for as many as thirty days in such capacity and as many as twenty days as member of board of directors. “ When a free school is blended with a private school, according to the provisions of section thirty-seven, act of May 22, i873, the principal of such school must receive pupils within the scholastic age free of charge. The number of pupils wbicb he will be allowed to receive aud the coutrol and supervision of the school will he regulated hy the hoard of school directors. The pay of such principal , for services in the free school department, will he fixed by the hoard of trustees of the district.” — (American Journal of Education for May, 1874.) SCHOOL DISTRICTS. One of the greatest difficulties in the administration of the public school system has grown out of the disposition of directors to create a multiplicity of independent school districts, thus weakening the power and efficiency of the system by innumerable divis¬ ions. To obviate this difficulty the superintendent suggested the annulling of all former action in this matter, and the division of counties into school districts corre¬ sponding in boundary with the magistrates’ precincts. In order to preserve the repre¬ sentative spirit of the law, it was recommended that the legal hoard of trustees for each district appoint, as coadjutors to themselves, three local trustees for each school in operation. In most of the counties the directors were ready to adopt the plan sug¬ gested, and their action has, with one exception, given satisfaction. — (State report for 1874, pp. 15, 16.) PEABODY FUND. Mr. Sears, the agent for the Peabody fund, in reply to a letter from the State super¬ intendent regarding aid for Texas, says: “ I think I have, as yet, paid no money to Texas, except $1,000 paid to San Antonio in 1869.” Four schools are to receive aid during the current year, two $450 each, and two $300 each, making a total of $1,500. Mr. Sears adds: “I think we shall he able to respond to most good calls in the State this year, and do more when the system is well under way and our funds replenished again.” — (State report for 1874, p. 20.) COUNTY SUPERVISION. In a special report made in the winter of 1873-74, the superintendent urged the aboli¬ tion of the hoards of directors and the concentration of their functions in the office of county superintendent. The experience of I he past year has strengthened the conviction of the wisdom of this course, and the recommendation is renewed. It is suggested that the office he created anew, and such a salary allowed as will secure the services of a competent, educated mau for six mouths in each year. No other system will, it is believed, be equally effective, aud the money paid for the salaries will he of more bene¬ fit to the public school system than auy other funds that are expended hy the depart¬ ment. — (State report for 1874, pp. 23-25.) SCHOOLS IN CITIES AND TOWNS. It is recommended that some special provisions he made for the organization of cities and towns, in such a form as to allow them to elect their superintendent, and that they have the same rights and privileges as district organizations#in counties, subject to the same regulations as counties. Such cities and towns, when so organized, should not he under the control of the county officers. — (State report for 1874, p. 26.) SCHOOL-HOUSES. A grave difficulty exists regarding school-houses. Frequent inquiries are made of the department of education as to how trustees are to provide school-houses where no TEXAS. 411 appropriation lias been made to pay rents and tlio amount of tax directed to bo levied is insufficient to build. The superintendent says: “Provision should be made by law for at once erecting suitable school-houses. The presence of school-houses in our State will cause settlements to consolidate by means of immigration, and enhance the value of property contiguous to them.” It is believed that in the rural districts laud for school sites would be freely donated. The necessary funds for the erection of school-houses can be secured, it is suggested, by the sale of county bonds, bearing such interest as to make them marketable, and pro¬ vision can be made for partial payments of the principal debt, by a sinking-fund. “Action with reference to this matter cannot, without serious injury to the cause of public education, be further postponed. Means must either be provided for renting or building school-houses or public schools must be suspended.” — (State report for 1874, pp. 29-32.) AUTHORITY TO EXECUTE THE LAW. The superintendent remarks that “ power should be invested in some one to compel officers connected with the administration of the school law to discharge their duties.” “ It is true the law gives the superintendent authority to issue instructions and regu¬ lations, binding on all officers and teachers ; but it is equally true that sheriffs and school* officers can ©bey or disregard them just as they please. The superintendent is powerless to enforce observance. The same is true with regard to the authority of county superintendents and boards of directors to enforce observance of their rules and regulations on the part of teachers and trustees. “Authoritv to direct must be accompanied by power to enforce.” — (State report for 1874, pp. 38, 39.) ILLITERACY. With a view to ascertain the proportion of illiteracy among the scholastic population of the State, the census-takers were instructed to include in their reports the number of children within the scholastic age in their respective counties who were unable to read and write; but, owing to an unavoidable delay, the instructions were not gen¬ erally received in time to embrace this information in the returns. Five counties reported fully. In these the entire scholastic population was 14,482, and the number unable to read and write, 5,670. These figures, which may be taken as a fair average, show the proportion of illiterates to be 39 per cent. The entire scholastic population of the State is 313,061 ; and, assuming the above proportion as a basis, the number of illiterates is about 122,093. Referring to this, the superintendent says : “ The fact that the State has a direct and positive interest in the character of her citizens cannot be denied. It is, therefore, a legitimate exercise of State authority to adopt adequate measures, coercive, if need be, to protect itself against the army of criminals and paupers which society is annually recruiting from the ranks of the illiterate.”* — (State report for 1874, pp. 51, 52.) COMPARATIVE COST OF CRIME AND EDUCATION. Texas, for the fiscal year ended August 31, 1874, paid for the prosecution of criminals alone £250,000, to say nothing of the tax drawn from the people to support litigations which have their origin in ignorance of the ordinary principles of law and equity and the cost to the counties of supporting jails and boarding prisoners. The suj)erintendent believes himself safe in saying that it costs the State and the counties more to punish crime than to support the public schools. — (State report for 1874, p. 55.) SCHOOL AGE. The constitution fixes the school age at from 6 to 18. But in the, present state of the available school fund no adequate provisions can be made for the education of the children between those ages without each year levying an extraordinary tax for school purposes. The amount of yearly increase of the available school fund, does not keep pace with the increase of the scholastic population, and that which seems a large sum in the aggregate is a pittance when distributed to so many. It is suggested that the constitution be so amended as to allow the legislature to fix the scholastic age, and for the present let that be from 8 to 16. In time, when the available school fund is increased, the scholastic age might be extended to 18, but in no case would the superintendent recommend the admission of children under 8 years of age. — (State report for 1874, pp. 62, 63.) WHAT IS NEEDED TO INSURE THE SUCCESS OF THE PUBLIC SCHOOL SYSTEM. The superintendent presents the following summing-up of the needs of the public school system : Our public schools rely for their support upon the sympathies and co-operation of the people, and these can only be secured by making the system in every way worthy. To do this we must have: (1) An efficient, paid, county superin¬ tendency ; (2) trained teachers ; (3) prompt and liberal payment ; (4) a system of 412 REPORT OF THE- COMMISSIONER OF EDUCATION. comity or State taxation ; (5)' less change in the employment of teachers ; (6) good and comfortable school-houses ; and (7) in case the constitution be changed, limiting the scholastic age from 8 to 16, that the public schools be kept open for six months in each year. — (State report for 1874, p. 64.) TEACHERS. The higher grades of schools are, in the main, well supplied with efficient teachers. The great want is “ competent, trained, professional teachers for the primary schools.” A grievous defect in the present system of education grows out of the disposition on the part of many school trustees and directors to employ cheap labor. In pursuing this ruinous principle many persons are employed as teachers who are utterly unfitted for the work. The superintendent says: “ The only remedy for this notorious evil in our system of instruction will be found in the elevation of teaching to a profession, and making it, by reason of its excellence and efficiency, equal to the other learned professions, in public favor, if not in remuneration ; and this can be accomplished only by the organ¬ ization of normal schools.” — (State report for 1874, pp. 34, 36.) TRAINING OF TEACHERS. NORMAL SCHOOLS. To make the supply of trained teachers annually equal to the demand would require at least six normal schools — one for each congressional district. The present condition of the school finances precludes the idea of at once inaugurating such a system of normal schools, however imperative the demand. But, believing it unwise to defer action upon so urgent a matter because all cannot be done that would be desirable, the superintendent presents three plans for the consideration of the legislature : (1) That three regular normal schools be provided — two for the accommodation of the white population and one for the colored. Little or no expense need be incurred for buildings at present. The agricultural college, now nearly completed, would be admirably suited for one of the schools. (2) Provide for maintaining “normal classes” in such private and public institu¬ tions as offer adequate facilities. (3) Provide for the organization and maintenance of twelve corps of normal teachers, of three professors each, two corps for each congressional district, and let it be their duty to organize normal schools at designated localities in their respective districts. These district faculties could organize and teach during each year four normal schools for a term of five months, at four designated points, where suitable accommo¬ dations could be secured. By this plan, at least twenty-four hundred teachers could each year be partially prepared for work in the public schools. This plan, though it would not afford so thorough a training as the first mentioned, has the advantage in economy and in its adaptability to supply a present want, since it would reach a far greater number of teachers. An additional argument in favor of this plan is its ten¬ dency, by reason of its direct contact with the masses, to elevate and give tone to the popular educational sentiment. — (State report for 1874, pp. 37,38.) SECONDARY INSTRUCTION. ACADEMIES AND SEMINARIES. Eleven schools of the above class report their statistics for 1874, 1 of these being for boys, 5 for girls, and 5 for both sexes. In all, there were 1,109 pupils, with 54 instructors; 759 § i— i ^ 1 “4 | O — j a: © as JJj © ~ c3 i if 1^1* | © S ! | BO- T: £ 50 if. if ! o a 3 Number of students. Property, income, &c. 02 o O 2 £ 1 c£ Pi c © ’3) o O of 2 & trg O ” ° tc 75-2 C o H < O O © P o g o j P . 1 If -?g. £§• 5 s 5^ o "" ! c £ - -4-3 32 S.3 ct .2* slz §3 gl < I Middleburv College . 11 cl4 52 $100, 000 $180, 000 §12, 000 $1, 000i . §45,000 12, 000 Norwich University . 8 42 22 29, 000i 63, 7’ :0 University of Vermont. . . ; | 1 1 0 . 87 242] 300! 37,172 2,230j H soi I 10’471 616, 174 a 2 partially. 6 Includes society libraries. VERMONT. 421 SCIENTIFIC AND PROFESSIONAL INSTRUCTION. MEDICAL. The medical department of the University of Vermont continues to enjoy prosperity, still ranking in point of numbers as second among the New England medical colleges. Prof. Ordronaux, who ably filled the chair of physiology and medical jurisprudence for eight years, having been appointed commissioner in lunacy for the State of New York, resigned his professorship and was elected professor emeritus. On recommendation of the medical faculty the trustees divided the professorship and elected Henry D. Holton, M. D., of Brattleboro’, professor of materia medica and general pathology, and Mar¬ shall Calkins, M. D., of Springfield, Mass., professor of physiology and microscopic anatomy. STATE AGRICULTURAL COLLEGE. This department of the University of Vermont, though not yet fully organized, claims to afford to a young man intending to be a farmer ample qualification for his work and place in life, the course comprising instruction in the sciences, in literature, history, and philosophy. It is hoped that the means may be at hand ere long, either through State or private endowment, to add other courses which are yet lacking. The next step in this department will be the appointment of a professor of agricul¬ ture, who shall be able to devote his whole time to instruction and investigation in this specialty. — (Report of trustees of university, 1873-74, pp. 10-15. ) Statistics of schools for scientific and professional instruction. STATE TEACHERS’ ASSOCIATION. The Massachusetts Teacher for April, 1874, pp. 147-153, gives an account of the twenty-fourth annual session of the State Teachers’ Association, held at St. Albans, in January, 1874, from which the following facts are obtained : The chair was occupied by the president, Judah Dana, of Rutland. Addresses were delivered by experienced educators upon a variety of themes relating to educa¬ tion, and several subjects vital to school interests were discussed by persons who had evidently prepared themselves by study and experience for the parts they took. Want of space, however, it is much to be regretted, forbids more than a mere mention here of the titles of these productions. The first discussion was opened by C. T. Halsey, principal of the high school at Bur¬ lington, on “ Modern school work as related to the development of thought in children another was, “ One normal school for Vermont or fourteen?” opened by Prof. J. E. Good¬ rich, of the University of Vermont: and another, “The mutual relations of the school and the State,” by Rev. R. G. Williams, of Castleton. Addresses were delivered by Mr. Edward Conaut, of Randolph Normal School, on “ The school system of Vermont,” by President M. H. Buckham, of the State University, the central idea of which was the 422 EEPOET OF THE COMMISSIONEE OF EDUCATION. great possibilities which lie open to Vermont and Vermonters, if they will in the proper way prepare themselves by self-development and culture. Hon. Henry Clark, of Entland, addressed the association on “ The duties of citizens and teachers,” the first subdivision of the theme being u The relation of the press to education.” The wonders of physical geography were treated of in an eloquent address by Eev. Franklin Tux- bury, of Brandon, and Prof. Louis Pollens, of Burlington, advocated the claims of mod¬ ern languages in modern education. Miss A. E. Thomas, of Castleton, read “ The En¬ gineer’s Bide,” which was received with much applause ; also au essay on “The relation of elocution to a complete education after which followed an address by Eev. H. T. Fuller, of St. Johnsbury, on “ The morals of our public schools,” urging the necessity which exists for the moral culture of the young, by way of counteracting the tendency which he thought exists in the public schools to level downward. Miss Field, of Bran¬ don, rea'd an essay on “ The influence of home upon schools a lack of sympathy among parents for the teacher was complained of, and the question asked “ Can parents dis¬ charge their duties to their children and never know the teachers ?” Among the resolutions offered by the committee on resolutions wo.s one asking the Senators and Eepresentatives in Congress to use their influence in having the proceeds of the sales of public lands devoted to the promotion of educational interests. LIST OF SCHOOL OFFICIALS IN VEEMONT. Hon. Edward Coxakt, State superintendent of education , Randolph. District. Name. Post-office. Eirst . Judah Dana, normal school examiner . . [Rutland. Second . TT T- Fuller, normal school examiner . St. Johnsbury. Burlington. Castleton. Third . M. H. Buckham, normal school examiner . Eirst . Edward J. Hyde, normal school principal . Second . Third . A. E. Leavenworth, normal school principal . William C. Crippen, normal school principal . Randolph. Johnson. VIRGINIA. 423 VIRGINIA. STATISTICAL SUMMARY, 1874.* RECEIPTS. From State funds . $456, 262 97 From local taxation . 454, 274 59 From Peabody fund and private donations . 94, 452 46 Total . 1,004,990 02 Corresponding total for 1873 . - . 9p0, 419 05 Increase . 54,570 97 EXPENDITURES. For pay of teachers . . 698, 246 44 For rent, fuel, lights, and other contingent expenses . 85, 189 15 For pay of superintendents . 46, 481 33 For pay of treasurers and assessors . 23, 117 46 For pay of district clerks . . 14, 142 63 For expenses of central office . . . . . 5, 968 21 For real estate, building, and repairs . 120, 348 86 For furniture and school apparatus . 11, 495 94 Total . ! . 1,004,990 02 The total cost for current expenses for 1874 exceeded that for 1873 by $58,651.21. All this additional amount, except about $2,000, went to the two hundred additional teachers. SCHOOE POPULATION. Number of white persons 5 to 21 years of age, (males, 133,952 ; females, 125,557 ) . . . 259, 509 Number of colored persons 5 to 21 years of age, (males, 91,066 ; females, 86,251) . . . * . 177,317 Total school population of the State . . . 436, 826 Increase over 1873 . . 12,719 ENROLLMENT . Number of white pupils enrolled, (in cities, 7,000 ; in counties, 114,789) . . 121, 789 Number of colored pupils enrolled, (in cities, 4,686 ; in counties, 47,400) . . 52, 086 Total enrollment in public schools . 173, 875 Increase over 1873 . 13, 046 ATTENDANCE. Average daily attendance of white children, (in cities, 4,593 ; in counties, 65,336)...! . . 69,929 Average daily attendance of colored children, (in cities, 2,973 ; in coun¬ ties, 25, 955) . 28,928 Total average attendance . . . 98, 857 Increase over 1873 . . 7, 682 PERCENTAGE. Percentage of white school population enrolled . . . 47. 3 Percentage of colored school population enrolled . 29. 3 Percentage of white school population in average attendance . 26. 9 Percentage of colored school population in average attendance . . 16. 3 Percentage of average attendance on enrollment of colored children _ 55. 4 Total percentage of school population enrolled . 39. 8 Total percentage of school population in average attendance . 22. 6 Total percentage of average attendance on enrollment . 56. 8 ended August 31, 1874. 424 REPORT OF THE COMMISSIONER OF EDUCATION. TEACHERS. Number of white teachers, (males, 2,210 ; females, 1,262) . 3, 472 Number of colored teachers, (males, 319 ; females, 171) . • 490 Whole number of teachers in the State . . . . 3, 962 Average monthly salary of male teachers in cities . .. §80 04 Average monthly salary of female teachers in cities . 45 46 Average monthly salary of male teachers in counties . 31 35 Average monthly salary of female teachers in counties . 28 88 SCHOOLS. Number of public schools for white children . 2, 908 Number of public schools for colored children . 994 Whole number of public schools in the State . 3, 902 Increase over 1S73 . 205 Number of graded schools for white children . 109 Number of graded schools for colored children . . . 46 Whole number of graded schools in the State . 155 Increase over 1873 . 32 LENGTH OF SCHOOL TERM. Average number of months school was taught in cities . 9. 05 Average number of months school was taught in counties . 5. 17 Average number of months school was taught in the State . 5. 40 SCHOOL-HOUSES. Number of school-houses in the State, (log, 1,993 ; frame, 1.482; brick, 136 ; stone, 27) . . . . 3, 638 Number built during the year . 263 Number owned by districts . . . 1, 034 Number with good furniture . 1, 308 Number of rooms in all school-houses . 3, 889 Value of school property in cities . §389, 800 20 Value of school property in counties . 292,700 60 Total value of school property in the State . 682, 500 80 COST OF PUBLIC EDUCATION. Cost of tuition per month per pupil enrolled . §0 74 Cost of tuition per month per pupil in average attendance . 1 31 Whole cost of public education per month per pupil enrolled . 0 92 Whole cost of public education per month per pupil in average attendance . 1 62 Comparative statement showing the condition of the school system for the year ended August 31, 1874, as compared with its condition for the three years which preceded. 1871. 1872. 1873. ' 1874. Whcle number of public schools . Whole number of traded schools . . 3,047 3, 695 107 166, 377 95, 488 40.5 23.2 57.4 3, .853 504 $389, 380 5.72 $0 70 29 81 816, 812 i 3, 696 123 160, 859 91, 175 37.9 21.5 56. 6 3,757 764 $524, 638 5. 22 $0 75 32 00 : 814, 494 I 3, 902 155 173, 875 98,857 39.8 22.6 56.8 3, 962 1,034 $682. 500 5. 40 $0 74 32 64 873, 145 1 Whole number of pupils enrolled . . . j Whole number of pupils in average attendance . Percentage of school population enrolled . Percentage of school population in average attendance . 1 Percentage of average attendance on enrollment . j Number of teachers in public schools . j Number of school-houses owned by districts . ' Value of public school property . Average number of months schools were taught . . i Cost of tuition per month per pupil enrolled . — . Average monthly salary of teachers . . Whole cost of public education for current expenses. .A . 131, 088 75, 722 31.8 18.8 59.0 3, 084 190 ! $211, 166 4. 66 SO 74 29 86 587,472 VIRGINIA. 425 ELEMENTARY INSTRUCTION. GENERAL REVIEW. The educational work of the year seems to have been conducted with greater vigor than has ever before been manifested, and statistics show a gain in almost every par¬ ticular. The special points of progress are thus noted by the superintendent: 83 counties and cities report a gain in public sentiment concerning public schools ; 14 report no change, and only 4 report unfavorably; 79 counties and cities report 'im¬ provement in the qualifications of teachers ; 87 counties and cities report improve¬ ment or prospect of improvement in school-houses ; in 69 counties and cities teachers’ institutes or other educational meetings have been held; the number of teachers has increased more than 200 during the year ; there has been an increase of 64 cents in the average monthly pay of teachers; improved furniture and apparatus are gradually coming into use ; and the attendance on the public schools has been greater than that of any previous year. — (State report, pp. 80, 115, 116, 120, and 121.) SCHOOL FUNDS. The constitution of the State requires of the public school system “ equal and full introduction into all the counties of the State by the year 1876.” To comply with this requirement 1,065 more schools are needed, at an annual cost, as estimated, of $186,375. It becomes an important question how to raise this amount. The superintendent re¬ commends the substitution of the two-dollar capitation tax for the present State school property tax. This, it is believed, would be acceptable to the people, and would largely increase the income for school purposes. A dog tax and a tax on whisky are also again recommended; and with these, it is thought, 11 nothing more would ever be needed beyond the present local provisions.” It is advised that counties which cannot supply themselves with schools under the present maximum be allowed to tax themselves for an additional amount to provide for the deficiency. A point strongly urged is the earlier payment of taxes, so that the school income may be realized near the beginning instead of near the end of the school year. Under the present system teachers are driven to the sale of their claims at a heavy disc'ount, and districts "are compelled to make their purchases, and do their building, repairing, and furnishing largely on credit — a most expensive and unsatisfactory mode of doing business. — (State report, pp. 136-141.) ATTENDANCE. Thirteen thousand more children were enrolled in the schools last year than the year preceding, thus retrieving the loss of the previous year and gaining 7,500 over the attendance of any previous year. It is worthy of note that the gain of numbers is relatively greater with the blacks than with the whites. In the average attendance the colored children fell off a little in the country, but improved greatly in the cities, the gain in the latter being 15 per cent, over last year. The number of colored schools, and hence of colored pupils, would have been greater, but for the continued difficulty in procuring teachers for these schools. — (State report, p. 116.) IMPROVEMENT IN TEACHING. Considering the absence of all appropriations for the instruction of teachers and the indifferent means generally within reach, the teachers have done well. The superintendent remarks : “ Unquestionably we have in our employment a large number of superior teachers ; and taking the teaching generally throughout the State, I doubt not that it is better than it ha3 ever been before in the primary grades.” — (State report, p. 131.) CO-EDUCATION OF BOYS AND GIRLS. The Virginia Educational Journal for November says the people of the State are very generally recognizing the advantages of preserving the family idea in the school, there being but few places where brothers and sisters are sent to different schools ; and that “ the educational advantages of co-education as to grading, study, and manners are so great that they will prevail over a prejudice, which, so far as children are concerned, is left without an argument, when the school premises and supervision are what they should be.” COUNTY AND CITY SUPERINTENDENTS. The pay of all superintendents, city and county, from the State funds, is at the same rate. But the value of close superintendence being understood in most of the cities, the salaries of their superintendents are largely increased from city funds. The aver¬ age salary of city superintendents is $1,116.34 ; in four cities it is higher than this, two 42 6 REPORT OF THE COMMISSIONER OF EDUCATION. of them paying- $2,000. It may he confidently affirmed that the excellence of the schools in these cities is in full proportion to the pay given to the superintendents. The average salary of county superintendents is $447.74, and out of this all incidental expenses must be paid. The maximum allowed by law to a county superintendent, from all sources, is $700 : and from that it runs down as low as $80. The Virginia Educational Journal for May, 1874, says that, deducting incidentals, the total average salary for the year preceding was only $355, a small sum for large service. Last year the sriperintendents devoted more time to their duties than ever before, and hence their pay bore a smaller proportion to their work than ever before. The superintendent says : * * * “ The stake which the State has in the character of this officer is beyond estimation. The highest talent and cultivation and the utmost pro¬ fessional skill do not exceed the demands of the position. To the extent of our material, men with these qualifications should be sought out. and be induced to act ; and, if possible, none others should be appointed.’7 — (State report, pp. 123, 124, 125, and Vir¬ ginia Educational Journal, May, 1874.) STATE UNIFORMITY OF TEXT-BOOKS. Four years ago, in accordance with a provision of the constitution concerning uni¬ formity of text-books, two sets of books were selected by the State board of education, and local boards allowed a choice between them. This arrangement having expired September 1, 1874, it has been renewed for three years, with the proviso that the board of education may add a third series of books, and allow the local option among the three. The superintendent is in favor of the addition of the third set, as a step towards decentralization and “ restoring to the local authorities powers' which should never have been taken from them.77 — (State report, pp. 156, 166, 167.) CENSUS OF SCHOOL POPULATION. Of this the superintendent says : “ The census of school population has, as usual, been taken badly, there being neither time, mode, nor penalty prescribed in the law. It is exceedingly important that this should be rectified before the time for another census comes around.” — (State report, pp. 131 and 193.) THE EDUCATIONAL JOURNAL. By an arrangement with the editors of the Educational Journal, a monthly maga¬ zine which is the organ of the Educational Association of Virginia, twelve pages of the magazine are placed at the disposal of the board of education, at an annual cost to the school fund of about $500. Every superintendent and every district board in the State receives a copy of this magazine. This could not be done but for a special dona¬ tion of $200 in aid of the journal from the Peabody fund. The superintendent says : “ Were I called upon to designate the most useful minor expenditure in connection with the school system, I should name this. * * * I see that no part of my work tells better on the efficiency of the school system than the Educational Journal.77 AID FROM THE PEABODY FUND. The State was aided during the past year from this fund to the amount of $38,875. The superintendent says : “ It may safely be asserted in regard to the majority of our one hundred and fifty-five graded schools that they could not have come into being without the aid from this source ; but, having been tried, and their superior advan¬ tages exhibited to the people, these schools will be permanent wherever there is suffi¬ cient population to maintain them. “ The aid given to teachers’ institutes was also of great value. It enabled me to send highly-qualified lecturers to instruct the teachers in a number of places.” The managers of the Peabody fund proffer increased donations to aid in the profes¬ sional training of teachers as soon as the legislature will allow of the establishment of a regular normal school. — (State report, p. 130.) PROPOSED AMENDMENTS TO THE SCHOOL LAW. During the legislative session of 1873-’74 bills were reported by the committee on schools and colleges, embodying some of the recommendations of the State report of 1873, but they were not reached on the calendar, and considerable inconvenience and expense have ensued during the year for the -want of legislation on them. The following are among the subjects concerning which legislation is recommended : (1) The establishment of at least one normal school, and permission to the board of education to use a few thousand dollars each year in maintaining ambulatory normal schools ; (2) permission to county school boards to use say $200 a year in employing instructors for teachers’ institutes; (3) preparation for 1876; (4) provision for a prompt and thorough taking of the census of school population : and (5) change of the beginning of the school year to August 1.— (State report, pp. 193, 195, 196.) VIRGINIA. 427 CITY SCHOOL" SYSTEMS. RICHMOND. The Educational Journal of Virginia, of February, 1874, (p. 177,) states that there are in Richmond 5 incorporated, 22 private, and 91 ptiblic schools, all of which are working together in perfect harmony and with a good degree of prosperity. The Ohio Educational Monthly of November, 1874, (p. 446,) says the free school system was inaugurated here before the State system was instituted, the city providing education for children of both races when no law existed requiring such provision. The city now owns 10 tine brick school-houses and occupies 8 others, having a total of 107 school-rooms.. The school property of the city is valued at $222,000. During the year ended August 31, 1874, the school expenditures amounted to $82, 538.53, of which $50,542.90 were paid to officers. principals, and teachers. The State contributed §18,066 of these funds ; $2,000 were received from the Peabody fund, and the remainder, $62,452.53, was appropriated by the city council. During the year these schools taught 4,959 pupils, of which 3,041 were white and 1.918 colored. Most of the teach¬ ers are white ladies, but there are 3 colored male and 7 colored female teachers. Many white children are sent to private schools. There would be more colored scholars, but for the poverty of parents, who require the assistance of their children in the sup¬ port of the family, either at home or in the tobacco-factories. An episode in the Richmond schools— During the recent session of the American cheap transportation convention in this city, Messrs. Jas. S. Barron and C. R. Durk\e, of New York, accompanied by a party of their friends, both ladies and gentlemen, visited the city schools under the charge of Superintendent Binford ; they went to the high school, the Bellevue school, and the Valley school, (colored.) They were highly enter¬ tained with the exercises, and. as an evidence of their appreciation, offered prizes in the various schools. At the Bellevue school, prizes to the amount of $50 in gold were offered, to be distributed according to the judgment of the superintendent, principal, and teachers. At the Valley school, prizes to the amount of $45. At the high school a prize of $25 gold was offered to the best reader in the high school, to be determined next June ; $25 gold to the pupil who stood best in mathematics ; $25 gold to the best reader in the first grammar grade, and other prizes to the best reader in each of the other grammar grades in the city. The action of these gentlemen is already beginning to bear fruit. The pupils have been stimulated to greater exertions. The officials of the schools have been encouraged by this manifestation of appreciation of their work by gentlemen familiar with the working of public schools and competent to judge, and have been impelled to in¬ creased efforts to make our schools still better. Tardiness is one of the troubles con¬ nected with the successful operation of the schools. At the meeting of the principals next succeeding this visit, one of the principals offered a prize of $ltT to the school that would surpass his in punctual attendance ; another proposed to his school to add $10 to the prize if it should be successful, and still another would give his school $20 addi¬ tional if it was the successful competitor. Ail this, of course, must tell on the attend¬ ance. — (Educational Journal of Virginia, January, 1875, p. 126.) ALEXANDRIA. In this city there is a school population, 5 to 21 years of age, of 4,351. There are en¬ rolled in public schools 815 children, and in private or parochial schools, it is estimated, about 800 ; the public schools have 17 teachers, the others 35 ; the value of public school property is $49,450 : the total expenditures for public schools, 1874, $17,409.86. — (Reports to the United States Bureau of Education, 1874.) LYNCHBURG. School population, 3,472 ; enrollment in public schools, 1,495 ; in parochial or pri- vhte, (estimated,) 250 : the public schools have 1,045 sittings for study and an aver¬ age attendance of 730 pupils ; teachers, 25. . The total expenditures for school purposes, 1874, were $16,620.10; value of school property, $37,325. — (Reports to the United States Bureau of Education, 1874.) PETERSBURG. Number of children of legal school age, 6,758; enrollment in public schools, 2,163, and in private and parochial ones, 600 : average attendance in public schools, 1, 280 ; sittings for study, 1,920; teachers, 29: teachers in private and parochial schools, 36. Expenditures for 1874 for public schools, $38,695.16: value of school property, $69,500. — (Reports to the United States Bureau of Education, 1874.) PORTSMOUTH. Number of school population, 3,040; enrollment in public schools, 765; teachers, 13. Expenditures for 1874, $9,904.92 ; value of school property, $13,000. — (Reports to the United States Bureau of Education, 1874.) 428 REPORT OF THE COMMISSIONER OF EDUCATION. TRAINING OF TEACHERS. NORMAL SCHOOLS. There are two excellent colored normal schools in Virginia, and a third, partly normal and partly theological in its character, hut no steps have yet been taken for the normal training of white teachers. Three normal institutes were conducted during the sum¬ mer of 1873, and continued for six w;eeks, but they were chiefly private enterprises^ Upon this subject the superintendent remarks as follows : “ It is high time that some¬ thing were doing by the State for her army of white teachers. We have 3,472 white teachers to whom we are paying $611,960.83 a year. Almost without exception these teachers have taken up the business of teaching without previous preparation. * * * We are in our fifth year of the school system, and yet not a dollar of public funds has been spent on the teachers. The constitution requires that normal schools shall be established as soon as practicable. It has been practicable to do something in this direction from the beginning. Had even a few thousand dollars of the school money been spent every year in that direction, we would by this time have been reaping benefits far greater than we have received from the same amount of money, spent, as it has been, in unskillful teaching. We have been working with dull tools in order to save the cost of a grindstone.” The senate committee 'on public institutions has twice reported a- good bill on this subject, and during the session of 1873-’74 an amendment was reiiortod allowing each county to use the sum of $100 for this purpose. But these bills were never acted upon, owing, no doubt, to the want of effective public sentiment in this direction. — (State report, pp. 134, 135.) teachers’ institutes. Teachers’ institutes, or other educational meetings, were held in 69 counties and cities of the State. The State superintendent, in his report, (pp. 54-57,) gives extracts from reports of county and city superintendents in reference to these meetings, which indicates that they have been generally successful and in a high degree useful to the teachers of the State. Appomattox County sustained monthly institutes throughout the year. At each meeting set jmrtions of the prescribed course were surveyed, and these exercises were conducted as model recitations, mostly by superintendent, but sometimes, when re¬ quested, by teachers, and the proper mode of teaching each part or the whole was always impressed in connection. In Bedford, measures were adopted looking to the organization of district institutes in all the districts of the county. Botetourt reports three teachers’ institutes held during the year, well attended by teachers and others; also a five weeks’ session of normal institute, well attended .and a decided success. The county superintendent thinks this institute has done more to excite interest among the teachers than any meeting that has been held in connection with public schools. In Carroll County there were two well-attended teachers’ institutes, and it is believed that much of the improvement in the qualifications of teachers is due to the influence of these meetings. -Chesterfield reports having had the largest and most important teachers’ institute ever held in the county, when practical and instructive lectures were delivered by Prof. J. J. Ladd, Superintendent J. H. Binford, and ex-Governor G. C. Walker. Cumberland County had one teachers’ institute, with tolerably good results ; but the convention of county superintendents, held in May, and attended by the State super¬ intendent, did more good than any public meeting for school purposes ever held in the county. In Essex, upon application of the county superintendent of that county, State Super¬ intendent Ruffner ordered a district institute composed of eight to be held at Tappa- hannock in July. Addresses were delivered by Drs. Ruffner and Evans, J. H. Binford, esq., and others. Dr. Ruffner spoke in favor of free popular education and the free school system of Virginia. Loudoun County had four institute meetings, in which the organization and govern¬ ment of schools and other related questions were fully discussed. At Lynchburg, besides the usual monthly teachers’ meetings, a two days’ institute •was held in September, at which several educational experts were present, including Dr. Sears, agent of the Peabody fund. The meetings were a great success. At Petersburg, teachers’ meetings were held as often as two or three times every month. The school board passed an order requiring the teachers to readily and cheer¬ fully perform the part assigned them by the superintendent. The effect of this action was to give life to the meetings. By giving to each of several teachers a very small but different part of any subject to illustrate in the next meeting, a very thorough and exhaustive treatment of the matter wa^ secured. VIRGINIA. 429 Pittsylvania had a teachers’ institute, which, with the examinations, continued four days : it was a decided success. One marked advantage of the institute is the influ¬ ence which it has in freeing the minds of teachers from the shackles of the old routine system. At the institute held in Prince William County only 15 teachers out of 34 were present. The county school hoard has since passed a resolution requiring the attend¬ ance hereafter of all the teachers in the county. Those failing to attend are to he at once dismissed, unless excused hv the county superintendent and district board. At Richmond City, the weekly teachers’ institutes have been continued during the year, and their necessity is more evident than during the first year. In Rockbridge County, the several district boards have agreed upon a regulation which makes it a part of the teacher’s contract that he will attend the institute when¬ ever organized. SECONDARY INSTRUCTION. HIGH SCHOOLS. High schools are included in the public school systems of Richmond, Lynchburg, Petersburg, and perhaps other cities of the State, but little information is at hand con¬ cerning tliem. The report of the city school system from Lynchburg mentions 7 high school rooms for study and three for- recitation only ; the total number of sittings is 125 and of teachers 4 — 3 gentlemen and one lady. Petersburg reports the existence of 3 high school tooms, but gives no further facts. ACADEMIES AND SEMINARIES. Reports of statistics for 1874 have been received from 27 private and denominational schools for secondary instruction, 13 being for boys, 9 for girls, and 5 for both. Aggre¬ gate attendance of pupils, 1,551 ; number of instructors, 112; pupils in English studies, 990 ; in classical, 413 ; in modern languages, 108 ; preparing for a classical course in college, 103 ; for scientific course, 64. Nine of these schools teach drawing, 11 vocal and 13 instrumental music, and 10 report libraries of from 120 to 2,500 volumes. — (Spe¬ cial reports to Bureau.) St. John’s Academy, Alexandria, one of those included in the above, claims to be the oldest boarding-school in Virginia, and a statement of its course will probably answer for a great portion of the academies of its class in the State. This statement, given in the Academy Journal of February 6, 1875, is that, besides the ordinary English branches, the prescribed course of study embraces physiology, natural philosophy, chemistry, algebra, geometry, and surveying. Latin and Greek are taught without extra charge, though the study of them is not absolutely required. Instruction in German, French, drawing, phonography, and music is given by special teachers. PREPARATORY SCHOOLS. Four report a total attendance of 181 : in classical studies. 107 ; scientific, 14 ; others, 60. The course of study occupies from four to six years. All but one of these schools are provided with laboratories ; 2 have philosophical cabinets and apparatus ; 3 gymnasia, and 2 libraries of 1,000 and 1,500 volumes.— (Report to the United States Bureau of Education.) BUSINESS COLLEGE. The Old Dominion Business College, at Richmond, reports an attendance of 74 stu¬ dents, all gentlemen, 2 instructors, and a library of 475 volumes. — (Report to the - United States Bureau of Education.) SUPERIOR INSTRUCTION. VIRGINIA STUDENTS IN VIRGINIA COLLEGES. Superintendent Ruffner, in his report for 1874, offers a slight correction to his state¬ ments made in 1873 as to the number of Virginia youth receiving a collegiate educa¬ tion. His revised estimate, however, shows only 12 students less than the former one. Thus, instead of there being 921 students from Virginia in Virginia colleges there were 909 ; and adding to this the 65 who attended colleges outside the State gives a total of 974 students at college in 1372. Since that time the number has increased. Last year it was greater than ever before. — (State report, p. 143.) THE UNIVERSITY OP VIRGINIA, CHARLOTTESVILLE. Organization. — The University of Virginia is a State foundation, maintained chiefly by an annuity from the State and partly by an endowment through private benefactions. To the annuity is annexed the condition of free education to fifty students selected by the faculty from the different senatorial districts, The external government of the institution is committed to a beard of nine visitors. 430 REPORT OF THE COMMISSIONER OF EDUCATION. appointed every 29th day of February by the governor of the State, and eligible to re-appointment. These visitors select a rector from their own body and an executive committee] consisting of the rector and two other members of the board. The university in its internal organization is an assemblage, under one government, of a number of separate and independent schools, in which are treated the usual sub¬ jects of university instruction, academic and professional, (with the exception of theology.) Each school is in charge of a professor, whose emoluments consist partly of a fixed salary and partly of the fees of students of his school. The instruction given in each school is exclusively under the control of the professor of the school. Mode of instruction. — Instruction in the university is given by lectures and by text¬ books. The lecture system is made prominent in all the schools. The syllabus of the lecture is written on the blackboard before the lecture hour, or a lithographic impres¬ sion of it placed in the hands of each student. These lithographs were used for the first time the past session. Oral examinations on the previous lecture, and on assigned portions of the text-books, precede each lecture in all the schools, academic and pro¬ fessional. To make this practicable, the time allotted to the examination and the lec¬ ture is one hour and a half. This combination of lectures and oral examinations with weekly written exercises in a number of the academic schools, as those of the ancient and modern languages, and mathematics, &c., causes the schools to do the work of the Seminarien of the German universities. These daily oral examinations by the profes¬ sors have long distinguished the schools of law and medicine in the University of Vir¬ ginia from most others in America. : Examinations. — Rigorous written examinations are held during tne session in each school by the committee of examiners for that school. Students obtaining three- fourths of the sum of numerical values assigned to all the questions proposed in these examinations are published as distinguished, and printed certificates of distinction are awarded to them. Degrees. — The academic degrees are: (1) Thatbf a proficient, conferred for satisfac¬ tory attainments in certain subjects of study wrhich do not constitute a full school, as Anglo-Saxon, mineralogy, and geology ; (2) that, of a graduate in a school, conferred for satisfactory attainments in the subjects of instruction pursued in the schools ; (3) that of bachelor of letters, conferred on such students as have graduated in the schools of aucient and modern languages, moral philosophy, and history and literature ; (4) that of bachelor of science, conferred on sucli students as have graduated in the schools of mathematics, natural philosophy, and chemistry, and have made certain X>rescribed attainments in mineralogy, &c.', and in applied mathematics and analytical chemistry ; (5) that of bachelor of arts, conferred on such students as have graduated in the schools of Latin, Greek, chemistry, moral philosophy, and French or German, and have made certain prescribed attainments in mathematics, physics, and history, or literature ; (6) that of master of arts of the University of Virginia, conferred upon students Avho have graduated in the schools of Latin, Greek, French, and German lan¬ guages, mathematics, natural philosophy, chemistry, moral philosophy, history, and literature, and who have passed a satisfactory review examination upon any two of those schools. The candidate for the degree of bachelor or master of arts is also required to submit to the approval of the faculty an essay, composed by himself, on some subject of litera¬ ture or science, which essay must be read by the author on the public day, if so ordered. The degree of master of arts of the University of Virginia was, up to 1848, the only academic degree besides that of graduate in a school. At that date, the lower degree of bachelor of arts was added ; and in 1867-68, the degrees of bachelor of sciences and bachelor of letters were established. The professional degrees conferred are the usual ones of law, doctor of medicine, and civil and mining engineer. A simple certificate, in English, on parchment, of the fact of graduation, is signed, in the case of a graduate in a school or a department, by the professor or professors and the chairman of the faculty, and, in the case of the master of arts, by all the professors. The term “rigorous examinations for graduation,7’ though definite, is so often vaguely applied that it may be illustrated by some examples. In the school of Latin the written examinations for graduation (the same for all the candidates) occupy three days, (separated by some interval.) A student, with a very “ good pace,77 might “ floor the papers77 each day in six or eight hours, but most require longer time. One day is devoted to the examinations in Roman history and literature ; one to meter and to the written translation into English, without grammar or lexicon, of several pages, selected by the professor from the whole range of Latin authors, and new to the student ; and a third day to the translation into Latin (without the aid of grammar or lexicon) of a piece of English into Latin prose, (requiring three or four written pages of Latin,) and to written questions in syntax. The examination for candidates in Greek extends through two days. One day is devoted to Greek geography, history, aud meter, and one to the translation, without the aid of grammar or lexicon, of two pieces, new to the student, chosen by the pro- VIRGINIA. 431 fessor from the whole range of Greok authors, to the translation of a closely-printed octavo page of English into Greek prose, and to answers to written questions in the grammar of the language of both. — (Address of Prof. Venable before the National Edu¬ cational Association, 1874.) COLLEGE OP WILLIAM AND MARY, WILLIAMSBURG. This “collcdge of students of the liberal arts and sciences” was established by an act passed by the Grand Assembly of the Colony, held at James City on March 23, 1660, “for the advancement of learning, promoting piety, and provision of an able and successive ministry in this couutrie.” It was appropriated for by the Grand Assem¬ bly in lands, subscribed for by members of the government council and house of bur¬ gesses, and contributed to by the Crown, by the members of the county courts and parish vestries, and by private individuals, and, doubtless, under the regular clergy of the Church of England, was the only college where any regular liberal teaching was had for those of the colonists who could not send their sons to the schools of the mother- country. Its charter and regular endowments were obstructed by revolutionary and disturbing events both in England and the Colony, and the corporation had no other name than “ the Colledge” until the fourth year of William and Mary, (1693,) when it was chartered by those sovereigns under its present name, receiving from them an en¬ dowment of £2,000 towards the erection of a building on its present site at Williams¬ burg. The first commencement exercises were held in 1700, “at which there was a great concourse of people. Several planters came thither in coaches, and others in sloops from New York, Pennsylvania, and Maryland, it being a new thing in that part of America to hear graduates perform their exercises. The Indians had the curiosity, some of them, to visit Williamsburg upon that occasion, and the whole country re¬ joiced as if they had some relish of learning.” After being three times destroyed by fire, in 1705, 1859, and 1862, the college building was restored the last time in 1867-’69, through the interest taken in the institution by distinguished persons in every part of the country, substantial aid being furnished by prominent gentlemen in Washington, New York, Philadelphia, and Baltimore, and in July, 1869, the college was again opened for students, having been closed since 1861. The subjects taught in the college are Latin, Greek, mathematics, French, German, natural philosophy, mixed mathematics, chemistry, geology, mineralogy, physiology, moral and intellectual philosophy, and belles-lettres. There are three regular degrees conferred, viz., bachelor of philosophy, bachelor of arts, and master of arts. — (His¬ tory of William and Mary College from 1660 to 1874.) The College Conrant of July 11, 1874, (p. 33,) says: “At a meeting of the board of visitors on the 1st instant, a resolution was adopted declaring it to bo inexpedient, injudicious, and unwise to give to any denomination of Christians the control of the college, and cordially inviting the co-operation of all denominations in the efforts to promote its usefulness and prosperity.” EMORY AND HENRY COLLEGE. (Methodist.) This college is located amid the mountains of Southwestern Virginia, in a beautiful and quiet valley in Washington County, ten miles away from any town, in a moral neighborhood, with pure water, healthful breezes, and mineral springs in abundance. There is a preparatory and a collegiate course. The philosophical and chemical ap¬ paratus are arnplo for the purpose of experimental lectures and illustrations in the respective departments. The college library contains 4,580 volumes of well-selected works, and is constantly increasing. — (College catalogue.) HAMPDEN SIDNEY COLLEGE, PRINCE EDWARD COUNTY'. (Presbyterian.) Hampden Sidney professes to be a college merely, and not a univer¬ sity. She retains a curriculum of study which long time and varied experience have proved to be best adapted to effect a liberal education, as distinguished from education of a purely business or professional character. Students are prepared for the profes¬ sional schools, whether secular or religious, of the very highest grade, or fitted for the proper discharge of the 'duties of an enlightened citizen. Believing that the culture of all the mental faculties, designed to be here accomplished, is best effected by the complete and thorough mastery of what is taught, the catalogue of text-books is not so extended as to necessitate the hasty and imperfect study of the contents of books written on a vast number of subjects, however valuable and important in themselves. As everything cannot be taught, within four years, to youths of ordinary abilities, the attempt to do so is not made, but rather to do well and thoroughly what is professed to be done. There is a two years’ course of instruction in German, which is constituted independ¬ ently of the curriculum required for graduation.— .(College catalogue.) The Educational Journal of Virginia, of February, 1874, says Hampden Sidney is to 432 REPORT OF THE COMMISSIONER OF EDUCATION. have an addition to its funds of $200,000, which is needed to complete the equipment of the institution in building, apparatus, &c., to add two new chairs, and to pay the professors more adequately than can now be done. RICHMOND COLLEGE, RICHMOND. (Baptist.) The college is composed of eight independent academic schools, viz: (1) Latin, (2) Greek, (3) modern languages, (4) English, (5) mathematics, (6) mechan¬ ics, (7) chemistry, (8) philosophy and a school of law. The faculty of instruction and government consists of co-equal professors, one of whom is annually chosen to be their chairman and chief executive officer. To them as a body is committed all that pertains to the discipline and interior management of the institution, while each professor is responsible for the efficient conduct of his own school. Each student, under the advice of his parent or guardian, may select such studies as are most important in qualifying him for the duties of his future pursuits. — (College circular, 1873.) The College Courant gives a summary from the catalogue of 1873-74, showing an attendance for the year of 182 students, of whom 138 had studied Latin, 72 Greek, 25 French, 18 German, 89 English, 130 mathematics, 28 physics, 13 chemistry, 13 philoso¬ phy, and 16 law. RANDOLPH MACON COIXEGE, ASHLAND. (Methodist Episcopal. South.) The course of study at this college is elective, and is distributed into thirteen different schools, viz, those of Latin, Greek, English, French, German, pure mathematics, applied mathematics, natural science, chemistry, physiology and hygiene, moral philosophy and metaphysics, biblical literature, and oriental lan¬ guages. In 1873-74, there were 235 students engaged in purely academic studies, 149 of whom were from Virginia, the remainder representing fifteen States and two Territories. In the school of Greek there were 116 ; Latin, 156 ; mathematics, 182 ; and English, 191 ; indicating that the adoption of the elective system has largely increased the number of those who apply themselves to the most difficult and profound course of instruction. -^{College catalogue, 1873-74.) ROANOKE COLLEGE, SALEM. In addition to the classical, there are here preparatory and normal departments, ono of modern languages and one of Hebrew. A select course is arranged for those not wishing to pursue the regular college course, affording a good English and business education. Tho chemical and philosophical apparatus is extensive and of a superior description. The cabinet of minerals contains more than 10,000 specimens, many of them rare and valuable. — (Catalogue of 1872-73.) The College Courant of October, 1874, (p. 178,) says the fall term of Roanoke opened, i with the largest attendance ever had so early in the session, the students representing i fifteen States. WASHINGTON AND LEE UNIVERSITY, LEXINGTON. The essential features of the organization of this university are : (1) The arrange- ’ ment of the course of study into distinct elective schools or departments, in each of j which there is a prescribed course which the student is required to pursue, according j to the degree of Ins preparation. (2) The adaptation of the several departments to cer¬ tain courses of study, to each of which is attached a corresponding degree, and some I one of which students are encouraged as far as possible to complete. The degrees I of A. B., B. S., and B. P., the collegiate degrees of the university, are founded upon these respective courses, each embracing a combination of required with elective I studies, so as to allow the largest liberty consistent with thorough culture. The degree I of A. M., which is the university degree proper, in the academic course, is founded upon the highest attainments in the several departments. The degree of doctor of philoso- | phy is intended to encourage post-graduate study. The professional degrees of civil I engineer, mining engineer, and bachelor of law, are attached to the several professional I schools. No degrees are conferred in course, but all are based upon actual attainments I in a completed course of study. (3) There is a system of honors, prizes, &c., adapted I to the encouragement of general scholarship as well as of distinguished proficiency in I particular branches. These are increased in number as fast as the funds of the univer- I sity or the liberality of friends render it possible. The university, in the year 1873-74, had 224 undergraduate students, of whom 101 studied Latin, 71 Greek, 124 modern languages, 92 English, 54 history and literature, 3S moral philosophy, 131 mathematics, 51 applied mathematics, 18 natural philosophy, 52 | chemistry, 11 geology and mineralogy, 11 applied chemistry, and 25 law. The faculty appoint annually three graduates of the degree of master of arts, with I the title of resident masters, each appointment to be for two years, salary $200 ; each master required to serve not exceeding one hour per day and to pursue at Least one j VIRGINIA. 433 academic course of study in the university. They are free from all charges for tuition or other fees. — (Catalogue of the university, 1873-74.) The New York School Journal of September 19, (p. 63,) says that “money is being raised for the university pretty rapidly in the South, considering the impoverished condition of the country." Each of the States is to give $50,000, and about half the money has been paid in.” COLLEGES FOR WOMEN. Eleven institutions for the superior instruction of women report their statistics for 1874, 8 of which are authorized to confer academic degrees. In all there were 127 pro¬ fessors and instructors and 1,076 students: 546 of the latter were pursuing regular courses of study, 54 partial, and 3 post-graduate ones, while 128 were in preparatory studies. Music, both vocal and instrumental, French, and German are taught in all; in all but one, painting ; in 3, Spanish and Italian : 5 have chemical laboratories and philosophical apparatus: 2 gymnasia; and 6 libraries of 300 to 2,500 volumes. — (Re¬ ports to United States Bureau of Education, 1874.) Statistics of universities and colleges , 1874. Names of universities and colleges. | s II rr. | ? i § i r > , 1 ! Number of students. Property, income, &c. £ ~ | | I *^c If 1 1 «_ s i i T i X ; ; ! j 3C O ) x 2 j 3 3 ’ ^2 ; 1? x ; ^ £ ~ 3 si* a ct 3 <1 ^ College of William and 7 15 50 \ „ ; $60,ooo $75, OCOi ; ei,soo 80 $12, 000 a4, 900 Mary. Emory and Henry College. 7 0 1-25,000 ; $7, 534 0 0 al3.5e0 Hampden Sidney" C oilege . . 5 £6: 50, 000 ! 65, CC0S 5,000 0 0 c7, OGO Sftodolph "Nfnron College _ 11 "'6| i 07^1 : 70, 000 1 25, C00 1, 500 11. 575' 8 0 all, 000 Hichmond College . ! i6g! : 150,000 ; 75^000 ! T500 ! e) 000 0 <20 700 Roanoke Collefre . . _ _ 8 0 . 60 ! 120 | 60, 060 1 8, 500 cl4 COO University of Virginia . IS s ! . . ! Washington and Lee l Di¬ 13 i . 6 1S6] '150. 0C0 *200, 000' 0 versity. ! I 'From Report of Commissioner of Education for 1873. a Includes society libraries. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. THEOLOGICAL SEMINARY, DIOCESE OF VIRGINIA. This institution (Episcopal) was opened in a properly-organized form in Alexandria in 1823. In 1827, after the erection of the first building, it was removed to its present site — a hill 250 feet above the tide of the Potomac, two and a half miles west of Alex¬ andria, and seven miles in a direct line from Washington, overlooking both cities and the river. The post-office address is “Theological Seminary, Fairfax County, Vir¬ ginia.” The institution was chartered by the State legislature in 1654. The full course of study occupies three years, each year comprising one session, commencing in September and terminating in June. There is a library of 10,000 volumes. The faculty last year sustained a serious loss in the death of Rev. William Sparrow, D. D., a man of large abilities and high culture and peculiar aptitude for teaching, who occupied the position of Dodge professor of systematic divinity and of the evi¬ dences of Christianity. — (Catalogue of the seminary) 1873-74.) UNION THEOLOGICAL SEMINARY, HAMPDEN SIDNEY. This seminary (Presbyterian) was opened in January, 1624. After the war, the semi¬ nary, left without income, was sustained for a year by the benevolence of friends in New York and Baltimore. In the course of three years the buildings and grounds were put in good repair, the losses sustained by the war replaced, and such additions made to the permanent funds that the instruction of the institution is provided for on an economical arrangement. The library now consists of about 7,500 carefully-selected volumes. The libraries and literary societies of Hampden Sidney College near by are also open to the students without charge. Collegiate instruction is given gratis in all the classes of this college to students of the seminary who desire it.— (Catalogue of the seminary, 1872-73.) 2S E 434 REPORT OP THE COMMISSIONER OP EDUCATION. LAW DEPARTMENT OP TIIE UNIVERSITY OF VIRGINIA. This department is styled a “ school of equity, mercantile, international, constitu¬ tional, and civil lav and government.” The course is for two years, and its completion m less time, though sometimes permitted, is not advised, it being considered that, in order to attain thoroughness in this profession, thought is requisite as well as reading time to digest as well as industry to acquire.— (University catalogue for 1874-75. ° A circular published by this department states that a private summer course of 'law lectures, commencing July 15 and lasting two months, has been kept up for six years past, and has been found beneficial beyond expectation to various classes of law stu¬ dents and practitioners. SCHOOL OF LAW AND EQUITY, WASHINGTON AND LEE UNIVERSITY. The course of study here is for two years, but may be completed in one by students v ho are well prepared, by attending both the junior and senior classes, each of which j:rs six recitations a. week. The degree of bachelor of laws is conferred on all who, unon thorough examination, prove themselves well acquainted with the entire course. A he system of instruction embraces lectures, moot courts, and the use of text-books. — (university catalogue for 1873-74. ) SCHOOL OF LAW, RICHMOND COLLEGE. The course of law in this school embraces but one scholastic year. The aim is to implant the great and guiding principles of jurisprudence and to impart a philosophic habit of thought.— (College catalogue, 1872-73.) VIRGINIA AGRICULTURAL AND MECHANICAL COLLEGE. This. institution has to contend with difficulties and inconveniences: but its popu¬ larity is increasing rapidly, as its distinctive character becomes developed and known. _ The dropping of Greek has been found to be absolutely necessary in order to do jus¬ tice to the other indispensable studies. There is as yet no proper provision for modern languages, which are indispensable in a school of this character. All students, unless excused by reason of physical disability, perform some kind of manual labor as a part of the course of instruction. This is not paid for; but besides this, other work is done voluntarily by the students for pay. As proof of the fact that the public opinion of the college has overcome all false shame in respect to manual labor, it is mentioned that many of those students whose circumstances do not make it neces¬ sary for them to defray any of their expenses by labor choose to do so. More than half the work done on the farm from March till October, 1874, besides that done by the regular unpaid details, was done by students. Students have, in a few cases, by this means defrayed all their expenses, which, by means of messes, have been reduced as low as $100 a year. Appropriations made by the general assembly at its last session have allowed the board of visitors to take steps to erect the necessary buildings. — (Report of the State superintendent of public instruction, 1874, pp. 82, 142.) This appropriation, as stated by the Virginia Educational Journal, (id. 376,) amounts to $15,000 a year for three years. HAMPTON NORMAL AND AGRICULTURAL INSTITUTE. Superintendent Ruffner says the prosperity of this institution is amazing, and, what is still more wonderful, it is conducted in such a way as to give satisfaction to all parties ISTorth and South. But a little more than a year ago was laid the foundation of the vast building, (a picture of which is given in the report,) not because there was money to build it, bub because the needs of the school required it. The money was to come by faith and hard work. The building is up and is beautiful. There is some debt upon it, and there is need for increased facilities by which students can earn means to defray their expenses while in a course of study. There is also needed, in the opinion of the principal of the institute, a large farm, on which youths without means can, by a years labor, save enough to pay school expenses for two years. The girls’ department of the school is interesting, from the manual as well as the mental instruction given. Sewing is systematically taught and instruction is given in kitchen, laundry, and fancy work. Superintendent Ruffner says he sees indications of the advent of clean kitchens and scientific cooking. — (Report of the State superin¬ tendent of public instruction, 1874, pp. 82-143.) The Washington Republican, of February 19, 1875, is responsible for tbe statement that a committee of seven members of the Virginia legislature visited the institute on February 17, for the purpose of inspecting its workings. They spent an entire day in this examination, and pronounced it one of the best regulated institutions of learning in the State. The American Educational Monthly for December, 1874, (p. 567,) says : “ The fall term for 1574 opened with 300 students, the number meanwhile steadily increasing, and threatening to exceed the capacity of the school.” The Educational Journal of Virginia for August, 1874, published a statement of Gen¬ eral S. C. Armstrong, the principal of the school, showing its aims and the degree of VIRGINIA. 435 success behig attained there. He says : “ The Hampton Institute is founded on the idea of self-help. The students work on the farm, in the shoe-shops, blacksmith-shops, sewing-rooms, printing-office, and #carpenter-shops, and thus secure funds to pay for their board and clothing.” The truck raised by students’ labor is shipped North and sold in the markets of New York, Baltimore, and Philadelphia. Nearly all the clothing is made by the female students. About six thousand dollars per year are earned by manual labor, at the rat of seven cents an hour. Statistical summary of schools for scientific and professional instruction. o I ■j. - Property, income, Ac. § Schools for professioDal instruction. d © p § z GC oo & T. 2 : ! In j © O ; i P m s 03 £ ZP 32 3 ^ b of productive funds. from productive funds. S-* nj ■si © P 11 © P O > o > 1 i © 33 P — - o O m § i ! & i £ |'S 1 i © •si 1 3 ft SCHOOLS OF SCIENCE. Hampton Normal and Agricultural Insti¬ tute. New Market Polytechnic Institute . 14 i al96 1 3 ! $163,674; 61,800 835, 500 $10, 360 eo 1,268 Scientific department of University of Yir- ginia.c Scientific department of Washington and Lee University.c Virginia Agricultural and Mechanical Col- lege. Virginia Military Institute . ! .... 3 ! 49,947 172, 000 20, 085 2, 200 d560 e~50 18 .... 278 J 350,000 40, 000 fZ20.000 . Sears, general agent of the Peabody fund, aud entirely supported by a donation of $600 from that fund, $100 of which was expended in the employment of competent teachers for each institute. They were held about two weeks at each of the following places : One at Point Pleasant, one at Charleston, one at Lewisburg, one at Parkersburg, one at Grafton, and one at Weston. The attendance of teachers at these institutes was not so large as was desired, yet it is believed that no branch of the school service produced more beneficial results for the amount of money expended than was realized from them. The average number in attendance was about 35, or in the aggregate 210 teachers. All the teachers in attend¬ ance showed their high appreciation of the opportunity afforded them to improve themselves in methods of teaching and school government by diligent application to their studies and exercises in the class-room, and many of them expressed themselves as having received much benefit from their experience of two short weeks ; more, indeed, than they could have acquired in months or years of study without the aid of experi¬ enced instructors. This being the first effort at the organization of these institutes, the attendance, though small, was as large as could be expected. There is great encouragement for hope that, if they shall continue to be held each year, they will be largely attended by the teachers of the State, aud that much good will result from them, particularly to that class of teachers who have not the facilities for qualifying themselves for their work that are offered others more favorably situated. — (State report, p. 33.) STATE NORMAL SCHOOL AND ITS BRANCHES. This school was established by an act of the legislature, passed on the 27th day of February, 1867, at Marshall College, now in the city of Huntington. By subsequent acts of the legislature five branches of this school have been established at the follow¬ ing places : Fairmont, in Marion County ; West Liberty, .in Ohio County ; Glenville, in Gilmer County; Shepherdstown, in Jefferson County; and Concord, in Mercer County. All these have gone into successful operation, except the one at Concord, which has not yet been organized. A building is in course of erection at this latter place, which will be ready to be occupied next year. The school at Marshall College was organized in 1868, the school at Fairmont in 1869, and the school at West Liberty in 1870. The branches at Glenville and Shepherdstown were organized in 1873. They are managed by a board of regents, who appoint the teachers, fix their number and com¬ pensation, prescribe the terms and conditions on which pupils shall be received and in¬ structed in said schools and the branches to bo taught. They also determine the num¬ ber of pupils to be received from each county, and appoint a resident executive com¬ mittee for each school, who have the immediate management of the school, subject to the rules and regulations prescribed by the regents. The pupils admitted to the nor¬ mal department of these schools are admitted free of all charges for tuition and for the use of books or apparatus. The teachers are employed by regents at fixed salaries, and paid by the State by an appropriation out of the treasury and by the fees received for tuition, if there be anything left after the payment of the contingent expenses. The school-building at Huntington was mostly built by an appropriation from the State treasury. It is a ^veil-constructed, commodious building ; the main front of four stories and the wing of three, with school-rooms sufficient to accommodate 200 stu¬ dents and with boarding accommodations for half that number. Its value, including thirteen acres of ground, is about $75,000. The branch school at Fairmont was built in part by the State, and is owned jointly by the State and the independent district of Fairmont. Its front building is about equal to the building at Huntington, with a two-story wing. This building has ample room for the accommodation of 200 students in the normal department, besides rooms for the accommodation of the district school. There is no boarding department at¬ tached to this building. The lot on which it is erected is small. The value of build¬ ings and grounds is about $30,000. The school-building at West Liberty was bought by the State, has room accommo¬ dations for 150 students, and is without any boarding department. The cost of the building was $17,000. There has been an apx>ropriation of $1,000 to aid in the construction of the school building at Glenville, but the State superintendent is not aware that the State has any interest in the property of this building. The building used for the school at Shepherdstown is private property, but furnished for the use of the State without cost. This is a fine building, with accommodations for about 200 pupils. It has no board¬ ing department. The property of the State in these .buildings will aggregate about $100,000. No an- WEST VIRGINIA. 443 propriation was made by the last legislature for the payment of the teachers of these live schools, either for the last or the present year, and, notwithstanding the teachers had the greater part of a years salary due them at the beginning of the present year, yet, with commendable zeal, they almost without exception entered into a new con¬ tract with the board of regents to continue the schools for the present year, trusting entirely to the next legislature to pay them for their services. It is confidently anticipated that the next legislature will respond promptly to this confidence reposed in them by the teachers. Since their organization the number of graduates from these schools respectively has been as follows : Marshall College, 34 ; Fairmont, 47 ; West Liberty, 39 ; Shepherds- town, *21 : and Glenville, 5 — whole number of graduates from all the normal schools, 146.— (State report, pp. 50,51.) SECONDARY INSTRUCTION. iiauper’s ferry high school. This school, for the instruction of colored people, was built upon land formerly occu¬ pied by United States arsenals and armories, and was donated by the General Govern¬ ment for the purpose, aided by an endowment of §10,000 from the late John Storer, of Maine. In 1868 it was chartered by the State legislature as Storer College. The cur¬ riculum is substantially the same as at the village schools, reading, writing, and arith¬ metic forming the basis, varied with some preliminary glimpses at history, geography, and political economy, literary composition, declamation, and instruction in the art of teaching. The expenses of schooling have been reduced to the lowest practical figure, costing for tuition and living about §12 per month, and something less to those who board themselves. An example is mentioned of a man and his wife who supported themselves during the school term of nine months oh §31.75, the greater part having been earned by manual labor during the term, and without losing a day from school. — (New York School Journal, October 10, p. 100.) It is intended to advance the grade of tuition here as fast as the pupils shall be pre¬ pared for it. PRIVATE SCHOOLS FOR SECONDARY TRAINING. One school of this character for boys, two for girls, and three for the two sexes to¬ gether report to the Bureau for 1874 a total of 24 teachers and 619 scholars. Of these, 257 are said to be engaged in English studies and 69 in modem languages. In the three schools first mentioned, 10 pupils are reported to be engaged in classical studies. In the last three there is no reported number so engaged, though the fact that little more than half of the students are said to be in other studies would lead to the impres¬ sion that the remainder may be in the classics, though perhaps only in an elementary way. In three of the six schools drawing and vocal and instrumental music are taught. The two for girls have libraries of 500 and 4,000 volumes and the three for both sexes an aggregate of 600 volumes on their shelves. SUPERIOR INSTRUCTION. WEST VIRGINIA UNIVERSITY. The superintendent says : Our university is believed to be making a steady and healthy progress in objects cf its mission, so much so as to encourage the hope that the time is rapidly approaching when parents will find it to their interest to send their sons to our own university to be educated, rather than to send them to colleges in other States, where the advantages are no better, if as good as those afforded at home. The catalogue of 1873-74 shows that there were 138 students — seniors, 7 ; juniors, 7 ; sophomores, 18 : freshmen, 33; normal students, 24 ; first preparatory students, 50 ; second preparatory students, 23. The following history of the origin, endowment, name, government, scope, and de¬ partments of instruction of the university, taken from the catalogue for 1873-'74, is of sufficient interest for insertion. — (State report, p. 57.) Origin of the university. — The constitution of the State makes it the duty of the legis¬ lature to *•' foster and encourage moral, intellectual, scientific, and agricultural im¬ provement, and to make provision for the organization of such institutions of learning as the hest interests of general education may demand.” The National Congress hav¬ ing donated certain lands “ in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions in life,” the legislature accepted the same, and appointed a hoard to organize the institution, with instructions to v> establish departments of education in literature, science, art, agriculture, and military tactics, including a preparatory department.” — (State report, pp. 57, 58.) Endowment and funds. — The proceeds of the sale of congressional lands amounted to 890,000. The citizens of Morganstovn contributed in grounds, buildings, and money §50,000. The legislature, realizing the value of such an institution to the youth of the Commonwealth and of the country, has increased the endowment to about §110,000, with annual appropriations for current and contingent expenses. As no part of the 444 REPORT OF THE COMMISSIONER OF EDUCATION congressional grant can "be applied to the erection of buildings, (one-tentli only being allowed for the purchase of an experimental farm,) the legislature has also made pro¬ vision for the supply and keeping in order of such baildings as the growth of the in¬ stitution may from time to time demand. — (State report, p. 58.) Name and government. — At the beginning, in common with some other national col¬ leges, it was simply called the “Agricultural College.” Having been, however, fully adopted by the State and the means supplied to aid in its establishment being sup¬ plemented by the legislature, an act was passed, pursuant to the recommendation of the governor, ordering that it should thereafter be known by the style and designa¬ tion of “West Virginia University.” It is under the immediate oversight of a board of nine regents, one from each judicial circuit, ax>pointed by the State, and required to report through the governor to the legislature. — (State report, p. 58.) Scope. — This is entirely in accord with the original design of the institution, as seen in the first paragraph of these “ general remarks.” The act of Congress contemplated the founding of institutions that should furnish not only “ practical” but also “ liberal education” — education “in the several pursuits ” and “ in the several professions in life.” It forbids the exclusion of “ classical studies,” and requires attention to be given to agricultural and mechanical education, military tactics, &c. The act of the legis¬ lature contemplated a school of general instruction, and directed the board to organize several distinct departments in the interest of the people of the State and of the nation. — (Report, pp. 58, 59.) The departments of instruction are (1) literary, (2) scientific, (3) agricultural, (4) military, and (5) preparatory. An optional course is allowed those students whoso special tastes or necessities prevent them from graduating in any of the regular departments. Parents and guard¬ ians of students who expect to attend the university are, however, earnestly advised to direct their studies with a viewr to entering one of these departments. A normal class, for the special advantage of teachers, is formed every spring. In this the ordinary school studies are carefully reviewed, exactness and readiness in ex¬ planation and definition acquired, and instruction in the most approved methods of organizing and conducting schools imparted. There is also a weekly lecture before the class on some subject connected with teaching.— (Report, pp. 59, 60.) United States Signal Service. — By direction of General Myer, Chief Signal Officer of the Army, a signal station has been established at the university for the benefit of commerce, agriculture, and science. Students are by this means furnished with special advantages for the study of meteorology and related subjects. — (Report, p. 62.) OTHER COLLEGES IN WEST VIRGINIA. Bethany and West Virginia Colleges have not furnished the Bureau for 1874 any information respecting themselves except that which is contained in the following table, which perhaps sufficiently shows their condition. The Wheeling Female College and Parkersburg Academy of the Visitation report for that year 21 instructors and 219 students, of whom 75 are preparatory, 207 regular, 10 partial, and 2 post-graduate. Both teach vocal and instrumental music, drawing, painting, French, and German ; and both have libraries, one of 300 and the other of 400 volumes, as well as museums, laboratories, apparatus, and gymnasia. — (Special re¬ turns to Bureau of Education.) Statistics of a university and colleges , 1874. Number of students. Property, income, &c. £? Names of university and colleges. Corps of instruction. Endowed professorships. Preparatory. Collegiate. Value of grounds, build- 1 ings, and apparatus. j Amount of productive funds. 1 Income from productive funds. Receipts for the last year from tuition-fees. Receipts for the last year from State appropriation. cm O p^ p a i & a cS "rt’o &>S 'CD <1 Number of volumes in librr Bethanv Colleg'e . . 9 123 tftesn non $C0, 000 0 $4, 500 0 $2, 000 a3, 500 537 AVest Virginia College . 5 0 Cl 1 i.r ; nnn o o West Virginia University. • 12 9 650 647 150, 000 110, 000 6, 600 1,800 $18, 00C a‘3, 500 a Includes society libraries. b For students in agriculture and science, see report of that department. WEST VIRGINIA. 445 SCIENTIFIC AND PROFESSIONAL INSTRUCTION. All that relates to the former of these branches in this State has been sufficiently referred to in what concerns the West Virginia University. As to the Latter, no further information is at hand than what the following table furnishes. Statistics of schools for scientific and professional instruction. EDUCATIONAL CONVENTION. STATE EDUCATIONAL ASSOCIATION . This association of teachers met at Clarksburg on the 4th of August, was in session four days, and was well attended, considering the fact that it had not convened for two years. The teachers entered upon the business of the association with enthusiasm, and discussed and disposed of much business important to the interest of free schools. Governor Jacob addressed the association on the occasion of their coming together, the objects and manner of improving the opportunity and good results hoped for. Ho spoke earnestly of his sympathy with the teachers and the necessity of a thorough education of all the people. About forty new members were added to the association. A new constitution and by-laws were adopted for the future government of the association ; after which the following officers were elected, “ to remain in office till their successors are elected President, B. W. Byrne, State superintendent ; first vice-president, Loyal Young, D. D. ; second vice-president, Miss Lizzie Stribling; third vice-president, Miss Belle Da¬ vidson ; fourth vice-president, Prof. W. J. Kenney ; recording secretary, Prof. J. S. Gould; corresponding secretary, ex-Gov. Wm. E. Stephenson; treasurer, Prof. T. C. Miller ; auditor, Prof. Joseph McMurran. Point Pleasant was chosen as the place for the meeting of the association next year. Valuable papers were read on several subjects important to the school interests of the State, but which are too long for insertion here. Resolutions were adopted by the association on the following important subjects : (1) On the subject of text-books ; (2) on the subject of high, graded, and academic schools ; (3) on the subject of professional certificates ; (4) on the subject of the proper school month ; (5) on the subject of the revision of the school law ; (6) on the subject of the State university ; (7) on the subject of the exhibition of the school work of this State at the Centennial Anniversary in 1876 ; (8) on the subject of the West Virginia Educational Journal. — (State report, pp. 68, 69.) OBITUARY RECORD. J. B. NICOLAY. Mr. J. B. Nicolay, late principal of the graded schools of Mannington, West Vir¬ ginia, died at Falls City, Pa. , J une 26, 1874. A soldier in the war against secession, and serving honorably in it from the outset to the close, Mr. Nicolay then prepared himself to be a teacher, graduated at the National Normal School, Lebanon, Ohio, in 1868, and from that time was actively and usefully engaged in school work. In Mannington he found a fair field for the exercise of his profession, and wrought with heart and soul for the improvement of his schools till tuberculosis, the great enemy of teachers, set in during the winter of 1873, and after vainly struggling for awhile against it he had to resign his place. A Christian soldier and a zealous teacher, he labored faithfully for his country and his schools while strength was given him, and eventually sacrificed his life to his work. To such be all honor. 446 REPORT OF THE COMMISSIONER OF EDUCATION. LIST OF SCHOOL OFFICIALS IN WEST VIRGINIA. Hoe. B. W. Byrne, superintendent of free schools, Charleston. COUNTY SUPERINTENDENTS. County, Superintendent. Post-ofilce. Cabell ... Kanawha . Mai tin Hill . Lewis . . . John S. Hall . George J. Kayser . . . Lincoln . . . . Lo^an C. S. Stone . ... McDowell . . . . . John F. Gamble . . . . . ...... Marion . . John A. Bock . . . Marshall . Mason . Samuel E. Hanen . . . D. P. Guthrie . Mercer . . A . B. Phipps t . Mineral _ _ _ _ _ _ _ _ John TV Vandiver _ . _ _ Monongalia . Henry L. Cox ... _ _ _ _ _ _ _ _ _ Monroe . M. H. Bittinger . Moro-an _ O-enrcre. Bn ok _ _ _ _ Hicholas . H. C. Tinsley . . . . . .... Ohio . . . Brooks Hedges . . Pendleton . ,T_ F.dward Penybacker . . . Pleasants . A. W. Gorrell . Pocahontas . M. D. Unnlap . _ _ _ _ _ _ Preston . John H. Feather . Putnam . Mahlon S. Kirtley . . . . Ealeigh . James F. Webb . Eandolph . Jacob J. Hill . Eitchie . Presley W_ Morris _ _ Eoane . C. L. Broadus . Summers . Charles L. Ellison . Taylor . Perry Gawthrop . Tucker . Philetus Lipscomb . Tyler . ,T. E,do-ar Boyers _ _ _ _ Upshur . James F. Hod^est. . . . . 1 Wayne . AldersQn W erkman . ! Webster . Charles W. Benedum . . . Wetzel . William A. Kewman . Wirt, _ Milton TSTellsS _ _ _ Wyoming . Theodore F. Bailey . j Wheeling City . j F. S. Williams . . . . . . Philippi. Martinsburg. Madison. Braxton Court-House. Wellsburg. Ousley’s Gap. Grantsville. Clay Court-Houso. "West Union. Hopewell. GlenYille. Grant Court-House. Lewisburg. Capon Bridge. Hew Cumberland. Moorefield. Clarksburg. Jackson Court-House. Shepherdstown. Charleston. Jacksonville. Hamlin. Chapmansville. Perrysville. Farmington. Moundsville. Clifton. Princeton. Burlington. Morgantown. Indian Creek. Berkeley Springs. Fowler’s Knob. West Liberty Franklin. Hebron. Academy. Valley Point. Hurricane Station. Coal Kiver Marshes. Huttonsville, Harrisville. Eoxalana. Eollinsburg. Pruntytown. St. George. Middleboume. Buckhannon. Falls of Twelve Pole. Webster Court-House. Knob Fork. Wirt Court-House. Parkersburg. Baileysville. Wheeling. * Appointed to fill vacancy caused by the resignation of William L. Wilson, October 2, 1874. i Appointed January 9, 1875, in place of William E. Reynolds, elected to the house of delegates, t Appointed September 1, 1874, to fill vacancy caused by the resignation of H. D. Clark. § Appointed December 7, 1874, to fill vacancy caused by the resignation of William E. Hail. || Appointed April 8, 1374, to fill vacancy caused by the resignation of George Loomis. WISCONSIN. 447 WISCONSIN. STATISTICAL SUMMARY.* RECEIPTS. Money on band August 31, 1873 . $452, 055 From taxes levied for building and repairing . 231, 040 From taxes levied for teachers’ wages . . 967, 753 From taxes levied for apparatus and libraries . 13, 767 From taxes levied at annual meeting . . .* 355, 295 From taxes levied by county supervisors . . . 267, 799 From income of State school fund . 169, 481 From other sources . 219, 868 Total receipts . . . 2, 677, 058 EXPENDITURES. For building and repairing . . . . . . . . . . . . 289, 680 For apparatus and libraries . 16,763 For services of male teachers . . 559,564 For services of female teachers . 753, 132 For old indebtedness . . . 99, 706 For furniture, registers, and records . 39, 303 For all other purposes . . . . , . . . . 227, 643 Total expenditures . , . 1,985,791 Balance on hand August 31, 1874 . . . . . . 567, 396 ATTEND AX CE . Number of children over 4 and under 20 years of age in the State . Number of children over 4 and under 20 who have attended school . Whole number of different pupils attending public schools during the year. Number of days’ attendance of different pupils during the year . . . Tabulating all classes of pupils the following is the result : Number reported as attending public schools . Number reported as attending private schools . . Number reported as attending academies and colleges . . . Number estimated for benevolent institutions . . . Total . . . . . TEACHEES. Number of teachers required to teach the schools . . Number of different persons employed as teachers during the year . Average monthly pay of male teachers in the country . . Average monthly pay of female teachers in the country . . Average monthly pay of male teachers in the cities . Average monthly pay of female teachers in the cities . SCHOOL DISTRICTS AND SCHOOLS. Number of school districts, not including independent cities . . . Number which reported . . . . . Number of schools with two departments . . . Number of schools with three or more departments . . . Average number of days school was maintained . Number of days school's have been taught by qualified teachers . . SCHOOL-HOUSES. Number of publio school houses in the State . Number of pupils the school-houses will accommodate . Number of school-houses built of brick or stone . Number of school-houses with outhouses in good condition . Number of sites well inclosed . . . VALUE OF SCHOOL PROPERTY. Highest valuation of school-house and site . . . . . . . Total valuation of school-houses . Total valuation of sites . . Total valuation of apparatus . . . . . . Total valuation of school property in the State. . 1873. 1 1874. 436, 001 453, 161 281, 708 276, 878 283, 477 278, 768 20, 211, 939 21, 090, 612 283, 477 278, 768 9, 581 10, 873 2, 544 1, 623 1,225 1,125 296, 827 292, S94 5, 743 6, 126 8, 903 9, 332 $43 38 $47 44 27 52 32 13 109 10 114 80 37 70 37 10 5,205 5, 250 5, 130 5, 197 217 210 163 172 151 152 787, 567 804, 499 4, 957 5,113 315, 111 319, 406 693 686 2. 174 • 3, 156 k523 1,494 $75, 000 $75, 000 3, 995, 422 3, 713, 875 425, 788 490, 118 181, 32G 117, 140 4, 602, 536 4, 321, 133 * From report of Hon. Edward Searing, State superintendent of public instruction for the year ended August 31, 1874. 448 REPORT OF THE COMMISSIONER OF EDUCATION. EDUCATIONAL FUNDS AND INCOMES. As appears by the report of the secretary of state, the gross receipts and disburse¬ ments pertaining to the several educational funds and the incomes thereof for the fiseal year ended September 30, 1874, were as follows : ■- Receipts. Disburse¬ ments. School fund . . . . . - . . . . . . . . . $81, 893 11 188, 763 97 8, 733 07 43, 131 31 5, 424 09 18, 754 67 50, 756 93 80, 184 90 $99, 114 00 186, 272 24 10. 000 00 43” 082 71 10, 950 00 18, 754 67 70, 511 07 61, 128 70 School fund income _ _ _ ... _ _ _ _ _ _ _ _ University fund . . .- . . . . . . . University fund income . . . . . Agricultural college fund . . . . . ...... _ ..... Agricultural college f unci income . . . . . . . . . Normal school fund . . . . . . . . . . . Normal school fund income . . . . ELEMENTARY INSTRUCTION. EDUCATIONAL CONDITION OF THE STATE. Mr. Searing, in this, his first annual report, makes a statement of the general educa¬ tional condition of the State, mentioning, respectively, its defects and excellences as they have appeared to him during the observations of the past year. The following outline gives, in brief form, a synopsis of what seem to him — J. Manifest defects. — (1) “The schools are, to an injurious extent, supported by local taxation. Less than one-twelfth of their entire cost comes directly from the State. Hence there is great diversity in their character, those in cities and wealthy districts being good ; those in the least wealthy portions of the State being often very poor. (2) “ There is a great lack of facilities for secondary or academic instruction. The large majority of the children have access only to the common primary or mixed schools, and the teachers themselves receive insufficient training in the same schools in which they are afterward instructors.” (3) A lack of uniformity in text-books appears, and, with many children, an absolute want of text-books, constituting a source of great confusion and weakness in the schools. Moreover, while pupils are obliged to purchase text-books, the schools, he thinks, are not properly “ free.” (4) “ The election of superintendents in the same manner and at the same time with ordinary political officers, brings in many unfit men, makes the office precarious in tenure, and renders systematic and continued efforts for advancement impossible. (5) “ The adoption of the township system of government would bo a great advance over the present independent and weak district system. (6) “ The eligibility of women to ail school offices would contribute to the advance¬ ment of educational interests. (7) “ The State nniversity is in pressing and immediate need of enlarged accommo¬ dations for its growing departments. Nothing in the educational situation is more discreditable to the State than the present shamefully poor and inadequate accommo¬ dations for instructional purposes of its chief educational institution — the one designed to offer instruction and training supplementing that of all beneath it. (8) “ There is an unwise inconsistency, both in the school law and in practice, re¬ specting the length of a school month. It is desirable that the convenient decimal number of days now recognized by the majority of districts should be rendered by statute the legal month throughout the State. (9) “ There is still in the State a large number of inconvenient, unsightly, unhealthy and every way inappropriate school-houses. (10) “ The schools of the State, especially in the country districts, are in a great measure poor. The teachers are young, inexperienced, untrained, and are perpetually changing. They are to a large extent youn»- girls, who, a3 was before said, have re- ceived their instruction only in the very class of schools in which they afterward teach. (11) “Attendance is very irregular, especially in country districts. (12) “Even in those places favored with the best high schools, there is a lamentable inclination, especially on the part of young men, to leave school just at the time when they are prepared to enter upon those studies for which the more elementary courses have prepared them.” II. Encouraging facts and omens. — “'While the above constitute the less satisfactory features of our educational condition at the present time, the following are the more hopeful and encouraging facts and omens : (1) “A public opinion that is slowly but constantly becoming more enlightened, Wisconsin. 449 demanding better teachers, better buildings, and more abundant means of illustration, -with a corresponding willingness to incur the necessarily increased expense. (2) “ An increasing number of well-qualified teachers, and a greater tendency towards permanence in the work. With an increase in the number of tolerably well paid, per¬ manent, and honorable positions, there has grown up a professional sentiment, an esprit de corps, among the teachers of the State. (3) “Nothing shows this more clearly than the teachers’ associations which have recently sprung into vigorous being in all parts of the State. (4) “ There is a more marked tendency towards a harmonious co-operation of all educational forces in the State, both public and denominational or private. (5) “ The normal schools of Wisconsin, as now organized and equipped, are doing a noble work for the State. Alike in the generous fund that supports them, in the intelli¬ gent and conscientious management that controls them, in the capable faculties that officer them, and in the pupils that fill their attractive and well-appointed halls, they are an honor to the State. (6) “The State university is, in its higher and no less important sphere, doing all that its less fortunate pecuniary circumstances will permit. (7) “The high schools of the cities and larger villages are often thoroughly admira¬ ble in equipment and management, and are doing excellent service for those so fortu¬ nate as to enjoy their advantages. (8) “While marked improvement has been and is now being made in the respects mentioned, the common mixed schools of country districts have not advanced in pro¬ portion ; yet,” it is believed, “ improvement has been made in these, in many counties of the State. (9) “ The denominational cr private colleges and other educational institutions of the State have enjoyed a year of more than usual prosperity. I cannot hut consider this a cause for satisfaction. However much the State may do, there will always be room for well-directed and sustained private educational enterprises. It should not be the policy of the State to discourage sach, hut rather the reverse.”— (State report for 1874, pp. 5-8.) SCHOOL ATTENDANCE. “The number of children between 4 and 20 years of age who have attended the public schools is 276,873; the number under 4 years who have attended is 499, and the number over 20 is 1,391, making the total number 278,768; a decrease from last year of 4,702, which is more surprising in view of the fact that the increase in school population seems to he so large. It is presumed that more children than usual have been kept oat of school and at work.” “ The school-houses of the State will ac¬ commodate 319,406 pupils, which is 40,638 more than the whole attendance upon the public schools."— (State report for 1874, pp. 12, 14.) TEACHERS'" CERTIFICATES. The whole number of certificates granted during the past year was 7.4S5, of which 2,259 were to males, and 5,226 to females; a decrease from last year of 157 to male teachers and an increase of 30 to female teachers. There is also an increase in the number of females receiving the higher grades of certificates. In addition to the cer¬ tificates mentioned above, 55 were issued in the cities, which, with 2 State certificates, make a total of 8.260. Of the two State certificates granted, one was for five years and the other a life cer¬ tificate. A rule of the examiners required the attainment of at least 70 per cent, in every branch. There was no “ averaging.” A high standing in one branch did not atone for a low one in another. The deficiencies were chiefly in orthoepy and orthog¬ raphy, in which most of the candidates were signally unsuccessful. — ("State report for 1874, ‘p. 13.) unifor^hty of text-books. The absolute lack of books on the part of a few in nearly every school, and the want of uniformity on the part of a larger number, are evils which seriously impair the efficiency and value of the schools. State uniformity is undesirable. County uni¬ formity would involve the same difficulties and positive evils as State uniformity, but in a modified degree. The district is too small for a generally wise administration of any educational interest. The township is a convenient unit for the administration- of all school interests, including uniformity of school-lx>oks. Such legislation is there¬ fore earnestly recommended as would create in each town a hoard authorized to select the text-books for the schools of the town, the hooks so adopted not to be changed within less than three or five years. — (State report for 1874, pp. 33, 42.) FREE TEXT-BOOKS. It is also recommended that towns be allowed to loan books to pupils free of ex¬ pense. This, it is held, must be done if the schools are to be really “ free.” There should he free books as well as free seats, free globes, free blackboards, and 29 E 450 REPORT OF THE COMMISSIONER OF EDUCATION. free instruction. Free school-b6oks would do more to diminish, the evil of non- attendance than a compulsory law. Poverty keeps more children out of school than indifference. “The State, before seeking compulsory attendance, should seek to remove as many as possible of the barriers that separate poverty from culture. The abolition of the rate-bill was the removal of one. Evening schools are, in many cities and villages, a partial removal of another. Free text-books in all free public schools would be the entire removal of a third. With this last barrier of expense immedi¬ ately and necessarily attendant upon education removed, our system would indeed be free. No longer would it involve, under this term, the paradox of an unavoidable annual cost of books to the individual pupil several times the amount given by the State to secure merely free instruction.” Bath and Lewiston, Maine, which have had free text-books for years, are quoted to prove that this is the “best and cheapest method of providing school-books.” And the superintendent adds: “I am also able to give the following reliable facts from an unquestionably accurate source. A city superintendent in this State, who has recently made the subject a careful study, writes : “'On the plan of individual pupil ownership of text-books, in a city in Wisconsin with an actual school membership of some hundreds of pupils, the average cost per capita per annum in all grades, from primary to high school inclusive, is.. §2 50 “ On the plan of government ownership of text-books in Lewiston, Me., with a school membership of 3,034 pupils, the cost of text-books per capita per annum in all grades, primary and high school inclusive, is . 58 ” — (State report for 1874, pp. 42-44, 49, 53.) TEE TOWNSHIP SYSTEM. “All things considered,” says Mr. Searing, “ I am inclined to think the general aboli¬ tion throughout the State of the feeble district system would work more good to the cause of popular education with us, than any other one change we could inaugurate. The wretched character of the district system is not a question. It is a proved and admitted fact. The township system would furnish a solution of the text-book uni¬ formity question, and would insure the success of the high-school system. In fact, without a town organization in some shape that success will be impossible. I hope to secure throughout the State a general and earnest reconsideration of this important subject.” — (State report Tor 1874, pp. 69, 70.) COUNTY SUPERINTENDENCE. “ The present system of county supervision is, as a system, undoubtedly the wisest the State could have adopted. But it has some unnecessarily defective points. (1) “ County superintendents, as was before said, are elected biennially, in the same manner and at the same time as political officers. As the law prescribes no qualifica¬ tions, 'incompetent men are not unfrequcntly chosen. (2) “ Tho salary paid is so small that, in general, competent men, if elected, cannot devote their entire time to the duties of the office. (3) “The tenure of the office is so brief and uncertain that anything like systematic improvement of the schools is next to impossible. (4) “The present elective system puts a premium upon the unfaithful performance of duty. When continuance in office is altogether dependent upon the popular will or upon political influence, the strict and impartial performance of duty lies in a path beset with temptations. “With a deep conviction of its need, shared by nearly all the educational men of the State,” the superintendent says, “ I urge a reform that shall secure the following re¬ sults : (1) “ Educational qualifications entitling tho superintendent to tho possession of, at least, the highest certificate the law authorizes him to grant to others. (2) “Permanence in office, practically during the time of efficient service. This can only be secured by some appointive, instead of the present elective, system. (3) “ A salary sufficient to induce capable men to accept the work and to enter upon it as a permanent professional employment. (4) “ I urge further that the system of county supervision be more thoroughly organ¬ ized and strengthened by a law to secure a uniform examination of teachers.” — (State report for 1874, pp. 92-94.) WOMEN AS SCHOOL OFFICERS, The superintendent urges that Wisconsin should follow the example of scvoral other States, and authorize women to serve as local school officers. “Allow and encourage callable, educated, and earnest women to share in the government of schools and the choice of teachers, and a new clement of interest, strength, and success would be added to the State system. There would be more assiduous supervision in districts and towns ; better teachers would in man;/ instances .be secured ; school buildings and grounds that outrage all taste and comfort, and too frequently all decency, would be less com¬ mon.” WISCONSIN. 451 COMPULSORY EDUCATION. The opinion is expressed that “ the difficulties lying in the way of the successful work¬ ing of a general compulsory law are numerous and nearly insuperable ; so that there is auover whelming probability of the failure of such a law to attain the ends desired.’’ It is believed that there is in such a law “ something essentially opposed to the genius of our free institutions, something essentially un-American.” ‘‘No peril to the State” is apprehended " from the mere fact that a small fractional part of its children do not obtain such primary instruction as the common schools afford,” and the idea that “ crime is the direct result of illiteracy” is characterized as a “ fallacy quite commonly accepted as truth.”— (State report for 1874, pp. 53-68.) ADORNMENT OF SCHOOL GROUNDS. An editorial in the Wisconsin Journal of Education gives a “few earnest words in favor of the adornment of school-houses and grounds, but particularly of grounds. These, it is urged, should never be less than half an acre in extent in the country ; they should be inclosed by a neat, substantial fence, and adorned, at least, with trees. Hardy, fast-growing varieties should be selected, as the maple, elm, and white ash.. To have "the school grounds bordered and studded with these trees would require little expenditure of money or labor, and that would be well invested. The children would be better and happier for it, and the teacher would do better work. It is suggested that if the masculine portion of the community cannot be made to feel an interest in this subject, it should be referred to the women, who have a keener love for the beauti¬ ful in nature and art than men have, and who are quite as much interested as they in the comfort and attractiveness of the schools in which their children spend so much time at an age when character is most easily molded. Women can, if necessary, organize the movement and secure the money or the public sentiment, or both, that shall rapidly change the present unsightly, inconvenient, unwholesome school-houses and their sur¬ roundings into neat, attractive, healthful, and refining sources of better primary cul¬ ture. The writer thinks there are great and unexpected possibilities of help from women in educational as well as in other reforms. SCHOOLS IN WAUKESHA COUNTY. Mr. N. T. Stewart, superintendent of schools in Waukesha County, gives the follow¬ ing among other notes of observations made by him while visiting the schools of his county: “The average school-house is a frame building of no decided color, made to seat about 44 pupils ; the yard, about cne-fourth of an acre in extent, is uninclosed, devoid of shade-trees and encumbered by a pile of half-seasoned wood and a few stones. The blackboard is about 30 feet square ; there are some old maps ; the walls are soiled as high as the average boy can reach ; floor and seats clean ; some plaster off and cracks in floor and walls; some broken or cracked panes of glass; and a stove almost red-hot near one end of the room. Most of the out-buildings were inspected and none were found reallv decent.” — (Wisconsin Journal of Education, June, pp. 237, 228.) TRAINING OF TEACHERS. NORMAL SCHOOLS.* There are three of these schools in full operation in the State, and another, the fourth normal school, at River Falls, will be ready to take its place in the work during the coming year. The Wisconsin Journal of Education for August, (p. 322,) says that W. D. Parker, for several years principal of the Janesville high school, has been chosen president of this new school. By recent action of the board of regents, two courses of study have been adopted for all the State normal schools, viz, an elementary course of two years and an advanced course of four years, (including the two years of the elementary course.) Students completing the elementary course receive a certificate of graduation valid in the State for five years. To those completing the advanced course a diploma from the board of regents is awarded, which will exempt the holders from examination as instructors in the common schools of the State, unless canceled by State authority for unworthy conduct. The Platteville Normal School reports 467 students, of whom 195 are in the normal department. The graduates of the school number 79. “ The present condition of the school is, in most respects, encouraging. The recent changes in the course of study are proving advantageous.” At the Whitewater Normal School the number of students in attendance was 356, of whom 230 were normal students. This number more than filled the working capacity of the institution, while many applicants were refused admission for want of accommo¬ dation. A class of 15 graduated from the three years’ course, making the whole num- * Mainly from the State report for 1874. pp. 103-15L 452 REPORT OF THE COMMISSIONER OF EDUCATION. ber of graduates 51. Of the undergraduates, 78 Lave taken charge of district schools, makiug the whole number of teachers furnished from the institution during the past year 93. Substantial additions have been made during the year to the department of natural science. In reply to the charge that the normal schools of the State are merely local in their influence, a writer in the Wisconsin Journal of Education for August, 1874, (p. 291,) makes the statement that outside of g, circle of 50 miles in diameter, taking the White- water Normal School for a center, came, on an average, 40 per cent, of the pupils of the school, while but 24 per cent, had Whitewater as their post-office address, and of the 51 graduates but 31 resided within this limit. Of the 36 graduates previous to the last commencement, only 8 have taught in the neighborhood of the school, 3 did not teach during tho last year, while 25 have taught in places at a distance and widely separated, proving that the final results accomplished have been rather general than local. The Oshkosh Normal School makes its third annual report. The number of pupils enrolled fin the normal department during the past year was 268; the whole number since organization, 475. Of the whole number enrolled, 215 are known to have taught since leaving school; 100 pupils, enrolled during 1873-74, taught during the year; 83 are teaching at the present time. The elementary course of study, lately arranged for the normal schools, meets a pressing need. The principal of this school says: “Not one in twenty of the pupils enrolled has a reasonably thorough knowledge of the ele¬ mentary branches, yet many of these have pursued quite extended courses cf study in higher branches. In view of this fact the elementary course has been framed for a somewhat extended work in the common school branches. This is done with the firm conviction that, given a mind but little cultivated and time limited to a few months, or a year or two, the teacher is best prepared for bis work by direct rather than indirect culture/'’ An editorial in the Wisconsin Journal of Education, in describing a very satisfactory visit to the Whitewater and Platteville schools, mingles with its praise some criticism upon the normal schools in general. The editor says that, while they are munificently constructed, equipped, and supported, are doing a good work, and are a blessing to the State, they are not yet doing as great and useful a work as they ought to do. Their scopo is too limited. They should impart a more thorough and extended culture. They should be put in relationship to the university. This last suggestion was sec¬ onded by the State Teachers’ Association at its meeting in 1874. TEEMS OF ADMISSION TO STATE NORMAL SCHOOLS. Candidates for admission must be nominated by the county or city superintendent having jurisdiction ;■ they must be at least 16 years of age, of sound bodily health and of good moral character. Each person so nominated must receive a certificate setting forth his name, age, health, and character. FINANCES OF THE NORMAL SCHOOLS. The income of the normal school fund during the past year was $134,854.25, of which $61,128.70 was expended for the schools, leaving a balance at the close of the year of $73,725.55. TEACHERS’ INSTITUTES. The institutes held during the past year have been conducted, for the most part, as in the previous year, by members of the faculties of the three normal schools. The whole number of days they were in session was 245, and the number of teachers attending, 2,436, of whom 1,085 attended the full term, 291 attended for three days, 236 for two days, and 165 for one day. — (State report for 1874, p. 19.) EDUCATIONAL JOURNAL. The Wisconsin Journal of Education, edited by the State superintendent and his as¬ sistant, gives, in its monthly issues, large space to papers which go to train the teachers for their work and aid them in it. It thus forms an important auxiliary to the normal schools and teachers’ institutes. SECONDARY INSTRUCTION. NECESSITY FOR MORE HIGn SCHOOLS. “ The need of increased facilities for secondary or academic instruction in the State has long been felt. It has repeatedly found expression in teachers’ institutes, county associations, &c. It lias been recognized iu the annual messages of the governors and the annual reports of State superintendents. It found embodiment iast winter in the State legislature, in a bill which passed the assembly, and had many friends in the Wisconsin. 453 senate, but, owing to doubts of tbo wisdom of the particular plan — not, however, of the ueed of some plan — it failed to become a. law.” As the result of nearly a year’s personal observation in many counties of the State, of personal conferences with teachers, school officers, and citizens, and of correspond¬ ence with others, the superintendent has become convinced of the following facts: “ 1. That out of the cities and more important villages there is a large need and de¬ mand for higher educational facilities than the common district schools afford. “ 2. That elementary instruction in the common schools is suffering from a course of studies in these schools too extensive for the time of a single teacher and inconsistent with a systematic gradation and division of labor. “ 3. That to remedy these evils and to meet the popular need, there should be estab¬ lished a new system of higher schools, widely scattered, and in close relationship with the primary district schools of the State. “ Very much has been said by the friends of university or collegiate culture respect¬ ing the need of intermediate schools in order to secure the fullest development and welfare of the university, that chief cap-stone of the State school system. But the popular need is not a few long ladders by which to climb to the solitary peak whence all the wisdom of the earth is under view, but rather many short, convenient, and in¬ expensive ones by which to climb to the broad, fair, and wholesome table-land of sec¬ ondary or academic culture. What is everywhere needed is not so much the prepara¬ tory school as the supplementary school.” Jt is the conviction of the superintendent that the system needed is a system of township rather than of county schools. “The high school must be the. creation of at least a town ;” and siich a change in the statute law is recommended as would give to a town, or to two or more adjoining towns, the privilege and power of establishing such a school and of supporting it, in whole or in part, by a general tax. It is further and most earnestly recommended that the State not only grant this privilege of voluntary action, but that it should do more — should offer a special inducement to the exercise of this privilege.— (State report for 1874, pp. 20-22.) CITY HIGH SCHOOLS. “ The high school of Milwaukee,” says the Public School Record of that city, “was never before so well supplied with rooms and furniture or supported by so generous and encouraging a public sentiment. During the past four years it has graduated 52 young ladies and gentlemen.” — (Wisconsin Journal of Education, November, p. 451.) The high school at Oshkosh graduated 10 pupils- at last commencement. — (Wiscon¬ sin Journal of Education, November, p. 451.) “The Madison High School, in its elegant new building,” says the Wisconsin Jour¬ nal of Education, (October, p. 405,) “is getting a name worthy of the city. Quite a large number of pupils from the country are in attendance ; several of its next year’s graduates will enter the university.” ACADEMIES AND SEMINARIES. Only three academies and seminaries reported their statistics for 1874 to the State superintendent, namely, Elroy Seminary, Elroy, recently established ; Kemper Hall, Kenosha, and St. Clara Academy, at Sinsinawa Mound, the last two being schools for young ladies, the first mentioned for both sexes. Elroy Academy has both a gen¬ tleman and lady principal, Rev. F. M. Washburn, A. B., and Mrs. M. A. Washburn, M. A. Attendance of studouts not reported. Kemper Hall had 32 pupils in regular classes, 6 in irregular, and 40 in preparatory. St. Clara reports 57 pupils in regular and 35 in irregular classes, with 25 in the preparatory department. — (State report for 1874, pp. 19, 161-163.) This Office lias received, for the present year, reports from 13 academies and semina¬ ries, including two of those reporting to the State superintendent. One of these schools is for boys, 5 are for girls, and 7 for both sexes. All had an attendance of 1,741 students, 249 of whom were engaged in classical studies and 679 in modern lan¬ guages; 42 were preparing for a classical, and 14 for a scientific course in college. Drawing is taught in 9 of these schools, vocal music in 11, and instrumental in 10. PREPARATORY SCHOOLS. Two schools for the preparation of students for college report to this Office (1874) an attendance of 254 pupils, 34 of them pursuing classical, 33 scientific, and 187 other courses; course in both, four years. One reports the possession of chemical labora- tory, philosophical cabinet and apparatus, gymnasium, and library of 2,000 volumes. The preparatory departments of the colleges in the State show in 1874 an aggregate ot 1,174 students. BUSINESS COLLEGES. Seven of these schools report (1874) an attendance of 902 students : 777 young men and 125 young women ; 29 were studying German and 11 French. Two' of these schools have libraries of 25 and 150 volumes respectively. 454 REPORT OF -THE , COMMISSIONER _ OF EDUCATION SUPERIOR'INSTRUCTION. UNIVERSITY OF WISCONSIN. The board of regents of the university report that the last year has been one of sub¬ stantial progress. The building and grounds have been improved, so far as the means at the disposal of the regents would admit, a quantitative laboratory has been opened, numerous additions have been made to the apparatus in the different departments, and some changes have taken place in the faculty and teachers. The resignation of Rev. J. H. Twombly, D. D., as president, was accepted by the regents in January, 1874. Prof. John Bascom, formerly of Williams College, Massachusetts, was invited to occupy the place, and entered on the discharge of his duties with the beginning of the spring term. In the president’s report it is stated that there entered the university in the opening term of the year 43 graduates of graded schools, entitled, by examination, to free tui¬ tion. Of these, 36 are in the freshman class, the whole class containing 82 members. This fact is sufficient to show that the university is beginning to draw directly and strongly on the public schools for support, and is able thus, in turn, to influence and guide them in their work. Of the remaining 46 in the freshman class, 36 have been fitted in the university itself. A rapid transfer of this entire work to the graded schools is anticipated. Of the 372 students during the year, 111 were ladies. The number of ladies who graduated was 14, and the whole number of lady graduates from the institution is 56. The ladies’ hall, recently erected, is a model of neatness, comfort, and convenience. The president makes an earnest appeal in behalf of the university. “ The university,” he says, “is ready to grow at once ; is ready for improvement in all the means of instruc¬ tion and in scholarship. Our numbers are already in advance of our appliances. Our wants are urgent, and cannot be postponed.” These are ranked in the following order : Science-hall, chapel, enlarged instruction, astronomical observatory. It is hoped that during the next three years these may all be supplied. The regents urge upon the legislature the erection of a new college building, which has now become “ an imperative necessity,” and the board of visitors recommend an appropriation, without delay, for the purchase of philosophical apparatus, also an appropriation for the current year of $10,000, and an annual allowance of from $3,000 to $5,000 hereafter for the library. The entire income of the university the past year was but little over $61,000, and, without State aid, addition to the buildings or exten¬ sion of the courses of instruction is impossible. — (State report for 1874, pp. 85-102, 152.) COLLEGES AND UNIVERSITIES.* In addition to the State University, the following institutions have reported as required by law : Beloit College, Carroll College, Galesville University, Milton College, Racine College, Ripon College, and Wayland University. The following table presents the usual summary of statistics for the past two years : 1873. 1874. Number of colleges reported, (not including State University) . Number of members of faculties . . . . . . . . Number graduated at last commencement. . . . . . — . . . . Total number who have graduated . . . . . . . . . . . Number of students in senior classes ......... . . . Number of students in junior classes . . . . . . . Number of students in sophomore classes . . .. . «. . Number of students in freshman classes . . . „ . . . Number of students not in regular classes . . . . . [ Number of students in preparatory departments . . . . . ' Total number in the institutions . . . ! Number of acres owned by the institutions . . . . . I Estimated cash value of lands . . . j Estimated cash valne of buildings . . . . . j Amount of endowment funds, except real estate . . . . ! Amount of income from tuition* . . . . . ! Amount of income from other sources . . . . . i 6 61 62 53 56 100 129 143 1,275 1, 756 2, 851 $66, 520 302, 500 230, 555 95, 244 33, 017 7 66 61 610 58 52 85 243 65 996 1,401 3, 605 $98, 200 294, 250 303, 008 86, 072 32, 944 ' In. the item of tuition above is included the amount \>aid for board, also, at Itacinc College, which is about $71,000 for 1873 and $52,000 for 1874, having the amount of tuition proper, each year, b2 1,244 and $24,072. COLLEGES FOR WOMEN. Three institutions for the superior instruction of women repo rt to thi3 Office statis¬ tics for 1874, one of them being St. Clara Academy, included by the State snperin- * State report for 1874, pp. 18, 19. WISCONSIN. 455 tendent among schools for secondary instruction. Two of these schools (one being St. Clara Academy) are authorized to confer academic degrees. All three report an attendance of 195 students, with 42 professors and instructors. There were pursuing regular courses, 124; partial, 15; and post-graduate, 1; 126 wero engaged in prepara¬ tory studies. Statistics of universities and colleges, 1874. Names of universities and colleges. Corps of instruction. a o CD 02 <2 c 1-4 S o 3 Number of students. Property, income, &c. If umber of volumes in library. Preparatory. © ’Sc O o O Value of grounds, build¬ ings, and apparatus. © O O pjn o g apers read were those by Oliver Arey, president of Whitewater Normal School, on the “Com¬ mon conception of the teacher, and of the institutions in which he is educated, inadequate S. R. Winchell, principal of Milwaukee high school, on “ The true func¬ tion of the high school j” and Prof. Salisbury on “ Academic culture in the State sys¬ tem.” Prof. Edward Searing, State superintendent of public instruction, delivered a lecture on “The need and the character of the culture suited to the present day.” The subject of drawing, as taught in the Milwaukee public schools, was discussed at length. The committee on teachers’ institutes expressed, in their report, the belief that the institute work of the State is becoming better organized and conducted. The meet¬ ings of conductors for instruction and consultation, as held the last two years, were regarded as eminently fitted to secure a wise prosecution of the work, and their con¬ tinuance is recommeuded. The present plan of operating the institute work in con¬ nection with the normal schools of the State was fully approved. It was believed that institutes may be rendered more efficient by adopting a course of study and work embracing a term of years, and it was recommended that a committee be appointed to inquire into the feasibility of adopting such a course, with instructions to report at the meeting of the executive committee in the following December. The committee on high schools and county academies reported resolutions to the effect that “ the necessities of the common schools, as well as of the higher institutions of learning, demand intermediate schools which shall provide teachers fitted for the rural districts, and students fitly prepared to enter college ; that it is entirely consist¬ ent with the educational policy of the State that such schools be provided by the State ; and that the schools contemplated in the bill introduced into the last legisla¬ ture are such as the case requires.” The committee on graded schools reported a resolution “ that the graded school sys¬ tem be strongly recommended to the consideration of school directors in the State.” J. Q. Emery was elected president of the association for the ensuing year. — (State report for 1874, pp. 186-194. CONVENTION OF INSTITUTE CONDUCTORS. The legislative provision of 1872 for normal institutes called into being at once a body cf professional institute conductors; and teachers and superintendents who had some experience as amateurs in the institute work became professionals. In July, 1873, a seven days’ session of institute conductors was held, where a syllabus for institute work, containing the plan of work for a four weeks’ institute, was agreed on. In July, lb/4, the convention again met at Madison, just before the State Teachers’ Association, and continued in session four days. Although these meetings attracted little public interest, it is believed they have reached in their efforts several thousand teachers of the State, and have unified and elevated the character of its institute work. — (Wis¬ consin Journal of Education, September, p. 354.) 458 REPORT OF THE COMMISSIONER . OF EDUCATION CONVENTION OF COUNTY SUPERINTENDENTS. The county superintendents of schools met in annual session in Madison, December 29, 1873. The subject of county academies was very thoroughly discussed by most of the members present, all favoring the work, and a resolution was adopted approving the establishment of such academies and recommending the appointment of a commit¬ tee to bring the subject before the legislature. A resolution was also adopted to the effect that district boards should be required to adopt means specified for securing more accurate school statistics. The subject of teachers’ institutes was considered, and the opinion expressed by a member of the convention that county superintendents should be given authority to compel attendance on institutes. Prof. Graham suggested to the superintendents that a specific statement of what is to be done in an institute be published two weeks before the holding of the same, in order to give teachers a chance to prepare themselves for the work. He would give 5 per cent, additional standing on account of actual attendance on the institute. Among the other subjects discussed were, “ Teachers’ examinations,” “ County certificates,” and “ Visitation of schools.” The latter, it was agreed by most of the members, should be accompanied by a careful collation of facts and statistics. — (State report for 1874, pp. 179-185.) LIST OF SCHOOL OFFICIALS IN WISCONSIN. Hon. Edward Searing, superintendent of public instruction , Madison. John B. Pradt, esq., assistant superintendent of puplic instruction, Madison. errr superintendents. City. Superintendent. City. Superintendent. Appleton . A. H. Corkey. James S. Dick. La Crosse . J. W. Weston. Beaver Dam . Madison . . . Samuel Shaw. Beloit . Fayette Boyce. N. M. Dodson. Men.ushn, _ _ Elbridge Smith. J. McAlister. Berlin . Milwaukee . . Columbus . S. 0. Burlington. Mineral Point . Thomas Priestly. Fond du Lac . C. A. Hutchins. Oconto . D. P. Moriartv. Fort Howard . B. Chappell. Henry Hayden. Oshkosh . H. B. Dale. Grand Bapids . Portage . G. J. Cox. Green Bay . A. H. Ellsworth. Bacine . . A. C. Fish. Hudson . H. W. Slack. Shebovgan . John H. Plath. Janes villo . W. D. Parker. Watertown . . William Biebor. Kenosha . H. M. Simmons. Wausau . B. W. James. COUNTY SUPERINTENDENTS. County. IF— Adams . Ashland . Barron . Bayfield . Brown . Buffalo . Br.rnett . Calumet . Chippewa. . . . Clark . Columbia .... Crawford .... Dane, (first) Dane, (second) Dodge, (first). Dodge, (2d) . . Door . Douglas . Dunn . Eau Claire.. . Eond du Lac, * (first.) Eond du Lac. (second.) Grant . Green . Green Lake.. Iowa . . Jackson . Jefferson . Juneau . Kenosha . Kewaunee. .. La Crosse.... Superintendent. Post-office. County. Superintendent. Post-office. J. M. Higbee . . . John W. Bell .. W. Bird . John McCloud. M. H. Lynch . . . L. Kessinger. .. John G. Eleming W. B. Minaghan. J. A. Bate . B. J. Sawyer - Kennedy Scott . . Thos. L. Kedlon. W. H. Chandler . M. S. Eawley.... John T. Flavin.. A. K. Delaney... Chris. Daniels... Thomas Clark . . George Shafer . . Joseph F. Ellis. . W. L. O’Conner . James J. Kelley. | G. M. Guernsey . j D. H. Morgan . . . A. A. Spencer . . . Albert Watkins. T. P. Marsh . S. A. Craig . G. P. Kenyon . . . James P. Briggs. John M. Bead... S. W. Leete . Painville, | La Pointe. Shetek. I Bayfield. De P&rc. Alma. Grantsburg. Chilton. Chippewa Falls. Neillsville. Cambria. Wheatville. Sun Prairie. I Black Earth, j Watertown. ' Hustisford. I Sturgeon Bay. Superior. Menomonee. Eau Claire. 1 Bosendale. Osceola. Platte ville. Monroe. Berlin. Mineral Point. Pole Grove. Ft. Atkinson. New Lisbon. Kenosha. Kewaunee. West Salem. La Fayette ..j Manitowoc .. Marathon....; Marquette. ..I Milwaukee, I (first.) Milwaukee, (second.) Monroe . Oconto . Outagamie. .. Ozaukee . Pepin . Pierce . Polk . Portage . Bacine . ! Bichland . I Bock, (first) .1 Bock, (second) j St. Croix . I Sauk . | Shawano . i Sheboygan. . J Trempealeau. Vernon . Walworth ...! Washington . Waukesha. .. Waupaca .... Waushara ...j Winnebago .. Wood . | T. J. Van Meter. Micho.el Kirwan. Thomas Greene. Henry M. Older. Thos.~0. Herrin. James L. Foley . A. E. Howard . . . A. T. Steams _ PatrickFlanagan : E. H. Janssen . . . M.B. Axtell .... B. L. Beed . Charles E. Mears J. O. Morrison . . Thomas Malone. W. J. Waggoner. E. A. Burdick... J. B. Tracy . F. B. Chapman.. James T. Lunn . C. B. Klebesadel. M. D. L. Fuller. . J. B. Thompson . O. B. Wyman . . . S. P. Ballard .... Fred. Begenfnss. Isaac N. Stewart. Justus Burnham T. S. Chipman... F. A. Morgan ... C. L. Powers _ Fayette. Manitowoc. Wausau. Packwaukee. Oak Creek. Butler. Sparta. Oconto. Appleton. Cedarburg. Pepin. Prescott. Osceola Mills. Plover. Bochester. Bichland Center. Janesville. Milton. New Bichmond. Ironton. Shawano. Plymouth. Osseo. Viroqua. Sharon. West Bend. Waukesha. Waupaca. Berlin. Winner onne. Grand Bopids. ALASKA. 459 ALASKA. Our information as to this remote and inhospitable territory is, as last year, from the reports of Capt. Charles Bryant, agent of the Alaska Commercial Company, to the United States Treasury Department. Captain Bryant writes: The whole population of the Territory of Alaska is 30,000; 7,000 Aleutians on the Aleutian Islands, about 10,000 Coloshes, and the remaining por¬ tion scattered over the Territory in wandering tribes. The Aleutians live in villages of from a few families up to 500 or 600 persons. For the last thirty years they have had priests of the Greek Church, educated to some extent, to minister to their spiritual wants, and they have taught the people, so that most of them understand the service in Russian. They conform to the laws of marriage, and all births, marriages, and deaths are registered. The system of civil organization in these villages is of a patri¬ archal character, some having one chief, and some a chief and one, two, or three assist¬ ants. A large portion of them are sufficiently educated to manage their accounts and transact all their business successfully. The Coloshes have a tribal civil organization, and but little or no education. The priests scattered through the different villages are under a bishop, who resides in Sitka. They are all natives, and were educated in the school that was conducted under the Russian Government at Sitka. Since the Territory came into the possession of the United States, that and all the schools under the Russian control have been abolished. There is no civil organization, no law, by which any community or group of families may organize themselves into committees, towns, or anything else for any civil purpose, even for the punishment of criminals or for the establishment of schools. There are two parties of United States troops in the Territory, located at Sitka, who exercise a degree of military authority and have a certain influence on the habits of the people around them. At Sitka the necessity for some civil organization was so great that, even without a law for it, the citizens have settled themselves into a volun¬ tary community and elect certain officers and perform certain functions, such as pro¬ viding roads and establishing an English school. This may be termed a permitted state of things. The chief contact of the people of the Territory now with civilization is through the traders, who have posts established at different eligible points, to the number of twenty or more, which are visited by vessels sent out for trading purposes about once a year, of which Sitka, Kodiak, and Onalaska are the chief centers. Sitka has a population of 400, exclusive of the troops ; Onalaska, of 350 ; and Kodiak, of about 250. The effect of this trading upon the population, as to whether it shall be beneficial or otherwise, depends upon the character of the agents. At Sitka there is a collector, and at Kandal, Tongus, Kodiak, and Onalaska, respectively, a deputy. The chief article of commerce is fur ; but there is an abundance of timber and fish along the southeastern coast of the Territory. The islands of St. Paul and St. George represent an interest apart from other por¬ tions of the Territory, and have been made, by a resolution of Congress of March 30, 1870, a Government reservation. The Alaska Commercial Company has promised to purchase here annually 100,000 seals. The United States Government receive from this point a revenue of $317,000. On this contract there are placed upon the islands a chief agent and assistants for the management of the business. The contract with the company requires that they should keep up each year for eight months a school on each island. Accordingly a school-house was fitted up and properly consecrated on St. Paul’s Island, where a census taken January 1, 1873, showed the number of native inhabitants to be. 218, besides 17 natives then absent. The school commenced October 2, and continued eight months ; but on account of a prejudice among the people, who have a fear that in learning English their children will forget their Russian, and weaken their attachment to their church, only seven attended regularly. Under the assiduous care of the teacher these made very com¬ mendable progress. There were, at the same time, three classes taught by natives, two in Russian, one in Aleutian. In all, seventeen scholars attended schools of all ldnds. Assistant Agent Samuel Falconner reports the same difficulties existing on the island of St. George in regard to securing attendance at school. Mrs. Bryant kindly assisted her husband, in his efforts to educate the people, by devoting herself to teaching dress-making and sewing. She had taken a sewing- machine with her, and some of her pupils learned to sew with it quite nicely. One evidence of the improvement resulting from this instruction and from the influence of association with civilized people is that they are now much better clad than formerly. A gentleman who had been acquainted with them in their previous condition, and saw Them again after Captain and Mrs. Bryant had been with them some months, said 460 REPORT OF THE COMMISSIONER OF EDUCATION. that he would scarcely have recognized them as the same people, they were so greatly changed for the better. “As the chief agent of the government, charged with the administration of its affairs, it has been my desire,” says Captain Bryant, “ to promote in every way the welfare of the people and to contribute to their growth in intelligence and virtue. Wo have no way by which to enforce attendance upon the school, but have devised means by which the adults may advance in knowledge, and we have provided them with oppor¬ tunities for assembling together a number of times each week for the cultivation of social relations, as the government-house has the only room in which more than six persons could be conveniently accommodated. lhe people of the island, under the Russian government, received ten cents for each seal-skin. They now receive forty cents. They dressed, to a considerable extent, in rude skins. The change in their incomes, and their use of it under the guidance given, has enabled them to secure much more comfortable clothing and the most necessary articles of diet. They have been anxious to receive from us instruction for making apparel for men and women, but most of the men’s clothing is brought there already made. A very considerable number of the people have saved of their earnings to the amount of from §>100 and more, and one has as high as §>1,500, which savings they send to San Francisco for deposit. They have settled a set proportion for church purposes, and have now a fund amounting to §'5,000 for a church, and the church is already finished outside. Captain Bryant feels deeply the necessity for an organization, provided in law, by which crime can be punished and the people who are disposed to elevate themselves be aided in the establishment of schools. The Aleutians show a fair capacity for intellectual growth, and next to them the Coloshes. What they, have gained in adaptation to the climate of the country should not be lost to civilization, and without some action they are likely to drift back to a dangerous barbarism, and to become altogether a prey to the vices of those who may visit their neighborhoods for the purpose of trading. But the captain conceives that, if some appropriate action were devised and carried out by which what has been gained can be preserved and the people be enabled to advance, they will attain a degree of intel¬ ligence and virtue that may secure them from outbreaks of violence and the depraved presence of 'vice and crime, may develop a more comfortable material condition, and may make them of great interest to commerce as providers of a source of trade. Captain Bryant, in looking over the accounts of the Territory, finds a balance of product over expense of §275,000. The Aleuts, as a branch of the Asiatic race, are believed by him to be the only people of that race who as a people have been converted from paganism to Christianity, and who conform to its precepts. ARIZONA. 461 AKIEONA.* STATISTICAL SUMMARY, ANNUAL INCOME. Territorial tax . . . $5, 708 33 County tax- : A .‘. -V . . . f . 5, 708 33 Total . . . 11,416 66 ANNUAL EXPENDITURE. Salaries of teacliers, per month . 100 00 Expenditure in the year per capita of the school population . 4 41| Expenditure in the year per capita of pupils enrolled in public schools .... 33 28} Amount of available school fund . • . . . II, 416 66 Estimated value of sites, buildings, and all other school property. . 8,950 00 SCHOOL POPULATION. Total number between the ages of 5 and 21 . . . . . 2, 584 PUBLIC schools, Number enrolled in schools during school year . . . 343 Number of school-rooms, exclusive of those used only for recitation . 11 Average duration of school in days . . . 180 SCHOOLS OTHER THAN PUBLIC. Whole number of teachers employed in imblic schools during the year : Male . . . . . . 6 Female . . - . . . . 5 Total . . . . 11 Number of teachers necessary to supply the public schools . . 15 Average salary of teachers per month in public schools : Male . . . . . . . . 1100 00 Female . . . 100 00 EDUCATIONAL CONDITION. Governor Salford, in his third biennial message to the legislature. January 6, 1875, said: The last legislature imposed the duties of superintendent of public instruction upon the governor. For detailed information on this subject I refer yon to my reports to the territorial hoard of education. These reports show that the total re¬ ceipts for school purposes from all sources during the past two years have been $22,833.32 and the total disbursements $20,211.46, leaving a balance on baud Novem¬ ber 30, 1874, of $2,621.86. The amount invested in public school-houses and furniture is $8,950. The amount required for school purposes for the year 1875, as estimated by the county superintendents of public schools, is $11,600. Probable amount that will he received, $9,100. The school census returns for 1874 show the number of children in the Territory between the ages of 6 and 21 years to he 2,584, of which number 343 have attended the public schools, and 196 have attended private schools, and 710 can read and write. Since the last census was taken, in May, 1874, the number attend¬ ing the public schools has considerably increased. There are at present nine teachers employed in the Territory, and neariy every school district is provided with a free school. It is believed that the revenue will he sufficient to support the same from six to twelve months during the year. TAXES LEVIED FOR SCHOOL PURPOSES. The taxes now levied for school purposes are 25 cents on each $100 valuation col lected and paid into the several treasuries and 25 cents on each $100 valuation col- *Froru report of Hon. A. P. K. B afford, governor and ex officio superintendent of public instruction, for 1874. 462 REPORT OF THE COMMISSIONER OF EDUCATION. lectecl and paid into the territorial treasury. As the Territory increases in population, new and increased school facilities will he required ; hut it is believed that the increase of taxable property will he in proportion ; therefore no larger rate of taxation for school purposes will be necessary. I am of the opinion that the school revenues of the sev¬ eral counties should he divided among the school districts thereof in proportion to the number of children attending school and that the school revenue paid into the terri¬ torial treasury should he divided between the counties upon the same basis. By this division, a premium will be given to those who attend school. Besides, it is but just that those who will attend school shall be provided with the means. The school inter¬ est would undoubtedly be advanced by the adoption of a uniform series of text-books, and in this opinion I am sustained by all the county superintendents. — (Message, pp. 3,4.) SCHOOL LAWS. Under the school law, the free school system has been macle a success, and the means are afforded by which every child in this Territory can obtain the rudiments of an edu¬ cation. But a trifling sum is paid to officers for their services, and nearly the entire revenues are applied to the maintenance of schools. Great care should be taken to preserve the same economy now practiced in the disbursement of this fund, and radi¬ cal changes in a law that has worked well should always be avoided. It is a subject of pride to every citizen, that with all the difficulties we have encountered, amid poverty, death, and desolation, occasioned by our savage foes, the people with great unanimity have provided the necessary means to educate the rising generation, and upon no other subject are they so thoroughly united. The taxes levied and collected for this purpose are paid without a murmur, with the very general expression that if more is needed it shall be paid. The benefits of our free school system to the Territory reach far beyond the education of our own children. The first inquiry made by parents seeking new homes is, whether there are opportunities to educate their children ; and we being able to answer in the affirmative, a most excellent class of immigrants are coming to settle among us.— (Message, p. 4.) COMPULSORY EDUCATION. The subject of compulsory education is receiving favorable consideration throughout the United States. The great State of New York and several others have recently fallen into the line of progress, and have enacted CQmpulsory educational laws, and this sentiment is fast gaining public favor everywhere. It is the very general belief that the safety and perpetuity of republican institutions rest upon the capability of the people to govern themselves. This being an admitted fact, it is as essential for the peace, prosperity, and security of all, to have the rising generation educated, as it is for an individual to take the precautionary measures necessary to preserve his property from fire, flood, or thieves. I believe the time has arrived in Arizona when such meas¬ ures should be adopted as will insure the attendance of every child at some school for at least three months during each year. In establishing the free school system, I have received the hearty co-operation of the county school superintendents and the people generally. It rests with you to foster and cherish this institution. No other duty that you will be called upon to perform will leave so lasting an effect upon the future of this Territory, and I feel confident that you will perform it with fidelity to the people, and for the advancement and enlightenment of the rising generation. — (Ibid., p. 4.) LIST OF SCHOOL OFFICIALS IN ARIZONA TERRITORY. Hon. A. P. K. S afford, governor and ex officio superintendent of public instruction , Tucson. [The governor, territorial treasurer, and secretary compose the board of education. The probate judges of the counties are ex officio superintendents of pnblic schools, as follows:! COUXTr SUFERIXTEXDEXT3. County. Superintendent. Post-office. "Maricopa, _ J. T. ALop . Phoenix. Mineral Part. Tucson. Sanford. Prescott. Yuma. 1 IVr o~h a Trft _ _ A. C. Hastell . . . Pima _ _ _ _ _ "W". J". Osborn . Pinal ,Tnhn T). "Walker . . Ynvnpni _ _ _ H. H. Cartter . Yuma . .... _ _ _ _ _ H. N. Alexander . . . COLORADO. 463 COLORADO. STATISTICAL SUMMARY.* ANNUAL INCOMB. Amount from local tax . . . $193, 513 99 ANNUAL EXPENDITURE. For sites, buildings, and furniture . 77, 044 47 For libraries and apparatus . 750 00 For salaries of superintendents . 2, 500 00 For salaries of teachers . 92, 954 33 Miscellaneous — fuel, light, rent, repairs, &c . 26, 516 58 Total . 199, 765 38 Expenditure in the year per capita of the school population . 87 28 Expenditure iii the year per capita of pupils enrolled in public schools. . . 13 84 Expenditure in the year per capita of average attendance in public schools . 22 56 Estimated real value of sites, buildings, and other school property. - - 337, 894 64 SCHOOL-POPULATION. Total number between the ages of 5 and 21 . . . 19, 309 Male . 10,112 Female.. . 9,197 PUBLIC SCHOOLS. Number enrolled in schools during school year . . 9, 995 Average daily attendance . . . . . . 6, 105 Number of school-rooms exclusive of those used only for recitation . 302 Number of school-rooms used exclusively for recitation . 7 Average duration of school in days . 98 SCHOOLS OTHER THAN PUBLIC. Schools corresponding to public schools below high schools : Pupils, male . 267 Pupils, female . 536 Teachers in said schools in all grades: Male . 11 Female . '. . 57 TEACHERS AND TEACHERS’ PAY. Whole number of teachers employed in public schools : Male . 139 Female . 168 Total . 307 Average salary of teachers in public schools : Male . . . $60 00 Female . 50 00 PROGRESS FOR THE YEAR. Air. Hale kindly furnishes the following summary of statistics to show the educa¬ tional progress made during the year ended September 30, 1874 : * From tlie special report of Hon. H. M. Hale, superintendent of public instruction, for the year ended September 30, 1874. 464 REPORT OP THE COMMISSIONER OF EDUCATION. Summary of statistics. 1873. 1874. Number of school districts . . . . Number of public schools . Number of school-houses . Number of persons of school age, (5 to 21)... . Number of pupils enrolled in the public schools . . Average daily attendance . . . Number of pupils enrolled in schools not public . . Average daily attendance . •- . . Number of teachers in the public schools . Average monthly pay of male teachers . - . . Average monthly pay of female teachers . . . . Average number of days schools were in session . . . Average rate of county tax for current expenses, (mills) . Value of school-houses and furniture . Amount expended for school purposes, including cash paid for buildings and furniture. 243 180 125 15, 509 7, 456 4, 172 241 $62 51 111 §260, 183 46 141, 374 37 289 239 157 19, 309 9, 995 6, 105 803 572 307 $60 50 93 3* $337, 894 64 204, 482 28 PER CENT. OE INCREASE IN THE Number of school districts . 19 Number of schools . 33 Number of scbool-bouses . 26 Number of persons of school age . . . . 25 Value of school-houses . 30 SECONDARY INSTRUCTION. The earliest provision made for this in Colorado was in Jarvis Hall, Golden, a diocesan collegiate school for boys, and in Wolfe Hall, Denver, a diocesan high school for girls, both established by the late Rt. Rev. S. Randall, D. D., the Protest¬ ant-Episcopal missionary bishop of the Territories. They still continue, under his successor, the work of imparting a good English education, with Latin, Greek, French, and German, to such as seek it. St. Mary’s School for Girls (Roman Catholic) continues also its operations at Denver, on the same plane and in nearly the same line. The three together report for 1874: teachers, 24; pupils, 170, of whom 13 are in classical studies and 21 in modern languages. Drawing, with vocal and instrumental music, are taught in all the three, and all have libraries amounting in the aggregate to 1.300 volumes. SUPERIOR INSTRUCTION. The two institutions referred to in the following table — one Congregational, the other Presbyterian — are as much outgrowths of the missionary as of tho literary spirit, being at once means for planting the churches which they represent and training intelligent and useful members for them. In the classes of each both sexes are represented, and while the somewhat elderly one has risen to collegiate rank, the other has thus far only its preparatory department organized. Its president, however, speaks hopefully as to its future, and hopes to present a truly collegiate organization before long. Of the projected Rocky Mountain University nothing more is heard this year. Statistics of Colorado College and Evans University, 1874. Names of university and col¬ lege. 5 o .9 o 07 1 u i O ! ^ Endowed professorships. Number of students. Property, income, &sc. Number of volumes in library. | . 1 © a Pm O d *S) o o O 2 E TO r? cS 5 a 5 ^ r— © 1 © > © O Income from productive funds. CZ © ’ d 2 § © i rP O eg ’3 Receipts for tho last year from State appropria¬ tion. +3 o 3 al .a © ^ te'o ill | kJD Colorado College . . . i r o- 15 Evans University . . . i 3 0 35 ! $10,000 1. . I COLORADO, 46o SCIENTIFIC AND PROFESSIONAL INSTRUCTION. t The Territorial School of Mines, referred to in the tal>lo following, was started as the scientific school of a future Colorado State University, the first and most pressing necessity being for a set of young men scientifically trained for the development of tho immense mining interests of the region. It and St. Matthew’s Hall stand in close association with Jarvis Hall, at Golden, the last being the basis of the collegiate de¬ partment for the future university, as the others are the first steps towards a scientific and a theological development. Statistics of schools for scientific and prof essional instruction. Names of schools for scientific and pro- j fessional instruction. | j I | I S uC 1 p 1 ® i s EC Ja ] |J j EB ^ U j O & Property, income, &c. Number of volumes in library. £ r£ £ . 2^ £■ j ! P 6 . I z m |! |p S 3 o a || "S * I'5'5 1 SCHOOL OF SCIENCE. Territorial School of Mines . . ____ ! c ! I4 .'12, COO 1 o#3, GOO SCHOOL OF THEOLOGY. Si Matthew's TTall _ . . . . 3 . . 1 i . a From territorial appropriation. LIST OF SCHOOL OFFICIALS Us COLORADO TERRITORY. Hon. Horace M. Hale, superintendent of public instruction. Denver. COUNTY SUEEKINTENDENTS. County. Superintendent. Post-office. Arapahoe . Frank Church . Bent . Bobinson M. Moore . . Boulder . Ch arles E. Sherman . . Clear Creek . C. F. Bridges. . . . . Conejos . J nan F. Chavez . . Costula . .Juan T. Jacques . Douglas . Frank B. Edmond _ Elbert . E rank G. TV illard - El Paso . F. C. Miilin gton . Fremont . J ohn D. Bell . Gilpin . Silas B. Hahn . Grand . Hinsdale . H. H. Wilcox . Huerfano . Willie M. Allen . Jefferson . M. C. Eirby . Fake . Galatia Sprague . La Plata . J. M. Hanks . Larimer . B. W. Bos worth . Las Animas . Joab M. Bernard _ _ Park . William E. Mnsgrove Pueblo. . Joseph S. Thompson . Bio Grande . D. E. Newcomb . Saguache . J. Boss Pennisten - Summit . George W. Wilson . . . ''Feld . . . Alvin J. Wilber . . Denver. Las Animas. Boulder. Georgetown. Conejos. SanTmis. Castle Bock. Banning Creek. Colorado Springs. Canyon City. Central City. San Juan City. Walsenburg. Golden City. Granite. Howardsville. Ft. Collins. Trinidad. Fair Play. Pneblo. W est Del Norte. Bismarck. Breckinridge. Greeley. 466 REPORT OF THE COMMISSIONER OF EDUCATION. ©AlekOiTA. STATISTICAL SUMMARY. Hon. E. W. Mill©?, superintendent of public instruction from 1873 to 1875, gives the statement which follows, as prepared from the annual reports, &c., as embodying a gen¬ eral view of the condition of education in the Territory at that date-: Number of children between 5 and 21 years of age . 6, 312 Number of children attending the pubiic schools . 4, 006 Number of children not attending . 2, 306 Number of organized districts in the Territory . 168 Number of teachers, male and female, licensed . . . 100 Amount of public money apportioned to the several districts . $12, 361 70 Amount of public money expended in new buildings and repairs... . 8, 282 37 Amount expended for globes, maps, and blackboards . . . 350 00 Amount expended for incidental expenses . 1, 907 62 Value of school property . 16, 000 00 Amount expended for teachers’ wages . 11, 208 00 The suimrintendent is convinced that, if the statistics had been fully and correctly reported, they would show a much larger number of children and a much larger amount of money raised by taxation for school purposes, as the above exhibit does not show what amount of money was raised by district tax, which in many districts cov¬ ered all the law would allow to be assessed. Part of the above exhibit has been de¬ rived from other sources. ELEMENTARY INSTRUCTION. The following extracts, from the report of Mr. Miller, present the only information in the possession of the Bureau respecting educational interests in this Territory. The report was presented to the governor January 1, 1874. The new superintendent, Hon. J. J. Mclntire, writes that, having only recently taken charge of the educational interests, he has yet no means of furnishing any later information than that here given. EDUCATIONAL PROGRESS. The progress of public education which our previous reports have recorded has continued during the past year, and we have great reason to congratulate ourselves on the future outlook of the public school system in our Territory. Although there are many defects which demand a change, yet under the present system, imperfect as it is, great good and wonderful results have been accomplished. Our Territory is new, and settlements are scattered, so that the citizens, in order to sustain schools, must send their children, in many instances, a considerable distance ; in fact, much toafar, if it were possible to avoid it. Yet all seem fully to realize the fact that it is their imperative duty to educate their children, even at the sacrifice of money and present comfort. From the imperfect reports received from county superintendents, it will be impos¬ sible to give a full and correct statement of the number of children enrolled in the schools, of the averago daily attendance, of the amounts of money collected for various school purposes, of the average length of school terms, of the average amount of salary per month paid to teachers, and of many other things which should be em¬ braced in a report of this kind. There is an advancement, however, in the qualifications of teachers, both in scholar¬ ship and methods of teaching. Many of the schools require teachers with better qualifications, and it is gratifying to note that several of our county superintendents have shown a disposition to grant certificates to none but such as are qualified. There is also a more earnest inquiry on the part of school officers for more competent teachers, and a willingness to pay liberal wages when they are convinced that applicants possess superior qualifications. In a few schools teachers are paid from sixty to eighty dollars per month. TRAINING OF TEACHERS. teachers’ institutes. The superintendent writes on this topic thus : “ Our Territorial Teachers’ Institute, held at Yermillion in the month of December, was well attended, considering the fact that this was the second ever held in the Ter¬ ritory, and I am convinced much good was accomplished. There were about 40 teach¬ ers present, and all took a deep interest in the exercises, which were practical aud calculated to impart such instruction as the wants of the teacher demanded. u Miss Carrie A. Bassett, the accomplished superintendent of Woodbury County, Iowa, was present, and gave instruction in all the branches taught in the public schools, as well as in physiology and in object-lessons. DAKOTA. 467 “We purpose the present year to hold the institute in October, just before the •winter term of school commences, and to give instruction during the entire ten days allowed bylaw, and it is pur wish and expectation that all who intend to teach will be present, so that they may be prepared to enter the school-room with not only their own expe¬ rience, but also that of other teachers and educators to aid them. “ In these institutes we get the experience of those skilled in the art of teaching and in the government of the school-room. We have here the privilege of interchanging opinions on every subject connected with school government, as well as the proper, most efficient, and most approved methods of giving instruction in the various branches of study taught in our common schools, and teachers go out from these institutes strengthened^ intellectually and greatly encouraged in the work before them. “I have so much confidence in the advantages afforded teachers in these insti¬ tutes that I should feel like refusing to grant a certificate to an applicant who inten¬ tionally, and without reasonable excuse, neglected to be in attendance. I here venture the assertion that no teachers’ institute was ever held, however poorly conducted, but that some good was derived from it, and much more than would compensate for all the expense incurred.” CHANGES IN THE SCHOOL LAWS. Under the head of “public school laws:” Sec. 3. The superintendent of public instruction, in addition to other duties, is re¬ quired to hold institutes in connection with county superintendents. Also, the superintendent is directed to report to the governor instead of the legisla¬ ture, as formerly. Sec. 4. The deputy superintendent, appointed by the superintendent, must be a resi¬ dent of that portion of Dakota Territory north of the forty-sixth parallel of latitude. Sec. 5. The compensation of the superintendent is made five dollars per day instead of four. He is not allowed pay for more than one hundred and twenty days in any one year ; and the deputy superintendent cannot receive pay for more than forty days in one year. Sec. 6. The following text-books are authorized to be used in the common schools : McGufiey’s readers and spellers, Quackenboss arithmetics, Cornell’s geographies,. Har¬ vey’s grammar, and Qnackenbos’s United States history. Sec. 11. Instead of the judge of probate, it is made the duty of the county treasurer to furnish the county superintendent with the statement of the amount of money in the county treasury : and also to report on the first Mondays in March and October in each year, instead of the first Monday in March only. Sec. 12. No district is entitled to receive any portion of the school fund unless it shall have made out and forwarded to the county superintendent its annual report within forty days, instead of sixty, of the time fixed by law for holding annual school meetings in the Territory. And further, no district shall be entitled to its portion of the school fund unless it shall have had three months’ school daring the previous year. Sec. 20. The district is allowed to raise, by a tax annually on taxable property, for school expenses, a sum not exceeding 1 per cent., instead of 4 of 1 per cent., as formerly. Sec. 37. For increased security, the district treasurer is required to obtain new or additional bonds whenever the amount of money to come into his hands shall be equal to the amount of his present bonds, or upon the failure, death, or removal from the county of auv bondsman, or for other sufficient reason. Sec. 45. Additional powers are delegated to the members of a district board, per¬ mitting them to send scholars from their own district to any graded or high school of another district, within a reasonable distance, paying the tuition-fee with money drawn from the teachers’ fund. Sec. 50. It is made the duty of the board of any district, instead of the county su¬ perintendent, to fill its own vacancies. Sec. 54. The county treasurer, in addition to bondsmen, is also made further respom sible by penalties for the proper use of moneys coming into his hands. If he shall refuse to deliver over to the order of the superintendent any money in his possession, or shall use, or permit to be used, for any other purposes than those specified in the act, any school-money in his possession, he shall, on conviction thereof, be adjudged guilty of a misdemeanor, and punished by a fine not exceeding five hundred dollars or by imprisonment in the county jail not exceeding one year. Sec. 66. The territorial superintendent of public instruction, in connection with his other duties, is further required, annually, to hold a session of teachers’ institutes, of not more than ten days in length ; and a sum of one hundred dollars is appropriated from funds in the territorial treasury to assist in conducting such institutes and in de¬ fraying other expenses connected with them. Also, the several county superintendents are directed to aid the superintendent of public instruction in conducting the institutes. And further, teachers applying for certificates to teach are expected, so far as prac¬ ticable, to attend the sessions of these institutes. 468 REPORT OF THE COMMISSIONER OF EDUCATION. LIST OF SCHOOL OFFICIALS IN DAKOTA TERRITORY. Hon. J. J. M'cIktike, superintendent of public instruction , Finlay. COUXTY STJTERIXTEXDEXTS. County. Superintendent. TEnffolo _ ,T_ TTnmetf, . . . . . 1 Burbank .... _ ....... S. E. Stebbins . . . . . 1 Cass . . . J. E. Jones . . . Clay _ ........ _ _ E. H. Hurlbntt . Davison . . . John Morris . Grand Porks _ _ ........ _ 0. S. Preeman. . . . . Trnt.p.Tiinsnri _ A . T?TYitm _ _ _ _ Lake .... _ _ _ _ _ _ J. S. Law . T.inooln _ _ V. B. tlnnfclin _ _ _ _ L vons _ ....... _ _ J. M. Hanson _ ... . . . . Minnehaha . E. W. Sherman . . . . Moody ....... . . . . P. A. Yanioe . . . . . . . Pembina . . . H. E. Vaughn . Bichlan d . . . . J. M. Enypies _ _ _ _ _ _ Stutsman . . . M. Wiseman. . . . . Sully . D. E. Jones . . . Turner. . M. S. Eobinson . . . . . Union . E. Compton _ _ _ . _ .. Yankton . Hathan Pord . ,r. . v . Post-office. Bonliomme. Brkl6 City. Vermillion. Scotland. Canton. Sioux Palls. Pt. Sully. Swan Lake. Elk Point. Yankton. DISTRICT . OF COLUMBIA. 469 DISTRICT OF COLUMBIA. statistical summary. The following is a summary of the general statistics of all the public schools in the District of Columbia : Entire 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, (United States census, 1870 :) W ashington . ; . 25, 935 Georgetown . . . 2, 832 County . . . . . . . 2,854 Total . . . 31,671 Whole number of pupils enrolled in the public schools, 1873- 74 : Washington . . 14, 715 Georgetown . . 1, 229 County.. . 1,895 Total . 17,839 Average number of pupils in private schools, (Report of United States Commissioner of Education, 1873) . 6,993 Whole number of seats provided for pupils in the public schools, 1873-74 : W ashin gton . 12, 082 Georgetown . 1, 132 County . 1, 412 Total . 14, 626 Whole number of teachers employed in the public schools, 1873-74 : W ashington . 223 Georgetown . 21 County . . . -..i.. 32 Total . . . 276 Valuation of taxable property, 1873-74: Washington . §82, gQO, 000 Georgetown . ' 6,300,000 County . . . . . . . 9, 200, 000 Total . . 97,700,000 School-tax, (per cent.,) 1873-74 : Washington . Georgetown . . . . . County . .0033 .0040 .0050 470 REPORT OF THE COMMISSIONER OF EDUCATION. Total receipts from school tax, and United States fines, 1873-74 : §151.322 17 11,916 70 18,201 26 Washington Georgetown County _ Total 181,440 13 Total payments for public school purposes, 1873-74 : Washington . Georgetown . County . 215, 384 82 41, 416 23 23,269 61 Total 280,070 66 Value of public school property, 1874: Washington . Georgetown . . County . 910,687 00 41,520 00 54,600 00 Total 1,006,807 00 ELEMENTARY INSTRUCTION. CHANGE OF ORGANIZATION. At the date of the last annual report the public schools of the District of Columbia were organized in four groups or systems. The affairs of each system were managed by a board of trustees, and each of the four boards was entirely independent of the others. There were in all forty-one trustees, two superintendents, two secretaries, two treasurers, and two secretaries and treasurers. The plan of government and instruction was essentially the same in ail the systems. By an act of Congress, approved June 20, 1874, the then existing government of the District of Columbia was abolished, and, under authority of the same act, the Presi¬ dent of the United States appointed three commissioners to act as executive officers of the District. By an “order ” of the commissioners of the District of Columbia, dated August 8, 1874, and amended by an “ order” dated September 9, 1874, the four boards of trustees of public schools were consolidated into one board, consisting of nineteen trustees, eleven of whom shall be residents of the city of Washington, three of whom shall be residents of the city of Georgetown, and five of whom shall be residents of the county — which is the part of the District lying outside of the limits of the cities named. The board, as appointed by the commissioners, is composed of fourteen white members and five colored members, and the heretofore separate interests of the four systems are fairly represented in the one consolidated board now in charge of all the schools. The consolidated board has made no radical or ill-advised changes in the adminis¬ tration of the school affairs of the District. The schools for the white and the colored children are continued separate, and there is no discrimination in the advantages afforded to each. To facilitate the transaction of business and the personal attention to the schools and school-buildings required of the trustees, the board has divided itself into seven subboards ; but all matters of any considerable importance require the authority and sanction of the whole board. The uniting of several interests which had heretofore been managed separately, and placing them under the care of one board, has thus far caused no jarring. Harmony and a desire to promote alike the ad¬ vancement of all the schools have uniformly marked the proceedings of the board. The two superinten dents are continued, one having charge of the white schools of Washington and Georgetown and the white and the colored schools of the county, and the other having charge of the colored schools of Washington and Georgetown. ATTENDANCE ON WHITE AND PRIVATE SCHOOLS. In Washington the legal school age extends from the sixth to the seventeenth year, inclusive, and in 1870 there were i7,403 white children of school age. As no census has been taken since that date, this number has been used in the tables of this report. The following table for 1873-74 shows the whole number of pupils enrolled ; the aver¬ age number" enrolled ; the average number in daily attendance ; the number of regu¬ lar teachers, male and female, employed ; and the average number of pupils enrolled for each teacher : DISTRICT OF COLUMBIA. 471 Statistics of public schools. Grades. Number of regular teachers. Whol pupi e number of !s enrolled. Average number ; of pupils en- j rolled. Average number' ° £ of pupils in daily I h-~ attendance. ' ! -2A g j » 1 | : 1 ’ 1 ; 4 1 *3 | | 1 ■ ^ i . i 2 j . £ | z ~ % ! *5 ) r £■ ® 1 i 21 ! 21 19 ! 19 19 19 19. 0 Grammar . ! 4 2SD j 305 ! 594 226 23C | 456 j 216 216 i 432 57. 0 Intermediate . 2 •22 ! 24 897 ! I PS3 ! 1.888 760 871 1.631 1 724 ; ! S34 ' 1,558 57. 2 Secondary . .j 43 ! 4:3 1.423 i 1.541 ; 2.864 blto 1,192 1 ’1:3=37 1.117 1,1.0 ,2.237 57.0 Primary. . 58 ! 59 2.174 1 2.212 4.386 1,674 1.688 ] 3.362 , 1,546 • 1.558 j 3, 104 59.0 Total . 6 129 1 135 ■ 4.783 5.062 ! P.845 3,835 4,000 j 7,835 3.603 : 3.747 ' 7.350 *58.0 * General average. The increase in attendance for the past year was greater than that of any other year since the public schools were established. This increase was as follows : In the whole number of pupils enrolled, 910 : in the average number of pupils enrolled, 945 ; and in the average daily attendance, 933. Fifty-six and three-tenths per cent, of the entire white school population, or 9,845 pupils, were enrolled in the public schools. The average number of pupils enrolled throughout the year for each teacher was 58, an increase of 6 over the number for the previous year. The whole number of white pnpiis enrolled in ail the private schools of the city was 5,706. The total enrollment in both classes of schools, as reported, was 15,551. PRESSING NEED OF MORE SCHOOL BUILDINGS. Daring the last two years the annual enrollment has been increased by 1.100 pnpiis, and not one 6chool-bnilding has been erected for their accommodation. Since the commencement of the present school year nine new schools, including about 600 pupils, have been placed in such rooms as could he rented for the purpose. Most of these moms are ill-constructed in regard to light, ventilation, and the seating of pnpiis. The expense for rent, fitting up, and necessary repairs of the school-rooms for the white schools of the city exceeds $20,000 per annum. “At this time we need,” says the superintendent, “ three large buildings for grammar schools, and a half-dozen smaller buildings, containing six or eight school-rooms each, for the lower grades. These buildings should be constructed in plain style, bat they should be substantial and should have the best arrangements for lighting, ventilating, and heating. A building for a high school is also needed, but the demand ror the other buildings is more urgent at present, and the schools of lower grades should he cared for first.” TEACHERS IX THE WHITE SCHOOLS. In December, 1.87 4, there were employed in the schools 142 regular teachers in charge of classes, 8 assistant teachers, 1 normal school teacher, 3 teachers of vocal music, and 1 teacher of drawing — mating a total of 155. Of this number 6 were males and 147 were females; 117 were educated in the public schools of Washington and 26 were educated in normal schools ; 20 had not taught before, and the average length of expe¬ rience was 6.2 years. Tlie previous report showed but 7 teachers educated in normal schools, and the increase in this respect is highly satisfactory. There was an increase of 1 in the number of male teachers employed, a gain in the right direction. DRAWING AND VOCAL MUSIC. Both these important and pleasing branches have been introduced into the schools with what is considered a fair measure of success. In order to provide instruction in the former, 130 teachers were placed under train¬ ing by a competent instructor from September 13, 1873, until December 20, when, after examination, 60 received certificates as primary teachers of the art. Many being still desirous of pursuing the study, another class was formed, which was attended by 35, and continued with unabated interest till the last Saturday in April, 1874. In the normal school, instruction in drawing commenced with the school year and continued to its close, much attention being also given to the best methods of teaching young children. Twenty selected hoys also received special instruction with most' encouraging results. The musical instruction was under three special teachers, a director, and two assist¬ ants, who trained, in all, 127 classes, mainly in the national music course. 472 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICS OF COLORED SCHOOLS. Population. — The colored population of Washington and Georgetown, according to the last census, was 38,726 ; the colored school population of the two, 9,328. School houses and rooms. — The number of school-houses owned for this population, in 1873-’74, was 9 ; the number of school-rooms owned and rented, 84; the number of sit¬ tings for pupils, 4,282 ; the estimated value of the whole school proijerty, 8256,210. Schools. — The number of schools for colored pupils in Washington was 53 primary, 14 grammar, and 1 preparatory high school; in Georgetown, 4 primary and 2 grammar schools — 74 in all. Teachers. — The teachers employed were as follows : In primary schools, 57 ; in gram¬ mar schools, 16 ; in the preparatory high school, 3 ; as assistants, 8 ; in teaching vocal music, 2; in teaching drawing, 1 — total number, (80 in Washington and 7 in George¬ town,) 87. Pupils. — Whole number enrolled in Washington, 4,870; in Georgetown, 410 — 5,280. Average enrollment: Washington, 3,594; Georgetown, 298— 3,892. Average daily at¬ tendance in Washington, 3,422 ; in Georgetown, 288—3,710. Percentage of the colored school population enrolled, 56.6 ; percentage of attendance on the whole enrollment, 70.2; percentage on the average number enrolled, 95.4. CONDITION OF SCHOOL-BUILDINGS. Of seven buildings erected for the use of colored schools, the superintendent speaks in terms of commendation, while, of four rented for such use, two are said to be very ill-adapted to the purpose. In the matter of ventilation they are sadly deficient, and in no one of the colored schools is this sufficiently provided for. NUMBER AND CHANGES OF PRIVATE SCHOOLS. The number of private schools in Washington, including night schools, white and colored, but not including institutions for secondary instruction, in 1874, was 78, against 92 in 1873, a falling-off of 14. About 30 schools were discontinued during the year for lack of support and about 15 new schools were established. ATTENDANCE ON THESE SCHOOLS. The aggregate attendance on the private schools, not including secondary schools, of the District of Columbia in 1874 was about 5,170, against about 5,422 in 1873, a fallin^- off of about 250 pupils. Add to 5,170 about 700 children under instruction in the vari¬ ous charitable and reformatory institutions, and we have 5,870 pupils under instruc¬ tion in the District of Columbia in 1874, exclusive of pupils in the public schools and students in colleges and institutions for secondary instruction. THE LINTHICUM SCHOOL. Several years ago the late Edward Linthicum, of Georgetown, District of Columbia, left the sum of §50,000 to a board of trustees, for the purpose of establishing “ a school for indigent whites.” The bequest now amounts to nearly §60,000. The trustees of this fund have loaned the board of school-house trustees of Georgetown §40,000 of the fund to aid the latter in the work of building a public high school. In consideration of this, the school trustees are to give the trustees of the fund the use of a room in the new building. In this the trustees of the fund propose to establish a night school. It is also their purpose to give occasional courses of lectures. KINDERGARTEN. A Kindergarten school is conducted by Mrs. Emma Marwedel, with 6 assistants, at the corner of 18th and H streets northwest, Washington, the average number of pupils being 70. All Kindergarten occupations are prosecuted in 3 different rooms. Element¬ ary instruction is given throughout after Frobel's method from 9 to 1 for 5 days in the week, and afterward to a few pupils from 1 to 2. All the 20 gifts of the Frobel system are employed, and rest for the busy little ones is found in frequent change. Mrs. Marwedel has also opened a normal Kindergarten training school, in which she has the assistance of an efficient professor — a student of Frobel, and also of a graduate from the Normal School at Berlin. Another Kindergarten school is conducted by the Misses Perley, at Fifth and I*, which has for the next scholastic year, as instructress, a graduate from the Normal School at Boston, and a third by Mrs. Louise Pollock, Le Droit Park. Location to be changed the coming scholastic year. Statistical summary of private and denominational schools in the District of Columbia^ for 1874. DISTRICT OF COLUMBIA. 473 •61} ci *o 22 d CO ■«* GO t'- lA *1 »n W tA •ootrnpna}. eSejaAy 2 2 00 ci S 2 S ® sssgg •auju sndnj; S3 SS8®§2!S2; ■uaqj s^doj tooooHOrtci-o •paqenqB^a: sS II isiiilili I ccgddddSo R2 : : rj ii ** - J | j I cs^b^i§z§^ ana? IllIHIIl ipi •s^p S|*&j S* « s el 2o Is Is g * § 1 6 £d ! ft 4 ti £ § J e * 3 I 1 Si 2 = .SSI 5 Sill ilfl = xx&ckm (K. C.) Statistical summary of private and denominational schools in the District of Columbia fqr 1874 — Continued. 474 REPORT OF THE COMMISSIONER OF EDUCATION. /sncI „• •ua jo so” y 6-13 8-12 8-14 6-18 7-18 10-17 4-16 6- 19 7- 18 6-19 44AA44A •oonnpnoj -JB 9§T?.19AY 65 33 15 125 £ "in •Avon s^tanj; £8Sg . |5gr§ sssssssssssa^aggs •asqj spclnj; Bp0! •poqsiiqnjssc 1111 1 ’Hill 1111111 §1111111111111111 i : : : i i i ; i : i : i i i i ; -i i ; i : i : : : : i i j : : i ig ; j j ! i : i j i i i i ii ; ; ; ; ; ; ; ; ; ; ; I : * 5 ; ; ; : IIM MM:! HUH* ; is to bo changed the coming school year. DISTRICT OF COLUMBIA 475 tc *; ~ « -!■«•* := -> — - x cj t' cr k: *'|i(ie«h'Conco'ie3n»4 «n»l»cotioci 1 I 11351312313 ^SSgSSISgSS^gSwS S^aS^SST- s -a* cooisiccinoAso 5 '-C ^ ^ J52 c " 3 1 g § S; 2 § 2 *’ £ 2 S £ r? *5 s 0 wwcjn^n • 0 t? « j Ilfilllilllflilil §11111111 1 1 iiSliiiissl » • * • • 1 1 • ' • r t • ' • • • 0 J1 ;;;;;;;; j ; ' - — = — * - CC iflJJiH*.- 5I5IIIII555 mmnm dod^oc®1 i I I 5* :1 51 12!, •m 113111 I o * >5 " o 8 i|g||lnjis - T- z =-'-- - -..5: „„.3-gp Soiled Sc ^-_rcs~ — = -—3 = s^-fse-i^sssc^ !l^l^HIiili>U SSSS5gg^7.S?SSSS5S ill Ilf’s! Ssiftlfll £77liJ7-£j SSSiZSSSSS I! p* ®=§a f5 1 »1§ -MS ll0s^i'i^fi SMliriilii SSxSSSSSSSS r * *■- ^ * r-_ -XL s 1-^ „ _ . _ — — — . _ - - - - 5 rrr s s^grrf | rr r| =S55=g§=i=^525==^ xix-~-=:x-^zxLxxxr k.>. - - i- >. >. >. >.g: >; >. >. " iiiis^asss&Ea&as 00 li JJu 551! £|||llll ilii = =1:1: ^-t---- ^ = = == 2 § >-X^ =£ = = S 55£si:i*-i2 ~ = *S;22r;£'2;S;2;£ ~ ==========- -r— £“ — - — — • jlilJlilL 47*) REPORT OF THE COMMISSIONER _ OF EDUCATION. TRAINING OF TEACHERS. NORMAL SCHOOL. A normal school, composed of pupils selected from graduates in the higher grades of other schools for their superiority, has been in existence since the beginning of the school year of 1873-74, and has done good service. Besides a review of previous studies, the pupils have been instructed in drawing, in methods of instruction, and in all that relates to the general management of schools. Twenty were graduated from this school in June, 1874. They all received appointments as teachers, and most of them have already given proof of their fitness to discharge the duties which they have as¬ sumed. At the close of the school year of 1873-74 an examination of candidates for admission to the normal school in September following was held. Forty-one appli¬ cants, all being graduates of the feniale grammar schools of the city, and of the re¬ quired age, were present, and the twenty who attained the highest rank in the exami¬ nation were admitted to the school. NORMAL DEPARTMENT OP HOWARD UNIVERSITY. Conducted under a joint committee of the university and the institution for the edu¬ cation of colored youth, this department is reported to be eminently successful, having had for the session of 1873-74 an aggregate attendance of over 300 students. The average for each term has been 107, about half being residents of 'Washington and the remainder coming from various States of the Union. The number of graduates for the year was 7, many taking only a partial course. SECONDARY INSTRUCTION. PREPARATORY HIGH SCHOOL. In the list of public schools for the white population, 1873-74, no high school appears, though the need of a building for this purpose is presented. Among the colored schools is a preparatory high school which, it is hoped, may be elevated into a full high school in time. At present this serves principally as a central grammar school, to which the more advanced class of the district grammar school may be promoted, while for those who have advanced into high school studies it affords opportunity for instruction in these. ACADEMIES AND PRIVATE SCHOOLS. Of private schools claiming to give secondary training to at least their higher classes, 9 for boys, 22 for girls, and 3 for both report to the Bureau, for 1874, a total of 164 teachers and 1,887 pupils, of whom 217 were in classical studies and 309 in modern languages. Out of the wfiole number, 70 boys were said to be preparing for a classical course in college and 33 for a scientific course. In 21 of the 34 schools drawing was taught and in 17 vocal and instrumental music. Only 8 of them had libraries, the number of volumes in these ranging from 50 to 500. THE WASHINGTON BUSINESS COLLEGE. The Washington Business College, Henry C. Spencer president, is one of the inter¬ national association of business colleges in the principal cities of the United States and Canada. The course of instruction is designed to qualify young men and women for business and the United States civil service. Day sessions are for students who devote their whole time to the course, and evening sessions for men, women, and youth who are obliged to work during the day. Average membership — males, 100 ; females, 60. SUPERIOR INSTRUCTION. GEORGETOWN COLLEGE. This institution, Rev. P. F. Healy, S. J., president, was founded in 1789. Congress, in 1815, granted it the charter of a university. Under this charter a medical depart¬ ment was organized in 1851 and a department of law in 1870. No theological studies are pursued in the university. The classical department, embracing both a senior and a preparatory division, with separate accommodations for younger students, is under the direction of members of the Society of Jesus, and is open to students of all religions and of every degree of . proficiency. A seven years’ course is required in the case of those who begin in the lowest class. The rank of the four highest classes corresponds with that of the classes in universities or colleges where none are admitted below the grade of freshman. The curriculum throughout; embraces all the studies essential to a liberal education, and graduating honors are conferred only on those who follow it exactly, including the Latin and Greek studies. Arrangements have recently been made, however, by which students may pursue a course in "English alone. The four collegiate classes enjoy, besides a course of English literature, a two years’ course in chemistry, organic and inorganic, and a final year in mechanical and exper¬ imental philosophy. In the third of these years the study of languages is completed, and the fourth and closing year is devoted to ethics, mental philosophy, and natural DISTRICT OF COLUMBIA. 477 science ; after which, a snceessfal examination entitles the student to the degree of A. B. But neither this nor any other degree is conferred except when amply merited. A post-graduate course is also available, embracing a more extended coarse of natural right ; the fundamental principles of civil, political, and international law ; the critical history of philosophy, and a continuation of special branches of science. Ample facilities for physical exercise, military drill, &e.. are afforded. Besides the president and 19 resident "instructors, teachers attend from without for music, drawing, writing, <5bc. One hundred and eighty-fonr students entered during the past year, (1ST 3-74,) of whom 14 graduated in June, 1874. COLUMBIAN UNIVERSITY. The Columbian College was organized by act of Congress in the year 1821. The reg ular exercises commenced in January, 132*2, the ihedical department in the same year, and the law department in 1826. The president is James C. Welling, LL. D., professor of moral and intellectual philosophy and history. By an act of Congress approved" March 3, 1873, the title of Columbian College was changed to the Columbian University. The university consists of three departments, viz : (1) the academic, including 9 professors and tutors ; (2) the law, with 5 professors and 2 lecturers ; (3) the medical, with 8 professors, not including several professores emeriti. At present the law school has about 100 students, the medical 65, and the academic 120. At the last commencement the academic school graduated 6, the medical school 10, and the law school 36 students. HOWARD UNIVERSITY. Howard University, Prof. John M. Langston, LL. D., vice-president and acting pres¬ ident, forms a part of a general system of institutions of learning which have, since the rebellion, grown out of the action of the General Government, assisted by benevo¬ lent associations. Intended to be a national institution for higher education, including theology, medicine, law, and agriculture, it is a university whose distinguishing char¬ acteristic is that it makes no discriminations on account of race or sex in any of its departments. The university consists of six departments, normal, preparatory, collegiate, medical, law, and theological. It possesses libraries (law, theological, "and general) of over 8,000 volumes, a cabinet, a museum, and a picture-gallery. The whole number of stu¬ dents in December, 1874, was 300, many races and both sexes being represented. The principal edifice, four stories in height, contains rooms for lectures and recita¬ tions, a chapel, library, philosophic rooms, the museum, and offices, while the dormi¬ tories furnish accommodations for 400 students. The buildings of the medical depart¬ ment adjoin the university park. GONZAGA COLLEGE. This institution, which was formerly known as the Washington Seminary, was re¬ opened for the youth of Washington and vicinity on the 2d of October, 1848. It is conducted by the Fathers of the Society of Jesus, (Roman Catholic,) and is located on on I street, "between North Capitol and First streets northwest, near St. Aloysius church. The president is Rev. Charles K. Jenkins, S. J. This college was incor¬ porated by Congress in May, 1858, under the name of the “ President and directors of Gonzaga College.” Tlfe college is intended for day scholars only, irrespective of creed or religious profession. It is usually attended by about 100 students, whose ages range from 10 to 18 years, and has 6 instructors. Statistics of universities and colleges, 1874. Names of universities and colleges. Colombian University* . 11 Georgetown College . ! 21 Gonzaga College* . ! 8 Howard University . j 7 National Deaf-Mute College . 9 If I ! ^ c 1 Number of students. 1 ^ i 1 1 | 1 i f .... 80 40 139 47 0 : 50 23 16 . 29 Property, income, die. * Prom Report of Commissioner of Education for 1873. a Includes society libraries. 6 See report of Columbia Institution for Deaf and Dumb. 478 REPORT OF THE COMMISSIONER OF EDUCATION. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. Scientific training is to some extent provided for in the three principal colleges of che District, hut no special scientific school exists. Theological instruction is given in the theological department of Howard University in the usual subjects pursued and taught in such schools. The number enrolled in this department for 1873-74 was 32, and their progress is said to have been commendable. The Wayland Institute, under the influence of the colored Baptists, is also engaged in training young men for the ministry, and has had its advantages for such instruction mudh increased by removal from its former city-quarters to a fine building erected for its use on the heights to the north of Washington. Its students for 1873-74 were 85, theological, academical, and normal, under a principal and five assistants. Law schools exist in connection with the Columbian and Georgetown Colleges. That of the former, with five professors, is deservedly popular, and graduated in 1874 a, class of 35, many of whom came from quite distant States. That of the latter had 37 students during the year under the able charge of Hon. G. W. Paschal, assisted by two pro¬ fessors, and graduated 17 in 1874. The National University Law School, purporting to be a department of the National University that is to be, graduated 36 from its classes, which gather in a building on Fifth street, opposite Judiciary Square, num¬ bering about 100, under three professors. The medical department of Georgetown College, under the direction of Dr. Noble Young, with fifteen professors, had 65 in its classes for 1873-74, of whom 11 graduated. That of Columbian College, under Dr. J. Riley, with thirteen professors, had the same number of students, and graduated 10. That of Howard, under Dr. J. M. Langston, with nine professors, had 24 students and graduated 6. The National College of Pharmacy, under President R. B. Ferguson, had classes of 50 students in 1873-74, and graduated 3. Statistics of schools for scientific and professional instruction. o Property, income, &c. £ i Schools for professional instruction. O c 07 o O m *02 o m 02 Amount of productive funds. Income from productive funds. Hocoipts for the last year from tuition-fees. .s o a 3 > o 8 a s SCHOOLS OF THEOLOGY. Theological department of Howard University. _ Wayland Seminary . . 5 20 3 500 3 .... 40 4 j §25, 000 • 700 SCHOOLS OF LAW. .... Columbian University, law school*. .. Howard University, law department . Law school of Georgetown University Law department of National Univer¬ G 140 3 .... 35 24 60 §0 300 o 39 O $2, 270 5 174 O sity. SCHOOLS OF MEDICINE. Medical department of Georgetown University.* Medical department of Howard Uni¬ versity. National Medical College,* (Medical department of Columbian Univer¬ sity.) National College of Pharmacy . 11 65 3 20, 000 75, 000 2,000 r" 20 3 < 0 t o 13 55 3 i * 3 50 2 200 |.... * From Keport of Commissioner of Education for 1673. DISTRICT OF COLUMBIA. 479 SPECIAL INSTRUCTION. COLUMBIA INSTITUTION FOR THE DEAF AND DUMB. This institution, E. M. Gallaudet, Pli. D., LL. D., president, originated by Hon. Amos Kendall, and chartered by Congress February 16, 1657, includes in its organization the onlv college for deaf mutes in the world. This department, designated as the National Deaf-Mute College, receives students from all sections of the country, and affords deaf mutes an opportunity of pursuing the studies usually prosecuted in American colleges. More than one hundred and thirty youths have received instruction in this college since its opening in 1864, the number in attendance during the year 1874 being 59. Some of the practical results of the collegiate training of deaf mutes maybe gathered from the following statements made by President Galiaudet in an address delivered at the tenth anniversary of the college, in April, 1874: “ It is too early for us to estimate the full advantages that may be credited to the labors and outlays of our first decade. Bat even the partial results that are before us maybe taken as affording a rich and encouraging return. Twenty who have gone out from the college have been engaged in teaching; two have become editors and pub¬ lishers of newspapers; three others have taken positions connected with journalism; three have entered the civil service of the Government, one of them having risen rapidly to a high and responsible position ; one, while filling a position as instructor in a western institution, has rendered important service to the Coast Survey as a mi- croscopist ; two have taken places in the faculty of their alma mater, and are render¬ ing valuable returns as instructors, where they were students bat a short time since ; some have gone into mercantile and other offices ; some have undertaken business on their own account ; while not a few have chosen agricultural and mechanical pursuits, in which the advantages of thorough mental training will give them a superiority over those less educated." During the year the library of the institution received a very valuable addition in the purchase from the executors of the late Dr. Charles Baker, for forty years head¬ master of the Yorkshire Institution for Deaf-Mutes, at Doncaster, England, of a large collection of books relating to the instruction and. treatment of the deaf and dumb. Publications in many languages and of great variety are included in this library, which numbers more than five hundred volumes. CHARITABLE AND REFORMATORY INSTITUTIONS. The table which follows contains all needful statistical information respecting such institutions in the District, but a few additional words of information may serve to explain the aims and operations of a portion of them. The Louise Home, a large and elegant building with sixty rooms, is meant to be a refuge for ladies who have been reduced in circumstances and have no relations able to sustain them. Such, once admitted, have in it a delightful home and board, but are expected to provide by their own exertions for their clothing and other personal ex¬ penses. The Aged Women's Home, in Georgetown, is an humbler specimen of the same thoughtful care for those who have outlived their friends and means of sustenance. It is maintained by a society of ladies. The Industrial Home School is for the training to useful occupation of children that have either lost their natural protectors or have bedn given up by these to the school. The children are housed in a large brick building on the heights ; are sent for element¬ ary instruction to the public schools, and, when old enough, the girls are trained to housework, sewing, knitting, and cooking, and the boys to carpentering, cane-seating, and other handicrafts. The National Soldiers’ and Sailors’ Orphans’ Home is for the children of such as died in the service of their country or from wounds and disease contracted in that service. The elder children here also "go to the public schools : the younger are cared for by a matron at the home. The United States Soldiers’ Home can hardly be called a charity, having been estab¬ lished by a fund formed from a slight deduction from the wages of soldiers during the war and from moneys left in the hands of the Government by such as died without heirs to claim their pay. It is a charming retreat for the aged and disabled men who need its shelter — the buildings excellent, the grounds extensive and beautifully laid out, and the situation one of the most healthy in the country. Statistical summary of charitable and reformatory institutions in the District of 480 REPORT OF THE COMMISSIONER OF EDUCATION. DISTRICT- OF* COLUMBIA. 481 MISCELLANEOUS.. THE SMITHSONIAN INSTITUTION,. Chartered by Congress in August, 1846, is, to use the language of Smithson, its founder, for “ the increase and diffusion of knowledge among men/’ The institution has a system of international exchange through which it distributes, not only its own publications to institutions in every part of the world, but also those of nearly all the scientific and literary societies of the United States. The number of its foreign correspondents is at present about 2,400, from whom it receives annually copies of all the important transactions and proceedings of the learned societies of the world. Through this system of exchange it collected a most valuable library, which a few years since was incorporated with the Library of Congress. This system of ex¬ change includes specimens of natural history. The President of the United States is, ex officio, presiding officer of the institution. The following are regents of the Smithsonian Institution for 1874 : Henry "Wilson, Vice-President of the United States; M. R. Waite, Chief Justice of the Supreme Court of the United States ; Hannibal Hamlin, John W. Stevenson, and A. A. Sargent, of the United States Senate ; Samuel S. Cox, E. R. Hoar, and G. W. Hazelton, of the House of Representatives ; John McLean, citizen of New Jersey ; Peter Parker and George Bancroft, citizens of Washington; Asa Gray, citizen of Massachusetts; J. D. Dana, citizen of Connecticut; and Henry Copp6e, citizen of Pennsylvania. THE SIGNAL OFFICE OF THE ARMY . The United States Signal Service may properly be classed among national educa¬ tional agencies in the particular branch of meteorology. The special duty of dissem¬ inating meteorologic information -was assigned the Signal Corps in 1870, in deferenco to a popular desire for weather-forecasts, and especially for the benefit of commerce and agriculture. There are now 102 stations from which observations are made, and on the reports from these stations the tri-daily reports of the Signal Office are com¬ piled. A scientific library of 2,769 volumes, exclusive of pamphlets, maps, and charts, is attached to the Office. THE GREAT EQUATORIAL TELESCOPE. The great equatorial telescope, (the largest in the world,) for the construction of which Congress several years since, appropriated $50,000, has been completed, and in November of the yfear 1873 was mounted at the United States. Naval Observatory. The instrument is of American manufacture, the only foreign element in its construc¬ tion being the optical glass in the lenses. Rear Admiral C. H. Davis, superintendent of the Observatory, in his report to the Secretary of the Navy, October 17, 1874, says of this instrument : “ Its performance has been, on the whole, eminently satisfactory, the defects being principally such as seem necessarily incident to so large an instrument, or such as are to' be expected in a construction now tried for the first time. A want of exact achro¬ matism is a defect in all refracting telescopes which there is no known method of ob¬ viating and which increases with the size of the glass. The effect of changes of tem¬ perature on the glass is something quite marked, but becomes troublesome only when after a comparatively warm day the glass is first exposed to the cool air of evening. Observations may then be interfered with for half an hour or longer. “ The most important work of this instrument has been micrometric measures of the satellites of Saturn, Uranus, and Neptune. The satellites of the two latter, which are among the most difficult objects in the heavens, have been observed with an accuracy never before approached, and these observations will lead to a more certain determina¬ tion of the masses of the respective planets. Work has also been commenced on a list of the closest and most difficult double-stars. Professor Newcomb, with Professor Holden as assistant, has been in charge of this instrument, since its mounting.” ART GALLERIES, MUSEUMS, ETC. THE CORCORAN ART GALLERY. This gallery contains a valuable collection of paintings and statuary, (among the lat¬ ter Powers’s Greek Slave,) a large number of objects of bronze, plaster casts, bass-reliefs, and specimens of ceramic ware. The nucleus of the gallery was donated in 1869f by Mr. William W. Corcoran, to a board of trustees, of which Mr. James M. Carlisle is chairman, “ for the purpose of encouraging American genius in the production and preservation of works pertaining to the fine arts and kindred objects.” Large addi¬ tions are made to the gallery yearly. The cost of the building and ground was $250,000. Sir. Corcoran’s original collection was valued at $100,000. The institution is main- 31 E 432 REPORT OF THE COMMISSIONER OF EDUCATION. tained by an endowment fund of $900,000, yielding an annual income at present of $62,000. The gallery is free to the public on Tuesdays, Thursdays, and Saturdays. On other days, Sundays excepted, an admission fee of 25 cents is charged. From the open- ing of the gallery (January 19, 1874) to December 31, 1874, 75,126 persons visited it. THE ARMY MEDICAL MUSEUM. This, a branch of the Surgeon-General’s Office, is an outgrowth of the great rebellion, 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 sur¬ gical section, containing 6,500 specimens, showing the effects of missiles of every variety on all parts of the human body. (2) The medical section, containing 1,500 specimens, the majority of which illustrate morbid conditions of the internal organs in fever, chronic dysentery, &c. (3) The microscopic section contains 6,500 specimens, em¬ bracing thin sections of diseased tissues, &c. (4) The anatomical section consists of skeletons, separated crania, (of which there are 1,100,) and the section of comparative anatomy of 1,400 specimens. (5) The section of miscellaneous articles includes models of hospi tail-barracks, ambulances, and medical wagons, a collection of surgical instru¬ ments, samples of artificial limbs, &c. Congress annually appropriates $5,000 for the museum. During the year 1873, 5,000 copies of the first two volumes, constituting Part 1 of the Medical and Surgical History of the War, were issued under authority of Congress. Two additional volumes, constituting the second part of the Medical and Surgical History of the War, are now in press. THE UNITED STATES PATENT-OFFICE MODEL-ROOM Is located in the upper story of the Patent-Office building. This may very properly be regarded among the museums, containing, as it does, for preservation, the largest and finest collection of models in the world, about 155,000 being on exhibition and the collection being, increased annually. Besides the models of patents, the gallery con¬ tains many curiosities of national interest, among which are the original Declaration of Independence, the commission of General Washington by the Continental Congress, articles of personal and household property, and camp-equipage used by the General in the revolutionary war. Here are also the sword and uniform of General Jackson, and a large number of swords, sabers, and other articles presented to naval officers on for¬ eign duty. Besides the models required to be presented with each case capable of being so illustrated, drawings are required in all similar cases, and these are classified by subjects into groups, the latter being subdivided into sections„in which the draw¬ ings themselves are arranged in folio-drawers in another room, alphabetically as re¬ spects the names of the inventors, in order to be convenient of access. THE MUSEUM OF THE SMITHSONIAN INSTITUTION. For several years past Congress has annually appropriated $15,000 for the keeping of this museum. In 1874 that body also appropriated $10,000 to fit up large rooms for the better display of the specimens. A large hall has been opened during the year in the second story of the main building, in which a number of additional cases have been placed for the exhibition of ethnological specimens. The value of this museum to the student cannot be estimated. TILE BOTANIC GARDEN Is located a few hundred yards west of the Capitol, and contains over 4,000 species of plants. In the conservatories the plants are arranged geographically, and in the grounds outside according to Gray’s Manual of Botany. The collection is being con¬ tinually enlarged by purchase, by exchanges with foreign conservatories, and by con¬ tributions from United States diplomatic agents abroad. A lecture-room has recently been attached to the garden, where students, of colleges and other institutions of learning may at all times pursue their investigations under the direction of their own professors. The nucleus of the present collection was donated to the Government by Commodore Wilkes in 1858. THE MUSEUM OF THE DEPARTMENT OF AGRICULTURE Is in the large hall of the building occupied by that Department, and comprises a representation of agricultural products and their manufacture, models of fruits and vegetables, specimens of textile fibers and fabrics made from them; also taxidermie specimens of farm poultry, game-birds, and small birds injurious or beneficial to agriculture, &c. MUSEUM OF THE WAR DEPARTMENT. The Secretary of War proposes to establish, in connection with the War Department, a museum of articles and specimens having a historic or scientific value to the military service, and to that end has invited contributions. DISTRICT OF COLUMBIA. 483 AMERICAN UNION ACADEMY OF LITERATURE, SCIENCE, AND ART. Tlio objects of this academy arc “ to secure co-operation and concert of action in the advancement and diffusion of knowledge, to aid inquiries in any department of learn¬ ing. and to promote the elevation of taste in this community and throughout the coun¬ try.” The academy is divided into several departments, which embrace, among other things, mathematics, engineering, mechanics, chemistry, hygiene, ethics, natural his¬ tory, literature, architecture, music, statistics, and political economy. The regular meetings are held on the second Monday of each month. At these meet- ings papers approved for reading by the appropriate committees are read, discussions held, and queries answered. Mr. Albert G. Mackey is acting president of the acad¬ emy. PUBLIC LIBRARIES. The Library of Congress now comprises a most extensive collection of books in every department of science and literature. To it have been added, within the past few years, the library of the Smithsonian Institution, the copyright-library of the Patent- Office, the law-library of the Supreme Court, and the valuable historic library of Peter Force. Its collection numbers over 275,000 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 deposited here, the office of the Librarian being the place of entry for all copyright publications. Any person is allowed to examine the books, but books may be removed only 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 dip¬ lomatic corps, and a few other high officials. This truly national collection is very .seriously cramped for room, and Congress has had under consideration for several years past the project of erecting a library building. The necessity for a suitable building for this large and valuable collection will be apparent when it is stated that at the present time over 50,000 volumes are unprovided with shelves. Mr. A. R. Spof- ford is the Librarian. The library of the Department of the Interior contains 5,530 volumes of a miscellaneous character. "The books are for the exclusive use of the employes of the Department. During the year 1,027 volumes were added. The Bureau of Education, connected with this Department, possesses a unique col¬ lection of old and rare educational works, especially relating to the history of educa¬ tional progress, as well as a small miscellaneous library, with the new books relating to education, and large collections of catalogues, documents, and pamphlets relating to schools and school systems in this and other countries, being especially rich in recent foreign educational reports. The library of the Surgeon- General’s Office contains 37,000 volumes and 30,000 pam¬ phlets, principally on medical and surgical subjects. Some of the works are very rare, dating back to 1470. The catalogue of the library contains over 60,000 titles and in¬ cludes over 7,000 volumes of medical journals. Congress annually appropriates $5,000 for the purchase of additional books. The increase during the year was 2,000 books and 3,000 pamphlets. This collection, doubtless the largest of the kind in the United States, will probably form the nucleus of the medical division of the Library of Con¬ gress when the new building for the accommodation of the latter is erected. The library of the Xavy Department contains about 4,000 volumes, a large number of which are of a historic and scientific character, relating especially to naval affairs. A number of these are printed in foreign languages. The library also contains a large number of volumes of congressional enactments, executive documents, &c., and some works of a miscellaneous nature. As the Department is at present cramped for room, no additions have recently been made to the collection. Books may be withdrawn only by employes of the Department and by naval officers when in Washington. The library of the Department of Agriculture contains 8,000 volumes, including Sower- by’s English Botany, in 11 volumes, royal octavo, a very full view of British plants ; the Flora franchise, in several folio volumes; Siebold’s Flora Japonica; the Botany of the Himalaya Mountains ; and many other elegantly-illustrated volumes. The col¬ lection is yearly swelled by the choicest productions of the foreign scientific and in¬ dustrial press, especially by those of France and Germany, as well as by the reports of onr own agricultural, horticultural, and pomological societies. Exchanges are made and correspondence is kept up with over 1,500 native and 300 foreign societies. The library of the T>ar Department , originated under the direction of Hon. Lewis Cass, in 1832, numbers 12,275 volumes, which include a law library of 2,000 vol¬ umes. During the year 1,255 new volumes have been added. About 50 per cent, of the books are works on military science ; 25 per cent, are books of reference, such as encyclopedias, congressional debates, and laws, Ac., while the remainder are of a mis¬ cellaneous character. Additions are made to the library annually. Books can be withdrawn only by employes of the Department and officers of the Army when in Washington. 484 REPORT - OF THE - COMMISSIONER OF ‘ EDUC ATION. The library of the Treasury Department contains 8,450 volumes, a large number of them works of reference. In its character it is miscellaneous, works on biography, history, and fiction largely predominating. Small additions are made yearly. Accessi¬ ble only to employes of the Department. The library of the Patent Office comprises 22,700 volumes, mainly of a technologic character, and intended to illustrate the progress of invention in all countries. It, contains complete sets of the British and French patents, with many rare works, and is accessible to everybody, but no books can be withdrawn, as the library is for refer¬ ence only. Several hundred volumes are added to the collection annually. The library of the United States Signal Office comprises 2,769 volumes of a scientific character, exclusive of maps, charts, and pamphlets. Several hundred volumes are added annually. It exchanges with 21 different institutions. The library of the Post-Office Department numbers 6,000 volumes. It was founded in 1862, and consists chiefly of public documents, only a small portion of the library be¬ ing miscellaneous. But one appropriation has been made for it, that of $1,000, several years since. It is only for reference for the employes in the Department. The library of the Executive Mansion comprises i,400 volumes, and dates back to the administration of President Madison. It is simply a miscellaneous family library, containing, however, in addition to miscellany, a number of executive documents for the use of employes. Small additions are made from time to time from the contingent fund. It is for general reading and reference by the family and employes of the Pres¬ ident’s Mansion. The library of the Department of State, which was established by Thomas Jefferson, first Secretary of State, contains about 17,300 volumes, mainly of a miscellanous char¬ acter, and embraces a large number of works on diplomacy, international law, &c. Books may be withdrawn by the employes of the Department and members of the diplomatic corps. Small additions are made yearly. The library of the Naval Observatory consists of more than 7,000 volumes, mostly as¬ tronomical in character, but includes many works on other branches of science and higher mathematics. About 200 volumes were added during the year. It exchanges with 213 different societies and institutions, home and foreign, including observatories in every country. Open to men of science generally. The library of the Attorney- General’s Office is mainly due to the efforts of Hon. Caleb Cushing, while Attorney-General, in 1853. It embraces a fine collection of American, English, and Spanish-American law books, including valuable works - on Roman law. It is chiefly for reference. Congress appropriates annually $3,000 for the purchase of books. Whole number of volumes, 12,000. The library of the Solicitor of the Treasury contains 6,000 volumes, and is composed almost entirely of works on American, English, and French law. Among its valuable books are Sirey’s work on French jurisprudence, Sullivan’s Lectures on Feudal and English Laws, and Sir Matthew Hale’s Commentary on Herbert De Natura Brevium. The library of the United States Coast Survey was organized in 1832. It comprises 6,000 volumes, principally of a scientific character, including astronomy, geology, naviga¬ tion, and mathematics. This library contains a series of elegant folios, illustrating voyages and various branches of physical science, ancient and modern ; several of them are of great artistic merit. It exchanges with all associations and academies of science in every country. The library of the Light-House Board , contains 1,500 volumes, chiefly scientific iu character, and is used for reference by the employes of the office. For a small library it possesses an unusually large number of valuable books, among which may be noted the Topographical Survey of the Black Sea and Sea of Azof, by the Russian Topo¬ graphical Bureau, a work of great artistic skill. This library contains a list of a large number of foreign lights. The library of the Bureau of Stat istics numbers at present 7,000 volumes. It is com¬ posed chiefly of commercial, statistical, and financial works. It is largely increased annually by official reports and documents from most of the Eurox>ean and some of the Asiatic countries. It is accessible to all for reference. The library of the Bureau of Ordnance dates back to 1838, and consists of works on military tactics, engineering, pyrotechny, military laws, and mechanics. New works are annually added from a contingent fund. It contains 2,200 volumes. The library of the Adjutant-General’s Office contains 1,700 volumes, which are made- up almost entirely of public documents. It has, however, a full and complete col¬ lection of manuscript reports of the late civil war from 1860 to 1865, including the entire rebel archives and all the correspondence relative to the conduct of the war, which is now in process of publication. The library of the United States Hydrographic Office consists largely of hydrographic, meteorologic, and naval works, together with numerous maps and plates. It numbers 7,000 volumes. The library is particularly for reference. It receives frequent acces¬ sions from the funds appropriated for hydrographic work. It supplies public libraries DISTRICT- OF- COLUMBIA. '485 at home with its publications, and exchanges with hydrographic offices, geographical societies, and other scientific institutions abroad. The library of the Land-Office contains 500 volumes, composed entirely of law-books, together with public documents furnished by the States in which public lands are yet for sale. All the surveys of the country, together with charts and maps, may be found in this library. The library of the National Deaf and Dumb College was founded in 1857, and contains works published in several different languages on history, biography, education, and books relating to the deaf and dumb. Of the latter class there are over 700 vol¬ umes. The whole number at present is 1,700. Last year a most important and val¬ uable accession was made by the purchase of the library of the late Dr. Charles Baker, oflDoncaster, England, which relates chiefly to the instruction and treatment of the deaf and dumb. The Baker library is unquestionably the best in the country relating to mutes and the mute language. Congress appropriates annually $500 for the pur¬ chase of books for this library. The library of the Washington Library Company and Young Men’s Christian Association , located in the Young Men’s Christian Association building, embraces 13,000 volumes of a miscellaneous character. It is in charge of the Young Men’s Christian Association, and is accessible to all, but books can only be withdrawn by subscribers. Small addi¬ tions are made yearly. The library of the Academy of the Visitation , Georgetown, contains between 5,000 and 6,000 volumes of a miscellaneous character. It is solely for the use of the female students. The document libraries of the Senate and House of Eepresen tail res contain nearly 150,000 volumes of congressional documents, reports, debates, dec. The Odd-FelloicsJ library comprises 3,600 volumes of a miscellaneous character. The use of the library is restricted to members of the order of Odd-Fellows and to the widows and children of deceased members. The collection is increased by the addi¬ tion of a few volumes yearly. The Masonic library consists of 2,328 volumes, which include about 1,000 volumes in pamphlet form of proceedings of Masonic bodies. Several hundred volumes are added yearly. The library is for the exclusive use of members of the Masonic order. Under this head it may be stated that Mr. George Peabody, the philanthropist, sev¬ eral years before his death, gave the sum of $15,000 to a board of trustees as the nucleus of a public library in Georgetown. The library has never been established, but the trustees have under consideration a proposition from the board of trustees of the public schools of Georgetown to give the former suitable accommodation for a public library in the new high school building now in process of erection in Georgetown. Besides the libraries noted in the foregoing, all the colleges and roost of the institu¬ tions for professional education in the District of Columbia possess collections ranging from a few hundred up to several thousand volumes. 486 REPORT OF THE COMMISSIONER OF EDUCATION. IB AHO. STATISTICAL SUMMARY.* RECEIPTS. Balance on hand beginning of school year Received from Territory . Received from connty taxes . . . . . . . Received from district taxes . Received from miscellaneous sources . Total . „ . . . EXPENDITURES. Tor teachers’ salaries . For building, repairs, furniture, &c . . . For school-libraries and apparatus . . . For rent, fuel, and contingent expenses . . Total . . . . . . SCHOOL POPULATION AND ATTENDANCE. Is umber of children between the ages of 5 and 21 years. Number attending school . . . . . school Districts and schools. Number of school districts . . Number of school-houses . . . Number of school libraries . . Number of volumes in school libraries. . . . 1873. 1874. Increase. Decrease. ! .$6, 6CG G5 §7, 548 65 8892 00 ! 3, G23 91 3. 855 03 231 12 | 13, 797 03 13, 869 05 ! 72 02 1 4, 318 04 514 33 $3, 803 71 i 8, 816 48 5, 277 64 3, 538 84 ! 37, 222 11 31, 064 70 | . 6, 157 41 ! 31, 840 04 19, 074 12 2,765 92 1 5, 859 51 1, 649 29 4, 210 22 1 3,319 CO 10 10 3,309 90 1,654 91 1, 053 49 601 42 j 32, 673 46 | i 21,788 00 . ! 10, 887 46 3,473 4,010 537 2,170 2,030 ! 140 61 ~7 16 52 53 1 3 3 1 198 198 ! 1 INCOMPLETENESS OF SCHOOL REPORTS. In the above statement of school statistics only 7 counties of the Territory are inelnded ; two counties make no report to the superintendent for 1873-74. In addition to this fact such statistics as have been received are not at all complete, as will appear from the following extract from a letter received by this Office from Superintendent Perraalt, dated March 7, 1875. He says : “ The reports received at this office are neces¬ sarily very incomplete ; the territorial superintendent does not visit the schools : hence he must make np his reports from the meager information furnished him ; and as he. gets no pay for his labor, he cannot consequently devote much time to the work.” . ELEMENTARY INSTRUCTION. SCHOOL POPULATION AND APPORTIONMENT OF FUNDS. The whole number of school children in the Territory, between the ages of 5 and 21, in 1871, was 1,596 ; in 1872, 1,909 ; in 1873, 3,473 ; and in 1874, 4,010. The superintendent says : “ The Territory is doubtless under many obligations to our Mormon friends of Oneida County for tills extraordinary increase. In 1871, Oneida County reported 395 schoolchildren; in 1872,485; in 1873, 1,825; and in 1874, they have 2,056. Under the present law the whole amount of territorial school money is apportioned to the several counties, 1 in proportion to the number of white children residing therein between the ages of 5 and 21 years.’ This is regarded as unjust, since it gives to Oneida more than one-half of the" whole amount of the school fund, and, in fact, Oneida gets hack, under this law, as school money, more than two-thirds of the amount she pays as territorial revenue. This section of the school law has been a cause of much dissatisfaction for the last year, and it is earnestly hoped that it will he repealed. A much better way, in the opinion of the superintendent, would be to let each county levy its own school tax, and thus save the unnecessary cost of sending the money to the territorial treasurer, to he again returned with additional cost of expressage to the counties. * From report of Hon. Joseph Perrault, territorial superintendent of public instruction, 1873-74. IDAHO. 48T % “Section 10 of tlio school law makes it tlio doty of the county superintendent to apportion two-thirds of the whole amount reported by the county treasurer as school money equally among the several organized districts in his county, regardless of the number of children in any district, the remaining one-third to be apportioned per capita among the several districts. This apportionment is made in March, and there is no provision made for the re-apportionment of moneys that are unclaimed by any district.” The superintendent suggests that it be made the duty of the county superintendent to apportion the school money on the second Monday in January in each year, and quarterly thereafter ; aud also to re-apportion all money so apportioned, and not used for school-purposes, before the close of the year. — (Territorial report, page 3.) TEACHERS AND THEIR SALARIES. Almost every day complaints are made that the teachers are incompetent. Yet, when a district wants a teacher, the cheapest one gets the situation; and there are reasons for believing that in some localities this spirit of unwise economy prevails to an almost ruinous extent. No amount of old routine can eliminate the influence of individual character. The good teacher will inspire coqrage and enthusiasm under any system, and the ill-chosen teacher will fail in reaching the heart of the school, though backed up by all the re¬ sources that can be furnished. And in this experience we find the best indication of the supremacy of moral over all other agencies in the conduct of human affairs. Young eyes are sharp discerners of character, and young hearts respond instinctively to sympathetic natures, and close tightly against hardness or indifference. The true teacher must be a teacher of volunteers, and they will follow cheerfully wherever he will lead cheerfully. There is no element in teaching more important than the per¬ sonal qualities of the teacher. None of us can be so unfortunate as to have no recol¬ lections of those whose calm dignity and serene goodness were a perpetual bene¬ diction. They remind us of the beautiful history of the aged. disciple whose simple exhortation, “ Little children, love one another,” was more powerful in its constrain¬ ing influence on the multitude than his fiery eloquence when he was one of the sons of thunder. — (Report, pp. 9, 10.) COUNTY SUPERINTENDENTS. While it is admitted that county supervision is a necessary aid in the public schools, if we take into consideration the small number of schools in some of the counties and the very small amount of money for the support of these schools, it is a question whether more good might not be done with the money paid to county superintendents by employing it to pay teachers. However, in fixing the salaries of county super¬ intendents it is recommended that the compensation be fixed by the legislature directly, and not left to the varying and uncertain action of county boards, (as it now is in seven counties,) but that the compensation be not the same for every county, but more or less according to the size of the county, the number of inhabitants and schools, and the amount of work to be done. Let the same rule be applied in this as in any county or territorial office ; let the salary be sufficient to secure the services of competent and experienced men. and certain qualifications be prescribed and enforced as a condition of eligibility to office. — (Report, p. 10.) OFFICE WORK. The work of this office during the last year, says the superintendent, has been very great. The people are perhaps not aware that the territorial superintendent has volu¬ minous official correspondence with school officers throughout the Territory, and although there is no law requiring him to do this work, it has been done out of regard for the best interest of the Territory. The superintendent respectfully suggests (p. 11) that, as a great deal of good can be done by the territorial superintendent for the future prosperity of our beautiful Territory, the office he made a salaried one, aud be given to some one competent to fill it honorably and well. It is not just to expect any officer to work for nothing. Idaho Territory is the only place in the United States where the superintendent is expected to give his services gratuitously. . BOISfi CITY SCHOOLS. “ It is something not to be proud of,” says the territorial superintendent, (report for lS73-’74, p. 7,) “ that at Boisd City, the capital of the Territory, with 269 school child¬ ren, during the whole of 1873 there was no school, and but four months taught during 1874. And the Territory is too poor of itself to remedy this evil, there having been no moneys paid into the territorial treasury on account of sales of school lands.” 488 REPORT OF - THE , COMMISSIONER „ OF„ EDUCATION. TRAINING' OF" TEACHERS. TEACHERS’ INSTITUTE. A lively interest lias been taken in school matters at Bois6 City during the year. On May 18, a teachers’ institute met at St. Michaelis school-house in this city, at which were present several of the teachers of Ada County. But it is to be regretted that many teachers failed to reap the full benefit of this institute by not being present while it was in session. In some States there is a provision of law requiring all the public schools in the county to be suspended during the session of the institute, and also that the wages of teachers shall continue while they are in attendance, because these insti¬ tutes increase the efficiency of the schools, by improving the qualification of teachers, in suggesting to them thoughts, processes, and methods that might not otherwise occur to them, however well instructed in a general way. They point out the difficulties to be overcome in this direction and that ; so that, forewarned and forearmed, they may go to their work, not utterly devoid of some special preparation, but knowing what to anticipate, and how to meet it ; and if these institutes result in securing better methods of teaching, better school discipline, and hence better schools, then there is real justice in such a provision of law. — (Territorial report, p. 4.) • SUPERIOR INSTRUCTION. PROPOSED ESTABLISHMENT OF A UNIVERSITY AT BOISE CITY. In July last, says the territorial superintendent, in his report for 1873-74, (p. 5*,) a meeting was called in Boisd City for the purpose of founding a university at that place, Governor Bennett presiding. The committee to which this matter had been referred reported that the laws of the Territory make no provision for the incorporation of a literary and educational institu¬ tion of the character of the proposed university ; that, in order to organize snch a univer¬ sity upon secure legal foundations, application should be made to the approaching legisla¬ ture for a charter ; that a board of trustees, who had been previously named, should immediately organize, in anticipation of said charter, relying upon the legislature for a confirmation of its acts ; that said board proceed to procure a suitable lot of land within the city limits, or contiguous thereto, and erect a suitable building thereon for a beginning, sufficient for the use of the principal, and for a boys’ and girls’ department, and two assistants ; that such university be started in the coming fall, and its capacity be increased as new demands upon it arise ; that the grounds be inclosed, trees planted, and other needed improvements made ; that, to begin with, a reasonable tuition be required from each pupil, and that the institution be named the Idaho University. An intelligent correspondent, writing from Oregon, (March 27, 1875,) says of this undertaking : “ The proposed university at Bois6 City can hardly be more than a graded grammar or high school at present, if established at all. Such a school would give a good impulse to district schools, if scholars were admitted on examination. But the practical difficulty is to support teachers. All pupils who can pay tuition must be received to do this ; and hence both young children and advanced pupils come, the school is mixed, and the teacher cannot lift it up.” LIST OF SCHOOL OFFICIALS IN IDAHO TERRITORY. Hon. Joseph Pekeault, superintendent of public instruction, Boise City. COUXTY SUFERIXTEXDEXTS. County. Superintendent. Post-oftice. Ada . N. AT. Hawthorn _ _ . Bois6 City. Rocky Bar. Idaho City. Washington. Salmon City. Lewiston. Malad City. • Silver City. Pierce City. Alturas . S. B. Dilley . BoisA . . - _ Henry Merriiinness _ _ Idaho . B. F. Morris . . . . . Lemhi . _ •Tohn Hogan _ _ . _ _ Nez Perces . . . W. P. Hunt . Oneida . B. F. White . Owyhee . .Tames Lyman . _ . . . . Shoshone . - . T). M. Fraser _ _ _ MONTANA. 483 MONTANA. STATISTICAL SUMMARY FOR 1S74. RECEIPTS. From local tax . - . - . $28,039 00 Total from taxation . . — 29, 514 19 From other sources . . . 585 83 Total . 30,258 32 EXPENDITURE S . For sites, buildings, and furniture . . . 19, 783 00 Apparatus . 500 00 Salaries of teachers . 30,258 30 Total . 34, 758 30 Expenditure in the year per capita of school population . 7 90 Expenditure per capita of pupils enrolled in public schools . 15 68 Expenditure per capita of average attendance . 17 79 Expenditure per capita of population 6 to 16 years of age . 13 69 Expenditure per capita of population 6 to 16, including interest on value of school property . . . 14 '65 Estimated value of sites, buildings, and all other school property . . 19, 283 GO SCHOOL POPULATION AND ATTENDANCE. Number of school population 4 to 21 years of age . . 3, 758 Number of males . . . . 1, 935 Number of females . . . 1. 803 Number over 1 6 years of age . 1, 105 Number 6 to 16 years of age . 2,210 . Number enrolled, in schools during school year . 1, 935 Average monthly enrollment . . . 1,750 Average daily attendance . . . . 1, 700 SCHOOLS. Number of school-rooms, exclusive of those used only for recitation . 97 Number of school-rooms used exclusively for recitation . 2 Average duration of school in days . . . 88 TEACHERS AND THEIR PAT. Number of male teachers employed in public schools . . 52 Number of female teachers employed in public schools.. . . 44 Total number of teachers employed in public schools . 96 Number necessary to supply the schools . . . 100 Average monthly salary of male teachers . S72 83 Average monthly salary of female teachers . . . 57 82 The foregoing statistics were kindly furnished this Office by the territorial superin¬ tendent of public instruction, Hon. Cornelius Hedges, on blanks sent out by the Bureau. In respect to this presentation of the school affairs of the Territory, Superintendent Hedges remarks : “ It may look poor by the side of some, but, considering all that we have to contend against, yon would call it very creditable.’7 No territorial report from Montana for the vear 1873-774 has been received by this Office. EDUCATIONAL ASSOCIATION. COUNTY TEACHERS’ INSTITUTE. From an article in the New Northwest, of January 8, 1875, it appears that a conven¬ tion of the teachers of Deer Lodge County, Montana, was held December 30, 1874, for the purpose of organizing a teachers’ institute. Territorial Superintendent Hedges was present, and presided until a permanent organization of the institute was effected. Subsequently several addresses of interest were presented, and afterward discussed by tbe institute ; among others, one on the best means of preventing whispering in school, which involved a spirited discussion of the question of corporal punishment. The preponderance of sentiment was found to he against the indiscriminate use of thfe rod. 490 REPORT OF THE COMMISSIONER OF EDUCATION. LIST OF SCHOOL OFFICIALS IN MONTANA TERRITORY. Eon. Corxelius Hedges, superintendent of public instruction, Helena. COUNTY SUPEKINTEXDEXTS. County. Superintendent. Post-office. Beaver Head . . Jos. S. "Forster _ . . . Eannack City. Sun Fiver. Deer Lodge City. Bozeman City. Jefferson City. Helena. Sheridan. Diamond City. Missoula City. Choteau . John J. Healv . . Deer Lodge . Addison Smith . . ■ ._ . . . Gallatin . . Fran. L. Stone . . . . Jefferson . John J. "Rohhn.tigTi . . . . . Lewis and Clarke . Daniel Searles . Madison . . . Amos Purdum Meaglier . . . Charles S. Holley _ _ _ Missoula . J. "B. "Rnrlcer . .. . _ NEW MEXICO. 491 NEW MEXICO.* Secretary's Office, Territory of New Mexico. Santa F6, Dccembci' 31, 1874. Hod. John Eaton, Commissioner of Education , Washington, D. C. : In reply to yours of 19tli September, requesting a statement of the condition and progress of education in the Territory of NeW Mexico, I hare the honor to submit the following report : New Mexico dates its settlement by Europeans among the oldest in the United States, running back to 1582, and ranking next to San Augustine, Florida, 1565. Its people, as a class descendants of the Latin race, comprise about nine-tenths of the population, and hence constitute the governing class of the Territory. Its early history, down to the American occupation by General Kearney, in 1846, and in truth down to the close of the rebellion in 1865, has been associated with a paternal government, more or less despotic in its administration. Its remoteness on the frontier of the Republic has afforded only a limited opportunity for its people to imbibe the characteristics and spirit of American institutions ver se. Only a few of the industries of the country have as yet obtained a footing, and these are still in their infancy. The habits of the people are simple, their necessities few, and the occupation of the masses is still confined to the ranch and the herd. The rich mineral deposits, from the heretofore-unsettled condition of the country long lain dormant, have barely made a start toward reopening; hence the demand for labor in this direction is limited, and what demand there is is mainly confined to the “Ameri¬ cans,” so called, in contradistinction to the “ Mexicans.” It will thus be seen that the Territory of New Mexico presents a distinctly anoma¬ lous condition as compared with any other State or Territory, with unimportant ex¬ ceptions, whether considered in point of intelligence and enterprise or socially and politically. It is essential to bear these facts in mind in order to an intelligent appre¬ ciation of educational progress in this Territory. Its isolation has in effect been a bar to liberty, except in name, as bequeathed by the republic of Mexico. The same cause, in a great measure, has retained the country much of the time since under martial law. the first authoritative action in favor of public schools in New Mexico, as appears from the journals of the provin¬ cial and departmental juntas of the Territory, was April 27, 1822, immediately follow¬ ing the war for the independence of Mexico. These bodies at that time passed a con¬ current resolution declaring it a duty to provide means for the education of the youth of the province, and that the provisional government would do so. Brevoort, in a pamphlet recently issued on New Mexico, says in this connection: “Those bodies regu¬ larly made provision for the education of the youth of the country in primary educa¬ tion. They do not appear to have ever established any institution of learning here, or indeed to have contemplated giving any but an elementary education to the youth. The salaries provided for the teachers were small, and those at the capital were paid from the public treasury by appropriation, while in the different jurisdictional partidos into which the country was divided, the prefects thereof were required to see that schools were provided, and were maintained by local taxation or from a retained por¬ tion of the rev enue collected for the general treasury.” Here it is well to remark that the peons, or slaves, which until the emancipation proclamation constituted a majority of the population, of course received no benefit from even these x>rimitive advantages, nor have we a right to suppose that in this sparsely-settled country these advantages extended much beyond the county seats and towns of some size. The writer continues : “But since the change of government at that time and the inauguration of new laws, usages, and customs, the state, until within the last three or four years, had ceased in New Mexico to afford any encouragement whatever to the education of the rising gen¬ eration in the Territory, whose legislatures have allowed one generation at least to grow up without any provision, so far as they are concerned, for its education.” The present school law, the substance of which was set forth in my last annual report, was enacted by the legislature of 1371- 72. This law was slightly modified by the last legislature, but is still very far short of a good practical school law, and very far short of what the iutelligent people of the Territory have a right to expect. The act of 1873-’74 provides for annual reports from the supervisors and directors ot public schools to the territorial superintendent, and from the superintendent to the * Special report of Hon. VY. G. Hitch, secretary of the Territory and acting superintendent of public Instruction. 492 REPORT OR THE COMMISSIONER OF EDUCATION. governor ; said report to contain the “number of schools,” ■with the number of “ pupils taught;” the “number of teachers, male and female,” with salary; the number of “pupils in each precinct,” with “average attendance;” and the “ branches taught.” “ In case of the sickness or inability of any of the members of the board of supervisors to fulfill their duties,” the president of the board is “authorized to discharge the duties and exercise the power of the board of the county.” Per diem of board fixed at $3, payable out of the county funds. The superintendent of public schools is made ex officio territorial librarian, vested with the duties and to receive the “emoluments.” This would give the officer a salary of $300 per annum for the performance of the duties of the two offices. Stationery and blanks are also provided. In this connection, it may also be stated that the list of exemptions from taxation was reduced and a stringent law enacted for the enforcement of the collection of taxes. The latter enactments, if properly enforced, could scarcely fail of materially increas¬ ing the amount of the school fund. It may also be remarked that the governor has, thus far, failed to appoint a territorial superintendent under the new law. It is obvi¬ ous that the radical defect of the law, in not vesting proper authority in the superin¬ tendent, and the beggarly pittance of a salary, are sufficient cause for the failure to appoint. No person who possesses the proper experience and ability to fulfill the duties of the office in the present unorganized condition of the schools of the Territory, to say nothing of performing other duties required, can accomplish anything at all satis¬ factory under the law, or for a moment afford to accept it on the salary in this land of high prices and expensive traveling over magnificent distances. The moral grandeur of the position, certainly, would be a rather poor compensation. THE PRESENT CONDITION OF THE SCHOOLS is represented in the following tabular statement for the year 1874 : Statistical summary for 1874. NEW MEXICO. 493 494 REPORT OF THE COMMISSIONER OF EDUCATION. Total number of private schools, 31 ; number of children in attendance, 988 ; number of teachers, 68; English or Spanish — 7 English, 14 English and Spanish, 10 Spanish. School fund, $48,118. Pueblo Indian schools, 8; number of children in attendance, 170 ; number of teach¬ ers, 10 ; teachers’ wages, $50 per month. English school fund, $5,277. Grand total : number of schools, 167 ; number of children in attendance, 6,578 ; num¬ ber of teachers, 221 ; English or Spanish — 24 English, 45 English and Spanish, 98 Span¬ ish. School-fund, $81,918.34. The above statement lacks two counties of making a complete showing of the pres¬ ent condition of education. The statement given is based on authenticated returns from the respective counties represented, and, so far, is as reliable as it is possible to make it in the “present unorganized condition of the school interest, and consequent difficulty of obtaining statistics. The funds of the several counties stated form the only available fund, the amount being partly for the uncollected tax of last year and so much as was collected this year at the time the reports were made respectively. EDUCATIONAL PROGRESS. Casually viewed, educational progress will hardly be admitted. A close examina¬ tion and a philosophical view of the situation in all its bearings are doubtless necessary to discover progress during the past year. From information gleaned from the reports, from private sources, and from the press, one finds sufficient to warrant the belief that there has been substantial progress in the cause of popular education. No small item is a growing belief among the people that schools are a necessity, and a demand for them beyond the ability of school-boards to meet the expense with the present fund. While the number of schools and the attendance are not materially different from those stated in the last annual report of the superintendent, there is, in the counties reported, a reduction in the ratio of teachers to pupils of 10 per cent., making an average of one teacher to thirty-seven pupils. In the same counties there are forty schools in which the English language is taught where there were only eighteen last year, while there has been a corresponding decrease of exclusively Spanish schools. In four different counties reported, books have been furnished to the poor children, and a healthy commencement has been made in the furnishing of school-rooms with suitable furniture and apparatus. There appears also, as evinced in newspaper dis¬ cussions, a concentrated move for uniformity of school-books by counties at least. The discussion will doubtless result in enlarged views, and, it is also to be hoped, in securing the latest and most approved models. The public school system proper of New Mexico, now only in its third year, started without a single public school-houso in the Territory ; without even a desk, black¬ board, or school book ; with no experience whatever in the organization or conduct of a system among the masses of the people in ten out of thirteen counties ; with competent teachers scarce, a.nd school-boards, when properly appreciating the worth of competent teachers, pressed with more applications for the establishment of schools than their limited funds would provide even at moderate wages. Hence, all things considered, we confidently submit there has been substantial progress in pop¬ ular education. There is likewise a growing ambition among the youth to learn trades, and every available opportunity, with the present limited number and variety of trades repre¬ sented, is improved with alacrity. It is gratifying to know that the native youth show an interest and skill in the learning of trades worthy of emulation by youth who boast, and not without reason, of much higher primary advantages. OF PRIVATE SCHOOLS. There has been more marked progress in private schools relatively than we are able to record of the public school. Thus, at the close of 1874 we find reported 31 of this class of schools with 68 teachers where there were last year but 26 schools with 53 teachers. The reduction in the ratio of teachers to pupils is about 40 per cent. ; making an average of 1 teacher to 15 pupils, or less than one-half the average in the public school. On the other hand, the report this year shows 5 more select schools in which Spanish is taught and 5 less in which English is taught. Of the 31 select schools, 21 are confined almost exclusively to the primary branches and 10 may be re¬ garded as academic, and in the main devoted to SECONDARY EDUCATION. Of the class of institutions coming under this head we give the following list, with details : SANTA FE. St. Michael’s College, under the direction and management of the Christian Brothers, chartered under an act of the last legislative assembly, num¬ bers 5 teachers, 58 pupils, and has an income, arising from tuition and board, of . . . . . . $7,690 00 NEW MEXICO. 495 The Academy of our Lady of Light, under the direction and management of the Sisters of Loretto. also chartered under an act of the legislative assembly, numbers 6 teachers, 59 pupils, and has an income, from tuition and board, of . . $7, 890 99 LAS YLGAS. Sisters of Loretto number 5 teachers, 72 pupils, with an income of . . 4, 300 00 San Miguel Collegiate Institute of Eev. J. A. Annin, which, with tuition, books, and stationery, is free to all, has 2 teachers, an average attend¬ ance of 32 pupils, and an income for the general mission work derived from the Board of Foreign Missions, except §300 local subscription, (the mission property, consisting of school-house, church, and residence, is . owned hy the board) . . . . . 1; 800 00 AIORA. Sisters of Loretto number 7 teachers, 80 pupils, and an income of . 5, 500 00 Christian Brothers number 8 teachers, 80 pupils, and an income of . 6, 000 00 LA JUNTA. Methodist-Episcopal Mission School of Kev. Thomas Harwood, free to all, has 3 teachers, an average attendance of 42 pupils, and a net income, de¬ rived from voluntary contributions and for tuition and board, of . . 1, 000 00 TAOS. Sisters of Loretto number 5 teachers, 50 pupils, and an ineome of . Presbyterian Mission School of Eev. James M. Eoberts, free to all, has 2 teachers, average attendance of 36 pupils, and income for the general mis¬ sion work derived from the Board of Foreign Missions, except 8250 vol¬ untary contribution for tuition, of . LAS CRUCES. Sisters of Loretto number 3 teachers, 20 pupils, and an income of . 1, 500 00 Total income of secondary schools . 41, 430 00 These schools are uniformly open ten months of the year, and include in their curric¬ ulum the higher English branches, Spanish, French, German, Latin, and Greek. Here we wish to acknowledge the courtesy of Hon. Jos£ D. Sena in furnishing the data relating to the Catholic parochial schools of the Christian Brothers and Sisters of Loretto. above enumerated, and to add his qualifying note, that “the annual income of all the schools here referred to, except those in Santa Fe County, is estimated, and is as nearly correct as possible from the information obtainable.'"’ NEW SCHOOLS TO BE STARTED. Incidentally, we learn that the Sisters of Loretto are about starting schools — one at Sapello and another at Bernalillo. At the latter place, through the munificent liber¬ ality of a citizen, suitable buildings are in course of construction for the accommoda¬ tion of one of these parochial schools for secondary education. At Las Cruces, in the Catholic diocese of Bishop Salpoint. buildings are erected and nearly completed for the accommodation of St. Joseph College, to be opened in the spring. It is proper to state that most, if not all, of the schools under the Christian Brothers and Sisters of Loretto receive a portion of the public school fund, and supplant, meas¬ urably at least, the public schools of their respective localities. At Albuquerque and La Junta, and possibly in other localities, the Jesuit Fathers have the control of the public schools, and are paid out of the public school funds. In Las Vegas they succeed to the pnblie school as soon as the contract expires with the present teacher. THE LA JUNTA ACADEMIC SCHOOL. Professor Harwood, the only representative of the several schools whose report em¬ bodied any considerable remarks explanatory, says of his school at La Junta, that it is in its fifth year, starting with less than a dozen scholars, mostly a-b-c-darians, occupy¬ ing a small room improvised for the time. A good two-story building has since been erected, of ample size and in modern style. The school roll includes pupils from many sections of the Territory, and even from neighboring Territories, boarding in apartments that some time since ceased to be of sufficient size to meet the increasing demands for admission from abroad. Fifteen ap¬ plicants were rejected during the past year for want of room to accommodate them. Additional apartments are being added to the boarding-house, and hopes are enter- 4, 500 00 1,250 00 496 REPORT OF THE COMMISSIONER OF EDUCATION. tained of soon being able to accommodate the fall demand for admission. The school roll shows an attendance of 70 scholars during the year — 38 boys and 32 girls — with an average attendance of 42. While no scholar is excluded from inability to pay, and the rolls show that one-half the pupils are on the free-list, the school receives no part of the public school fond. In closing his report Professor Harwood says: “We are determined, with God’s blessing, to build up an institution of learning second to none in the Territory.” THE METHODIST-EPISCOPAL MISSION SCHOOLS. In addition to his labors as the principal of the La Junta school during the past year, Professor Harwood has been employed as superintendent of the Methodist-Episcopal missions of New Mexico. In the time thus engaged, we learn from his report he has established three additional mission schools : one each at Civuelita and Peralta and another at a village near Socorro. The latter place is distinctly a Mexican town, with¬ out a single American resident, and the teacher is there on invitation of the people of that village. He is furnished with subsistence, a house, and is promised as much more pay "as they can afford. These three schools have something over twenty pupils each and have an encouraging start. PRESBYTERIAN MISSION SCHOOLS. Professor Annin, of Las Vegas, in his report, referring to the mission property at that place, says : “It seems to me it might properly be submitted to the consideration of the public or of the proper authorities, whether one who teaches a free school and incurs considerable expense to keep up the school, and in furnishing the pupils with almost all books, paper, ink, &c., might not be exempt from school tax.” Professor Roberts, of the Taos school, says : “ During the last year our school has been quite well sustained ; onr pupils are advancing very nicely indeed.” The incompleteness of the returns, which confine information relative to the effi¬ ciency and progress of the secondary schools to general reports, with the exceptions noted, is a subject of regret. THE PUEBLO INDIAN SCHOOLS. Tho last annual report of the Pueblo agent shows 8 schools with 10 teachers, being an increase of three "schools, and having 228 pupils enrolled and 170 attending; an increase in attendance of 63 over last report. The average number of months taught is 8, an increase of 2 months. The branches taught were reading, writing, arithmetic, and geography. Considering the short time which these schools have been in contin¬ uous operation, commendable progress has been made. Of school-houses, one is owned by a Pueblo village, four are rented, and of three the use is donated. With the ex¬ ception of $300 paid by the board of missions, the school fund is paid by the Govern¬ ment. Under the efficient management of the late agent, Mr. E. C. Lewis, an increased interest in schools was awakened among these Indians, and before the fiscal year was completed he found three applications for schools on his hands, which he was unable to supply for want of funds, and from a source where they had previously refused to have schools, except in Spanish. The interest evinced by these semi-civilized people in the education of their children is specially interesting at this time when their tribal rela¬ tion may possibly be exchanged for that of citizenship. It is likewise well in this connection to mention the recommendation of Agent Lewis, in his last report, for the establishment of a training-school for the education of native teachers, not only in the English tongue, but likewise in the mechanic arts ; one object being to separate the pupil from daily intercourse with his tribe and to substitute daily and exclusive intercourse with English-speaking people. In this manner, teach¬ ers might be supplied who are familiar with their native tongue as well as the English language, and a much greater efficiency given to the schools and to the devel¬ opment of the mechanic arts. It is due to the cause of civilization among these Indians to express a hope that the recommendations of the late agent, in this particu¬ lar at least, will receive favorable attention at the hands of the Government before the responsibilities of citizenship are conferred upon them. No intelligent person acquainted with the people of this Territory exists who will not fully recognize that the percentage of illiteracy is deplorably high already, and that it could hardly be other¬ wise than suicidal to increase it with the addition of several thousand Pueblo Indians, not one of whom, among the adults at least, can either read or write the English language, or any other language, for that matter. SCHOOLS AMONG THE NAVAJO INDIANS. The reservation for this tribe is equally divided between New Mexico and Arizona. While Fort Defiance, the headquarters of the agency, is situate over the line, in Ari¬ zona, the communication with the military and the outside world is in and through New Mexico. The agency is associated with this Territory by the Government for all purposes, hence may properly be mentioned in this connection. The treaty between the Government and the Navajos requires a school-teacher and school-house with books and apparatus for each thirty children who can be induced to attend school. There are on tho rolls 3,000 children belonging to this tribe. The work of organizing these NEW MEXICO. 497 schools began about two years ago. From Agent Arny wo learn there have been two schools organized which are now in successful operation, with one teacher each, and an attendance of about thirty pupils each. One of these schools has for its object educa¬ tion in the English language, aud is attended by both Mexicans and Indians ; the other school is industrial, and is doing much towards giving practical experience relative to agriculture and the mechanic arts. There are. some thirty pupils who can read in the First Reader. Other schools are about being established, and will be increased in numbers as required by treaty stipulation as fast as parents can be induced to send their children, until schools are provided for the whole number. LEGISLATION NEEDED. It is much easier to find fault than to carry out systems of schools already es¬ tablished, and much more difficult to glean the essential provisions of the American systems than to practically adapt them to the peculiarities of New Mexico. However well planned a school system, it is a work of time to make it effective under favorable circumstances, and much more so with a people so very generally unused to school systems of auy kind. It is not worth while, however, to despise the day of small things, but better to take encouragement, so long as progress is apparent, and to push on. To this end there is need of further legislation. First. An increase in the salary of the superintendent of public instruction, with such qualifying clauses as would secure experience and competency, to the eDd that modern free schools may be established on a permanent basis. Secondly. Vesting such superintendent with discretionary power aud authority in details of organizing the schools, of reports to be made, aud in the qualification of teachers. Thirdly. Legislation that will authorize the organization of school districts where there is sufficient population, insuring to them an equitable share in the school fund, and the granting to them the power of voting local taxes for the purpose of building school-houses, purchasing furniture and apparatus, and the supplying of any deficiency in the public school fund necessary to the securing an efficient free public school for ten months of the year. Fourthly. A normal school for the education of teachers, located at some central point, and working on the model of those in Illinois, Wisconsin, or other of the States in which the greatest progress in free schools has been made. Fifthly. It should be made the duty of chief school officers tb look well to the stand¬ ard of qualification of teachers, including morals, intelligence, and experience, and to admit no teacher unless he or she be unexceptionable in morals and amply advanced in other essentials to meet the demands of the school in which employment is to be given. To this end competent school officers should be designated by law to frequently visit the schools and to make examinations and report on the progress made. Teachers should be held to a strict accountability ; and, we repeat, morality should constitute a distinct factor in their composition. Sixthly. Girls should have equal chances in every particular with boys in school advantages. IMPROVEMENTS NEEDED. The schools are embarrassed for want of suitable accommodations. Chief of these is the want of proper school buildings, furniture, and apparatus. While probably more schools have been started than are made efficient with the school fund at hand, there are still in the Territory nearly twice as many children without the advantages or schools as there are children on the school rolls. The remedy for this will be found in a^ more faithful assessment and collection of taxes, and an equitable distribution of the school fund, accompauied by the right to vote an additional local tax. Evening- schools might be made advantageous for adults in the towns and neighborhoods when the population is sufficiently numerous. Parents could do a good service by visiting the schools, aud thus lend encouragement by their presence and afford themselves an op¬ portunity to judge understandingly of the efficiency of the teacher, who holds so inti¬ mate a relation to the future well-being of their children. Many boys of a tender age are k'ept employed as herders and in other occupations during the summer months when they should be attending school. Good public schools are a necessity in every commu¬ nity from whatever stand-point viewed. If the Territory is to be made to keep pace with the enterprise and progress of the day, certainly we must have such schools. Immigration, skilled labor, and capital cannot be expected to any considerable extent where they do not exist. SCHOOLS OF MINES. The great variety and richness of the mineral deposits and the immensity of wealth in these latent resources should long since have prompted the establishment of one or more schools of mines in the Territory. No country affords a better opportunity for the practical study of mineralogy, and no country would receive a greater propor¬ tional benefit from the establishment of such schools. The interests iijvolved would seem to make them worthy of favorable consideration by the legislature. 32 e 498 REPORT OF THE COMMISSIONER OF EDUCATION. During the past year two public school-houses have been added, at an expense of $1,500 and $500 respectively. Not to exceed one-quarter of the schools rise above primary instruct ion. The highest wages paid teachers from the public fund is $50 per month. In a few instances this amount is increased by private subscription. The lowest wages paid is $10 per month. The school terms for the year vary from one month to twelve months. GIRLS NOT ADMITTED. Girls are not generally admitted to the public school. This arises from a belief quite generally prevailing in the Territory that there should be separate schools for girls, and not from indisposition to provide for them. In Mora County, if we are correctly informed, separate schools have been established for girls. Girls are also provided for from the public funds wherever the schools of the Sisters of Loretto have been estab¬ lished. Mixed schools are the rule in Colfax and Grant Counties, and it is possible there are other mixed schools in the Territory of which we have no knowledge. Speaking of this class of schools, Jean Paul Richter says : “ To insure modesty, I would advise the educating of the sexes together ; for two boys will preserve twelve girls, or two gills twelve boys, innocent, amid winks, jokes, and improprieties, merely by that instinctive sense which is the forerunner of matured modesty. But I will guarantee nothing in a school where girls are alone together, and still less where boys are.” SCHOOL FINANCES. The amount of the available public school fund for the last year, gleaned from the reports of all but two counties, is $28,523.34, being about $1,200 less than the amount reported for the whole Territory last year. It would seem that, under the greatly-re¬ duced exemptions and the stringent law of 1874 for the collection of taxes, the available school fund should be considerably more than that of the year pre¬ vious. Thus, on examination of the assessment-roll, we find the whole amount of the assessment for 1874, for both real and personal property, after deducting exemptions and including the county of Lincoln as assessed in 1872, amounts to $7,603,772, (an assessment, by the way, less than one-third the amount that it should be, as we are credibly assured, and considerably less than one-half the amount of the assessed valua¬ tion of "the Territory of Colorado before there was a railroad within its bounds.) One-quarter of 1 per cent, being the amount of the property tax for school purposes, the amount finder the above assessment should be . $20, 079 55 Taking the number of votes polled at the last general election, being some 25 per cent, less than the actual number of voters in the Territory, as the amount practicable to collect, we should have from this source for the school fund. . . . . 17,092 00 Amount of school fund if all collected . 37, 171 55 Thus the school fund for 1874 is $9,500 less than it should be under a very low assess¬ ment. The collection of revenue by tax on real property, like the school law, is new ; indeed, was enacted at the same session as the latter ; and also, like the school law, will probably require a little time to secure its approximately-thorough working. Hence, we have a right to expect the school revenuo to increase from year to year. If Colo¬ rado, with a population of 39,864, before railroads had reached the Territory, had an assessed valuation of over $16,000,000, we are certainly within the bounds of proba¬ bility to estimate the assessable value of property, real and personal, in New Mexico, with a present population clearly over 100,000, at $25,000,000. If such estimate be cor¬ rect, and who has a right to question its correctness ; if New Mexico is entitled to become a State and is capable of maintaining the expense of a State of the Union, as her people generally believe the fact to be — we say, if such estimate be correct, the school fund of New Mexico to-day should be $80,000, in place of the insignificant amount now paid into the treasury for that purpose. That it is destined to reach that amount, and more, in a very few years, under the present percentage, we hardly think will be seri¬ ously disputed. Manifestly, there has been a neglect, if not an absolute dereliction of duty, on the part of the revenue officers of the Territory. The disbursements of the school fund of the Territory are as follows : School-house and grounds, Santa Fe . . . $1, 600 00 Paid for rent of school-rooms . . 1> 443 50 Teachers’ wages . 18,639 35 Per diem of school board, (an illegal charge, as will be seen by reference to law of 1874) . 056 50 Books, furniture, and incidental expenses . 2, 405 72 Total disbursements . . 24, 645 07 Rent of school-rooms, school furniture, and incidental expenses are in very many oases either donated by individuals or paid by local subscription. W. G. RITCH. NEW MEXICO. 499 LIST OF SCHOOL OFFICIALS IN NEW MEXICO. lion. W. G. Hitch, secretary of the Territory and ex officio superintendent, of public instruction, Santa F6 COUNTY SUPERINTENDENTS. County. Superintendent. Post-office. Bernalillo . Mariano S. Otero. . . | Albuquerque. Colfax . E. F. Mezeck . ! Cimarron. Dona Ana . Pablo Melendres . 1 Mesilla. Grant . •John A. Ketcham . J Silver City. Lincoln . L. G. Mnrpby . | Lincoln. Mora . Dolores Eomero . I Mora. Eio Arriba . Juan Garcia . . i Plaza Alcalde. Santa Ana. .... _ _ _ _ Andres C. de Baca . j Pena Blanca . Santa Fe. Santa F6. . . . . G. Ortiz Y A In rid . San Miguel . Lorenzo Lopez . v . , . Las Vegas. ' Socorro. Socorro . . . Matins Contreras . , . A mV.fttn Valdez . . . . . . F ernandez de Taos. | Tome. . Valencia . . . Manuel A. Otero . . . 500 REPORT OF THE COMMISSIONER OF EDUCATION. UTAH. STATISTICAL SUMMARY FOR 1874* RECEIPTS. From State tax . , . $15, 000 00 From local tax . . . 18, 883 00 Total from taxation . . 33, 883 00 From rate-bills . 75,953 70 Total . 109,836 70 EXPENDITURES. Salaries of teachers . . 90, 953 70 Expenditure in the year per capita of school population . 4 12 Expenditure in the year per capita of pupils enrolled. . 7 76 Expenditure in the year per capita of average attendance . 10 66 Amount of available school fund . 15, 000 00 SCHOOL POPULATION AND ATTENDANCE. Number of youth in the Territory 4 to 16 years of age . 33, 164 Males . 16, 635 Females . . . - . 16,529 Number enrolled in schools during the year . 17, 742 Average daily attendance . 12, 916 SCHOOLS. Number of school-rooms, exclusive of those used only for recitation . 260 Average duration of school in days . 134 TEACHERS AND THEIR PAY. Number of teachers employed in public schools, (males 209, females 189). . 398 Number of teachers necessary to supply the schools . 260 Average monthly salary of male teachers . . $40 00 Average monthly salary of female teachers . . . . . . 16 00 SCHOOLS OTHER THAN PUBLIC. Pupils'attending schools corresponding to public ones below high schools — males . 579 Pupils attending schools corresponding to public ones below high schools — females . 685 ELEMENTARY INSTRUCTION. niNDERAXCES. In explanation of the comparative brevity of his report, Superintendent Riggs writes : “ In consequence of the lack of a State government, we labor under great difficulties. We have no public lands. We should have free schools, but the argument offered against that is, that they cannot be supported until we get a State government, and get the use of the public lands set apart for school purposes. The educational inter¬ ests are looking up in Utah, and I think we will soon put on a more beautiful garment than now.” STATISTICS. The report of 1873 gives 27,723 as the number of children in the Territory between the ages of 4 and 16 years. In 1874, there are reported 33,297, which shows an increase of 5,571. To educate these 33,297 childreu, there has been paid in private tuition $75,953.70, and territorial appropriation $15,000, which make $90,953.70, or $2.73 per scholar. As only 46.7 per cent., or 15,550, of the school population, are reported as actually attending school, there was $5.85 for each scholar in attendance. APPROPRIATION. The law approved February 20, 1874, appropriating $15,000 yearly, for the next two years, for the use and benefit of common schools, has accomplished a great amount of * Report kindly farnisiied by Mr. O. H. Riggs, territorial superintendent. UTAH. 501 good. Though hut a small amount, it proved to be a spark from -which a flame of interest has been kindled that has never before been witnessed in this Territory. This law requires the trustees of each school district in the Territory to have kept in their respective districts a good school at least three months in each year ; a failure to do so disqualifies them from drawing their share of the public moneys. This being required of the trustees, the county superintendents have been enabled to get a more accurate census of the chiklreu of legal school age, (viz, from 4 to 16 years of age,) and to pro¬ cure school reports from nearly all the districts in the Territory, which before was almost impossible. EXAMINATION OF TEACHERS. The superintendent of common schools of Salt Lake County states, in his annual report of 1874, that the board of examination has held three public examinations, at which forty-three teachers who were examined received suitable certificates signed by the board, agreeably to Section 11 of “Au act providing for the establishment and sup¬ port of common schools.” Previous to the appointment of O. H. Riggs, the present territorial superintendent of common, schools, but little attention was paid to the ex¬ amination of teachers. Soon after his appointment he issued a circular, which was placed in the hands of every school officer in the Territory. The superintendent’s most sanguine expectations were surpassed by this move. County courts that had hot appointed boards of examination proceeded immediately to comply with this portion of the law, and public examinations were held in every county, and suita¬ ble certificates issued to those who were qualified. It has aroused the teachers from a degree of lethargy, and caused them to ask for the establishment of a normal school, that they may become more efficient in the science and art of teaching. LABORS OF THE SUPERINTENDENT. The superintendent, accompanied by the business manager of the Utah educational bureau, has visited each school district in six counties, and will continue to visit in the interests of education throughout the Territory, inspecting schools and school property and delivering addresses on educational subjects. He has placed special emphasis upon the necessity of establishing a normal school, and has proposed that each tax-payer contribute the sum of one dollar, to be applied in the erection of a normal school building, which has been well recoived by the people. He, in connec¬ tion with the Bureau, lias compiled and had printed the school law of the Territory, and placed copies of it in the hands of every school officer and leading man in the community, which will doubtless be of great service. PRIVATE AND CHURCH SCHOOLS. The Salt Lake Collegiate Institute, Salt Lake City, (Presbyterian,) reported, in the autumn of 1874, that it had 55 pupils, 30 male and 25 female, under 3 instructors. Thirty-two students were in an English course and 3 in a classical, the others un¬ graded. Music, vocal and instrumental, was taught. Rocky Mountain Seminary, Salt Lake City, (Methodist Episcopal,) had, in 1873-’74, a total of 216 pupils, with an average attendance of 180, under 5 instructors. Seven of the pupils were in a classical course and 9 in modem languages. Drawing is taught, as well as vocal and instrumental music. It had also the advantage of a chemical laboratory and philosophical apparatus, valued at from 8400 to 8600. St. Murk’s Grammar School, Salt Bake City, (Protestant Episcopal,) is rather more than its name implies, including primary, grammar, and high school departments. It numbered in 1873-74, according to written report, 280 pupils — 151 male and 129 female — under 12 instructors, of whom 7 were pupil teachers, trained in the school. It had 111 free scholarships, all filled, and 18 free scholars unprovided for. St. Mark’s School for Girls, in the same city, (Protestant Episcopal,) had in that year 97 pupils, all female except 4 little boys in the primary department. It also has grammar and high school grades, with 4 teachers. The School of the Good Shepherd, Ogden, (Protestant Episcopal,) had, in 1873-’74, primary and grammar departments, with 125 pupils — 55 male and 70 female — under 3 teachei’3. Modern languages, drawing, and music are taught. St. John’s School, Logan City, (Protestant Episcopal,) had, for the same year, 49 pupils — 29 male, 20 female — under 2 teachers. It had primary and grammarYlepart- ments, and the children were practiced daily in vocal music. SECONDARY INSTRUCTION. • "^La^ *eas* f^ee °f the private and church schools just referred to, pupils are under instruction in high school and classical departments^ but how many are thus engaged, or to what extent their studies reach, only partially appears. Of the 179 students in the preparatory department of the University of Deseret, there is no such information as to enable ohe to judge how far they have advanced. 502 REPOET OF THE COMMISSIONER OF EDUCATION. SUPERIOR INSTRUCTION. The University of Deseret appears to have, thus far, no real collegiate existence, there having been no students sufficiently advanced to enter on a college course. It has its curriculum, scientific and classical, arranged, and its preparatory school in operation, but some time must yet elapse before it can have its college classes. Statistics of the University of Deseret. Name of university. University of Deseret Number of students. 179 Property, income, Ac. ^.9 ® rr*. $2, 880 o cz ; $2, 500 9 .Ef ® 'S § 9 fcfiO: 2, 300 LIST OF SCHOOL OFFICIALS IN UTAH TERRITORY. Hon. O. H. Higgs, territorial superintendent of common schools, Salt Lake City. COUNTY SUPERINTENDENTS. County. Superintendent. Post-office. Beaver . . John P. Lee . . Beaver. Box Elder . A. Christensen . . . Brigham City. Smithfield. Cache . Samuel Boskelley _ _ _ ....... _ ... _ Davis . Jacob Miller . Farmington. Parowan. Iron _ _ _ . _ _ W. C. McGregor . Juab _ . T. B. Lewis . . Nephi. Toquerville. Fillmore. Kano . . . _ . _ _ _ J Martin Slack . . Millard . E. M. Webb . Morgan .. . . . . J. E. Porter . _■ . . Porterville. Piute* . "Rich . . . W. P. Nebeker . . Leketown. Salt Lake . O. H. Biggs . . . Salt Lake City. Manti City. Bichfield. San Pete William T. Beid . Sevier . Hans P. Miller . . Summit C. T. Mills . Coalville. Tooele A Galloway Tooele. W. H. Dusenberry . Provo. Wasatch . Thomas H. Giles . . Heber City. St. George. Ogden. W ashington . J. E. Johnson . ■ . Weber . W. W. Burton . * County abandoned in consequence of Indian hostilities. Settlers returning. WASHINGTON. 503 WASHINGTON. STATISTICAL SUMMARY, 1874." RECEIPTS. Total receipts for school purposes . $39, 294 SCHOOL POPULATION AND ATTENDANCE. Number iu Territory, of legal scbool-age — 4 to 21 — about . 11, 937 Number enrolled iu schools during the school year about . 7, 592 SCHOOLS. Number of school-rooms, exclusive of those used for recitation . 225 Average duration of school in days . 165 TEACHERS. Number of teachers necessary to supply the public schools . 117 Iu reference to the above statistics of the schools, superintendent Judson ■writes : “I have been striving hard to collect the information you desire, and have put off writing from time to time, hoping the county superintendents would respond to my circulars, but the superintendents who have responded have done it so imperfectly that I am not much better informed now than I was when I commenced.” The superintendent estimates the number of school population, attendance, &c., in the three counties which failed to make any report to him, which figures are included in the above. ELEMENTARY INSTRUCTION. No territorial report is at hand from Washington Territory for 1874, reports there being made biennially. Rev. George H. Atkinson, D. D., of Oregon, an intelligent correspondent of this Office, having returned from a visit to the Territory, writes, December 31, 1874, of the schools at Seattle, that, according to a recent census report, there were in that city 560 children of legal school-age — 4 to 21 — 50 per cent, of whom were enrolled in public schools, be¬ sides 42 in the university, which is also free, and a few more in two private schools, showing a fair interest in the cause. The city free schools are kept nine months of the year, and there are one or two county free schools that are kept two terms, or 6 months. Others are only in operation three months. The city and county are reported as “steadily gaining iu population and wealth.” The free schools of Seattle employ six teachers — one male and five females — divided into four grades, averaging two classes each, and occupying three buildings, a central and two ontside, the first for grammar and higher grade, the others for primaries. In respect to the Olympia schools, the same correspondent wrote, in August, 1874, that the citizens had formed a joint-stock company for the erection of a large, cruci¬ form school-building, all the school-rooms being crowded. In November the building was reported almost done. The schools of the city were at that time opening with rather increased numbers, but the existence of two districts was not favorable to the efficiency of the system. There were three schools in the city, under the supervision ot Professor Hall, principal of the high school. The female seminary had closed. The citizens of Tacoma, headed by the superintendent of the Northern Pacific Rail¬ road, were, in August, moving to erect a large school-house, suitable for a graded school, the idea being to establish a better style of education than prevails in neigh¬ boring districts, and thus attract immigration. “ Good schools here,” says Sir. Atkin¬ son, “are a speculator’s argument to advance the price of city lots, and the tendency of sentiment is to free schools as best for the people.” “No teachers’ institutes,” says Dr. Atkinson, “have been held in the Territory during the year, so far as I can learn.” SUPERIOR INSTRUCTION. TERRITORIAL UNIVERSITY, SEATTLE. The location, at Seattle, on Elliot Bay, is easy of access and noted for its health¬ fulness and beauty of scenery. The university buildings are said to be fine and com- ' Re turns to Bureau of Education for 1874, from Hon. J. P. Judson, territorial superintendent of common schools. 504 REPORT OF THE COMMISSIONER OF EDUCATION. modious and the grounds spacious. Young men and women arc admitted on equal terms. Rev. G. F. Whitworth is president. There are preparatory, academic, and collegiate departments. — (Circular of the university, 1874.) Statistics of a university and college, 1874. Kama of university and college. Corps of instruction. ^ Endowed professorships. Number of students. Property, income, &.c. . Number of volumes in library, j 3 u P< S Collegiate. zn ! c5 cfl f-i 11 g tSyZ «4-l S o _ §a. Amount of productive funds. Income from productive funds. Iteceipts for the last year from tuition-fees. 5 GS •s g II 3 .C rt cC (fl % £ ® 1 © 2 "S .2 'CL O f-. "3 bX) to c/j IT olv Angels’ College . 3 56 500 Washington Territorial Uni¬ 3 !... f>0 $50, 000 $15, 000 i$a. ooo 125 versity. 1 LIST OF SCHOOL OFFICIALS IN WASHINGTON TERRITORY. Hon. J. P. Judsox, superintendent of common schools, Olympia. COUXTY SUPEKIXTENDEXTS. ’ County. Superintendent. Cli filial is j Sherman Eafns ClaPam . 1 G. B. Hotchkiss . . . . Clarke . . ! A. S. Nicholson . Cowlitz . King . . . . ! George E. Wliitnorth . Kitsap . . . i Klikitat . J. S. Burgen . Island . ' Eason B. Ebey . Jefferson . ‘ P. E. Hyland . Lewis . C.P.Ir'vis..* . . . - 1 Mason. . | John Campbell . Pacific . j M. S. Griswold . Pierce . ■ John V. Meeker . Skamania, . John W. Brazee . Snohomish . William H. Beeves . Stevens . Moses Drepreis . Thurston . . . I). It. Biglow . . . Walla Walla . A . W. Sweeney . W aukiakum . Whatcom . 1 p. E. Lane . . . Whitman _ . 1 Jackson Eads _ . . . . . San Juan . ! William Bell . -$rr«A*-«v , _ WYOMING. 505 WYOMING. In answer to inquiries the Hon. John Slaughter, superintendent of public instruc¬ tion for this Territory, gives, as the only information lie can furnish, the following STATISTICAL SUMMARY, 1874. SCHOOLS -VXD SCITOOL DISTRICTS. Whole number of school districts . 14 Whole number of public school-houses . 10 Aggregate value of public school-houses and furniture . $31, GOO TEACHERS AXD TEACHERS’ I*AY. Whole number of teachers employed in 1874 . . 20 Whole number of male teachers . 5 Whole number of female teachers . lf> Highest wages paid per school year of ten months . 81. Lowest wages paid per school year of ten months . Average wages paid per school year of ten mouths . . Average wages per month . Whole amount paid teachers in 1874 . 14. SCHOOL ATTEXDAXCE. Whole number of scholars enrolled in public schools . . 1, 000 LIST OF SCHOOL OFFICIALS IN WYOMING TERRITORY. Hon. John Slaughter, superintendent of public instruction, Cheyenne City. county County. Superintendent. Post-office. Albanv . Carbon . Laramie . Sweetwater . Uintah . . Charles Washington . . Ft. Steele. • 5 islii 506 REPORT OF THE COMMISSIONER OF EDUCATION. EDUCATION AMONG- THE INDIANS. Progress is evident in this direction. The policy of concentration, though hindered by the nomadic and predatory character of most of the Indians affected thereby, i3 producing the results which were expected. The massing of the tribes and bands together, as well as the feeding of them by the Government, begins to teach them the inutility of warfare among themselves, or of hostility towards the whites — a continu¬ ance in such courses resulting, as it does, in depriving them of the rations to which they are becoming accustomed, and in some notable instances bringing about the dis¬ arming and dismounting of bands whose predatory habits could be prevented in no other way. But the benefit which is most observable is an enlargement of educational interest and facilities, and a visible industrial improvement. The following table and sum¬ maries, compiled from the returns made to the Bureau of Indian Affairs, illustrate this : ToMc of education and industry. EDUCATION AMONG THE INDIANS. •ssaxp s,uoz|jio xboav oqAv samp up jo xaquiu\r SIS ©fr-T ls2!llss!lg|| ,-Tcf r-T O" r-Tofoo" \ieo.£ oqj Satrap saprxj poaracq o.veq oqAs. .toqimisT : : O O :2 : •6J9qtnoiu-qoraqo jo jaqumx Sail in rf ||S|g n t-T : ill! : : ^',rr 'sSu;p[iuq-qo.iuqa jo xaqtanNj Cl CO CO Cl ^ CO — * l"* Ct Cl • ! !ho •xcoX oqj Satrap soijopos snotSq -ox ^q pojnqiijnoo jan'otay So II §882: 1811 •'SiVTcTof 28 18 to tjT • 8 : § ! cf : 8 8 :S : :§ jl ! |S •s^txeaotssrta jo xoqainjj; j o i • 00 ! * • o •XB9^ eqj Saixnp puex o j poaraoj 9Anq oqAixeqamfj rr- ^ Cl ^ 1-< 0-00 0 •prox treo oqAV. saBipaj jo xaqtnnx il-iSSS : rH~ §g3g&2 Number of scholars. • fc §r§-§rii of. 88 Cl 8§S£§ •S91BK grP15Sijl°sa cf o gggfjg •sxoqonoj jo xaqnm^r §g irtL1° Cl Ci^OOQO ’n •S]ooqos jo xoqnmx | Cl OCJOhO •sSatpjmqqooqos jo xoqaiux ss K^Ot-HeOrt’S'OWH Tji — 1 CO ao o •sasrpuj jo xoquma irjox SllllllllgilllsIsSsslsl «’*" wV^cf •spxreq xo soqixj jo xaqamsj CJ Si ®SCD‘onSS d 1C ; CJ ”22288 : •S9I9U9gn xo eaoijBAX9sox jo xoqmnx oocithcoqoi-cooco— ihwc^c: ! h e c a, o j j 507 a 7,000 Indians not under agent. c 3,149 Indians without agent. e 930 Indiana without agent. g 2,500 Indians without agent. h 1,000 Indians not under agent. cZ390 Indians without agent. / 7,000 Indians without agent. 508 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL SUMMARY. The following recapitulation gives, in addition to tlie totals of tlie preceding table, those -which relate to area of reservation, industry of, and property owned by, the Indians : Number of Indians in the United States, exclusive of those in Alaska Number of school-buildings upon Indian reservations . Number of schools upon Indian reservations . . Number of scholars: males, 5,797; females, 5,161 . . Number of teachers . . Number of Indians who can read: adults, 1,392; youths, 2,616 . Number of Indians who have learned to read during the year . Number of missionaries among Indians . Amount contributed by religious societies : For education . . . „ . For other purposes . . . Number of church buildings . . „ . Number of church members . . Number of Indians who have learned trades during the year . Number of Indians who wear citizens’ dress . . . Size of reserve in acres . . Number of acres tillable . ._ . . . , . Number of acres, wooded . Number of acres, grazing . . . . . Number of acres valueless . ...... Number of acres cultivated by the Government during the year . Number of acres broken by the Indians during the year . Number of acres broken by the Government during the year...- . Number of acres cultivated by the Indians during the year . Number of acres under fence . Rods of fencing made during the year . . . Indians engaged in agriculture . . . . . Indians engaged in other civilized occupations . . . . . 275, 003 232 345 10, 958 407 4, 008 961 111 §11,334 15 25,530 04 • 12S 21, 596 81 43, 953 145, 733, 260 4, 368, 597 7, 807, 970 18, 505, 096 16,865,245 6,810 26, 779 _ 2, 909 317 213 63, 156 589, 138 43,963 2,267 The total product for 1874 of Indian industries, so far as they can be ascertained, is as follows : Produce raised by them : Wheat, bushels . 264,295 Corn, bushels . . . = - 171, 565 Potatoes, bushels . ,, . 346, 919 Turnips, bushels . 16,287 Onions, bushels . 2,519 Beans, bushels . - . 14, 620 Hay cut, tons . . . 160, 082 Stock owned : Horses . . . 338, 936 Mules . 1,593 Cattle . . . - 329,602 Hogs . . - . ■" 443,963 Sheep . o 144,408 Feet of lumber sawed . 8,702,975 Cords of wood cut . . ^ 46,451 Value of furs sold . . . $815, 618 Number of houses occupied by Indians . 18, 179 Number of houses built during the year . 1, 017 COMPARISONS AND PROPORTIONS. It will be seen by the foregoing that the proportion of scholars is about one in every twenty-six of the whole Indian population, an increase in the last two or three years of at least two-fifths. The same average increase is perceived in the number of those who can read and write, while the proportion to the whole is larger of those who have learned to read during the past year. There is a decided increase in the number ol In¬ dians who wear citizen’s dress, a proof of their adopting civilized habits : and the sta¬ tistics given do not show all of those who so accept the situation. For instance, under the head of “ Indian Terr itory,” only 1,300 are recorded as wearing the dress of citizens. In fact, this has reference only to one tribe — the Osages — whose settlement in that Ter¬ ritory has been followed by their almost entire abandonment of nomadic habits and costume. The civilized nations who have been so long settled in the fertile region lying between Texas, Kansas, and Arkansas long since discarded the blanket, and for EDUCATION AMONG THE INDIANS. 509 a generation or more past have dressed in the ordinary clothing of the frontiersman. They number about 66,000 persons, so that it may be fairly claimed that 100,000, or over one-third of the entire Indian population, are clothed in the ordinary garb of the ■white man. Of the several bodies of Indians indicated in the foregoing table, those in New York show the largest proportion of school attendance to population, being 1,418 in a total of 5,140, or more than one in four. These Indians have the advantage of the common schools of New York State, their reservations being districted for that purpose, besides having access to special institutions established for their benefit. Excluding New York, the average school population among the Indians living east of the Mississippi Eiver is as follows : total Indians, 18,505 ; scholars, 2,599 : being about one in seven and one-seventh of the whole. Leaving out the wilder tribes, which have scarcely been brought under civilizing influences, and estimating them at 10,000, we have in the Indian Territory 66,000 persons, with a total reported school attendance of 4,727, or about one in fourteen. This disproportion should be largely reduced, as, in fact, no returns have been received from two of the larger nations. In all probability, the real proportion of at least par¬ tial school attendance during the past year has been among them as one in eleven of the whole population. This is not as creditable to those wealthy communities, which are able to do so much for themselves, as there is good reason to expect. Kansas and Nebraska show very well. With a total Indian population of 9,544 — a portion of which, the Pawnees, being in process of removal to the Indian Territory — they show a school attendance of 1,025, or more than one in nine. These figures do not fairly present their progress, as much of the educational influences they are now feeling come through missionary and other religious channels. For instance, seven church buildings fire reported, with 1,987 communicants, while there are 4,723 who wear citizen’s dress. The Pacific coast Indians (Washington, Oregon, and California,) number 28,624. Of this total there are 9,500 not under any agent. In California a considerable number are resident in and about the Catholic missions, being under the control of the priests thereof. The school attendance is stated at 656, being only one child in every forty- two of the total number. In all other respects the average is about the same. Yet these Indians are peaceable and quite industrious. The position in other sections is hardly worthy analysis, the totals are so small. The report of the Commissioner of Indian Affairs for 187 4 gives an interesting “census of the tribes bi classes. “ In the first class are enumerated 98,108, who may be catalogued as follows : 46,663 out of about 53,000 Sioux ; 420 Mandans ; 1,620 Gros Yentres ; 4,200 Crows ; 5,450 Blackfeet, Bloods, and Piegans ; 6,153 Utes in Colorado and New Mexico ; 9,057 Apaches in New Mexico and Arizona : 2,000 Navajoes in New Mexico; 4,975 Kiowas and Coman- ches in Indian Territory; 6,318 Cheyennes and Arapahoes in Indian Territory, Wyo¬ ming, and Dakota; 5,352 Chippewas in Minnesota, Wisconsin, and Michigan; 300 Nez Perces in Idaho; 1,600 Shoshones and Bannacks in Wyoming; 1,000 Shoshones and Bannacks in Oregon. “ The second class, to the number of 52,113, is summed as follows : .5,769 Chippewas and Menomouees in Minnesota and Wisconsin ; 338 Sacs and Foxes in Iowa ; 4,622 Sioux, 730 Poncas, and 975 Arickarees in Dakota \ 3,289 Pawnees, Omahas, Otoes. and Sacs and Foxes in Nebraska ; 1,829 Flatheads in Montana : 2,700 mixed Shoshones, Bannacks, and Sheep-Eaters in Idaho and Wyoming ; 1,200 Nez Perces in Idaho ; 355 Kickapoos, 365 Kaws, 345 Comanches, and 2,372 Osages in the Indian Territory : 1,200 Pi-Utes on res¬ ervations in Nevada ; 575 Utes in Utah ; 1,900 Mojaves, Chimehnevas. and Hualapais in Arizona ; 9,068 Navajoes in New Mexico, and 15,056 among the different tribes in Washington Territory, Oregon, and California. “The third class, numbering 100,085, includes 5,140 Senecas and other Indians in New York; 11,774 Chippewas and other Indians in Michigan, Wisconsin, and Minne¬ sota; 2,760 Sioux at Sisseton, Santee, and Flandrean agencies; 226 Io was and 1.785 Winnebagoes in Nebraska ; 750 Pottawatomies and Kickapoos in Kansas: 500 Osages, 16,000 Choctaws, 13,000 Creeks, 6,000 Chickasaws, 2,438 Semin oles. 17,217 Cherokees. and 4,141 belonging to smaller bands, in the Indian Territory ; 1,000 Eastern Cherokees in North Carolina : 1,307 Nez Perc6s in Idaho : 5,122 Yakamas and others in Washing- tori Territory, and 10,905 Pueblos in New Mexico and Arizona. “ Within the third class, modified somewhat, might he included 4,300 Pimas and Maricopas, and 6,000 Papagoes, in Arizona, and a majority of the 5,000 Mission Indians in California, all of whom were once citizens under the Mexican government, and all receiving no governmental aid beyond the care of an agent and a small disbursement for educational purposes; and if at anytime during the last generation it had been possible for them to have received suitable lands in severalty, they would now he in as tolerable a condition of comfort as most of their white neighbors. “A fourth class of roamers and vagrants might he enumerated, consisting of 600 510 REPORT OF THE COMMISSIONER OF* EDUCATION. Winnebagoes and Pottawatomies in Wisconsin ; 250 Sacs and Foxes in Kansas, known aa Mokohoko’s band ; 6,000 Shoshones, and others, in California ; 2,500 Indians on the Columbia River ; 1,945 Western Shoshones in Nevada ; 3,221 Utes in Nevada, Utah, Colorado, and Arizona ; 2,420 Yumas, and others, in Arizona, and 500 scattered Indians in North Carolina, Tennessee, Georgia, Florida, and Texas.” SUMMARY REVIEW OP THE CONDITION OF THESE CLASSES. In order to clearly apprehend, not so much the past and present progress achieved, but what is more important, that which the near future holds out, it will be worth while to briefly state what the officers in direct relations with the Indians believe to be the situation. With regard to the wild tribes, communications between them have been almost severed ; they no longer roam at will over large areas; are most directly under the observation of military forces ; are becoming accustomed to being fed, which removes one and a chief inciting cause of nomadic life and predatory warfare from the path. Firmness and a gradual but greater concentration of the different nations will soon bring them into the second class. At present it is believed that a general Indian war could not be inaugurated, for not over five hundred warriors would be able to get together in any one place. These facts point the way to appreciable results at a not distant day. The Indians embraced in the second class have broken away from most of their old practices, and are coming directly under religious and other elevating influences. For this class a large increase of school facilities and generous assistance in furnishing teachers of trades and agriculture are needed. The civilized class, as they may fairly be termed, are not making that rapid progress at present which might justly have been expected from their past history. The reasons are obvious. Their tribal conditions — common ownership of the land, waut of judicial and civil authority, &c. — are not only in the way of better assimilation, but are in fact used by the better-educated leaders among them to keep them in dependence on their authority. Each class is at present, as such, opposed to chaugo, and so neither the communal nor individual system of citizenship is allowed fair opportunity to work out its proper results. INDUSTRY AMONG THE INDIANS. An interesting inquiry has been made during the past year as to the number of In¬ dians performing manual labor on their own land and for others and as to those who have different occupations. Industry and education go side by side, especially with a race whose life has been and now is entirely of an objective character. Under the direction of the board of Indian commissioners, a circular * was sent to a large number of persons— agents, teachers, missionaries, and others, like Bishops Hare and Whipple., Senator Howe, &c. — whose lives and experience have led them to a knowledge of the Indian character and habits. The character of the replies can be seen from the follow¬ ing extract of a letter written by Richard Chute, esq., of Minnesota. He says : * Board of Indian Commissioners, Washington, D. CL, August 10, 1S74. Dear Sir: Tlie board of Indian commissioners invites your attention to the following extract from the laws pertaining to the administration of Indian aftairs : (Act of June 22, 1874.) “Sec. 3. That, for the purpose of inducing Indians to labor and become self-supporting, it is hereby provided that, in distributing the supplies to the Indians for whom the same are appropriated, the agent distributing the same shall require all able-bodied male Indians between the ages of 18 and 45, to perform service upon the reservation, for the benefit of themselves or of the tribe, at a reasonable rate, to be fixed by the agent in charge, and to an amount equal in value to the supplies to be delivered. And the allowances provided for such Indians shall be distributed to them only upon condition of the perform¬ ance of such labor, under such rules and regulations as the agent may prescribe : Provided, That the Secretary of the Interior may, by written order, exempt any particular tribe from the operation of this provision where he deems it proper and expedient.” The commissioners are seeking full information relative to the following subjects, and will thank you for an early reply to their inquiries : 1. To what extent have the Indians under your supervision been engaged in manual labor ? How have they been employed, and with what results ? 2. To what extent is it practicable, with your present facilities, to increase the employment of Indian labor in the cultivation of lands or otherwise on your reservation ? 3. Are the Indians of your agency employed as laborers outside the reservation ? If yea, to what extent ; and what progress have they made in civilization in comparison with those who have remained on the reservation ? 4. In your judgment, what means will the soonest bring all able-bodied Indians of your agency into a condition of self-support 1 Your reply to the foregoing inquiries, together with such general suggestions touching measures for the promotion of the welfare of the Indian as you may choose to make, will be gratefully received by the board of Indian commissioners. Please address Hon. F. H. Smith, secretary of the board, 'Washington, D. C. Yery respectfully, your obedient servant, CLINTON B. FISK, Chairman ■ EDUCATION AMONG THE INDIANS. 511 ‘•We must build on the ideas of the Declaration of Independence and the amended Con¬ stitution, and proceed to sectionalize and divide all reservations. Give the adult Indian the right to select one hnndred and sixty acres of land where he chooses for a homestead, either on or off his present possessions, and ip the patent specify that it is inalienable for, say, thirty years. Abolish his tribal relations, and deal with him as an individual. Let us have no more removals ; abandon the plan of isolation with the hedging-in policy : don't treat the Indian as a pariah, but give him the full protection of law, and make him amenable thereto. Compound all food and money annuities for annuities of clothing, articles of husbandry, seeds, &c.: make a civilization fund, which shall be expended under the auspices of the several religious organizations of the land, super¬ vised by a board of Iudian commissioners, and teach him that, next to the Gospel, the greatest boon which he can receive at the hands of the white man is to be made a civ¬ ilized citizen of the United States, and share with ns the duties and privileges of its Government. When you do this, you have solved the Indian question." The result of these inquiries is summed up as follows : Thirteen thousand of those residing east of the Mississippi are reported as industriously laboring in various occu¬ pations; about sixty-live thousand are employed in the Western Mississippi Valley, chiefly at farming and herding. In the Southwest and central Territories and States — New Mexico, Arizona, Colorado, Utah, Nevada, and California — about eleven thousand, out of about sixty thousand, are at work. In New Mexico and Arizona, silk and woolen goods are manufactured. In the Northwest, not over one-eighth, or six thousand, are steadily at work. The total estimate of those who may be classed as laborers is about ninetv-ffve thousand. EAST OF THE MISSISSIPPI. XEW YOIiK INDIANS. The agent says, of the condition of the schools among the confederated nations there, that the average attendance during the year has been 908, an increase of 97 over that of 1873. The number of schools is 30, length of term 32 weeks, and enrollment 1,418 out of a school population of 1,870. Twelve of the teachers employed are Indians. The Friends maintain a boarding school adjoining the Allegany reservation, at which, during the year, there has been an average attendance of twenty-five scholars. A teachers’ institute was held on the Cattaraugus reservation during August, 1S74, at which 36 teachers were in attendance. The Thomas Orphan Asylum is maintained by appropriations of the General and State Governments, the cultivation of the farm attached thereto, and by amounts given by the Indians. It is an excellent manual- labor and boarding school, and over one hundred children arc now kept there. MICHIGAN. The Ottawas and Chippewas, 6,170 in number, hold their lands in fee-simple, are no longer under tribal relations, are self-supporting, and exercise the rights of citizens. They have done well in agriculture, but have had only one small district school in operation during the past year. They are as yet unable to support schools themselves, and, since the dissolution of their tribal character, have received no outside assistance. The L'Anse Chippewas of Lake Superior, numbering 1,118, have two day and two night schools, with 226 scholars, and also two mission- schools. The Chippewas of Saginaw. Swan Creek, and Black Eiver, 1,575 in all, have ten schools, three supported by the Government and seven by the Indians, which were attended by 283 pupils. The Huron Pottawatomies, 60 in number, maintain a good day school, which nearly all their children attend. WISCONSIN. The Green Bay agency has three tribes under its care : the Oneidas, Menomonee*, and confederated Stockbridges and Munsees, numbering 3,000 in all. Five schools are organized, two being mission : the enrolled pupils are 331 and the average attendance is 142. La Pointe agency has seven bands of Chippewas, located in Wisconsin and Minnesota, under its charge. They number 4,999 : are prosperous and industrious. Two schools, day and night, with 105 pupils, are well cared for and attended. At the Bad Eiver reservation there is a manual-labor boarding school, in which 26 pupils are cared for and taught ; two other schools, day and night, have been sustained, with 148 pupils. The superintendent says that within two years and a half the children have shown great progress. They then came wild from the woods : now, many write intelligent letters and read well. They work in the household and on the farm, and do well. He says*L ** Next to the manual-labor boarding school in exerting a civilizing and elevating influence, stands the day school. This, with us, has been a more marked success than such schools on some other reserves. ‘•' Besides the day school, we have also tried a night school during the past winter, which met with great acceptance, particularly among those young men who are obliged to labor hard all day. From early in November, up to the time of their moving to their sugar bushes, the night school was. their favorite place of resort ; and not only young 512 REPORT OF THE COMMISSIONER OF EDUCATION. men, but even some veil advanced in life, were quite regular in tbeir attendance and assiduous in tbeir efforts- to acquire knowledge. Of the good effects of tbis night school I can scarcely speak too highly ” The Chippewas of Lac Court d'Oreilles, Fond du Lac, Grand Portage, Lac de Flam¬ beau, and Bois Forte number in all 3,53(1. They have among them six schools and about one hundred aud fifty pupils. Very little had been done before 1873 for their advancement, but the first and last named bands are doing very well. The mission school at the Bad River reservation is mainly supported by the Presbyterian Board of Foreign Missions. MINNESOTA. The Indians in this State, are all Chippewas, and number 7.663. They arc under charge of three agencies : White Earth, Leech, and Red Lake. Several bands are living at other points, but gradually all are being concentrated at the points named. At White Earth there are four school-buildings, 146 Indian houses, several workshops, and houses for employes. Three years ago those gathered here were nearly all blanket Indians. Three schools are now under way, and there is an excellent Episcopal Church building and a congregation of two hundred members. The Bishop Whipple Hospital is located here. There is a native presbyter stationed here. The Pembina and Mille Lacs Chippewas are, as yet, quite nomadic in their habits. They work in the lumber camps or fish in the lakes for a living. No schools exist among them. At the Leech Lake agency there is but little progress. The school is intermittent, industry is feeble, and the Indians are dissipated. The Red Lake agency makes a better report. Manual labor is viewed with less distaste, and some of the chiefs are setting good examples. A comfortable school-house has been completed and occupied by a day-school, with an average of ten or twelve scholars daily, at the last report. The missionary work is being pressed, and some additions have accrued to the church. The Indians offer §1,000 from their lumber fund towards establishing a boarding school. CENTRAL MISSISSIPPI VALLEY REGION. IOWA. A small band of the Sac and Fox tribe has been wandering in this State. Their numbers, swelled by straggling Pottawatoinies and Winnebagoes, are now 338. They hold in fee-simple 419 acres in Tama County. A school is established, but their incor¬ rigible vagabondage prevents this being of very great service. NEBRASKA. The Indians in this State are under the control of the Friends and of the Episcopal Church, respectively. They number 7,528, in eight tribes or bands : and, on the whole, these are doing very well. There are 16 school-buildings, 17 organized schools, 20 teachers, and 690 scholars. The Santee Sioux have a good boarding and manual-labor school, with 3 teachers and 36 pupils ; it was put in operation last year. They also have five day schools. The Wiu- nebagoes have also successfully opened a similar institution, calculated to accoipmodate 80 pupils. They have three day schools in operation, with 147 pupils. There is a good farm attached to the boarding school, which is now being worked by the pupils. The Iowas have adopted citizen’s dress, live in good houses, and work well on their farms. It is reported that “in education these tribes are far in advance of most of their ijace. Out of the 323 Indians, 50 can read in English, and a prosperous school of 52 pupils is main¬ tained, with an average attendance of 48. A Sabbath-school, in which the Indians are much interested, is well attended. ” There is also an excellent industrial school for orphans, supported by the tribe. The Sacs and Foxes of Missouri are making little progress. The schools among the Omahas are reported to be well attended and the children are making good progress. The Otoes maintain a good day school, which was open last year for ten months, with an attendance of about 25 out of an enroll¬ ment of 71. The Pawnees have been breaking up, preparatory to their permanent removal to the Indian Territory. As a result, their schools have not been well at¬ tended for several months past. The manual-labor school, with its farm of 25 acres, was quite prosperous during 1874. It provided for 82 pupils. The two day schools had an attendance (not regular) of 75 children during the same period, A large amount of earnest and successful work has been done among the Iudiaus in Nebraska, not only by the Friends, to whom the selection of the agents is confided, but by the missions of the Protestant-Episcopal and Presbyterian Churches. Industrial schools under their auspices have been started. A good hospital was provided last year for the Santee Sioux, and the church services were fully attended. A flourishing night school and an industrial school for girls have been maintained at this agency. Besides these efforts, the progress in industry has been quite marked on all the reserva¬ tions. KANSAS. The few Indians remaining in this State are fast becoming, like the Wyandottes, Munsees, Ottawas, most of the Pottawatoinies, and Shawnces, ready to take their EDUCATION AMONG THE INDIANS. 513 lands in severalty and lose their tribal identities. The Kickapoos are doing •well. They have a good boarding school, with sixty pupils therein; and two churches, under native pastors, have a membership of 135 — more than one-half of the tribe. The Fottaw atomies are tho.se known as the “Prairie band.” They number 467, and hold their land in common. The balance, 1,400 .persons, received their severalty and are now citizens. Quite a large number, however, migrated to Mexico, and, with other “ refugee” Indians, have become regular raiders on our borders. Those in Kansas are improving, and are now sustaining, with Government aid, a manual-labor school, with 43 pupils. THE INDIAN TERRITORY. This tiekl is the most important, in an educational sense, of any in the Union. It con¬ tains six agencies and thirty-six different nations and tribes, numbering over 76,000 persons. The total number of schools reported to the Indian Bureau is, for 1874, 172, with 177 buildings, 189 teachers, and' 4,727 pupils. Fifteen missionaries, 61 church buildings, and 3,870 communicants are reported. This, however, is not a full state¬ ment, nor does it illustrate fairly the advanced condition of these people, the most of whom live under written constitutions and laws providing for public school systems. The Quapaw agency is the first to he noted. There are seven different bodies under its direction, representing tribes gathered from New York to California and Oregon, the remnants of the Modocs from the ill-famed lava-beds being the last received here. The total population is 1,271, with a reservation of 201,667 acres, or not quite 164 acres mr capita. There are three mission schools here on the industrial plan and one day school. The school enrollment reported for 1874 was as follows : Seneca, Shawnee, and Wyandotte, 84; Ottawa, 34; Quapaw and Modoc, 73 ; Con¬ federated Peoria, Ac., 41 — total, 232. Average attendance was as follows : Seneca, Shawnee, and Wryandotte, 41 ; Ottawa, 20 : Quapaw and Modoc, 50; Confederated Peoria, &c., 20 — total, 131. The agent says : “The progress of the children in their studies has been very gratifying; as good, as a general thing, as that of white children, taking into consideration that with most of them they have to acquire a strange language as well as their literary attainments. Where tribes have a sufficient school fund, it should he used to its fullest extent for literary and industrial education ; and in cases where there are no funds, it will he, in the end, a saving to the Government if it should make ample appropriations for this object. The sooner they are educated and prepared for citizenship, the sooner the expense will cease.” The Sac and Fox agency has three bodies under its control; in all. 1,693. Their reservation contains 483,840 acres, and 1,425 are under cultivation. The Sacs and Foxes have a good manual-labor school, with 28 children in it. There were only 48 of the school age last year on their reservation. The Shawnee day school had an average of 20 scholars. The Osage agency now has charge of that tribe and the Kaw or Kansas Indians. The Osages number 2,872 ; the Raws, 523. The first tribe have a large number of mixed bloods, who are educated and wear the white man’s dress, and there are three large bands of full bloods, who are also settled as farmers. Others are improving. Quite an increase of industrious efforts is noted.. A manual-labor school, designed for 75 pupils, received 90 during 1874. A mission school is also maintained at tbe old agency in Kansas, with 35 mixed-blood children in attendance. Some of the boys are learning trades and the girls are instructed in household work. The day school for the Kaws had an attendance of 54 and the building for the hoarding-school was completed during the past year. The Union agency has under its care the four civilized nations of this Territory : the Cherokees, 17,217, (including 1,300 colored citizens of the nation;) the Seminoles, numbering 2,433; the Creeks, about 13,000, (including 2,Q00 colored;) and the Choc¬ taws and Chickasaws, (confederated,) numbering 22,000, occupy a territory that has a joint area of about 28,000,000 acres, of which about 150,000 are under cultivation. Their school reports are as follows : llations. Day schools. Estimated attendance. dherokees . *65 5 131 ;G7 1, 900 120 750 1, 650 Seminoles . . Choctaws and Chinlrasaws _ . _ , _ _ • 4,420 * Seven are for the freed people. t Five are for the freed people. Three of them, having 200 pupils; arc under the charge cf missionary teachers. 1 In this nation several are conducted on tho hoarding school plan. 514 REPORT OF THE COMMISSIONER OF EDUCATION. The Cherokees maintain a female seminary, with 70 pupils; also an orphan asylum, in which nearly 100 children are provided for. A new building has been erected. Both are supported by the nation and from the interest of trust-funds held by the General Government. The Creeks maintain three good boarding schools, with 120 male and 60 female pupils. There are several well-managed and prosperous schools of a similar character among the Choctaws. The Chickasaws have a plan of “ farming out” such schools, "which does not increase their efficiency. The freed people among these con¬ federated nations are not in a good condition." Schools at Fort Arbuckle are main¬ tained for their benefit, and they are chiefly settled in that neighborhood. The Wichita agency has under its charge 1,897 Indians, embracing the affiliated tribes of Caddoes, Delawares, Ionies, Wichitas, Tawacamies, Comanches, and Pawnees ; nearly all well-to-do and industrious. They have two schools and buildings, one a day and the other a boarding school. During the past year they had 111 pupils. The Kiowa agency also embraces control of the Comanches ; while the Cheyenne includes the Arapahoes. They have under them 6,740 Indians; of these, the Arapa- hoes, 1,644 in all, are the most loyal, and appear determined to become a civilized and settled people. Their boarding school had 45 pupils, and that at the Kiowa agency 39, during 1874. THE CENTRAL AND NORTHWESTERN TERRITORIES. DAKOTA. The “Indian problem” is at present localized in this Territory, with its 48,455 Indians, chiefly of the Sioux Nation, all but about 5,000 of whom are only slightly re¬ moved from their primitive condition. They ha,ve been “ localized ” on reservations to a very large extent, and so are under more efficient control than was the case three years since. The total number of schools, &c., is thus reported: Buildings, 20; schools, 17 ; teachers, 25 ; pupils, 550 ; Indians who can read, 277 ; amount of money contributed by religious societies, $4,755; church buildings, 7 ; members, 762; those who have learned trades in 1874, 10 ; wearing citizen’s dress, 2,101. The Sisseton and Wahpeton Sioux at Devil’s Lake, bands of the same at Lake Tra¬ verse, with the Flandreaux on the Big Sioux River, and the Yanktons south of Yankton are those who have settled to farming and otherwise abandoned wild habits. The first reservation has a good manual-labor school and building and the last are improv¬ ing rapidly, following hand-loom- weaving, basket-making, and sheep-raising among other occupations. They are under the religious direction of the Episcopal Church, which has erected a large stone building for a boarding school for boys ; they also con¬ duct one for girls, with three day schools. Two other day schools are supported by the Presbyterians. Over 200 pupils attended during 1874. There are five church- buildings, six churches, and 525 members. The Flandreaux Sioux have a good day school, with about 40 on the roll. Next to these tribes, in the order of progress, come the Yanktohnais, Blackfeet, and Oncpapas, located on the Missouri, and numbering in all 8,540. There was neither church nor school during 1874. The Ponca Indians, numbering about 730, have had an organized school with teachers, but few Indian scholars. The Fort Berthold and Blackfeet agencies are among the most distant. The Indians at Berthold are regarded as permanently friendly, and the others are mere rovers, seldom visiting the agency, except the Piegans who have settled there. There is a day school at Fort Berthold, with 45 pupils, and one at the Blaekfeet agency, with 26, the first time any of them ever attended. All the other Sioux tribes are under the charge of agencies at Cheyenne River, Crow Creek, Red Cloud or White River, and Spotted Tail’s reserve, the latter being ten miles south of the Nebraska line, and likely to be removed. The Ogallalla (Red Cloud’s) Sioux have heretofore had no educational work done among them. A school¬ building has been completed and a small school is to be organized at the Crow Creek . agency. A small school of six boarding and nine day scholars has been kept up, and during the winter of 1873-’74 a branch school was opened, in camp, seven miles below. It is proposed to open a similar school, in camp seven miles above, during the winter of 1874-75. At the Cheyenne River agency during 1874 a boarding school and two day schools have been sustained mainly by benevolent contributions, with an attendance of 139 pupils, of whom 72 have learned to read during the year. Two of the seven teachers are Indians. MONTANA. The Fort Peck and Fort Belknap agoncies are so located that the wild Indians they are designed to reach and control belong as much to Dakota as Montana. There are no schools yet established. The Flathead agency has under its charge 1,829 Indians. EDUCATION AMONG THE INDIANS. 515 They have one boarding and one day school, with 78 scholars in both. At the Lemhi agency there are about 1,000 Indians, who are working well, and many of whom wear citizen's dress. % They have built -a house, and have had a school in operation for nearly a year, with a small attendance. In this Territory there are 48,955 Indians, with 0 school-buildings, 4 schools, G teachers, and 128 scholars. IDAHO. There are but two agencies, Fort Hall and Nez Percroceeded to discuss the legal aspect of the rebel¬ lion as a matter for historical research. The report of the librarian, S. F. Haven, LL. D., showed that the use of the library by writers and historical students since the last meeting had been continual and increas¬ ing. The total number of hooks received Was 2,114, and of pamphlets, 3,280. Of these, 1,598 books were by gift, besides 32 maps, 17 photographs, 2 charts, 68 engravings, 7 stono implements, and 4 autographs. The report announces the near completion of the fifth and sixth volumes of Archaeologia, consisting of a revised and enlarged edition of Thomas’s History of the American Press to 1776, with catalogue. Hon. George F. Hoar raised the question of the wisdom of the investment of the per¬ manent funds of the society, and suggested the investigation of the history of trust funds, which have existed from the Sliddle Ages, as a proper topic for a paper before the society. He said that tlie number of trust funds now being established is very large, more than $8,000,000 having been contributed to such a purpose last year. On motion of Rev. R. C. Waterson, of Boston, a resolution was adopted requesting Mr. Hoar to prepare such a paper. On motion of Rev. E. E. Hale a committee of fivo was appointed to bring together brief and authentic accounts of the origin of the names of the several States and Ter¬ ritories. — (College Courant, November 7, 1874, p. 211.) AMERICAN INSTITUTE OF INSTRUCTION. The annual session of this institute was held at North Adams, Mass. For forty-five yearn the members of this body have regularly met to consider and discuss the various modes of education in our schools and colleges, and it is owing in no small degree to EDUCATIONAL CONVENTIONS AND INSTITUTES. 521 their labors that the different systems of instruction in the towns and cities of New England have proved so efficacious in their results. Papers were read by Mr. Sawyer, of Middletown, Conn., on “ School management and business principles by Ron. JAY. Bieknell, of Rhode Island, on “ School supervision by Samuel Thurber, of Syracuse, on “Anarchy,’’ going over the same ground as the former one. and comparing the German aud American systems of*school government and school supervision ; by \Y. A. Maury, of Providence, on “The purchase of Louisiana, aud seme of its results by A. H. Davis, of the Worcester High School, “A chapter in United States history by Rev. L. C. Seelye, of Smith College, Northampton, on “The need of colle¬ giate education for women,” and by Miss Edwards, of Mt. Holyoke, on “The true dial of teaching.’’ All these papers, as embodying the opinions of professional teachers, who who have made education a special and profound study for many years, were of more than ordinary value. — (Maine Journal of Education, September.) CENTENNIAL OF CHEMISTRY. A meeting was hold at Northumberland, Pa., on July 31, 1874, to celebrate the hun¬ dredth anniversary of the birth of Priestley, the father of chemistry. Telegraphic communication was had with the Priestley memorial committee at Bir¬ mingham, England, where a marble statue representing Priestley discovering oxygen, presented to the town by the committee, through Professor Huxley, was that day un¬ veiled, and greetings were sent “from the brother-chemists at the grave to their brothers at the homo of Priestley.” Prof. T. Sterry Hunt, of Boston, delivered an extended review of the century’s progress in theoretical chemistry. A committee of live was appointed to co-operate with the American Association for the Advancement of Science, at the next meeting, in estab¬ lishing the chemical section on a firmer basis. In the evening the grave of Priestley was visited by at least 500 persons, including many ladies, who repaired to the cemetery, which is situated on the outskirts of the town, where they listened to a beautiful address by Prof. Henry Coppee, of the Lehigh University, who, at short notice, acted in the place of Professor Henry, of Washington, who was unable to be present. — (College Couraut, August 29, pp. 90,91.) MEETING OF COLLEGE PRESIDENTS. The presidents Gf nearly all the leading colleges in the United States met at Han¬ over, N. H., in November, 1874, and discussed, among other things, college regattas and boating, taxation of college property, optional studies, and the comparative im¬ portance of classical and scientific studies, and the college and the university system. It was resolved not to interfere in regattas and boating in Jny way. While the influ¬ ences attending these pastimes might divert attention somewhat from study, and so lower the standard of scholarship, the physical training and development secured more than compensated for any evil effects resulting therefrom. Presiden t Eliot, of Harvard , and President Chadbourne, of Williams, among others, took strong ground against the taxation of college property. President Eliot warmly argued in favor of optional studies, .stating that this is the only country which compels a student to study pre¬ scribed branches after the age of 19. Classical and scientific studies were then com¬ pared, and each side had its advocates. President Robinson, of Browm, urgeTl the greater importance of the classics. The general opinion was that the languages and sciences sfiould he studied, as means of mental discipline only, dnring freshmen and sophomore yea’rs; the succeeding years — junior and senior — should be devoted to ^philosophy, literature, aud special sciences, leaving the languages and mathematics optional during the junior year. — (American Educational Monthly, December, 1874, p. 566.) AMERICAN SOCIAL SCIENCE ASSOCIATION. This association met at New York on May 21 and 22, 1874. The morning session of the first day was devoted to a conference between the health boards of the different States and cities aud members of the executive committee of the association, Prof. Charles F. Chandler, president of the New York board of health, presiding. Addresses were delivered aud papers read by Jackson S. Schultz, giving some of his recent observa¬ tions at Paris as to the excellence of the abattoir system there existent, and the economiz¬ ing of meat in Europe in contrast with onr waste of it ; by Da. J. Foster Jenkins, on tent- hospitals ; and by Alfred L. Carroll, M. D., on the importance of the study of hygiene. George T. Angell, president of the Massachusetts Association for the Protection of Animals, Then read a paper on the “ Protection of animals ; ” and Prof. George Walker opened the evening session by the reading of a brief paper on finances. A report upon the financial question was read by Prof. W. G. Sumner, and a paper by Dr. D. F. Lincoln 522 REPORT OF THE COMMISSIONER OF EDUCATION. upon “ School hygiene,” in which the importance of greater care in the ventilation of school-buildings was strongly urged. The next morning a conference of the hoards of charities and health was held, at which papers were read by Dr. Elisha Harris and Dr. Stephen Smith on the “ Regis¬ tration of vital statistics.” In the afternoon the general secretary, F. 13. Sanborn, read his annual report, which was afterward discussed by Cephas Brainard and Judge Bruna, of Detroit. A report on pauperism in New York, prepared by a special com¬ mittee, was read; and, in the discussion which followed. Rev. John Hall, J. AY. Skinner, Dr. Bishop, and others joined. Papers were read by Z. R. Bockway, of De¬ troit, on the reformation of prisoners, and by Dr. E. M. Gallaudet, of AYashington, on the National Deaf-Mute College. The evening session was begun by George AAT. Curti3 taking the chair and introduc¬ ing President AYhite, of Cornell University, who read a paper on £;The relations of the national and State Governments to advanced education.” In the course of his re¬ marks, the speaker compared the universities of the United States with those of foreign countries, to the evident disadvantage of the former, adding that American students were compelled to go abroad in order to complete their studies. He showed the necessity of State and. national aid to universities, in order to fit men for high public offices; for with advanced education would come better morals. Rev. Dr. MeCosh, of Princeton College, discussed the merits of the paper read and disputed strongly the position taken by President AYhite, contending that students are sent out of American colleges equal to the best in the Old AYorld, and that the average of graduates from American colleges are equal to any that ever were turned out of either Oxford or Cambridge. Dr. Tullock, of St. Andrew’s College, Scotland, said that it was a traditionary feeling in that college that the state should help the institutions of learning. Recently states¬ men had strongly opposed this principle, arguing that the state should look out for the lower education and leave the higher to take care of itself ; but that principle had no support among educated men. Professor Greenough read a very interesting paper on public libraries, giving sta¬ tistics of those in Europe, with remarks as to their classification there and here. Mr. Atkinson, of Boston, who was to have read a report on “ Facts concerning the better education of women,” did not arrive. ASSOCIATION OF NORMAL SCHOOL TEACHERS. The association of normal school teachers of New York and Canada met in Normal Hall, at AVestfield, in November, 1874, continuing in session two days. The publication of a treatise upon “ Natural methods of teaching,” th e consideration of a “ Short course of study not to exceed six years for common schools,” and con¬ cerning the “ Comparative value of examinations for admission to normal and other schools,” came before the meeting. It was voted to recommend a course of study extend¬ ing over ten years, the first six of which should be complete. — (College Couraut, Novem¬ ber 7, 1874, p. 210.) SUNDAY-SCHOOL TRAINING. 523 SUNDAY SCHOOL TRAINING. At a Sunday-school convention recently held in Richmond, Va., the following inter¬ esting statistics of Sunday-schools were presented by Col. Thomas J. Evans, delegate to the international convention in Baltimore, as compiled from information gained at the convention. Though comprising only 18 of the States, they present what may he probably taken as a fair average for the country generally. The figures for New York and New Jersey differ somewhat from those given in the abstracts for those States, which were derived from their own Sunday-school conventions ; but the differ¬ ence is not such as to impair confidence in the general correctness of these statistics. States. Number of schools. Number of officers and teachers. 00 u o ■I O rO £ ' Officers, teachers, and scholars; per cent, ol' population. Scholars. Tor cent. of population. Pennsylvania . 7, 660 92, 424 709,845 27 24 New York . 4, 370 71, 103 517, 068 15 13 Ohio . 5, 545 62, 910 314,835 15 12 Illinois . 5,976 60, 601 425,710 23 1 20 Iowa . 2,649 25, 384 354, 682 31 25 Massachusetts . 1, 738 30, 011 270, 461 21 19 Indiana . 3, 161 32, 643 251, 937 17 15 Virginia . 2, 423 29, 075 213, 214 20 j 17 Kentucky . . . 2, 376 28, 576 209, 121 18 16 Missouri . 2,834 24, 510 181, 073 18 16 New Jersey . 1, 714 27,529 167,805 | 22 19 Maryland . . . . 1, 656 18, 514 162,589 1 30 20 Tennessee . 2,451 22, 055 161,736 i 15 13 Georgia . 2,323 20, 907 153,317 i 15 13 North Carolina . 1,985 17, 867 131,026 15 13 Mississippi . 1,583 14, 244 104, 452 15 ! 13 Louisiana . 1,377 13, 220 96,843 | 13 | 13 South Carolina . 1,412 | 12, 704 93,164 15 1 13 Total. ... . 53, 233 604, 277 4, 518, 878 TRAINING IN FOREIGN MISSIONARY SCHOOLS. The very great amount of work imposed upon the small clerical force of the Bureau during the year past has made impossible the collection of full and reliable statistics as to the mission schools sustained in foreign countries from the United States. It is believed, however, that, in consequence of the financial troubles of the year, no con¬ siderable extension of this work has been made, and that the statistics of last year are still substantially correct. A I ■ . * . . . ' ■ . STATISTICAL TABLES 9 RELATING TO EDUCATION IN THE UNITED STATES. Tj a 0 r 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 REPORT OF THE COMMISSIONER OF EDUCATION. e I. — Part 1. — Statistics of the school systems of the States and Territories, showing States Bureau State or Territory. 1 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 . Wisconsin . Arizona . Colorado . . Dakota . District of Columbia Idaho . . Montana . Now Mexico . Utah . Washington . Wyoming . Indian — Cherokeo Nation Choctaw Nation. Report for the year— SCHOOL TEAK. 1 a (3 "So Ends — Between ages of — 2 i i 3 4 5 . 1873-’74 Oct. 1 Sept. 30 ■ 5-21 1872 5-21 . 1873-’74 July 1 June 30 5-17 . 1873-’74 Sept. 1 Aug. 31 4-16 1873 5-21 . 1873-74 Oct. 1 Sept. 30 6-21 . 1874 Jan. 1 Dec. 31 6-18 . 1873-74 Oct. 1 Sept. 30 6-21 . 1873-’74 Aug. 31 Aug. 31 6-21 . 1873-’74 Sept. 15 Sept. 15 5-21 . 1873-74 Sept. 1 Aug. 31 5-21 . 1873-’74 July 1 June 30 6-20 . 1874 Jan. 1 Dec. 31 6-21 . 1873-’74 Apr. i Mar. 31 4-21 . 1873-’74 Sept. _ j June 30 55-20 . 1873-74 Apr. — Mar. — 5-15 . 1873-74 Sept. — s®pt. — 5-20 . 1873-’74 Oct. l Sept. 30 5-21 . 1873-74 Sept. l Aug. 31 5-21 1873 5-21 . 1873- 74 Apr. _ Apr. _ 5-21 . 1873-!74 Sept. l Aug. 31 6-18 . 1873-’74 Mar. — Mar. _ 4-21 . 1873-’74 Sept. i Aug. 31 5-18 . 1 873-’ 74 Oct. i Sept. 30 5-21 . 1873 6-21 . 1 873-’ 74 Sept. i Aug. 31 6-21 . 1 873-’ 74 Apr. l Man. 31 4-20 . 1873-’74 June — Juno — 6-21 00 CO •>3 May l Apr. 30 5-15 . 1873-’74 Oct. _ June _ 6-16 . 1873 ’74 Sept. l 1 Aug. 31 6-18 . 1873-’74 Sept. l 1 Aug. 31 6-18 . 1 873-’ 74 Apr. l 1 Mar. 31 5-20 . 1873-’74 Sept. l Ang. 31 5-21 . 1873-’74 Sept. i Aug. 31 6-21 . 1873-74 Sept. l Aug. 31 4-20 . 1874 Jan. l Dec. 31 6-21 . 1873 ’74 Oct. l Sept. 30 5-21 . 1873 5-21 . 1873-74 Sept.- l 1 June 30 6-17 . 1874 Dee. l Nov. 30 5-21 . 1873-’74 Sept. l Aug. 31 4-21 1874 . 1873 ’74 Nov! _ Oct. 30 l 4-16 . 1874 Jan. — Dec. 4-21 . 1874 5-20 . 1873-’74 Sept. l July 15 1 6-16 1874 Sept. i 6-16 SCHOOL POPULATION. m o © C5 Sex. o H 405, 839 194, 314 159, 427 133, 528 47, 825 «67, 000 394, 037 938, 878 654, 739 506, 345 199, 010 474, 514 280, 387 225, 219 276, 120 292, 481 436, 094 210, 194 349, 813 705, 817 72, 991 6,315 c73, 554 298, 000 1, 596, 846 348, 603 985, 947 40, 898 el, 200, 000 f(43, 800 80, 92' 202, 115 338. 060 259; 352 101, 872 138, 813 107, 306 162, 411 364, 131 38, 172 3, 121 33, 529 149, 600 179, 715 505, 001 21, 519 «21, 000 230, 102 420, 384 313, 061 89, 541 436, 826 173, 462 453, 161 2, 584 19, 309 6, 312 31, 671 4, 010 3, 758 M O =3 H O o CO £5 ° 6 - -c © ~ -2 x li s tc ^ G QC £ < . 1 : C£p < Jz > >> S*S a £ ~ ; 1 * © G ^ h £ ~ ~ 2 x r m < £ 9 10 ii 12 13 14 15 ' 16 17 ' I 0 3 4 5 6 7 8 9 10 II 12 13 14 j I5 16 ! 17 ! 28 19 ! 20 21 ! 22 | 23 ' 24 i 25 26 27 i 23 ! 29 j 30 i 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 32. 863; 70, 790i 67, 172 117, 870 114, 857 13, 790 21, 196 135, 541 671, 775 . 22,255 0 111,273 2, 405j 174. 18 146. 15, 897 65. 142. 113. 135. i 110. 383, 334i 311, 272 227, 151 : 77,386; 114, 603 j 489, 044 365, 125 135, 595 9, OOSj 106, 492; 4, 576 47; 74,309 127, 395 135, 874 297,025 327,506 123, 902 223, 089 371,440 47, 718 103, 611i 65 165' 112. 188. 168. 140. 1 133.2 i 1G0. 0 95, 853 ! .. . | . 210,243 al70, 000 . . :::::::::: al87f 000. 06, 100 1 a600 c57,650i . . dl52, 544 O3S0.000 ioo, 792' 210, 692 46,833 2, 884 ! 47. 275: 96, 224 j 515, 525! 97, 830 429, 630 15, 169 543, 026 j C / 2, 930! i 24,434! : . i . ! .. i . ! SL7 ; 4,811 69, 176 186, 392 1, 044, 364 146,737 707, 943 20,680 850, 000 C /6, 083 i 39, 401 #100, 719 253,577 161, 670 78,139 173, 875 108,356 276, 878 343 2, 502 709 100. 192. 175. 50. 145. 42,571 67, 404 230, 596 2, 126! 248, 675 737,272 526, 904, 14, 768; 555; 16, 641 j 732 j 148. /69. } i 179. S 100. ^ C30, 165 IV /52 A 73 230,102 161, 089 1 121, OOOj 50, 023 j 98, 857 68,297 . ! 120. i in-" ! 11& . c2C,645 d62, 896 1 . ] 2, 714 3,902 68 . ! . ii 302 180. 9a 9,995 4,006 17,839 2, 030 1, 935 5, 420 17,849 7 nl-1 0, 105 0 2,538 29,133 13,665 12, 688 253 8 200. 443 1,105 2T210 1,750 1,700 97 2 88. 12, 996 260 225 134. 165. ,i l cnnl 570 24-3 1,582 0 70 | 200. ^ 1, 20C i . e In 1873. /In evening schools. (J One county not reported. 52 *~n i tZ l! —I i 3 4 5 6 3 9' 10 11 12 13 14 15 10 17 18 19 20 21 22 23 24 23 20 28 29 30 31 i sl 34 ! 35 l 30 37 38 39 40 41 42 43 44 I 48 ! cl bl ary ( REPORT OF THE COMMISSIONER OF EDUCATION. 8 * Tablk Part 1. — Statistics of the school systems of the States and Territories, i State or Territory. SCHOOLS OTHER THAN" I’UBLIC. Schools corresponding- to public schools he- j low high schools. j Schools corresponding to public high schools. Pupils. Pupils. Male. Pemale. Male. Pemale. ! i 1 | 18 19 r^“j ! t . | la. 14. 143) o25, 236 o25, 786 ;;;;;;;;;;;; Indiana . . i . («22, 306) . k . Maine _ . . _ .... . . . . . ... TVlarylaml __ _ _ _ _ . . Massachusetts _ _ _ .... _ _ :::::::::::: "Minnesota. . _ _ 1, 500 1, 503 2501 414 395 Mississippi .... _ _ _ _ _ _ Missouri .. _ _ _ _ .... . . . (033, 525) Nebraska _ ... _ .... _ _ _ ' Nevada . ....... . . . . . . (0680) Now Hampshire ... _ _ ... _ _ _ _ . New Jersey _ _ _ _ _ _ _ 14, 326i 18, 781 (n 137, 840) 2,160 1,260 : I New York . _ _ _ _ ... _ _ _ _ _ _ North Carolina .. . . _ _ _ _ Oh in _ _ _ _ 6, 713 6, 333 OA oorn 7, 497 3,816) Oregon _ ... . . . . Pennsylvania . . . . r Hhode Island .. ... ....... _ .......... _ 8891 935 1, 330 667 i 1 I South Carolina ... _ ............ Tennessee .... .. _ _ _ _ _ _ _ _ . 1 Texas . . . . Yermont _ _ _ _ _ _ _ _ la 7. 221 1 Virginia ... _ _ _ _ _ _ _ | "W est Virginia . . Wisconsin _ _ _ _ _ _ _ ... _ . ! Arizona . . - . Colorado . . . 267 536 Dakota . . . . . . . . District of Columbia _ _ _ _ _ _ 2,430 3, 150 525 888j Idaho . . . Montana . . New Mexico . . . (oS 575 188) ' 685! Utah . Washington . . . 0 6 Wyoming . . . i ! Indian — Cherokee IN atian . Choctaw Nation . 1 37 43 . 1 H* ; . j | ! ! n private schools of all grades. 'or winter schools. In summer schools there are 528 male and 2.185 female teachers; average sal* if male teachers, f 11.57 ; of female teachers, $27.30. » STATISTICAL TABLES, 529 showing the enrollment, attendance, duration of schools, 03 47 00; 25 65* 32 15 29 55 d3 2 13 100 00 50 00 256; "44 'IOC* 276; 113 00 75 00 (68) 1 100* 20 211 i 66' 143 401 260! 117'. 72 83 (26 25) 40 00- 16 00 29 . J54;. ! 35 09, 85 00 200 OO! } ., . >48 c In evening schools. d Average in the counties, not including 24 cities ; average in the 24 cities, male. -7&00 ; female, $37.19, 3 T E Tai S a A 1 2 3 4 5 6 7 8 o 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 33 39 40 41 42 43 44 45 46 47 48 EEPOET OF THE COMMISSIONEIi OF EDUCATION. I. — Paht 2.— Statistics of the school systems of the States and Territoi State or Territory. ANNUAL INCOME. CO Alabama . Arkansas . California . Connecticut . Delaware . Florida . Georgia . Illinois . Indiana . t Iowa . Kansas . Kentucky . Louisiana . . Maine . Maryland . Massachusetts . Michigan . Minnesota . Mississippi . Missouri . Nebraska . Nevada.. . New Hampshire . New Jersey . New York . North Carolina . Ohio . Oregon . Pennsylvania . Rhode Island . South Carolina . Tennessee . Texas . Vermont . Virginia . West Virginia . Wisconsin . . Arizona . Colorado . Dakota . District of Columbia . Idaho . Montana . - . New Mexico . Utah . Washington . Wyoming . Indian — Cherokee Nation . . Choctaw Nation . . . 1 £ 30 $274, 130 ’ ’428," 4 18 199, 272 115, 000 1, 021, 971 &1, 487, 332 128, 917 314, 818 224, 157 422, 297 466, 086 400, 000 76, 011 354, 529 1, 225, 592 2, 662, 033 1, 491, 510 31, 589 760, 000 76, 526 329, 734 385,957 e3S8, 985 0 5,708 0 0 3, 855 31 $1, 285, 529 1, 105, 601 5, 658, 183 551, 786 4, 163, 062 1, 354, 820 272, 659 636, 080 775, 370 4, 387, 042 2, 393, 605 839, 391 200, 000 658. 158 88, 590 947, 233 7, 864, 703 5, 960, 625 134, 816 8, 567, 030 548, 368 110, 735 500, 000 476, 107 c450, 000| 497, 070 1. 835, 654' 5, 708 193, 514 . . .... 180, 299 14, 383 1 15, 000 18, 883 0 0 0 0 a In 1873. b From State apportionment. c Estimated STATISTICAL TABLES. 531 the income, expenditure, and permanent school fund: from replies to inquiries by the United of Education. AXXUAL INCOME. c>2 s s "x r.5"o © o 33 ANNUAL EXPENDITURE. Permanent. 31 36 3S 39 $200, 215 2,904 $474, 345; $3, 608! 405,464 . ' 4. . . . $>, G84; 827, 498 1 .$55. 913 3 189. 844 A 226, 705 A. . 338, 657 1 47, 119 2, 052, 604 . . . | $25, 1181 8, 096] 132,843 29, 113 15, 039 57, 649 1, 542, 489 Oi a192 397 ... . . . 8, ceoi 150.000 1 03’ 774 ^ . £65] OC'O . ! \% . :::::::::::::: 659, 981 172, 510 ' 553, 456 7, 893, 591 191, 556 ' 2,211,328 101,764 5 1, 009, 960 1 775. 517 39,244 304,83? 160, 150; 49,274; 359, 389 175, 712 4,827,285 . 1, 868. 903 98, 920; c717, 350; . ! 0 1,128,654 1 374,957 24, 685, 11, 674 40,667 160, 954 789, 068 . i . . i 25, 139 . . 4,090! 19, 156j 131,293 307, 894; 1, 318, 580' 42, 620 150, 220 10,000 56, 163 o 252. 256 1. 506, 086; 0 '*/ 301.465 88, 133; 47, 316 4; 522, 491: . ; ^ 1, 646, 670 16, 795 205, 430 1, 029, 655 4. 094, 776; 12, 859 536, 307 102. 264 222,505 1. 254, 160 122, 503 1 -b, 323, 602 275, 0001 252, 461 100, 426 65,000 940, 000! 75, 000 : 5,000 368, 765 2, 117. 662? . 1 834, 595? . ! 295, 026 V ' 369, 114 »> 22.241 d65, 822 7, 445 52. 750 146. 181! . ; 482 d Includes furniture. f includes repairs, but not furniture. c Includes a balance from last veai\of $43,935. ff r r021 bms- l ST 51©^ ^ 2> REPORT OF THE COMMISSIONER OF EDUCATION, 53 2 Table I. — PAitr 2. — Statistics of the school systems of the States and Territories, yA Slate or Territory. ANNUAL EXPEXWrUKE. Current. O 55 7^ =3 S ® 5 S ^ £1 2 ■J2 ^ 1 40 41 42 13 i Arkansas . §30, 000 $355, 624 . ^44 i, 537 1, 534, 657 1 $328, 753 4 Connecticut . - 20,000 ’959! 229 263’ 412 1! 477! 44-3; al92 397 139, 870 . 265* 000 8 Illinois . 63,856 4, 634, 622; 2, 118, 000 7, 865,* 68^ 9 30 Iowa . a e.s 0 s 5 < |! III ; -:6 m Hi i! g . , <; JJ n II 11 pi n £** -2 ij! fii in z c - 2-S~ ill-! till r-3 - r~ £|l £ > '*" 2 eg 5*5.3 .• HI r4 gis 2ti W _ — 3 "3 - hi ill 111 R ?45§1 : 1H!! ; hC^, III fii 3 1*11 Si miiii 14 45 46 47 is 49 50 31 i §0 871 §55, 000- ffl, 417, 500 2, 044, 190; . " §4, 445,140 947 $10 83 §19 66 §11 37 (b) G 59 1 95 9 02 9*> . !.!? 286, 745; 68 5 60 5 70 6 §8 8350, 000 <&) 8. 711, 319 3,294, 743 ; 5, 779, 144 13 73 14 17 14 93 6,573,784 22, 894, 116 10, 373, 692' ' 9, 624, 383 4, 029, 782 1,083,426; Cl, G28, 123 :::::::::::: 11 00 1 4 94 ' 4 51 14 70 5 85 4 06 2 89 | 3 00 10 72 881. 445 3, 079, 311 . 8 72 9 17 14 4S 7 80 6 63 4 54 5 70 18 50| 30 70 19 13 20 45 15 03j 13 49 9 23 361,893 350, 370 216, 657 192, 264 A700, 000 (b) (b) 3, 030, 127 7*1, 409, 0C0 j 3, 222, 891 j al8, 914, 308 dd 12 5,5 60 dSll 35 5,6 53 9, 000. 000 2, 338. 700; 2,000. COO. 6. 774. 506 1, 053. 926 121.011 2, 232; 079; (5, 000, 732; 29, 216, 149; 18 85 at, 217, 496 7 05] 9 30! 10 61 30, 704 857, 436 3,054, 772 02, 187, 564 . 5 82 6 94 . 18 02 21 52; 7 52 9 34 ; <6) 11 40 8 57 14 15; 8 0G . 9 55 3, 590, GC3 ilS, 829,586 332, 764 22,569,068! 10 40 1 95 2 09 11 55 4 ?8 3 40j 13 55 | 5 47 1 95 i 48:3,145 2, 512, 500 250, 376 7 04 j 2 02 4 14 4 16 4 41 7 28 8 891 5 06 12 60 8 93 10 02; 11 11 . 1 ,’406,145 669, 086 (b) 1,339,864 682, 500; 1.540, 460! • 4, 321, 133. 8, 950' 337, 894; 16, 000: 1, 006, 807! 6 80 33 28 13 84 . 2, 565, 823 0 22 56 0 10 70 IS 98 26 70 11 G3 13 70 0 0 7 90 15 68 ! 17 79 13 G9 14 65 0 0 2 73 5 09 j G 99 . i 31, 600 171,249 7 40 15 25 24 00 8 63 11 20 1 : . i . i " It Including amount collected from taxes. 7: Salaries of school officers are not paid from school fund. H M a A 1 2 3 4 5 G 8 9 10 11 12 13 14 15 16 17 18 19 23 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 36 39 40 41 42 43 44 45 47 1 5 48 i School houses and grounds. I Also §22.127 for evening schools. Table II. — School statistics of cities containing 10,000 inhabitants and over, for 1874; from replies to inquiries by the United States Bureau of Education. 534 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 535 liasSsplsSsll§llsSI§assS!llsl§l iipwiiiisifiisiiiiiiiiisiiiiif if II»«S8S18 CO r-Tr-T cf using Mil a ” lias jSISIBSSS ' iillllllilsil J. a- - ,o BMMMBmMMMWSMmsMMMmMmmmm s o .2 ^ ^ ^ ” ”rt H « .2 jig : Si is ; o> • CO • ®§§ls 101 100 sisSS ,-T :1s 3 77 253 3 j j | ;l :8 j °e ;Sj r- ; »o • ISl°fi _r jf 1 i IS 1 il 2 *2 ; a j 11 !1 mmmmmmmmmmmmm ^~c* © © © oo of of of us t- r-- of cf « of ©roTjTt-T © xT t* cf^— 'in~x miss ii icT'^' ©“of erf in' • < 3 Ac »“| a1 | i jr-T • o • iiiii j r-ro-r 1 of jill j~si" s

: i J «38SaS2SSSSSaS12Sl32S-3S88§33clciSci3JSaSSSSS iA A © © -A © o o o o A o lo A A A A A A A A A iA iA iA A A A A «A lA lA 4 A A >A A> iA mmzi 1 s iiiiiiiiiiiiiiiiiiiiiiiiiiiiiisii w *? c x o ^ ^ ^ o c ? co ^ cc ^ r. r. o ^ o ^ c o o i-^ ^ c Jo c; illll igssa :>©co©^© iiiiiii 2SiC8fSS| > lo 01 r- i.O co rr r;< ; : ^ © rS 5 5" | |¥=T 2" S‘§ ? sr2f^~§ £ “VS 3 S 5 S S&S' 2 S“Si2": 8§S 55 gfie 5" S" 2*2 £f 8 SS§8Si?S£gg333g3i35S$3gS83SSSSS8S3g23iS8Sg8g;2gS2?EI2 * SO -o Table IT. — School statistics of cities , fc. — Continued. TjGG REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL.-. TABLES. I I 1 a Does not include enrollment in even in £ schools. b The statistics are for the second and third districts, no report having heen receiv< * From Report of Commissioner of Education for 1873. Table II. — School statistics of cities , to O rf co co • ■cf eo CO CO CO CO CO CO CO V H CO CM •OIBK ' *5 eo O rH V - Jtt CM CO H H ^ OX rH CM rH CO 5 *0 g 2 •oXBcna^ H eo O CO l'- 00 H CO H ^ O CO 'CO 10 rH 00 c- 0 0 C* ( A rH co ir C* CO 0 ^ rH rH CM eo eo XO J- 0 QOOH rH CO O rH £><» S® g 0 0 H 02 •eretao.g; eo CO CO 1(0 01 C O t- ^ e* rH ao r- Ci H ^ LO H O? — ( no cm co co th eg co co c 01 CO LO - H H ^ H to 0 CO rH rH • rH co ^ X~j ‘9+BATjd ptlB oqqnd ‘siooqoa qy © eo 0 I UO « cf • •sqoaqos iBiqo -oicd pan oqjATiq © ©t •sxooqos oqqnd qy ao e< ■sjooqos SaqiOAq; h 10030000 ■cicor ' i GO* of t (Noor.oQHoc - > o co » T co" cf t ' CM 00 lO CO r CO CO cf cf •S[Ooqos x^nuon •sjooqos qkiH & ' o o o • O in MO : O^^O' o o o o CO lO qooqos jcaiuiu.19 •sjooqos £ juanij o o CM C- CO 0000 co of ooan inf nti-o •OJ.«ATld pHE oqqnd ‘s'[ooqo3 qy •spoqos pjiqo ■o.n?d pus oiuiijj •sjooqas oqqnd qy \bl?i 6 ao o n f « s i-* i' * o n h n . •spoqDS “ainoAg- •sfooqos xBULioa AqQ •sjooqos qSijj •siooqoe JBtnnrcj*) I •8[OGqos Ajuoiijj iwnfin®t*oocxo-MWfif!®i'aioo uaqmnjq; OH«WfOOI-lBOO CM 3 o g o GO Ci •pail° jag; " CD S Ci GO o • o ■ GO • o cf o LO CO • o • o • CO .2 p 2 r-* O ^ t •aouapua^B A[iBp aSBjaAy CD O — 00 CO i- I- CO o HCC5COO— r-ODCO^* (NOWCOOh^C CiCiHGooicoTfCitr: to CO Ci Ci r- o ) o i Ci CO co ci ci r- to tc CO H o co 00 H CO H CO GO H IT H H Cl H H CO teMOOOO?5C3 — X CO O t- -C - o CDCiCDCOHCOOih- :nO i-i tH CJ « i-l •pafloaug « t- X OO O Cl LO H co i" co o Ci co —• Ci Ci tO GO CD 00 Ci H H H CO r-» ©i w CO n >- ci ro O O CO CO ^ H Ci H r-t H to CO H CO 00 O *—< tO H CO - r- C5 Ci coco— — ^atoooxi-oo HCOtOOX^OOI-^dtOHi- Ci H CO CO H CO OD H H H co ci © II & ® •aourpua^B Aptup aSBJaAy o o co <2 Ci o o o CO • •paflojug w « CO r- cf Ci CO o o to CO* . CO • CO - gi is "S 02 5 •aouupuaMB Agrp aifujaAy e* O LO rp Ci C5 co ; ci • •paflojag H CO CO Cl *“* H • m ’o o © m Tc S •ooaBpnauB Agap eS’BiaAy © o to to CO o o o CO H QJ 3 co H to 00 ■ t- to J ■paqojag; © CO to o Ci o i- co Ci H H • JO ■* Ci Ci Ci to co o cT Ci CO to C5 GO • ih- • l>J • 11 P4 5 •aooBpaa^B Aprep aS’ujaAy CD o co“ GO cf O Ci i> 1QHC3 O to CD h'cgT Ci Ci CO GO £- ir- 00 • l- • CO • cf • o « •panojug w rri CO CO CO s cb eg O — to co co CO H O Ci r-Top r-T CO 00 to CO cf i- 00 CO • r- ; cf • 1 m o <3 © O £ j •apBAijd puB oqqnd ‘spooqas fly o GO GO •spooqos pnqooiL’d puu ajBAiJj; CO cd Ci .2 5^3 So ZZ o 0“ •apcraag 2 1 * r. ^ l'- 'O C X h h y O Li w '• 1 i- ^ O ("• ro “* C Ci O Tj< H Hr- 1 O •oibk 1 3 l~ *6 '© i© o 1© i> o — ih o -*• h* n t?i « n ci c© oo co r-t th ci cs £J cs t- ® S) H T-l r-i C* i-i ?“ co^"of-:saoofofof- cfn-rt-rf-srcf-^ifi^--- SI ii i ;§IS: ;S|S 1 of j |6j i§ il ili itf i iEII i illi l : E 1=1 : - — - : :§ : il M i * O J o % ■S g : i* i il j fill • © ■ © 'a § :°S : :3 : ils iPS i ii ilia § §S ;S|S i i?“l ■SSI 1 i jg j ip i€ :§£§ : |l ilia 1 §i? ;§p : ipi illl *>2 • il i iSI iSf :lll i jS ills •rfof 8 - il iill : i ^ i ;E5B ills r* . S : :i ; :P ill if ill! i is? i328 i - rf P of : i l§ illl i : of : illl jiSl g : il; ill ; rj" a iill : i « ■ ii iill | a II i§ll : ;-sf-‘ ! ills : - of- ip II 1 : ili : — : ii3 joccc ills! i 1- « ; il ill? : o* of of 1 II illl i jrf8‘rf i illl* :-rf- ill 1 S : of : i§ i • rT * ■?n i :S ip® % : :gg ■;S ;S - : if: C-. -T’ . ;0 • i 5 : . - OD - X ; IS- =* « I 107 ra • - 1 i° ■ ^ - = - « — OD noiioi - 00,0*^ s°° oi s. c o o o • i o 01 oro 1 C o s i C5 I | I c» r3 s ■is ll |E * is ggs* tilri S 5^ s © flfl!- lilsl Hill 1 i ^ i i s § i OJ to — I VO •«• : fpiiS £=§*=5 = flfpl sl-l-ia ||| if! I lifts = = 5 _= > r =5==Sg » "s Table II.— School statistics of cities, J c.— Continued. 544 REPORT OF THE COMMISSIONER OF EDUCATION. i p o 1 A j All sc.h ool s, public and private. *30UBpU9^^B Ajrep o3iuoay 8 i i . -f . S . : : : i cf ; ; : ; •pDpoaug; o o l f §1S ;l cfcfsr -co" SS : : : ©f«f • j ; 3 of 131 cf cf aT iliii cr^--rvo- ? - * |tS •aoirupao^B Apup 0.OBJ3AY 8 1 ;1 ; •p9[[oaag[ US 1 S3 111 £ ,-r : 53 : : : 1 III o o o o o o l- o ^ o o o o o o o o o o CJ H ic Tr o ^ CO o oo r* o i- lq lo »OQW^ LO •eiBrajj j g o o o o O Cl 000)HO o o o o O O O LO CC JJC5 cZ =Q .&B o 2 G a •8IYTC •Qpraaj © O CO ^,LO — r cf ci o o o O O »Q ?l§§ l- CIO O O 0-0 1-000 £- d o o •0n?K O O O O I o o o o o o CO no GC O O •{}.ii9pn:0XHT I q -xedns ^qsispssy | • ; "Via ^ -pu0:pn,i3cLns | ^ o o o o o o o < ooooooooooooo _ ooooooooooooo d t- O O 00 QD 0O Cl LO O LO lO o LO r cf cf cf r-~ t}T r-T r-T cf r-T rfcf Cf C0~ g o O O : d o o oo < -fcfcfr-T- •spoqos CKjqruI xiy j § r- ►“V3 Oo c- * ^cz >Ti *S. •Sfooqos ^ {unijou •sporps t[3ih ! & b£3 2 K p 'O ◄ •sjoorps xcuimujf) •spoips ajvoiijj i £ •xaquiiifj :i co ^ o o i- x> o o « STATISTICAL TABLES. 547 :S 1 J . r* 5 : . to ! c* 18 i ii • o § i . . j 2 ; . * ji ... ii : ii \\ i :! 1 : f > •. . . • • i n : • • • • ( I ; » ; 11 il ; :i t • > 1 : i o' : : § § 188888118881888 ;8 ill! • • < 888888888888888888 r-T i ;l il • cf llllllll i illllll i li 1 ii ii :f 11 i ii sail ilia : il — i rl t— * r-» • riH I \ H 8 ■:i jef i ii . I c li! ; ii il \rJ i il lllelllllllllllllsllll cf .-T cf rfcf c « cf «~~cf cf cf c inn ^-T r-T cf cf ri cf r-. 18888888188888888888 . _T_ cf cf r-1 cf cf r-Trf r-T cf r-i -1 Wt-T :is i«-TrH' jiS :1 51 ills :2 • O ill|ll illll i 88SSSSS il ill i : cf j i : Ii jl i ii Iii illlll : : cl- _r,-r : llllllll ji ii il ill i 1 i -r | ■ ■ : 1 : Illll ii ill -r ill if i Illlll Ills iilsl i ilSI illls 8 jS8 j il il iii ill illllsiiSIisils f ills iiiiiii j illll i III ii 18888 t-T i ; ;i i§ il il 1 cf :| • • C ■ ■ : 1 j :f j . ■ | 11 i * j 11111! •crcfr5-^'cf r 1 ilia ; -r-frfcf 11118881881888888 i rHCf»fifTf«»«OOf©f r-TcfCt^Cfr-f ; iiiii i j cf cf cf : 11 r-T cf illllll : « « fif 3 . =: . is^ j: i'- iizzn issssifs is ? i i *9 ST, CO « ’ : : *9 , ^ a! O . ! t- 1 to I • to js • O is is * C5 • 111 ; O ; O • TO is :3 § i Ci • 3 j jsj b- ! \u \9 is i§ 5 ji r»cT« j 32 3 : 2 i \n \ 3 : ig ig is I co :? :S? is is i ji S3? j i- o « 5 i |3 \ r. - = S i - C* is • o oc t .00 - = - c* o -- is £~X i s CIO- - c* 335 i - X 3 S’ oo, - r: -r i O -C i- a Principal of grammar school is also principal of primary school in llio same build- c In grade A, principals $1,500 j in grade B, $1 ,200 ; assistants receive from $000 to lug. The superintendent of Gorman receives $1,000 annual salary, and tlio $1,000. principal of the school ol; practice $1,300. d In suburban or mixod schools. b In.xgrado A, principals $1,000; in grade 13, $000; assistants rocoivo from $000 to e Maximum salaries. $780. * f Of vice-principals ; the superintendent is principal of all public schools. 548 REPORT OF THE COMMISSIONER OF EDUCATION. ! “ 2 « m fco ® o .1*1 l-a U‘% r , •0JBUI9J; •aim •9p3OT9J •aim •epjnrajj; 'aim •aim j £ I ■^aoo w'woief •9^019^ g .2 g § 2 <3 ci o g o Is1© « 01 fl .3 fl S w II sa H •aim •oprag^ •aim •aim •^aopua^nt ■jgdus q.uB^STSsy 4ja •pno^tniadne ^41 3 OOOOOO OOOOOOOO co o o 0 o 000000 000000 rH O O O O O m iiwim l¥ IT O O c CO O c 1> O C ^ToCtHrHrfiH ll OOC^OOOOOOOOOOOO CO O GO i'* Ol O 1.0 O O O i> GO Cl 10 r- ^ 1> o o o o rr< o o o o o o o £?§ • 000 • o o o o • -Sf* O • O O O O • Cl CO • O O O CO o o §s 00 ■ o o OO 'OlOHOOO * cot-cioaoco Cl ,„H .n 1-1 iiisifUis o o o ^ GO O i> o o ooooooocoooooo ^ Q Q S?. 91 ¥2 ^ &PP 000 » CO CO 00 CO CO CO O i 00 o o o Hi m >000000000 0*0 o o o o o < "■<51 StNowoouinamocqcDnoh'Ooaiow crc-i r£cfofcfl-T CfrHCO'Ttr«-cf«‘« 53 £ ill i III ; rt « : i|| II ! if pn ; ilili ii III § 1 i ill i g ! Illililalllllllill T-r?f T-rs" ofofrtcf $ :5 : ?S : t i 3 ii 5 i :§ 5 i ig i i: 2 : •** • o g i -5« is rt-T. nsi S : . -« . i«^ : C-. O - - — ■ «§ i -i - at Si! s jArl n-s si : ii it •til |l|3 ini III Sals rar Lit ! r= — School statistics of cities, $ c. — Continued. 550 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES, 551 immmm i mmmmmmm SSpilSs'gSsg' g :|^S|^SS^SS§g3 ;r 5 :S ; . r- . ;i -: ; lil ■ il§ ilii 'is : ;=f is-s Iill : i£sS s?s='/ i-ssi il: iil is i ig' i01 r - ls"- III cf gp^| : S' = © I I IIS'/: is i i :g : : : : ig is! 11 « in il SSp‘3 is fill f£$sf i : 1 il lllli g i g S§VS3§gfg"S? I r 7 It? is ilillli ii illillil • g'gfS^g'SSS" j ISPS83 sf is? ill il ’SR i- !§ iifil : : i : : : if :§i£5S : : too- :»«v» • . . . i- ; ; J : : :! slliii?! ill : ;? i° i i : r i i i i i i i i ii ill i : : : :s‘ i 8 i i ; ji li-ii :S V ) : : • ;C • © • • © . 1 ; : i : il : : 1 :' •* I • o • 1 j i i i U i°ilPll 1 Z rT ,-T r-T ii i i i ii ii cr« ::::::© ;g : i i i ii i :i r * cf ii : v • • • 3C . • r? » irr i t-t r-T : i :i V j*» ; ; ° ;°° ;« ; ;g M 1 ! MS PIS if® \u ©cf© .t-“ .wn" ;g i • erT • i* ;gr :i ; j'R ii . . ^ 1 : s ; n ii; »>• ; L"} CJ HrtXl* ■ I~ © si ci « si s i rltfi I si § : *i ’ CD ■ O ^ ^ O ^ O *3 O O ri IciiCGiwcocoQdi^ci-^i^oi-^^ - 1 ?i«rrci o ac • ci w CD ■ si is ci -s' -J t- si t- ' : -S-V :s • « w e/ ; c? ; >-* § : :i | © • o ■ ■•egr- n \ei \ jessi- : : g « tA -1 j ' o ci « . • . *y 3 fS Q0 '• --si : O ^ : T-i • c; ac •' o si ^ -rirA ICS St IfUfllsilPi ISlRlSslllllglllsS : i; mmmmmmt \ p t-’'so''© cd t^of cT^©"©'— « cfsfoo^ ©"sf ' •* sili fill |'-'s'a' IPlispaSI! ISiillllis sfsf“-'.rrlsr^f-OLS- £1 11 »s •ESS •111 iaIi isiiii illlll iSSSW SIS i Jl§ III i i?« cT ©r *o : : x-r- H« « . OC sill i iISS Iflf i iill is §■§“' i is's'2 . . ci is ii ilii :•=' h Iill iiii s's's'S -r III iff SS5 II II s's ni in 58- min r-Tr^ • ifilll 1 1 ! il ills illslf f s ! if :all II8ISIIBI lei IISS sf gif §“ ^ Cl 111111 !‘§‘§‘f|3' o in • i 1 ;i ; illlll : ,-,%*%* ,-f cf liiliiSl - i irf i. istt iillliaill il: - -=r-s | :t:. ms n in rfsfrf III _r_rc i ill r ;^ ■ iij eft-"' j i ill S is s' Jim . ifToocToo 1 i :l i ill * i :S‘ : is'S i illlllgllfc ili Iill ^fo'cfo' ns o«» ill c i ill f ;S- II -=; ;S1 iH ; is ;ii% 1 i i ill sf if i i« ! i II ill! i r if mi p-gs III s's's lilili s~'i2!" Hi S8 i in ■■ iii : ef i||ii| i as IS il i ill - i iisl : il illllllfil ! : :§' §'S'SS : < • mi g«S II! SSg Illlll cf ilii -s {§::::: 1H i ! ;l -i i i i : ill *. : ^ il i i o« : ill i il 1 i ; ; i ill | L-£-J l ' * : < : : 1 h f ; ills : «c» il il jr-T : iill iiliisl ill : i : it ii 11 : i ii sf : II : 2 M a Includes buildings and furniture. b TTroin permanent and temporary school funds. c Books and stationery. d State apportionment. cf ill : rpi mini §¥s‘||r|S 58, 500 15, 800 60, 000 157, 000 331, 650 75, 384 200, 000 70, 800 73, 000 •sops jo spe 00.19 § fill gjfssf i ;l . . iC i ill i f jli i 40, 000, 25, 000 CO, 000 29, 500 335, 000 18, 000 45, 000 Hills oowoVV 140, 000 25, 000 71,750 is ail 111 •diqsaa xiaag 3 ■ii i . rH • i ii ill : i ■'-• -r : : if i i il if I; 1 •SU (A1CJQ, 2 II : S :5S i§ : i mm •oisnw 8 11 • a- : 700 600 1,850 2, 500 1,500 1,500 iPHSS if Ii -r : 1,000 ' 800 300 1, 200 •as iqranx S2S5JS8gSSSS388§g§SSSg5SS|3|Sg|||| STATISTICAL TABLES. § is S' :*s eBSSEBSSSSS! gsssSG's'Ss'f!';! 5 illl S i^l 1 ;? rr jr4 IsllSlIIls : *-“« eficfcfefelW • 1 1 |( 51 S3 Sii S' :5 : sf ! j* . . .< 2 O ill ESSSSSSI rs G' 2 mif 3 i&sg 1:8 c»~ . o lalSSsSss ; i| C-r'-r' -»«<©©? 1 j r 3 : h : • »» °;l :» ° ; : • o i° IS : :cf • ;ooo O ; ; O _ ; :° • O • • • • o o © O • O ; • o • © — • : $ : : ,_r : • • o o © O ■ ; ;ors°§li • ^ o o t- £ 1 i is - • ■ c 1° D * 00 lO cc THOt • • O «0 C* C* $ 10)0 • * ci c* c$ c* *h o* co oi • io CO |rHCO^CO o • • co : : : :3 : § : :£ : • j rH ! CO • C* O ^ CO lillUlSlllEIil |'i‘g|liflflsS¥ll eft-* t- -I-' cT erS •<& o' o xr cfVrc a c,r ~ i ill! ‘ i\m C“> • . S : : ill 2 : : Ml i if i is illl iff!' illl illl ini* iiiii ia^'ai in sfS 1 illlfflllsl | ig'SS'SS'SSS'ffi'gs r-T : Mil !g: if. Ijj TH • • :is8§ illl I Ir-T Ml 1 i i S i : • • • c llllllill -ro'^rfc^r-r-4'co?: : illl r is'fS 1 i : 3 : : 111! illl f " ! illl f i§lf 1 i i Si ; u ■ ■ piliiiii <*< w‘eo LO'f^'^'cr ! illE r.:‘^22 : ^ \- j i - '‘I ii '.tS i :E il Ir-T 1 : :l i M il :,-r illl S I &-S ft II ill III S’* a «?t>H s «■« Table II. — School statistics of cities, 11 •ooirepiiaj -ju A’ [rep qSbjoau no pasuq ‘sasuadxa jnaS -iiijuoo jo [c^uapioni 53 ci flonupnajju Aqup gSb © O O O • CO co ; • • 0; 1.0 cu- 10 h h o h • co co 0 h co mo c? c; . jOrHCOCOi>COC5COCO 'COOOHOfCOOlOO -J9AU uo pasuq ‘noij 10 05 0 • O* • • rH t- -onjjsni jo uoisiAjadng 1 ~ : : : ■ w 10 © oo o m • cooibbiciiboeo ■ • ® i 'cbbicociebo ‘ !«< •ajujipnadxa pejox 'omnNt't-ortijioMbMocoHMn aT ef c4 cf to- 00 to r-T ef in cT ■>*" n of in i-" cf lO rt (C 10 m 0 - o © Oi o H « 00 ji 01 [' Him ass's’sssfbssg •sasuad -xa jnajjno pm? saipldns jaqjo XIV •spdnd jo asn joj paipI -dns eqo'oqqooqag •sjiudoxi •aocre.mstij •JU9XI •pnx •ssmmxnq jo sjojirreC ' jo Abj •o:y ‘saaStras -Sam ‘saprejaioas ‘preoqaqjjo siaorpo o no co go hHC5^HODOO co'ofco' co~ oV WOOWOC3 i- rH »ro O 'X- O OCOO^OQ ’tOhQQhO lO ^ O* iO rH O* 1> co *jo o CO L-> o 1- CC CD 1 : igs ; tjt ; SI of of rH* cf o o o rH o o iro o oooSo i - CO CO rl CO O O O — I 10 Cl Cl lOOCJhO 00 CO CO C5 iC (M •cuooocoo • 10 0 0 0 0 0 ® ; ■ rH C* H 0 H a COOCOhhC 05 CO 00 o o 1- O Tp C) 03 hhHOOH r-T i>~ of r-T r-< O O rr FHioao 05 O* O l- r-T rH~ r-T r-T r-T of t rofiocf o' if r. o cd o co a o m Pr-T c*f ?o o'cTirf oo c* i 00 OJ tH CO 0$ 05 rH n si 11 si •SniqDU9:j. ,ioj prod ^iiiiomy •noisrAJodns jo ^soq (*^S9J9ani faipnpui) ‘Sairooi$[ (^saio^ai fttipnpui) ‘spnog; O ^ C.' CO O GO O MO 110 K C5 c^ O OCOOOI-OCQWH^COOW^IO oooiC'iM'*0(^o^oc»:cflHCi coirf ’ - -- - ------ 000000 10 o o o o o OOIOH O O O CO of of o t- o o inir5',cca5' 000 000 i'- i> CO 0X0 o o x o 01 n cf3 Sf II •S9i.ro jqiTf •snjuj -tfddc prre o.mjininj j 105 •sSaipjmq ptre sajtg © v*i O CO o O — < O Of X 10 go 05 05 O TP ^H OD rf I 01 O • ^ o rH CO ^ ggg O rH r— 1 of of 00 §1 rsss"s" >’ •Jaqumjj isiOHjtn^moMBooH HnHHHHHHHHWW STATISTICAL! TABLES. 555 g :8 -r • I- 3§g§£§838 ; :g gS333S33£Sg§S3S3SS j oaoct^oo^rt^ri^wooooir: • ;§3§g • :i 'T $££ — • O SSSSSS ^^r'Cooo £ :g © ' O §J5S5s = S§$ :j2^r*S5S3S i£2 ~®o§3"*§n2S§?»®8 j ElSSSGSSSPsSSSSSS ! :g5g« :2SS2 sps ^t-ro oo§! aoctS IT 2 -J n § •<* sgsiSS -‘S3 «£ il I :13lssSS|gSSIl iilil :=2HSI3 I ©-cTcfcToo ©T efrtcf^ cf -so .-r^f ! ---^--,-r ; i ! mmm rcgcc'cfcf SiSSH nsfono :SS 3D 70 illilSis i cf cf cf -f i !§ ia :: § J iisis . j-t J3g i • iiSS i i is' ” i § mm ^-rf-rcoog =211! j mcTr-Tcf O O o ©“cf ill i : - -o- : ISIS t* O* \m%mm illlillil • -f uf— T r-~ cf-T cf 1SI811 °'l s if r : =? • 3 ii t o = mm i :sfrt‘ 1 igii! iis j | ;EB1 11 ills :-: !g§I i S : Iks ; 1 I il ill® ii°i iisig : iSi!ssll i il | cf « : i 1 ills i \p;^~ : ilsililslisliSil =iliilllillllill§i - ^^“-"wmw'sobfrswcs^- oi^soaF® ~c*=Tw>#Vr 3 illlSSigg • cf r-T OiHP^St IISpsI cf-cfrccT- if I1I2S ^ Cl tlllilllllisalllisSlIIiglSll ; © -a* — rc i-h ci © © cf c - :» 't o ■; ;i tj cfcfo-r cf— ! ilSll i OOr-fT?-,- illl :-cf sllSBI Isis :8 is 1 il cf islli ii : -cf-~ : 1 il isgae p j of illilfl is ; rH i-4* • S12IS i -'cf- j gipsifssiiiisiiiiigiiiiiiiiiissisiisiisiii 3Wgf3SfP3¥3Ws%t5f3S3g||BgWS5S|§g>r|SS5S2SSS S8S181 SSas'ss cf I il 11 ©cf illlll • riVTi-Tsoci ifiSIltlls i • cfrc cf- K'oncf j IS ilill i -- : iiilii :cfcfcf . III! cf« cf j PI ill -‘-i r'f-' ii o i ij-B ill i i i ; i : : : : : • * ■ ■ •. iilii i ^ ■ i jjij j ; i ji ; P GO :il° i : © ©~ : • • © • c : : :t • • I: ?! co- iSSS .1 is if i i : is i ; ; iiiii: : : : ; :1 o • i|| jo-*3 si 1 i !S :§3; : :s il : • • •i'’* ! il ; j ii Ip SS jS2 : ;§ o - HIM! ssf s~rf g 1 ii ii K.-3 ltd iissliSlss cT-sToo i-T iiiiillli cfcfccr-Tcfcf "S-‘= 1 © il »~ M 8= 111= g r“ § : g i i*:iil§ S :8S22 is! il ii :s :: L-: • if j ilplllSsS :S2S»Sl"‘-P 151111 cfcTcfo-^-- a Not paid out of Uio Hcliool appropriation fund. Table II. — School statistics of cities, fc. — Concluded. STATISTICAL TABLES. 557 § : o | 2 rr« | W :?:83§^5§“«S * j ■«• Cl ■>9‘ 10 Cl 0* M n 8S8 •«■ W CO 3 '; o :£3 58ggga 883£8S ao^^x>r7c:<7*^-^ — ^ SOT] S’ 1 558 REPORT OF THE COMMISSIONER OF EDUCATION, Cities containing 10,000 inhabitants, or over, from ichich no statistics liqve been received. State. City: Alabama . Arkansas . California . Do . Do . Connecticut ... Do . Do . Do . Do . Georgia . Illinois . Do . Do . Do . Do . Indiana . Do - v-.. Do . Do . Iowa . Do . Do . Kansas . Do . Kentucky . Do . Do . Do . Maine . Do . Do . Massachusetts. Do . . Do . Do . Do . Do . Do . Michigan . Montgomery. Little Rock. Oakland. Sacramento. San Jos6. Bridgeport. New London. Norwalk. Norwich. ■Water bury. Augusta. Aurora. Bloomington. Joliet. Rockford. Springfield. Jeffersonville. Lafayette. ' New Albany. Riohmond. Burlington. Council Bluffs. Dubuque. Lawrence. Leavenworth. Lexington. Louisville. Newport. Paducah. Bangor. Biddeford. Portland. Adams. Cambridge. Chelsea. Gloucester. New Bedford. Newton. Weymouth. Adrian. State. Michigan . . Do . Do . I[ Minnesota . J | New Hampshire . New Jersey. -i... Do . Do . . j New York _ Do . Do . . Do . . Do . Do . . Do . Do . Do . Do . Ohio . Do . Do, . Do . Do . Pennsylvania . . . Do.. . . Do . Do . Do . . Do . South Carolina. . Tennessee . Texas . . Do.r . Y ermonc . . . Virginia . Do . . Wisconsin . Do . Utah Territory i . City. Bay City. Jackson. Kalamazoo. St. Paul. Concord. Camden. Elizabeth. Hoboken. Brooklyn. Buffalo. Elmira. Hudson. Ithaca. Long Island City. Ogdensburg. Poughkeepsie. Troy. West Troy. Cliillicothe. Hamilton. Mansfield. Newark. Younggtown. Corry. Easton. Lancaster. Philadelphia. Potts ville. Scranton. Charleston. Memphis. Galveston. Jefferson. Burlington. Norfolk. Richmond. Milwaukee. Oshkosh. Salt Lake City. Table ILL—SlaikUca of normal schools for 1874 ; from replies to inquiries by the Vnited States Bureau of Education. Noth. — x indicates an afllrmativo answer; 0 signifies no or none ; signifies no returns. STATISTICAL TABLES. 559 •jaquinNi; a County appropriation per capita. b Also 8G pupil-teachers. * Exclusive of appropriations for permanent objects. Table III— Statistics of normal school for 1874, COp >,-3 f g I tT^ >lO o 5 S InVi 'n i- 0 »oo • .occoco rH ■ CO » Ci CO • • • (M OH • III •aoqrauu oyotf a\ 13 O O Cl rH 00 100 0^00000000 -0^0^ r-H CO CNrHfOH rH • CO 10 Cl • Number of students. •oputa^ « T*1 O O — i 00 t-h C4 cn 0 CA 0 - OODH^OOCClOOWOr.hO d go * 0 p* rc 10 n co lg i'* G: cc t- g* co aj C« (M • HHH r-l —1 •oiuk 11 1 15G 267 441 Cl {- ‘ CJJ ^ • CO CO 10 CO Cl C ^ OJ ^ CO i> 0 Cl iO ; CtH T-h tH •l^iox 1 © | H 1 0 a cn >0 | CJ 10 O IO ^ t'-o COClOrHHOCOOOlO'XClClW^ 0 Cl Cl ^ Tr cc TT 0 n 1^ Cl C. t- M- 0 - n 10 CO Ctt CO CO rH HihCIH r-HOlCX ■8io;onjjsui jo jaquiiij\r ° j w co 0 I ~ 5 0 0 rp «> HOiOd'tOCO’^OQNhOvW r-H Ci thHH r—i t-h tH fpr the last r. ^•auoi: jsed aqj nr sirdnd joujiduo aod noijUT.idojcldu (Uinf! QD 0 . 0 O | Cl 0 ! 0 • 0 0 0 d rp .O OOOOO ■OOOOOOCOO-H 00 ■ 0 000 • 0 0 Ci 0 i> C5 ■ 0 ■»—* CD m • r-l 0 CO t— CO t-h • Cl CM t-H in • HH TJ’ • • ■Ato 1 00 0 • 0 0 00 00 • 0 0 0- *00000 .00 ’43 •^nno3 •o;u^s 0000 0000 0000 in cTofcT o o i- o o o » o go o o c 0100 o ; irf t-T gT in' >0000 • o o 'oooooooo 0000 ' in m O CO 1.1 II 0 j • s«w® o°p4-" ^'j&a &c 3 <1 £ .§3 *3*8 .rnjj Ph HO a : :3 s5 « U w-'sp.S . . . PC50^Hs^K:a2',51<5f •KOpBzrat’Sjo jo q^q; SI Cr. in t© 10 CO 00 CO 00 00 CO CO CO 00 CO 00 be © Og © - > bfl o s- SH 0 O-g g s oA pp ■ -'p q-g^rs ill! a ) o (7t > CD O O O i'- ) GO 00 00 CX) GO -S^^d-'ggggg H ^ t^®~ CO •Hl5[2'0^+J+=b.l4 ©■ „■£ % s © o" -S0 1^ E-i H EH p> ^ ^ 3 8 g A «i § J.g^.5‘^‘5" p £ C P O QC J2 3h *r-< ^ o P pH O 3(-,iaP'3r=:or^>>'q£C-£0'q fH g © © o p< ■ O cc _ _ _ . 3h b’ “ e ogg 3 ^ | &!£.&!'£ |5 SJi’llH § ? 0 O t)CC q A ®|1J w O o g, 00S g o^lThH ,&Qch m © ^On'3 ©qp S 2 ■P O O c w 5 S q c3 © .3 o GO 'ft’o ^32 ©3 0 ^ x IM a. Pea 5 5q © o- II i'3 gcoqp g ; S © ’^raA \ ft co 2 0? © rg 3 tc O-tj © t,s g COO^ A£ ;c 1h UQr-o; _, C3 r-, q a * 13 © © O © %>s f^<4co “1§^° q.-S^Pcp, H-g o u O rp go2'g+3'3'3'3 gH-Sg§®»2 & © 0, 0©— O g g^5«3 A © o aigS 2 (i,B^ _^ig 0t® 3 C3 cbp O^-P 02 g ’w g'q.® BA o q O0J o M0C|mviN[ © a a © a ® g g © © O O 0'S 0 ft fcAhiAAxi^xi H I'lOCt'COC! STATISTICAL TABLES. 563 Table III.— Statistics of normal schools for 1874, #c.— Continued, indicates an affirmative answer ; 0 indicates no or none ; - indicates no returns received. 5G4 REPO.RT OF THE COMMISSIONER, OF EDUCATION. c c; "c 2 Juno, last Thursday. Juno 19. ^ £ cb 4s ,]L S.| . © o g - Is sin s iri oo > ■ f11 o OOOXOXOOO [ X O X X O X x : X X j i su;«xedde pan qauiqua pjaiqdosonqa. u sassassod poqag 1 is 1 : = > X oooxxxoxoxxoxxxxo : X X i Ajopxoq ; -ny juDimaqo v sassassod yooqog i § 1 ic > X o xo x x xooo ! xo x x xx c \ x x | © c-'. ; x j 5-3 •ynjuaumajeux 1 § i ic D O xxxooo x xoxooox xooxox •pooA « 1 ;> c o X X X X XO XXXXXXXXXXXXXX l Suiivuap paaq-aajj aoj saydure -xa pun ‘soquaudde ‘sisbd ‘sxa -pom jo uoxqoaxioo v xooqos aqx SBjq w 5 O OOOO XOXOO X XOOOOOO ;ox l xqgmjj Snmnjp sj > X oxxxxoxooxxxxooxoxxx •praptqs qoao o; araadxa pmnuy « CiOO ^=ci o o -oo 'oeco • o ■ *ooo— o « o ■ t- ^ o • ci • • in o o o l-: ^ o o — < ■ • 7? v-h • t-4 . . si ci ci oi • 1 • I 1 1 II! • o • * o • • oooo o I O • j/O » . 00003 o ■naqsx saaiznSeni ptre sycn.inoC pmoijnonpa jo jaqnmvj o « i r 1 c* c? o | o o o o ^ o | l-: • • o * © s •SqaoJA poiSoSupaj e> H 1 r } • . ^ ^ . ?5 L" S 3 .w,.^5 jneax jsud aqq ui aenaaanx i n » 1 tt rc - cioir: cr> m -- 7^ cc c-i r: ^ r: •jaqran^r H ^ ^ O w CD O -< Oin ^ O O r X Ci C - .7) ^ ^ l*5 STATISTICAL TABLES. 565 •sj -s •-5 = i i c 5 1 I «r S £ 'IT'C'C! >1 'S >* C ” II II 2 75 2 2 II III l!|U Ill'll II :l SS5 IIIII4I llllllti r'lllll Is min n« sum 11 0 XXX O X O O O OOOOO X 0 X ; 0 xooo xcco |sccooco9o X XO X X • X X X X X X X X X x xxxxxxxx X X X X X X xxxxxxxxxxxxxxxxoxx 0 XXX ; x 0 x X XOXXXOXX 00 X X X X X X X xx xooxooo xooxo X X 0 ; xo 0000 0 0 x x 00 ; 0 0 0 x 0 0 0 0 00X00000000X0 t 0 x 0 x 0 X ; x 0 x 0 0 0 0 00 x 0 0 0 0 X 0 X X X X 0 xoo x 0 0 0 0 £ XO X X xoxooo x x X X X X O X X X 0 O X XO X 0 X 0 X X X X X xxoxoxxoxxoxxxoxxxx xx : x x X 0 X 0 X OOXXXXOX 0 X X X X X xooxoxooxxoxoxoxxxx 0 000 X X X 0 X 0X00 to 0 X 0000 to ©oooxxxooxxxoxxxxx® 0 X xo X X X X X X X X X t 0 0 X 0 X X X X X xxxxxxxxxxxxxxxxxxx 0 ! o 0 0000 X 000 too© X X X X X X X 000 XOOOOOXO X X XOO X X X 0 XXX X 0 X 0 X 0 X X X 0 X X X X X X X X XXXXOOXXXXXXXXXXXXX :g :<=><=> H !° SS33883 r-r ® ITS : 2 • S3SS :S82SSS<8 = ?! :3"S = " j . S3; ooaoc ; = - «» § O -S< O -S' ; = IH' c r: -1 a C ; ;=10« ;00 ;0000 ; ; ; W * j s ;s • • X Cl -7 20 § .33 °§8 il i sa|2"=gsss°|" : -sss : ;3 : 2 :g.?° :°s§ SiiK :g :§ :g :8 : ©l tH — CO • • O ■ r- 1 1-1 • * CO * III i • I 88«11 r-r ills l 8 :18131a -r-Tcf t-Tt-T rf~aan III! ills illPl ill! : eT « « cf ; eo j 0 ■ O '•s* -r rc j It cf ”“r ^73a«c<« .55s • o> LO • %> O O - O LO 1-H . > rH • 0* £ 5* •sqioM. xcoiSoSupOcX | © * O O i— ■ OO • j s* oo ; — < o • ! c? o 3 3 1? ■ 5i c v © si o o rc 02 • jsaA }3ud aqi ar ascaaoaj | GfQ ■ o r- lo . - o • ■ oo ZO * I II CO • • 02 • * • « • CO § GO I 1 •aaqnma axoq A\ J h * i'- o o o o — • • o o o o o ^ • OHWWO O • IS o' t-T of of j O O O O O O • O LO o • • o o OOOCOO -r-CJO • ■ o o «hCiO^!-7 ' rr CO o « « O LO ucaA oiisBjoqas ai sqaaM. jo aaqran^; 1 H j LO O -- » O O 0 2 rr — O 0* X ?i Cl co^'?r‘’^Tr,LO^rr.^Tj«T?r;-^'Tr' 02 02 •osjaoo ui sauaA jo jaqranx ! IS r- TT TT o ^ r: rr TT co co coV* oi co co of of of of of of . rr ct -r — -'rr r: co ~J zi r.i ^ oi • | 02 -> ~ . — < ^ C2 T? : ^ of ~r~ — ~jZ 02 ■aaqrany STATISTICAL . TABLES. 567 >. I ! e s I ■S -a 2 - ^2 g-ai 1 r-i f-: “= -t ■ s a i^sl ; ^>)c ® £ g - ^ i 1 IsS ■ sS^s-e^ O o o § g g % , d®'c/?sooo®oo'c _ 3§§fi§gggg§5gg :p=..^ Pi i-s ^ i-o Jig Ijll fill ;« * >> h| la :-i. 15 > o 5^ IS 111 in pi. : : ;li|^2 3g«'p* S^'S • ^2 A 1111111® i 111 X X © X X © © X © © ©O © X X X © © X X © X © X X e x © XXOXXXXXXXX {.XX XXX XXX XX XXX XXX XXX X XO X XOOO XO X X Jo XOO X X x ; o ; o x x o XXX o loxoooooooo ; x ; o o x x 0X0 \ o X o o o o o o J © x x x x © © : X x ; x : oooo o X ; o x x o XXX xxoxxxoooxxx Jxxxoxoxo X ; ; x x o X X o xxoxoxooxx : X J X X O X X X ; o X ; o x x o x ; o XXOXXOOOOXXOXXXXOXX ! X xo ; x x o x X X o xxxxxxxxxxxxx xxxxxxxx X ; o x x x XXX X X O X X XOO XOOO ; o ; o o x o o X ; o o o o X O X XXXXXXXXOXXOXXXXOXX X X ; ; x x x XXX mmr \n*H \ * jg -a 3 ii Sl° §2*00 ; -GiO^CCW ; C » ; ;003S!0 « 3 ; ;iO • ; . . GO 1 :2§£§g°® ;§ ; : : o l ■ ; § ■;§ ° : :§§3§°° :| \\ 1 • • > ■ ■ « * • » » 1 : i -S^S i r 1 illl°lllll « : cfrt : _r _r 11 i ill! i • 1:1 cT j ^ti-«ooo^oo^oooooogSocoo^^oo-r « : of « ~ G» Ci G< C< T TP Tr c* A I © g o 3 1 g ||§||||sggagsssss|f||2§|ggg|1H| IP Table IV. — Statistics of commercial and business colleges for 1874 ; from replies to inquiries bg the United States Bureau of Education. REPORT OP THE COMMISSIONER OF EDUCATION. 5o8 STATISTICAL TABLES. 569 s I 2|l I nJ§ I III I ^ g 3 li a < II i m £ oq x ?T § _ § rr fSS S I 2 :g£ 3 S : *%SWT¥~W '§"§ § 1 83 383 3" 88 3 S 83 §5? 8 § :3 1 — r-i “5* - - -- — H* 3 % Hi* T-H S : ■^2 1 ° : | ■ nor; o o o o • 800 °i . 1 S 5S®§ 1 0 OOfr 0 °a • oo o o © M © : O o © ” 0 12 0 CL 0 0 00T ... O o o *T Cl o o o S“8i ^“Pj CO 3 :&233 ran isr Mt ~S — © ~n — ««>© >. a « — F= — =?~ o © 3 ?5 o $ "oi-lC — • © C, ~ c, J JM§ S I SB o o n ~nt~- © "coso — rtrtbo' a wS* 3 MS d dsd g 5 M Ells £ <1 OS S ^Sg <1 d£ | %*S*8 PH rrt § I £s *~3 d'-sd ddhJ 1 1 I 11 I I ll 111 o © o ; o 33 § h S3 858' Cotumiesioncr of Education for 1873. a Commercial scholarship. b Life scholarship. c Time unlimited. Table IV. — Statistics of commercial and business colleges for 1874, Ac. — Continued. 570 REPORT OF THE COMMISSIONER OF EDUCATION. •!JTI3p -HJ3 T[0B3 JOJ noil. -inj jo jsoo [ennay •jboA o£istJ[oips ni sqooAi jo joqcany ■oeanoo ni sxeoA jo ISBd 9T[1 ni osBOionj Moqnmti oyoii a\ •qeinedg uj •qonoj^ uj •nt3niJ0£) nj •QjBtns^ •3FM O . i-< O < -m<>x 00 | •yjojon.ijea] •eqBinqj ! jo laqnmjq;’ ■Qim 1 I .<1 u

« & rtPncc X*6 6«id § % s gy J§ © ^ HPh p 0^ II © © ^ bl ^ SP q OOH © © e OOb is s 3! hotjbziii'bSjo jo qjbq; «ns i- o t- OO 00 00 •jojiBqo jo ejB(j • p.S 1*1 aft 4j C3n ■§ § 2 ,§3'o'^rq,S g 3 *3 IK ^ o o as : -3 s g£| ”“•§£.§ §T3 S'”rt ffl .“H r^soo cs § -e a « ^ .if ^ ai o o ® ^ ^ ^ p Ph O S 1-5 A «2«2 W AH E o 4) _ of -3 3 S In jjjj •5^o .o? S 4s 3s a 5 we* C33 ^ ^ t>| ^ hA rg g“ IllSffS ssasA=g SH«i§$ pq if? © .2 © © bD iS ® © P! O SS3 « r9Q’g zn g 5S 5ed3’ — 1 _ .-3 cn S « ml qS a! bl n ° ® § ^ o 3 .go-g © CO c5 ■ :S ||> : j ! S O I - • O -2q . ' ^2^- b/j© •if ®0 <2 gpq 5 S3 tt © 0 §pspi*i?i S?iS*f 1*1^1 -H Ml sms a <3 ■"’ 4'J 03 r-j 35 i-§*g«1 ,S a © O 30 1 ?rP oo © ! ® be l H © 02 . la-Sife* i r— , p oj a iri 1 a) icnaa a t S ii ® |ag§ip.§3§8| ©.2 s s a 2 2,3, c3 u O' PPQU j»®a SiS O p ppq go 2 3 a ^.30. § g w ;g £ w ~n — ^ — - =i — =5 — Fn?T si. I ia i f4 a ■s« I 2 1141 3 b yll ^ Him 14 nm s oS^lsT *" fHass 11 1 1 I 1 11 I! 1 III! I 11 II ~5x _ £ . >, Jx J § ^ :P£| .11 k! I's^sSigi^igi.sSi 3 I ^ = ^ J5-: is 2x -3 S"f 5°| ? s ? i m hi S - = .3 5^ ?=< <5a o-o .25s. !si§Ip?J 3 2 if lf.il I =oX°3bIoS |] 5 i .g | | !1 1 I Mil ;=3 = = - 2 : ^ • ® §1 1113? sga g o ^ ^ 8 3 s 8“S : & § § = 2 lillpl — — - i— .i = _5|il£| limn isilH! I! li if !* 22 3i‘S O'JD = * X III 1 I 2 js §§ l H 3f kiBii itiiin 3 £§£ aB §§ 3£S S81S 8S| s s From lleport of Commissioner of Education for 1873. a Commercial scholarship. b Life scholarship. c Time unlimited. Table IY. — Statistics of commercial and business colleges for 1874, <£ c. — Continued. 572 REPORT OF THE COMMISSIONER OF EDUCATION. lofcifil department of Law- i Appleton, Wis . |1847il872| 0. I* STATISTICAL TABLES. d -I i j! 1 13 I If 8 SS I cT 5 ^ 3 c* §>© © ' i" s S3 W **Gt : s g j 1 : co : : : © • • © = O • : £c o • • " O 3£” £ w S SS5 IS n s 1 gS3 ss I .2 2 r¥ 3* ai mi J Number. 574 REPORT OF THE COMMISSIONER OF EDUCATION, Table V. — Statistics of Kindergarten for 1874; from replies 1 2 3 4 5 7 8 10 11 12 13 14 15 16 17 18 19 3 rX2 rJj "x Pupils. | m Name of Kindergarten. Location. 02 © 2 > Y0, Name of conductor, j j 6 Number of. © j fj. fll •a "o'73 J WJ IT 1 2 3 4 5 6 7 ! 8 Kindergarten . New Haven, Conn . 1874 MissMartha L. Stearns 0 8 3-7 3 University Square Kindergarten. 571 Cottage Grove avenue, Chicago, Ill. 1874 Mrs. John Oaden . 7 13 3-7 3 "West Side Kinder¬ garten. 51 South Sheldon street, Chicago, Ill. 1871 Miss Sara Eddy . 1 30 3-8 3 Kindergarten . 104 Breckinridge street, Louisville, Ky. 1872 Miss Hattie F. Sawyer, 1 26 4-7 4 Kindergarten of the German and English Academy. Comer Second and Gray streets, Louisville, Ky. 1870 Miss B. Lauber . 0 35 4-7 4-5 Bates Street Kinder¬ garten. Lewiston, Me . 1874 Lucia A. Turner . 0 27 3-7 5 Oak Street Kinder¬ garten. Lewist-on, Me . 1874 Anna G. Morse . 0 20 3-6 5 Kindergarten branch ol Friends’ Element - 190 North Eutaw street, Baltimore, Md. 1874 Eliza Otis Williams. . . 0 1! 3-7 3 ary and High School . Kindergarten depart¬ ment of Mount Ver¬ 4G Mount Vernou Place, Baltimore, Md. 1872 Mrs. Wilhelmine O’Donnell. 1 18 3-9 3i non Institute. Kindergarten of Lasell Seminary. Auburndale, Mass . 1874 Miss Mary H. Weston 0 14 3-8 3 Charity Kindergarten . 225 Hanover street, Bos¬ ton, Mass. '1874 Miss Eliza T. Hickey. 0 18 27-6 3 Chauncy Hall Kinder¬ garten. Corner Bolyston and Dartmouth streets, Bos¬ ton, Mass. j L874 Miss Augusta Curtis . 0 14 3-7 3 Kindergarten . 151 West Brookline street, Boston, Mass. 11373 ! Miss Annie C. Bust. .. 0 14 3-7 3§ North End Mission Kindergarten. 201 North street, Boston, Mass. [1874 Miss Ida A. Noyes — 1 o 16 4-6 3 Private Kindergarten 98 Chestnut street, Bos¬ ton, Mass. [1872 Mary J. Garland and Itebecca J. Weston. 0 24 3-7 3 Public Kindergarten. . Corner Somerset and Alls- ton streets, Boston, Mass. 1869 Lucy H. Symonds . 0 1 5 3-7 3 Eollen Street Kinder¬ Cambridge, Mass . 1874 Mrs. Mary Mann . j 1 25 21-6 3 garten. Frobel’s Kindergarten 47 Seventh street, New Bedford, Mass. .1869 Miss Mary C. Peabody ! 0; 16 3-7 4 Private Kindergarten Northampton, Mass . 1873 1 Lucy B. Hunt . ! 1 1 14 1 4-9 1 3 Number of school days In the week. STATISTICAL TABLES. 575 to inquiries by the United States Bureau of Education. — 9 — r 9 10 II 5 10 4 . 5 10 4 5| 10 4 5 35 1 5 10 4 5- 24 o o CO rH ol •OS.IHOO poissrp uj 2 | OH O lO O iO lO ^ CO Tf« CO T-t iG O 'O <^> o o o ClOO •asjnoo qsijSng; nj | a i OOfMOO O O C^O O v 'O r-l o CO 1-0 00 • LO CO — t r-i | no •ajctna^ j H ■Pi S o 0 01 J 0*0; TT LO CO O •apK | S I 0 0 01.0 O 1.0 o CO lO t» C5 O ^ O o o r. o -v lo tt lo rH LO O O •I«FX « i o o oi »o O LO o CO O GO O O rp O O CO CO O GO O i> LO ■7 Ci O’ T-i 'O T- CO ^ a •2 d •sjojorujsxri apsj^ •uoTjumcaouop snoxSrpxx C l Oi G-2 ^ Cl o o : : . O C ,72 CJ . w;” £ sc to 5SS P.P 3 p ■ r_T ■ ■ 60 sH a a n 0^00 O O OOOpOC w {Z5 OaftPUSO O £ ;a : :W :-|S j ! S © B U P I HnSrti^r \< 2 •uoTX'Bzrtregjo jo ayeQ[ (NhSODOO CP o f* t- o in o -r« CO 00 OD CO 00 CO OO uajictp jo ajBQ; jr-o Co-' o tra bO © 3 O ’-■’Z -St; g^oOgAfg p'uJ d.o. S g«.S > ?p: 20 -p cs © © a3 p - O CO CC CO 0 0 M8t 0 0 0 1870 CO ®s : « : : rr* \ ■ ; • ; :<1 : : n 9 .... O 'J • ; 3 ; p pAq : o"2 oo a ■ Z r ± © 'OsE i p p o I O - 33 r-.<| C- © P r ^ • ,2w ©O s o o 0 g H o -3 fcir S1^ :d :>= 10 g ;^h ■ 3 Js C • . © C Is- ■ O • O « ! 3 © - ;o - i^SSS^S" : 8 °S !=® © O c ! § © 8 CO ■ Cl • • • © jOi'; • o oo ; o o ggt-o S i *- « § n g Ul bl o let 8 Of S8 ;88gg jS^ |5 :? © ~ ‘ L~ ^ ■*? ■ r? s « g g S '85 :§^=iS joS j-?* — — -yz: — - — : — -=: — r - — s 8k3S — . . . g : 8 £ g g S ci j S o ? : : : : : : : : : : : W • • • : : : : : : :::::::: gggggSSggSgSg 88 15 ;g|33 8 : g ! 8 g s ! g § 8 sgsss SgggSSSggsggS ss !5 :§§ss 8 ! g : g 2 £ ! | o § &§S5S£g8S ; ;cTo~ ; ; ; ; - ; ; ; O ; SI ; - - - j - To - j - j - © - j - ; - “o Jjf| mu R 1 Ti hWh m \it ■ s , o S :SS S^fesgs III 6 *R ? s t = ?.E 3-* 5 " 2 I j li § -3 3 § -fc >> 11 pi; .9 | III : II I a s j l ^ ^ I ^ I < S J Si ^ ^ ^ - Q "2 1“! ~ F — i s I § p-i « 1 1- li o li «^25II|SI c s “ ~ ~ ■ " CSHsitliS^S^SSs 2=?!h^s 5 * I § ^ ^ From Report of Commissioner of Education for 187'J. REPORT OF THE COMMISSIONER OF EDUCATION, dumber of students. uno/C oiurapuou jsuj; JO osop oouis sporps ogrjuops paagjug; 00 H • O • 1 • • O O • Cl i |(M Ilia ■ i i i i ■ ■ » ■ ■ i • • iii« ■ • i Mttt • llll ■ || 111! 1 fill | || III! • • » i • •J139£ OTUIOP'BOB JSHJ jo osop oout’s eSoypo poao^ug; H i H^rl • • OO^CO • r-i CO • • • O i •• * i • i ri • * • ■ lO 1 • > I •9^9^00 Ut osinoo opijuaps JOj'Sui.iudajj; <2 H • O'*** 00*0 • • i> t • • o mr •9§9n09 UI osinoo yeoissup aoj'Snuudaaj . l» H • O • O t-H • HC*OCN> * ^ id • CO CIO • rH » t-h - ^ • (M • ■ . • to •saSunSuef uaopora ttj 14 > »0 LO CM CO • CO 1> O O CO * • O • • rH • HP rH rH (M • • rH • J • c* • • •osjuoo poissup up M H •OOOHO CO Cl lO ' O CO • *00 • • rH Vf rH rH Tj« 'Hh ''CM* • t- »o 00 • ; th cm . •osanoo tpiiSug; uj (5? H •OOO^H CO * 00 O lOHCO • ' Ol • 'CUO(N rH • rF rH CO Gild • • G^i ' 8 226 3 •epena^ 3 •oppc S H IO 0 O ^ O ^ O? O LOLO0 OOOOOKOOrHO rH ^ tO (M C* C* ^ d GO CO CJ C^^lOClCMCttgJrH^ •pjoi rruo 0 O ^ O i-H(MO tooo OOOOOIOCOtHO H^toc^ Gi Gl^P Gl C0C0OI C*TjilOC*(MC*0*rH^« rH C* •SJOpnjJSUI 9IUUt9J£ * j (M j | rH G* OH ; CM ; tH ; ; ; C* ; • • • j CO •siopnajeur opjy - C^COCOtHt-HC^ H POLO OJ *>• C* O COTHiOC*COrHHl o . t> I ! : : “ &D ® : : : : : : R-S :sgg RgggHHowg ;pi^o ^pm'ph ; Principal. »S 2 ; : • :l : ;« ; ; j ■ A : : : ■£ : ‘ri : : :« 1 ::::::: : Eev. W. F. Lockwooc E. Parsons . FT. F. D. Browne _ Henry C. Nash, A. M Davicl Mack../. _ Eev. Isaac Bird and Bird, A. M. Eev. Benj. H. Bailey Lloyd W. Hixon, M'. I Eev. J. I, T. Coolidge, M. C. Mitchell . C. B. Metcalf . Osgood E. Fuller - Eev. James Dobhiri, B.D. Eev. L. T. Jessup, (w. E. A. Tompkins . F. T. Kemper, A. M . Frederick Henningei F. B. Scheotz . J. J. Potts, A.M .... Brother Nicholas . . . Frederick Thompson Eev. J. C. Wyckoff . . mOTJUZtUUS.IO JO pjBQ 1 « ^oidtoo • coowo oooio • ior,-ccoocD-'3 oo co oo oo ao oo oo ■ oo oo oo oo ao oo ao oo , JO 9^(X W ' ' £-5 ' ' * S - « S S « • — . • i . i- . <-> i • * co • • a; co ■ • ° • 1837 1855 0 1825 A c cc o 5 « Owing’s Mills, Md . Philopolis P.-O., Md. . . Charlotte Hall, Md.... Amherst, Mass . Belmont, Mass . Great Barrington, Mass Marblehead, Mass _ Newbury port, Mass . . . Southboro’, Mass . West Tisbury, Mar- tha’sYineyard, Mass, Worcester, Mass . Fentonville, Mich . Faribault, Minn . Pass Christian, Miss . . Pontotoc, Miss . Boonville, Mo . Hermann, Mo . i cumyni, alu . St, Cliarles, Mo . St. Louis, Mo . North Conway, N. H . . Elizabeth, N. J . . 2 a % i 1 1 i H St. Thomas’s Home School . Milton Academy . Charlotte Hall School. . . . Mt. Pleasant Institute . Family Boarding School for Boys. Sedgwick Institute . '. . . Home School for Boy3 . Eaglenest . . St, Mark’s School . Family School for Boys . Highland Military Academy . Latimer Hall . Shattuck School . Trinity High School . Pontotoc Male Academy* . Kemper Family School’ . Hermann High School* . KJt. JL tlUi ft VJT1 cX LULUcil OGLLUU1 . Select School for Males . St. Patrick’s Academy . Kearsarge School for Bovs . Elizabeth Collegiate School . ••loqmnyj; j ^ ^ IO O 1* O) OOH(M CO rf O OhCCOOH^M^ to imrno io io o^coco co so co STATISTICAL TABLES. 583 •o O » t • o o • ! ° G l- C4 o O o o 00 23 K o • Cl ^ G O »G ro c» O C Cl CO G Cl co o o •O rirlO • oe • Ci o r- £- O CO O CO Cl CO 52 8-52 c c s?3- o 00 t- 8 o « CO o Cl 254 5 51 3 S5 ° j85 I* ^ ^ :a 8 cc G S 8 8 -r s Cl c* • a >8 j ao2j »? r: > 88 e 1 8 s q g Cl t= o Cl o 88 52 82 ;S 8 is : i 1 p 1 | :s S5 g g 8 8 g m 1 i °* ° ; ■ o G > o • • o o o ;C > o §2 ;g 2 : SiSf? CJ -H is § 1 1« ig^S? 8 § 8 - 8 s 5« i c I §s 2 : 888S Ci t-i §8 § gss^a | S8S8 s k5 8 8 J- g Cl §8 55 Crib ~o — T-. r-i'cbs — si~i — 5 — o ~oci — « . Vaocso — 55 — c 5 111 * is OH § o S & ;? 1 H§. g g - fcfc 5z5 £ & = o*2 pT 1 II & £ °8 S it i < if 2- III S fSfl 1 0<§g~~ ^2 tfog-S &- 8 p-i ^SIT lis § W & R mJ h m > > b - = H0p--g ? > i> ss^Si Ssli S3 g i issi is i mil fi s€ *■#=-§, = IffS^ I ■si sgjsafes I I&4 «im 's§ si t I s s IIII I I I il HIT 111 |. IS : o ! ', o \ ; i i ; © ; :s g SiliBjlPi S? ; ! '. z? zr~‘ -TS ''c'l r"2 • X. Six SSi S2?* 32^ 1 g^fsq I. lE ■si 3 i j I !? Sill 3 w § XX gSlSl *-** sail 52 32 = !* :a £ :i X? -~~ - - rti — 2^ o = & _-2 ||I§o"b ggs =H E^EEEEjE 2 ES> %%2 g o fe: §33 & 2 ■g1 “g^j ill c33: ^ ._ . — c — !3£ ... jla^#§ #|isi|r ii. § •sli-g'S i^lSI !!«gs & -sB n a: — r- 3 » 2 1! 4 fcfcH £EE lEjs i mm i a -,?;p 1 illillB « -jllilig i ^xSxS 2 'bo IIs |2%l a* 1=2 “ ®ssH Ilfs! £f!2g '^‘3Sr~ “ Mil Mil 3£^i I Mr II iilli SSs^ 3 3 in li 0 ii l III £3 £ 2 is 8 acaoacatS ci ooccl 8 S cs 8 o From Iloport of Commissioner of Education for 1873. Table YI. — Statistics of institutions for secondary instruction for 1874, .p£ ^!IS§ II III i 4 : i : d -s i : 5^ ii i = ||!ar ii i mMn :a 5 ■■= Sg^l^aaS jS i^ : : ! H ; j^ci r *0% ‘ \ mil \ -M$m 3 H • ■ ■ • ■ ■ >i • ■ * 1 • • |— 1 • 1j • • ; ;§;s ;| =; :. :.-s I'H : 2 : : i :l;l If H : :£>:'§ \& • • :£ >=2 . : 2 : >, ■ i mku ii? 3 IHIHI 311 1 llsl“ss Iks g 1 1 5 cS o u igl'i ill in • i • • i i >!•••• • i * • • i .2 : is :J 1 i =i%! INI# • ilia's 2 ! *IHs3 r •jofltanx j § Soon ^2 q sggsgg STATISTICAL TABLES. 585 o ^ • o . O Tj» Cl V V 1-1 o Cl « — < • o OCi CO CO Cl ;t-.CI o _ d ; . . O *■* : t Cl « LI — O o • Cl 10 12 SS . OD s« s-. si o £1-'^ o ■ en . 1 ss § w VS . . o S22 ^§2 lo lo :- rr osn 8 LC SI CD . i 8 r®a 3 ■ 22 • 00 © 10 6 joodloo Cl ; s 2 SI 1 i ;-§ . rr 3 2 i L~ SI O 22S *~a 2 |S'r £ ; »|2 5 ! !"S S § 2 2 S cl ft _ 3 SS 8"»a § 3 s l Si ! :222 g » | 2 S • ; ;=> Cl ; © - • : ; ; ; ;C O ; O ; O 1 | - 222 £222* isgatsa £ : 2322 i 3 £ ; 222§£ § 2 IS i 22 is 2. 3 222 SKSSaSgSSa £ 2322 S S ; sagas § 2 IS S 23Sa S o ■ o Cl ! ; I *"* ; ; c,° ! IC1 TP o ; SI 1“1 Cl — Cl ; -1- tpsitp « - = , “ 3 « - .cr £-- ) © . mco-iojh i- T- Cl i^T ! 00 TP -PCS Cl I ggg UllSISsOgq § gggg s 3 SlUl | s gg s gggs g From Bop or t of Commissioner of Education for 1873. Table VI. — Statistics of institutions for secondary instruction for 1874, ifc. — Continued. 586 REPORT OF THE COMMISSIONER OF EDUCATION. 1 O i i & •jnaA orraopuon jsu]; jo 9S0p 90ms S[OOl[OS opijuaps pajapig; ( D H • » • O * • • ys o ... . • ^ • •.reoA oxteapnon JO GSOp 90ap oS9{TOO paaaprg; i> ■ 00 . X) O r-J ^ . • O rlO ■oSaqoo ni 9s.to.od ogijnaps aoj'SapBdaj,! ® ! : pi : 2, ° ; :ffi : ■aSopoo nt 9SJ110D poisscp JDJ SoundDIj; *3 H :§S2 cl CJ :2r3<:'1 o . •saSBoSauj ujaponi iij a i ° : :° w :1'0000 cc S "S 'OSJtnoD pjoissnp up 2 1 ; > & l~ ;8SW S • ■os.iq.od qsqSng; ii[ « n ^gl-S S g?2£g5 CO 8 § gs •op; tooji; H 1 O • • O • • O to • G* o •8FK c ! £8§8§ § sssssssss s ss th r? th •PJIOX ?; 1 I 8388S8ggg n sg •siofpxuEjstn: apniod 00 ;CT;;0 ; ;OS ^ ert ^ TT cT r-.'b rinr.«nL-H c* ?T5 •norpainiOTiap suoiSipp; e 11 111 : 1 LU11 ac ;'Sfl • cOc3-a :o Ijo o.o o o ;o|2i : si pJ !l < Principal. * a : s :»£<=> l ■; Location. « cf 1 1 * . -5 » • : : : : : ::[>:: j jig ! usn to § a&j* lip 7 ff.il 1 l‘ r| i] ; « H j’a/ r rill! ipp > < It- ■N 0 ■ *2u ! 11$ ! HU : © 1 | 1 ? c ;< .5 g c IIJ 1 .“a : — j- ill fi i CL iS? 3 > ' ] • ? > e ; I 3 ^ ^ C* • i ; g § S 11 ; ; » UflRr'n U Hi l-i "S M Z/l-i issll s ssli§si§E2j|j •aaqranx; STATISTICAL TABLES 587 o O r- 1 'f • » O • • • c* O • O O o O 8*~ 00 . r- O -r Cf. r5 « o o • o o i— i O o ■ o Ct C*5 o 8 ; S* oo © © n TO ‘ o .'-' « o c; « otion o V o O o c? ° 2 § ^8 • • 8d io L- 2 8 j *-" § 2 28 8 w ~ 8 CS 82 ^ O o ^ •s s» © > p © 00 °8 88d 88 S8 8S 288 -r sss S i 8 8 e 8 8888 888 § o 2 & IE" 2 88 £88 88 8 88 8K88S88 S '88' 888 88 8 88 8K88888 'W r©" 8888 888 "8 £88 ~88f © - o“S • ; S - PP - ~ £ d rir^ 0? t- r- oo © © cE ^-.T~r » §§ PH II II II IS g°|- ;id>ld lift IS IIS ZZ^ ~ ii ^ il. iidb Soso ; I a <5 *J >X3 ZMi m gW: I ES ~Z >5 ||2 H <5 £ !l S ^ d ^ d 1 asj Hi s-zs d d i ii |ii i i ii iiigiii i 11 i 8i|| 111 | | 1 l ° 8 : <-» : iii ::;•=::: 1 1 O o o ; ; o ; ; i ii i g 8 : : ::::::: : Si: : : :_::::: : : ijfcS !i ‘ r r « - CO « ! r ■ s P gf Hit MI11M 1111111 i iPP rsrm Jil ii 3l4!g!i 3^-§i^isri5s|l §P iollal'i|o|l! |M e:h"i-s- 5= ^ £> r — — — ? — 'M'rzj'T ^^5—- fc £ i *e — PX3 1 1 I ill 5, a •I i 111 m iii ill hi * s ;§ I 1 ;3 1 s ii j 3 ^ M |d | i! ii| S|ll£ § |S d 2 = '— s - .2 -jr-: H,. I |l .=*Hl 5 §§ =11 xH'Z mil <5 a J 3 - — c£T~ o = r£U Ill IS II S S I 1 I >5 a a ^i=i pa "Hi s S ts o I SI si'S SI I SI IlsisSI mss "nis m nm. From lieport of Commissioner of Education for li Table VI. — Statistics of institutions for secondary instruction for 1874, fc. — Continued. 588 REPORT OP THE COMMISSIONER OP EDUCATION. uboA onnopijou jstq jo osop 9oaxs STobqosogijaoiospojojaa; 2 j o . •JCOA OIUIOpBOB JSBf jo osop ooais oijOjpo pajajag[ *=H ; - ; •oSoipo tri osjtioo ogijuops joj'Sauudajj 1 rt o ■oSopoo HI qsjuoo poissep joj "Sauudaij; ! « : ° : *S9“BnSaBi ujopour uj ! 2 O O O GO Cl CO CO C ir. LO o . ‘osanoo poissBp ux | M T« io o io o i— 1 OO r-< Cl ro o Cl •osanoo xpiiSag; uj I 2 o o r-i 50 85 130 LO Cl rH o o •opraox O O O < o 1.0 < Ml-IHI •opit ; 2 •pjox j Si O O lO o io io r- o WnHrH •SJOJOTUJSTIT C<0 •sjojouijsni o^K •uoTjctnuionop snopipjl 3fcf oo p4p4 O Jz5 fe: s 2 g Jed ^ o CG 8 V~ g ^ O'C'T^&C g^sS >*3 ^ .2 ^ O ' -2 g S >r. •uoi^Bziiresjo jo oj-bq MOJJBqO JO 0JI!(T 05 d 0 1> o r- CO OJ CD 00 GO C5 C5 w CO GO r- GO O GO 00 OC CO 00 fl Ogp |“i wif -wa; 9 V® If io § u© .See o _ o _ > C Ci it ^ cr,_ © © © 5 o o c >5 ;; S © “31 a 1 © g © © >: ‘fl Pw 2 ft.2i IS .a 5 ®=m K 3 J^'3'E©d^ jm'-'oq ©+b 3 © 5 'c£ ® . £ S v3 it 4 r-© >2,c -h x S ^ 'O S , <5 a : o •£ : _®a2 c « H?1 I 1 *s*s CD 5 i = _2 — 1 X o O H J §2 •joqmnx ro ^ o Cl Cl Cl ci ci n « c! Cypr: STATISTICAL TABLE'S. 589 IIIIIIIIII1I II I II I pi I I I I I From lleport of Commissioner of Education for 1873. Table VI. —Statistics of institutions for secondary instruction for 1874, $c.— Continued. 590 REPORT OF THE COMMISSIONER OF EDUCATION. •jv.sK oiraapcoB jsijx jo oso^o oouts s[ooxxos o^puaxos x>aa;axag; [ X H o o ° •jcaA oiaiapBOU jsux jo osoxo oonfs o^axi03 p^WI h H O O O •9S3XXOO UI osjugo otjTin8ios joj’gatjtBcloj,! F" o o o •9§9{X00 in osanoo x^oissEp jcj ionxiuclajj O o o •sogstiSaux aiapoiu ur £ ;S s & S 8 £ 00 •OSItlOO XH0TSSBX3 HI I n QO GO Cl \isjnoo T^nScr 3; uj j ; 1 « H § ;S5 2 3 S S 3 § STATISTICAL TABLES. 591 of the Commissioner of Education for 1871!. 592 REPORT OF THI$ COMMISSIONER OF EDUCATION. o P a a o o 9 .© Number of students. mbo! oiiuapBOB (jec[ jo osop ooais Gjooqos ogijnaps paromg; ® ! H 1 Q \ico.£ otraopuoB JSBJ jo asop ooui's 0S0XIO0 parajag; if • O •aSoqoD ni osjuoo ogtjuaps Joj’Sni.iudo.ij ri . . . o • O •aSopoo ut ©gjuoo p’oissBp joj ijtniBdojj; VS rH 1 ■eaSBtxStnq uiapoiu uj tH | 1 Ql-CO d O O O i c Cl 1C d d Gl l'- d Cl rH •osrnoo pjoissBp uj s 1 Ci • Ohh • r-< 1.0 00 0*0 o Cl ; T-. cc Cl I ^ •©sanoo qsqSng; uj 3 1 © j © CO co o o o >o o Cidd oc S 0 •opcuag; 3 t O O OHhO o O O 1.0 o 1- t- LOHOW Ci Cl Cl O c© 0 TJH O 5 * © H •opK •^ox © O O © — 1 i-O o © o »o o i- i- O r-l © d Tji Cl Cl Cl O w O O <> Ci rr coh •sjopiujBut optaog o o lo Ci co o in 43. T}1 (Jt T? •siojOTUjsnt CO CO J 1-n Cl r-t Cl | "T i ; ^ ^ •uoijBuuuouap snoiStpg; © *« . : : : : J ® ® §Ph| ^22 O 3 PPP ! ! ! a -.j ^ : : % -2 ® DO a % t4 ; ; * CS P( p4p4^H P | pH r I : 1 m ; cc § i § ; |Z5 Principal. : i iR a : « S is 4 q -a S c3 = .2 g Ssi Pi M2 .3 Q ^ S- s © W ^ .1 lc s § « ©^ M <3 i-l !m )< i « ! C >rc i iji > i :§1 : ^ w .3 ^ P M ij^ |l J £ h.s1 | ? i w ^®® U > p gas Oi i % ^-§1 : -a o c; ci J lib 2 .3 J j s ^ \ p <’ - 00 * J . S |i j-g^ li -P.2 £ 1 ^ i i g ^ 7) £ S g ^ la ^ T)^ - H3 h « 32 X 3^ § ■uoi^ziunSjo jo ajBQ I « iO t'* 00 -r T— ( CO CJC5 © no t- ©Cl d Cl © WhOh r- © © © © CO • i'- P- © 00 00 00 00 00 00 00 GO 00 00 00 00 <7.* • 00 GO GO •japBqo jo o^uq; 1 ” O © GO • Ci • *— CO . d co co ‘Cl • ■ Q-O _ • • • • . • — 00 GO QO • 00 * • 00 00 ^ i i • . , i O Location. : : h i * : : ; so *. $ * JWl> 1 a 1 -3 §§s 1 £ fa .3 i d o 55c n « : ; . ; ; ; ; ; J N : :5zs : : : ! : 1 j | £ : : § J : : i^^ J ' 3 * a* * -a § « -S5> £§ § .§§8 a C o ^ -j o ) Q ^ WH K ^ 1 a £ . . . : o : ro . . © • © . I "3 ; 5 I I $ i ! M O E? <0 .o •; "3 rt ; * 1 1 1 ^ S k « < © CO ^ce-t 3 ii O fi^oSl: 3^ 3 J D.t | T [cj 3 1 H C • ’ • rt • ¥ s ■ ip i i ^ i j| ^ • : g : : w> : a -3 >? i «S i if £ i | 1 : : :>h J^o co g 1 || > ^ : ©fccgs^ cop g © rt" 3 a? ^ © ©S a © a H 5 s 3-^ .= 1 a t ^^<^<.3 |aC KpS 3 llfIfaJs III 5 rFr..xPP Sp ©^.2 2 a 02 ^ ^ 6 a: c; a .©r^c ^ P C.CMIP PP H t> i» ^ * "3? 1 © HH ; ^ cC c 3^ ^ £5 £ CO ^ © H \pqmnjj; o *-« d co *s* »o o Mies o — < ci cc lo *o r-, — v~t —2 i— « — « —I r— < *— « r— 1 Cl Cl Cl Cl Cl Cl Cl CO CO COCOCOCO CO 00 CO CO COCO CO CO 00 co STATISTICAL TABLES. o o # o A ^ 2 = § S g cr to ■** r-H ^ r— » -2 223° s cl : § ^ CO Cl | 32 5 o 2 j § 3 2 3 | §3 33 3 §33 3 5 I ? r 333 8 8 S ; 8 SI? 8 §SS|S53 g ; : : : ° * : ou O . C* . • o • • • §|| S3 | 2 £ S 3 3 3 § g £ § Sf? | §3SgS3S § C!3 0 ■ £J ao — 00 C) c~. o L-5 i- w GO -x> o *r: i- oo cj f~ c-. rs or ■ nc = M 00 TO rt o o c= co cr. -=£» c? n ci ro cr ci r-^ co 3d If! fi ; a a 3 a a . a o o o o i2i 2i 2i 25 fc jii g 53 C3 C. o c Ph ^5 £ ; ^ i 1 ! s i S i B -J 11 ST S w o o ! B > h d 1 55 !J 5 ^ ^’2 w f = 2 c5 3 i § 1 Sg5 ; ^3-2 i ■“»? = -§ = = 1 1 a c ! 1 2 : 1 | > | E g 1 1 ! 1 a ! ; § ‘ » -? 1 ! ; P § 1 J | ! 1 S > '. If : : £ :4 | L % < 'i ; i > It 1 3 s-;s c U% a lie I aaa - Hi .IS a a art £5 r=j « s' &5 S I IS I allies d'S&gri.fa £f£'JJU HT¥ lltT siii iii 1 1 ii i mini i 5 4'- A = A 2 .A.* ~ j'3 A - j' pA”-H 5^«tiir || :- !ilS5sl2i«i!l|l«sS|l^?|S1SlgIll II 1 |fp"«» :i ££5 £ siiasliili: ;s B&I^KftSvTOJ B I JJJJ*asc 3 is3 :? cM a e? c? oS $!> y 3 - ? ■- ~ £ 25 £ & & 25 25 2r & || | Ulllll > = S cor c c ~ ffs m m j 8 Oi fc,£ £ g * - 2 a i i | 1 : 1 -I 1*1 ^ ~ — -2 •-■ 3“ 3,5341 i Mill i SiS.gSsI I .£ r j:£ | 3 S3 §3 1’g " 1411111 | W 3 K 2i £ I | o 3 F* I I 1 1 fi! I * - S 3 T. 1=5 i£ -3 I I >j I Cl < Hg|s 3=| | iS.1 1*1^ 52 h- = Ht3||f 1 &1 I |IIf||l s != j pills f iltfiltiiflli J-s 1=1 ir mu a-# a £ 5 _ i i I I i i 1 Ii I Slllsls 38 E * From lteport of Conimiaaioaor of Education for 1873. aNruno changed, to Groensburg. Table VI— Statistics of institutions for secondary instruction for 1874, $c— Continued. fr* N umber of students. - REPORT OF THE C( unaA otraopuoB jsei jo osop oouts sjootps otjtjugps pgxgjug; 3MM] cc H ESSIONER OF ] • 1 III! E] DUCAr i o nc >N. •xugA otuigpuo'B jshi jo osop gouts oSfgxpo paxgjug; *s H • • Oh i * • II • o •gSanoo ut esxnoo otjtjuops JojSuundoJd O H » ^ « o • • • . o •gSanoo ut gsxnoo xuotssup joj Suuedoxj ^ ! i • • ® • cl ® 1 o O • d •saSunS uuj ujopotu up s i • O ■ Cl • 00 • T-t * d 1 CO t • 1 • ■ Ci O 00 • Tj* rH •gsxnoo potssup up s 1 • oo ■ o • o • ■ • Ol 1 . 1 ! rH o os co o T-t ^ CO rH CO •gsinoo ip!x7?ng[ up s 1 • O • CS - * • d « . • GO ! w GO £J d lO- CO wd O • •gprag^p 3 1 i-O O OHOOO d CO OP-^Tj< 00 CO 00 O O GO CO CO O CO co coo r- co d co oi> tH d H TH •gpK s 1 i ° 1 1 • 1 * 1 LO O OHO® d CO O i> rr rji 00 CO OO O lO X CO l'- LO CO CO COO t- CO d CO O r- •siojotujsut ejuragjp CO CO CO ^ t>- th Non-sect. Non-sect. Non-sect. E.C . Non-sect. Principal. *3 Eov. G. T. Eider, M. A . Itev. AV. II. Kingsbury . Emily T. AVilcox . Eobe’rt B. Howland . Mrs. E. B. Searles . Emily A. Eice . £ c !p } ) 'w 'd • ■{. iji Eov. E. H. Chapman, A. M., D.D. Eov. P. A. Strobel . £ J i < ! Hr ! N > cr j ^ s ? Sarah A. Hosford . Miss Mary A. Evans . Miss Mary E. TJrmston . Sister Teresa Sherlock . Mrs. Euth A. Worthington . • ^ •uor^ziuuSao jo ojuq • CO • d O TT* t- • 00 00 00 00 CO CO • • o r— • • ^ 00 • *00 ^ C5 1> LO ^ -TOO 00 00 00 00 GO •.iojietp jo gjy(p M 0 0 1836 0 ° o j j 0 1859 1867 1846 1874 Location. « ! | HI r* l^ft I ft ft : '> g h i2 O O ^CCH £ l jj 'p £§:g-| | ct 5 8 srV© c H H HP^J* H : : 6 : : (OO ^ !_ rsa |1 >■?© E = i M s ^ s (<50 > c > c ! ? ! ’£ ) C \6- 2 i 6 : jgO Og r ij I |f : § ® g c; ijc 5 | a| 3 5 Ppp © yA H Cottage Hill Seminary for Young Ladies.* Tarrytown Young Ladies’ Sem¬ inary. Troy Eemale Seminary* . Howland School . A V hi to Plains. Eemale Institute. . . . Locust Hill Seminary for Young Ladies. Yonkers Collegiate Institute* - to j ® . -g ; ; « ; ; 5 !S o ■ ’ 1 ■ • o I"® ® : :tc i . ‘ > rti 1/2 : : ® : f? : © ® ►; ^ : p ) 1 '3 O * Ct ’2 2 ^ -g 2 : ^ s® y ghti j S .5© & «?P 3 S Sp©<5 kks b “ ggN |l ©Mo j3©y; os 3 B A © a H ^ P § . © .2 3©'^^^^ ©CMS C--1 CB S^2iS'S«^^|B£S ?0 S poo * *— * - - * r — ’ '^'T ” ••wqnrajj co r>-GOCJO i-« d co rrio o i^ooo o-h to LO iOOlOO CCO O O O O OC O i — t'" CO C? CO CO CO CO COCOCO COCO CO cococo coco STATISTICAL TABLES, 595 O ; o O . o o . — » e o . o — O O ; “ 8 S § 2 «g 3 3 5 3 § S 2 ? : = ^ :S *-- § s on ; Cl cs o o o • 8 3 3 §33 33 S S i 3 s: 1 T"M§sgs s se s g s "oc oiTg^x — g — So — =T Flf — c*®“ ™ — xTi :^= SaaSFESSKS iissim mini! i ii 1 1 I g n ^ £'■ ~ TTTTf I S |! ; : i-.ssii":".ss.i4f5fS sslS^s liiiiisi 1 4 Ij|l pffllilniil HHjiji is ° _ b.-.^sp, Pi hH h (!) p( ft ft p, ft Ea j|?Hli0|fill iHIIllf fi ^iSg^’es-ss-Ba-s -it fJJM I as ztZ'~Z~Z § s si §1* £ si’? Ill isigsi^rr f |j HU I # - j ilfBi » a 1 1 s 'SI Hi: °# 1 i O^gco^uSgS 'si*-* * 5 I - sISIHilTm » s _ < 5335^a<; H ^ fc£ 5 i§ 1 IS ; 2-S rs,J3 • ; |f, '?0£1 £ X I & I £* § mu in MS is S S ormuriTiii From Report of ComnuHsiouor of Education for 1873, Table VI. — Statistics of institutions for secondary instruction for 1874, O O CJ O S- o. SSggSS i*- m o o S 2 ” 5 LO CO O CJ CO : S £5 '3 cj O' t- o ■ tH O * • • CO ■ o 8 gg 98 '3S SSSSgSgSSggggS S'S' § SS g 8 » S S § S' 'S' 03 CJ CO CJ CJ -1 33 CJ O %- TTcj — cj • I.'-OKOO I o’ ci CJ n n n o> o> co cj fj _ 300003 ptep^tfptep: :a a? : O n * 2 >22 > S MS lilijllf MWl £ * 1 ii ii if aSSSaSSSKS lliililillisl 1 1 1 II 1 I I I 1 I J I si J ►. >> 4 ef .5 .SS t: M 5 l-i Pp fl g III 0 *1§ .2-2 >>:. 0- -'dS-g ” 1 r r lislli ffiljil Mil®!! fl .5.3 53 =.5 >.5A.S .5£=j=‘!>3g ll^lllllai 32111112 I21 SsSst *1.7 =1=1 ~A 5 2 O c c ^ •Rllllfsl§^§ a ;2 *c 3 ® a =§ 1 pliJ Sh = ilgpf =1 4.2SIH Is iSsthi S| -pint ll a-lri - — .= O?"- : :l§ * O S“3|2 5> 2 o a 2 ,3 a S-^'S * S- =■= §ap{||3^^ l|2§.gpc||fel slsisnsiSsa ^,3ssS.K#5y ■slip 1= 'o 'S'3 A- iP tcS BS 3% 5 gj» ?c >; 3 § bio SgHsAS 151'! onrioimiiiifiiif III!: = «sfc~ 6M^ ITiTIlTiTiT Report of Commissioner of Education for ,1873. 598 REPOET OP THE COMMISSIONER OP EDUCATION. STATISTICAL TABLES. 599 of Education for 1873. a Temporarily closed. Table VI— Statistics of institutions for secondary instruction for 1874, efc— Continued. 600 REPORT OF THE COMMISSIONER OF EDUCATION. 7X o 1 O u J s 5? •jboA oiraapuou jsbj jo osop oonts srobtps oprjnaios pojojug; GC o • • • Cl » : : S ; •jtfo.C oimspBOT? jsb[ jo osop oorns oSoqoa poaojug; 3 wo . • CO ■ • o . . oo ; •oSopoo ur osiuoo opnaops joj i> nuncio j

Vt : ^ ! I 1 ! § « ! 3 c s Ha H: :3 : : H i : ||i | ^1 j 14^ PS jp>| -:' ;»pp :a : : N5 ill 5H -p ^3 -1> •uorpczitreiuo jo ojuq; | « 1 111 1111 1 1 1111 1 ;! ll | Majjreqo jo gjb(x W 111 1 : : : | 111 111 i j 1 « lc 1 y _ j a P J C Is 1 H < : IIS 1 h i d--50 o"S p\o « rs a s sb ;|||ag|ggaj p ■ ■ • tv- 1 ‘•-ji a a kS ; i«il 2> !^£S si M J4 !i S & H -Si 11 ! 3 3 1 p i fcc II 1 1 a . 5 !5s< i as c iS&I !$ < its J ;:.S S|c s >15= t •= g’sa i 111 c 1 ! ! g “ I 1 E ! ^ £ ! %, Z s P. P ! i o .1 • »cd • : its : : :g : 111 '! 1 d” a t- Pi l' ® a .5 . : 4? 3 S-* ca£^ !»-■* mm! mn i a : : •3 i ; !l li :| li Pi|a J CjzJ 35 O |S3iS mil HO 1-3 vraqranji | §§§ !§!§ il § lilll s§§ is STATISTICAL TABLES. 601 © • • • co • © O © © © © © Cl ■* r: * CO 00 rH b o c* o O • X) o C3 Orr ■“S ; ; e* coo o s 33 : § S'5" © 2 O . O -3 r: o o 2 CO S?” 3 | el « 2J 3 :« : o 2 : o © ^ 3 goo JCOOOOO 3 00 C* O 2 g 3 10 10 o 2 S : S , • snnosL-.oH ^3 | ii SS5 ; Cl • i 8SS 3 3 S3 ;S |o332322? S| 58r"88S¥s3 ss -1 :MM wm S3§ 833 jS£2§ 3??3§ g§2= i4g M¥]|5W|~i¥8W-¥Wl^ Piiiiirgfii-sgw &£ ^rap-flsOTffgfp^ rtCO - rrolsi^- - l-CO^rH .,-.« SIS* 0*3*0 .!(M5T c*^ jrnsoo — ^cTcTcT^ ^c« n«Hrt — ^Totctci Hi S«CO - r,WH« - HHHCt — CT! -! CO 01 roo»coojo>~* -^sistsj ■'§ : ? §5 Pa slli ii 3»il S| I jji -tj-J o o2£o ~§j: ^ 5§ 8 § 5 .3 §§§? j h? fejd |lpW 3 I! =.l 13 rc -x jt • “ S _-«rf - Ca2 2 ^<3^® iiiiim m tm If ■d.® '551 ^ ® 5 S-S < 5.5 ; ffl O _- 3 O p -. h£>= W f ^ =t4 II >:>; „s Pgf S>3 SWjf£ •93 11 ill! i ill I fill a =■ >5 a 1. li¬ fe! §^■3) ||S§P mill teS-SSiaS i L, S g SF I lsS*&S| *ifl 1* I >--S^Q M^3 J5 i^’SS l| <35 %mmm iji i< ii |S l‘3SI£ = ?tlPl2!lli 2>OO^rtfa^-aOaKCQj,i|Cr> §13 imssimioiiooiif I § S § 8 S § K B S S S I S § S Eeport of Commissioner of Education for 1873. Table YI .—Statistics of institutions for secondary instruction for 1874, 0 • >0 ! 0 .000 1 O .000 i-i 0 . . OC» ; ; LO 0—1 ■ 0 ■ 0 0 1-1 g* i-» 1— O ooo-r 0 r-1 . O S “ Cl . = :)= ; r-1 r-, 0 0 0 O Cl . O ot^on 0 co co Cl SS°S^ : ci 0 f^oon ao 0 00 5 2 '*■ 0 ^ : :SS : «a 0* £ i^s« iwS ;s«s gjo^f^ «§§g 0 £5 0 0 282 0 • rc 0 0 ■ 1" • 0 3°°S : §S58 caoS 88 :§ S3§2§ p ; ; "•88 :§ 8888 §328 2?i§§ S«S5§ § | 2S83S1MI 83 8888 28XS £582 nnnon | | SSSgiSSSgj SS23S23GS §888 82^8 SS§i2 55282 § £ sg'gsggsss S§ 3 gSggSKSSS 822 § EG2S C* t- co « OO ; ~ T-t -=r Cl C(-iO-rT)Jl^ ■ ■ CO — t r-. I-i |r.r-rHO« CO CO « O CO ^ -i to n^-»i t. Cl C* r-l r-t o -ir-mrciJcc-iT^n cir- t-i gi i-> - s - t =. >S>;;=i = sr ^(S^JNh :TC £2'S S|. nv. < s£§3 ill Go®w 11*1111 ;<2 - . 3^ i urs ■iil&Ss llllil 1 llillllli 11 ; 1111 jglll Ills mi ~ = o > 5 — = >S S3 111 ill Es^-r 23dH5S-sS ] iiiiiiM ill fill! =11.. JiilJlliilli 1 ji«|il? iW'lfliKill Hi £sSg miiirt :lfi;i PHI Ill •g£g«|3llagis IfifS „ | 5 §||b JJ'sJ ~“f ??1| O = £ © q SS g.ZZ^ 2^21, S-gS-s 1411 ill b :5 fiM < s--c 5 =•§1 11 1|^| Hill M O .Sg 5 _ 3 h»H sails 1 gj-s 3?| igiPi mlisii ■s^g iiifL _ *^!»§3| 1 1 3I * lj fc - 5 z >> - s IlifiiH! H _ niiniii 11 lllllil I llsssllil II § ~ — I® 11 111 L £ £ 5 1 !i ■= «i = g§ I 31 -1® fl ~_LC 3 3 So » 35 35 5 5335 3333 •i'Sisl’g.S£5 = SS=3=^| 23SS From Report of Commissioner of Education for 1873. f Brown Iligli School, organized, 1704 j Putnam Eroo School, chartered, 1838 ; Table VI. — Statistics of institutions for secondary instruction f or 1874, ijc. — Continued. 604 REPORT OF THE COMMISSIONER OF EDUCATION. -S ! 5 aS Ol O 1 a £ uca.C oinrapBOB jsex jo osoyo aauts spoqos opijuaps paiajugx co ! ! ° o . * 4? . . o . •jcoA orniapBOB jsux jo asop oauis aifanoa parajag; ^ I r 1 .** 00 co . : :° : ; O •oSaxxoo hi asinoo OTjixuaios joj s’orindojj; ^ ! • o <=> C* • • 'ZZ~ • * CO rH i ■ : :M : cocj •aSaxxoa hi asjnoD pjoisecp joj iiaiiudajj « 1 1 §« : CO-Oi-O : §” : Ci i> •soSbuSu^x Hioponi nj H i : § GO • ■tfS • : S° i ■ * o I . "gsxhoo xeoissBxa nj 5 1 § i 1 •-* O :§ 1 a : i i ^ •asjnoa qsixSng; nj g | 3 i 1 S3? • O • S §§ I S j •OlBHiajl H g3S3SS§3S!8SS £§*- rH r H . • ■ 1® 1.U : i ; g o^- 1 biiM COt-SJC U ill i!< o ' 'Et i i3f h|h ■Soj •noT^zrereSjo jo ojB(T \ Hi 1! !!l|!!!!l|| j 1111 illl •jajjinp jo ojcq; ! M :° | 1 ; :l° 1 l|ll=| ! ;1 Location. j : : : |1 II ^ gc BP |J |l !| S * — !> !>fc> CQp- K'r- i r.s \l =a y s* g-5i - a i ' I =s ic !l illii i^ll tsiss 1 si a P i | Ig it Ha¬ il HI ! o Hi III eg ill i 05 VA H Saw in. Academy . New Church Institute of Educa¬ tion. Wesleyan Academy . , > i d :< 3 J® r ? i £ - .2 ^ c -5: >. : ; 3 : !>§ : , e , ■ \< | 'R o ; «•=! 15 o, :xi" : a 'o ** \ i§|l : o|a g 'g -g ^ £ 2 37* j -£3- o o5-2 &_ -u»> E = j5^= i : >>§ V ii -p! M J'SJ >M 5 2® : 3 | o S » - .S.2 2 :5 SqOoq ! p ; c: *i| Sri -3 A ^5's > £ a l|j : o ; o ^11 5^55 •joqmux c? ** o *o o: cr. o th (N t: ^ ^ t- r cn o - r: ^ -V -T ^ TT- rr O irz ;.0 m O O O O O 0‘X)00Q^ COO OOOOOOOOOOOO 000 0*0 000 STATISTICAL TABLES. 605 o S. . ° ; . O non • . =50 .-r c :«s? oTTc’ Tt- IO o 8 ;C* ! ° • d • • ; cs = o ■ O 00 • r- o • O o o '. V' ^ P3 r-** *rH i o re • w Cl c: ; IHOO, ) . o — L- T-i UC'rt' nno s ! ^ cs rs Cl GC IS*®* ;t- ;d-oo tfi ;0 i±2 ; O O 0 j ,rt8 8 Si O ; 8 » : : ci 38 :g33 :g : £ A 8 S 3 2-3 83^3 3 :*-§. o ■:8°8 : g ; ° OO 8 5S :?S8 j : jS§§83 858 §|SS88 8 3 . — | x r- > si ! rj* 85 riMiff § SSSSggf 3§33£835 sssa'pess gsssssss . g PT^ri^f ^| «lsf gg-3S3S ^P1 assess WlsffW S§§!§§28§3 5888 giwppg- -.soot«ct«rH"o' Cl Cl 'l Cl C-. O ; Qi ^ ^ - T- ?< ■ Cl d ^r^ir-rcJ^. -~dO !rtHH«nnS( — o — ailJMs85 12 Sv^scli^c-S S®5< SIS g- - 2 — -r — — ^lllillll^ 1111111s SUS |I||S|! 5il|!l|| *iwp iSsliili I- "l-H^ I I'-* |s!» ^'g^|§^3~§1 lifj SliflHIjl 3“ £ f-= £ *#5 5 e s s“ C C - =5 IS2* II -S -S p M*Slit»» I o gs ? - =.S =ir^ H „ § i •5tS^^ = S3^2,?^5p=:| IS5S-=l5ill=l5^r til! Ii?4 e=g§ mi iiiifigg g ggig Table VI. — Statistics of institutions for secondary instruction for 1874, Ow O C: O ^ Cl rH CO r-i •saopnaxsut opjorax 00 rH CM CO CM Y- r-i CM CM iO CO CM C* O tO^WOO •SaOJOnajSlIT 8[13K *> 1 — » t-m COClr-tCOLO t-H H C5 COCOCOdrH 1 ; •uoi^nnituouap snoiSipjx . . . o . . <4 © . . . g GQ 3 H •§ s pJ pJ £;§ ; . . : :+? §■ -^§22 ‘S . rt'p a c Rp0|zi O O «■> co c d o . o a m 73 | ^ -r. ^ m U2 o o ' "® § © § § Principal. d ; . . f. f : : :? £ i gpj £H| g*t{§ rf|g lijj X>-|v- xO? rH ^ COO? j :-d : : ■- : * c ■ . 1 Vr-» i.:? 1 O H ^ ifW la'| Si ^ g^’3t5 :|aj ^ ^ j J g £ ^ | ^ "E : : : : :g : : ; j !Ji« 1 : s<1 L rA%^ \^A§ i H'gfl I ^1^ :!^| 1 A0<1 d^SPj ■ S S a § ^ § <5 E i ^ ^ j £s©c^ • p ^d in 1 oc rt . P3 . d •-S S > O ; x^mO^ © g >- > n © o '•noijL’zmiiSjo jo j -? O t'- OX-H-TCO O — 1 rf* o -GOO LO C5 00 13 • LO CO CO CO CO • : 00 GO CO 00 00 GO CO GO CO 00*00 GO • 00 CO CO GO GO • C D JO OJB(I | M Cl • • CD • It • O • GO ■ CO • Cl O ; ^ — X C2 «5) u- co lo a co t- : co . — . co co ^ c GO ^ GO GC CO CO GO C O o o Location. 1 ■ « £ a ..gO.fc - i mil S £ l^Og fc h! Uj :sv- Albion, N. Y . Alden, N. Y . Alfred Centro, N. Y. . . Amenia . Amsterdam, N. Y _ Antwerp, N. Y . Argylo, N. Y . H z sf 50 bO <© 3 & \ \ H 1 [ Mil ■ ! "4S • "o ! M ■ o ; o : t •3 C g 'c X fcC C\l m | ® rt g I i 6s* £ o : m d £ s ffl >r- x H ^iHE- 11 I j iil • • • *5^ • C • * * OG O ' 03 * ' O! ~ • rS o • ' w ^ &d : ; Pn : • ; = >=S.^O o • a >•■ S 3 ^ 1c -a .2 : o s =r..5 o .- : Gic5 £ 5 <- 'd d :•§ ^ ax g a §)P 5|2a^|a§| i^Eo HPxS<; department.) Albion Academy . Cottage .Seminary . Alfred University, (academic de¬ partment. Amenia Seminary . Amsterdam Academy . Ives Seminary . ' . Argyle Academy . © 3 is § :0 3 sl •joquimj | jo cs o h c) « ^ li -j h qo ci o— >oi n-joef- o o — < — 1 i-i — . — - - — < — i Cl Cl 51 Cl a Cl Ci a f- £- £- £- t- £-> £- £- i> t~- t- t- £- l" 1" J" £- t- f £- STATISTICAL TABLES. 607 111111111 11 1111 I 1111 ■: ililiii II •!! | ;! Ii :|§iii : : o : : ° 1 S S :ii S :11§1I : 11 = 11 Isil !!IIll!!!; >!* ** I'll*- I £$£ £ £5* P^-S : = c; -3- SZ=rZ a E-.gcSe^ - ‘111 I nil I L-llllf plsl S"= a |,iS| | lillslg Hill ixfcsi ill if Icjlljj- - 111 ill ip lltPfsl! ^5 3 £ %lp1 .***$* . . 4il-=S2JNI- p.arsiiitl|i|i| II III I ill IS IlllIIl r iBggpggg ei nn? ggfs § mrnm mm up? From Report of Commissioner of Education for 1873. f From report of tho rogonts of tlio University of tiio State of Now York for 187*1. Table VI. — Statistics of institutions for secondary instruction for 1874, ^*c. — Continued. 608 REPORT OF THE COMMISSIONER OF EDUCATION. i 3 © 1 O 3 M 5 3 * mboA oirnapnoB jstq jo asop oauis spoqos ogijnaios paanjng; « j © . s* © . 1 o o o • • • . . 0* .0 \rea£ oxtnapnoB jstq jo osop aaurs agaxxoo po^ojag; s ; OCStMi-l . CC ■ O S'* O Ot I-I ' = > • OOi 0 •agonoo m asanoa oijixuaias aoj Sirandaag; Q o oo co c i • «* W ■ O O Oi *3* >£5 ■ L' 5 ;-i ;0 •aSaj[oa nr asanoo paisscp aoj StiraBdaacX wi H05I3 . l~. ro 10 cc :o ct o co c 5 •sa.oBnSat?x naapom nj ! : ; oos^or; ■OOOOCj'f^rt-? • •asanoo xbotssbxo up i e? : •asanoa qsqgng; uj 1 a ||S§ : ; g§ssg ;£§3ss i i •aXBraad H H •apK | © ; sssss sggsssggsss •FPi * | g§^§« ||gS3S||Sg§ •saojonajsui axmiiaj ao n »o t-i at co (?« o qj Ci -s? li • •saojonajsui 0xbj\[ *•» ; CO C* ■«* r-l . r-t •uoijmnmojiap snoiSipjj © mu ! 1114? il n i mu il y lijllll j 5525255 ; Principal. i<4 i^J iri^ ISIS? § .gfl1 tflSlfc1 1 a ; oS o i ^ 6^5? 5 : : : j 1 i 1 •: 3 :S^ 5^11^ |««of sins 1 i : 5 ii Sci 2 141 •uotjcziuBSao jo ojuq; 1 1111 : ; :-: 111: ill •aajarqa jo ojaa w ll°l : =111 1111=111 sD . GO 2 il Location. J* : : : : %#&*, g £■§„-.£ Sllfl llfll H I1 * S* §f x i ! SgJi 111: Ecs-g! Ssl: : jx : • A 1 l|| 211 in :*-> c^— 5 III sh^.:' iC |Sl 11 i a 53 Rural Seminary . Starkey Seminary . MetMessel Institute . . Munro Collegiate Institute . Ulster Seminary . i j ^-3 | _ 3 >= .III 5 |1 Ii ^ : J § ■ Ii i £ ; ■ ; 'S • S3:: e -k; yi- 1-5^1 mu S!sl"g. riHi itiij pjji Bill ii §sg CCG? Mt ss| HI •aaqranx I wwm -.tmw. mmm$m STATISTICAL TABLES. 609 ; r © • © Cl o» “i C J . — . -c-c-r O © -1 » © • JiCH • re .cio — it: ro ; LC r- o ;=‘ : ; ;C=^-=<^ C* 1-t o O • r.;>rc . oxrc rt -B-r Cl '— L~ O X Ci .-, ^TMTO o ro re — -oxo r. . Cl CC TT “ C5 X rt ^ cc - ^ S°25 |x -o ; St ° : iz&J$'=>a- CO ■ Cl • • r> ; 2 ^a? ^assg . o ox. ortoor. 5 r ; ; 2 2 ^ CO - s sS op: -2 ^1§§|§2 1 : 2 2$ :^2SS O ; | 2JE2 2 : g 222 SSs^ sssssssss g 222 S^b SgjSgg s ii ssg §§g t; S2g S 22i SgS2| g -g |S?o: §§| i: Sg| |SS| ggggsgSSS $222 |g|2S|SS|^| tb g §22 t-i rtceeo t-c*c*=! .-, o o -esrero ct^r:^ cirrMn^no -. ■ L- r: ■ ;«i- tt :!Hr. cicic!.-: h - ci re ci *-- ~ ^ — — . c; re - T- — c; ci — . ci re — i- — re."— nri ■ Cl —! • j! | i ; 1 1 : o o -x ; o «— 5> . 5 f 1 1 : 1:1 3 ■ : ? : 11 033 |1| 3 = 3 O s s : 3 3 ^ 5 ; §2 = § : 3 3 3 3 3 o te; ^ !z : Z |z;3Z ; zsz !z ; Z ^5 zzz i :» :N : • ^ Hill 3 ???£? 2 §§E?5 ■? ZZZ-Z a i-y o c . IZ I CO . ldf‘ll 1J*! Ifillfill IJ« l?l?5=3?l sr :;zr . j^i sill s *t=g* S*NSia>iNfffi > 3 Z >: ^ r ~ -r ~ X : ItslMsiSs- llsl 5 3 E.F ?;? ? : r i ¥51 iSSSSSzzzz:? 25 5if = = * ^:: o >•£> ^ art «"•§ a _r 2 o §m 1J £i s§| = O-jr Ug 5- -2 . Jf « C >; E -3 3 2 3 a * <£ Ji|=i C o §53*2 5 c I! -z dllPlglU fill -~ ~ -- ~ " i - ~£~z 'c - Tf o ^ > ^ > ~ ; _ -* v^ ' > ~ ^ ^ - Ji! ! 1 1 =!•*■! I? -3 i|3l**S|iI1|11 I It-5. ^Jsi^-Si^i ij ia~±ss<< 4 1 if *B § i-lij-i §tfi? =1l-s J> £|j| 3 111 sIII|i45iSi3|iri|ll'-5||| teSS^MOiiliiilOiSn 39 e >. -■— 111 ol <4I!< Ss = << r r- E- - - . - = s c. : ^ S 2; z 2; x cE ? 2^ b' 3 a 1! hh •§ = § = 0C3 liL ^ = 5 x !iii -5-0 ZO o -!•§ - Sr-fz t‘3 5 o5 - 2 S< 2 If? = <: M3 b3§-E2 mini zoo cox X XX X X X 0G< X: X ;S i* 3 lii |33 From Report of Commisslouor of Education for 1873. t From report of llio rogonte of llio University of tho Stuto of 'Noxr York for 187-1. Table VI.— Statistics of institutions for secondary instruction for 1874, Continued. 610 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 611 Report of Commissioner of Education for 1873. t From report of the rogouts of the University of the State of Now York for '1871. a Temporarily olosod. Table VI. — Statistics of institutions for secondary instruction for 1874, fa — Continued. 612 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICxVL TABLES, G 13 0000 0 OS* *r-* O c? . 0 ■ 1-1 • • O 0 0 • Cra'.H'? rs or. .i-.CJOr. . rt ■ X ® c< 0 0 4.-. © 0 0 0 • O C x~ O O 71 — ro 0 § 8 O O S = Cl rl o_ C^HC £1 8 71 osisr.r. 0 cc ■ t 0 . . i- JC — = : L~. Zi O ; 8 * a • 0 ■ 0 0 0 «sga«“ s ; ; ,,S,25,53S§ cl 8 •r- « 3J j : S3 2 || • Zf j g£328S;3£gg I g5§S§38 S«5gsS2“g§sSS&3 £8 £§£§ § gSSS3°S5SS§g g gi?:§*£§ "pUg SSs'SSas&SPgSSs £S SSSSt | SS*SS33S3gg' 8 gpW01Il_I^S"S2^B2gS|^ gg~gg§3" g 2 = S|SgSSggg'"g 'io^oceo'n^ C iOTfO r-OS31 . :«-i ;«©tr-SS*«,-i OG* — o — «■ rt' m -1 O ' - rtC * 6*^ ^ S - .-. s» s< -r 3; :-=.-TF 7! ril • ^ - IF- r3riT--=> - ~T=? - c< o c---T-“ctrt-cir; -— x ^ 5s 5 III ill 1 ; :! jlllili illllll 11 1111 1 1111111111 !;p|g ll!I IIP || IllliS U Hill 111 »ia § sss mm * • 1 ^IP^rsilsaJJgllSS % la SSal Sailiillllllgl 11 *111 9 |§Iilfe§§g§| s . . I . - - .1 J 8701 Nat. E. Hydor . I Baptist. . I From Report of Commissioner of Education for 1873. Table VI. — Statistics of institutions for secondary instruction for 1874, fc. — Continued. / 614 REPORT OF THE COMMISSIONER OF EDUCATION. • JB9.C oiTnapuDU qsBf jo 9Sop { CO 9onis spotps opijuaps p9J9jug; H 25 1 0 i • HW ° ; ; : oo •jboA onnoprcoB 'jSBi 1 JO osop 90QTS 9,o;9J[00 p9I9JU3 rn O d o o co •9S9noo nx ;s 9SJU09 oprjngxos joj’Scia.T3d9i(i P o ^ . O T-i • °° d 12 13i> o o •9§9H00 HI os.inoo poissBp joj gauBcIoij; j rl I 8§IS CO o •yoo rH CO o o o o rH d d °§ •sgSBtiSnT;^ ragpotti uj ^ | . o • O • •l'- • • o • • o •9SJT109 XBOISSUp nj 2 i o c? o co CO o o CO CM o o o o o o o Hd T-i t-i CO •Gsxaoa T[sr[Su3; ui J o o o ^ CO 00 iO rr CO CO O ’ ' rH in d O O O d o o • oo oo co co d • rH rH • •9pTO9^ = 'X c.norj' r- 00 WO O CO O o O O O O o O CM i> CO CM CM CO CIO r-COCO^O^ CO •9PK 2 i co ooooi o r- o io o o o 10 ao o o o so* coocirsco tho do hwoo^qo r- cio T*V>i Si © — O CO O CO CO 00 O CO CCOOOi- O © O CM 00 LOOOOIO C7 co o O O 00 o o cc CO o o HH CM rP r— . T— ( CM T-i -rH •s.iopnjjsai •SJOpTUJSUT 91'u’PC ICO (JtT •uopBuiuioxisp snoiSipg; I “■IbIsIii I m : < I r-Tw O oo '9i s? § m i p 3 ! c3 b : ; ; -+p 'P cc o ^ o fcJCo.ti P^S hs ^5 ; :p > r- QO 00 © **• I— i."* i— CO CO CO CO OO 00 00 00 CO * J9J3UIJ0 JO [ ■ 00 coca 1 CO CS 'r • 00 CO 00 o o -r 00 00 p ? -U 5 a UU oHpo S s« Sc So OKS? S 5 § S &i> Si.- P. o p’s gg?§HH .s' 1 £3 | gK £ o d g sllsss o ® s 2 3 <■« « © H op s a pH °r— 5 S ^2 P s « o 2 o PS ;cc Ili - o o "J2 c£ ■05 32 5'-—' cc 3 “£ W u^3 1*11^3 IS Si! a SrP-s'-ssi* " ^ oS Q O ?H KP Ig- Pacs-sgo §h.9h o-e a ^ to „ 2 © £C© ~ §I«!o'& icS C jsv: cK P "S O ^ s CS^ 5 o£s^ cs,3 1-firlCOO t>s S >5 © a 3 s t* ll SP o co t" t- oo •J9t[ninx xcio-om o c r- i- o o o o oo STATISTICAL TABLES, G15 i IHiSPHIijli iri!l|iiiii3i! Hsi3*JillliiJ ■ggiiiiiiiiini gllllii lllil llllslsi ll§8 ill From lloport of Commissioner of Education for 1873. a Temporarily closed. Table VI. — Statistics of insulations for secondary instruction for 1874, ifc. — Concluded. GIG REPORT OF THE COMMISSIONER OF EDUCATION. j i « ! | ■JBOA OiaiOpBOB J8B[ JO 3S0p ooais spo qcs orji^noios paaojajj | ^ • ©O - . \I«3A‘ otniopBOB jsci jo osop oonis oSopoo po.iajnjj ■ OOT • •oSonoo m 8S.U1O0 opijaops JojSurjBcIojj i ^ j o • § 3 SSgg e> So3si § o Sfloo ■s.icjotujsui ofcraoj CO t-iWt-I ; C* CO ClV-TCl •sjopnjjsai sjcj^ Cl tH CO » • rioTjcnimoaop scoiSrpsj; « ill : hh^I P 1 cq ill la ! - s ; 2 i s | : i jq : • • % a, ? ! a pfS ! 1 %U< i I 1 3 Illi i H OBrij ■uotjBzitrBgjo jo ojbq; ! - ! Ills 1 1111 •JOJJBtp JO 9JBCI ! « ; oil ; 1 © © © o ■ 1 1 3 i j i| i iii .2 gp a : -P*3 5lri5lSlla_||S| S- i' — IS £3 la S o3£aa =PP gfa§*Sl*1lia|== aafc* ^ V* .ms •otuuji H IS: sill rm m 1 © X | : 6 ; 1 1 il d ; ; ; ■ I ill! ; a ;sjN 5 i -lit - 5 ^as i 8 S|So i & x. * C i S ; i ! £ ztM •aoqiunx i HI! 1 | 1111 Table VI. — Statistics of institutions for secondary instruct, ion for 1874, 'ti[Ol[OS trx 85[93av jo joqnni^ 3 °§g?°^0=gj;0= =0?0000000 = ?0j ; | 7* p. s •sooj-aorjmj axo.xj .rrov oqj joj s;drooo'j ilili :° 1 s i 1111-: :: g : : gill IS i CO j •gpimj OAijoup -oja taojj omoouj « s o :00°1 ; « 0 0 00 ■§ : ;; 0 •sprnij OATlOUp -oj;t jo pinoin^ n s ;°ooo j 1 0 0 0= ;| ;CO ; | o~ : : ! b 0 •snpji«dd« pan ‘s»arp|mq ‘gpunoJcS jo OP-PA 5? 811 1 i -111111 11 :illilll!ll i §' ; :§83§32 ssS ; ° 1 ! ! •S3Sbq3og[ niapoj^; 8 I gg : : : g§3 : :S°§ : :§§ 0 ■ •OSJCnOO {BDISSBIO a 5? $g :S : § ; §gg§ s§ : ! 0 0 ; ' if •obiuoo qgrrSag; s SSSSSS :g : i ~ : : -1° : _:oo-oooo 0 • i* pxuoa; i | £ 1 § i : 8 §s :o :fo 11 1 Ibi! ;§ : g' !1 [4 gi - j! •SaiSpoT i" I 1 >3 27 ! 53- ;j£22- "To^ . i? 1 1 1 ! 3 : * jboA jsnd sqj nr osuojdox S I o OOOO • 0 t 0 1'» 0 0 • ■ • IT* • 1 1 OOO 0 0 • ’soaiii j -io a jo Joqair.Ni; « 1 O §§S000£ 1 0 §°§°° ; "rsssi-ji •srrpjjaddti pan | aamqao pjonjdosojpqj; ! Si ° ooooooooo 0 00 ; 0 x ; 0X0X000 J •Ajorjjoqiq xooiuiaqp, 9 O xoooooooo 0 0 0 x 0 X - 0X0X000 ' ■ 1 ; oisuiG vji ; i«jnaanLrjsai ° XOXOOXO X X > X X x 0 0 0 ■ 0 0 0 X X 0 X • 1 81 i OA i ® X O O O O X O X X 0 0X000 • 0 0 0 X X 0 X • ' • jqonrrj oauvnap gj • ® . o XOXXXXOXOXX oxxxo j 0 0 0 X x 0 0 ■ | £ Si ^ s5 s \ui% 121*1 ib |j , < tc >5 5 a il_ iij 11? i : ;i: ■: :f :i •ijljjj i| '% .’I 6 5 -J C x c ^ 1 §1^-1 tS-SC-a- S SS^-5 illllll : S-bc :::::: :°.3 :c- : : : : ;S1 M \ \ W l| !l :l 3 5? V -a: -v3 JJIj! ilS iimi-iSii is¥i^2?'||?a >, '• • U : Hi. 03 = ||f i! 17 ii II OT — \ r : - i'j ii ft | l! I : if II •-ioqranx j Table VI. — Statistics of institutions for secondary instruction for 1874, cfc. -—Continued. 618 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 619 _.g cs3SS'Jl c-.-s |L |wss|cs« ULs JWJ-Jl J^SJ gJJJsJJJ =5211 51111111 jjjU Itfl'lall tllll §3 |5SS = gsslggsi - 5U1SI1II Pl5lSl2 I UIJUIll^lllpP | tl'fl'Ill'Illllfl'I'll'I £ s s s sSSgSigsseSegpp esssss ssssssssssssssssssss From Report of Commissioner of Education for 1873. a Including tuition. b Including board. c Apparatus and furnituro. d Ap] Table VI. — Statistics of institutions for secondary instruction for 1874, fc. — Continued. 620 REPORT OF THE COMMISSIONER OF EDUCATION. • s it 1 1 . M | ***** i^xp~ if s||g || i s mi! siisii iSSiis3a |2 ► - Hill «|§i|| i'e-r|g»*s .a- . « -t-2 -i-3 -*-2 +j-w-p fa f) r {>. r i mil unit ftstitss in s’ 3 uvaA oiistqoqos ur sjjosav 'jo loqmns; 3 Property, income, Sec. ■saqj-noijraj enojj auoA jstq oqx aoj sxdioooji § mill! n ;i or--ocfsiVfof ^ n • ii il Of r-~ : £ • rC •ill- ro^^f 5 rO fO !! oo“ : ii eft-f 11 •spun; oAijonp -oad taoaj omoocrx « OOOO ;0 ; ; ooo . o o OO O ;0 •spunj ©Aijonp -cud jo jauoiay W |ooc ; ; ooo ;00 O O O ; O •snjuit’ddu pan ‘sSaipjenq ‘spunoxS jo onx«A w 111! i 1 gsss ; S' Is lllllll rss"^s 11 HO 11 Average annual expenses. •soSunStret naopojc; p - : O ; : i i SS • in ’osinoo pjoissuio § g § i O ^ * S : i j :S : § : 3 _ ; | fir- : § .88 88? [ •osanoo qsqSaxx f, 1 S : i \ o c15 §H° •panog; ; > t P ItiH-I -Hi !i-I- -!4|I i s f§j_§§§2§ cic •SenSpoT; : 5 Library. muoA jsucl oqj ur osnoionj § ° o . : rs : ;« ■ ii= o o 'soean • X o a jo joqeunyr s O r§ i §TS§ lllllli0 -Tr-T =1 ° il m \ •snjuiuddu pun ] aoniquo poradoBonq-^ § o XOXX I XOO \ 1 o ; c 5 0 X X o X o O X ooo •AjojBJoqux [uoimoqo | s 1 ° xxxo ■ xoox • o • c 500 XO XO ox ooo i c 1 oisn.ee i lvj i I xninoeuiujsux ! S ! c xoxxx xoox • • xxxoxxoo o o ooo iJI | i Fooa 1 1 ° XOXX • XX OX • X XXXO • XOO OO o xo j >► i 'PT^n's; SaiAi^jp sp i 2 xxxxxxx xoxx • • X X X X X X xo O O OOO ! % o p^_ il 1-1 JZ : :i : : 3 ; m i!is S|lr ?S“|j riit-i - •”J o c — § j 1 : *3 : 1 i ?3 . : ; 25- i !« ! H | i«8 1 il &i§ ■g»" 1^1 $11 '•Z : j§ : if ;| , •§ :1 .il iij Ifls! Il”ii i : :5 l : :.l 1 : !il > c iK IS^I! isll? * * U : :§® ill S'sB _ j • c it 55 ill^S ji ll m } ill j 4 !|l!i tU $Hii& .i - S2 ZZ G c I5i|S 15”jl5 c. ^ c. •HCix i§ sasts-Si. II ij ii|gL-il| ™ «^lsl|^I2SSS2iSSlsl|3Ss o?o«o=^o «|oco| 33333 j-j- i j|3| j-y ijTiiij-jiyyj-y j 1 1 till'll^ f 3 !◄ 3 ◄ II If '-5 If II II • : if i i j 1 i i| : III il t-“ •>*- ; ~t->5 ;‘- i 1 r j St 1: 3 j : Si'll • ; i w O ; ; • * o 1 i ’S : • o o o o o o ; O ii izf il 3 :S is 1181 sin S" g sass : Sill 3 : '*'S§S i iiiiiiii rf iiiiiiii 33ov;sra«« III! I il f is hi 5*8 § : : : § 8 ft j S3 ;§ S°§S f5 j 5 : § : :: 5 it • c : :e^~ aU s | : ;S 2S°§8 « ; I ’§” "i •• C- c3 ^ ; S ‘ U5 § : "If ~s? 1 §7 _ fir § £2 ;8 If “^°2| 5 ; ^2? n : : ji I i|i! |4Ii| - « : j §~ S3 1! . - o • : 5 : :! BE = §- 1 ISi ! |ir § is! i SlI" • ■ i j ° • i : « . 0 0*1 • . • o o • ■ ; = o :S° = o iill JofrH iS ; ;§ III i i i gin W r-> : I'll r j « hi' : o* §] §25 ^-r « il i 18 ; ; ; c >o ; o x xxx ; x ; x ; x x x x o ; x X X O x x ; : x ; O O X | x o> ; xo X X • joe ? o * o x O X X X • X j X X X XO j x X X o o x o < z> ’■ O O O O X X o j o o I X j XO } C X XO X xxx O * X X : X :o o o • j ■ -XX o o : X • O O O X X X x • o o X o • XO > C * j O X X X X j OX ■ x ■ X X X o • x - x x x x o o : X • X XX XO • o o • • o •> COXXX OXXXXX XX ■ > : x xx • x X X X x • oo < e • ■ : o O X x X o j X o X o *.!!!>; i i • >. * il : . > • -•-* • , * : Z ’ i Ini ^ : : : : : z? : : :,2 : : il : ■:, : ; , o j if .§ ItJ <15 fls £x* 1 S5 £2 J» § fl I : s|l sS ’sJM0 >sj3 r~ "• 3 P SS-2 ^ Hpiii c 111** •• I'M- *. H = 2 =- = <^-2 = r a * *■ ■ j ^ -- *=- s- = sfltilf lg?f IJ fill |i il^l51IH?lfi?l5 ' 33 33 i ll€?=l?« Ifll Isfsl I if Pli'l^-3 a5.<5g=i?>2=~3S.%=arf£‘=jJ=-:j.^ii -• 7 . : From Report of Commissioner of Education for 1873. a Including tuition. b Including board. o Apparatus. Table VI.— Statistics of institutions for secondary instruction for 1874, fc. — Continued. 622 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 623 j . I I ^ 1 . 5ls"Ji« |= » | ■11 - I I Iss 5 43* in _- J§= c^coggsg^ -I 5J n|i|5| 5^5 5j3522S2g §s c-= ==-5 = =-= 3'~5;S3313-'g •§5 J3 5||ll_ri iii Ills’ll ft till III II II lllllll III !!!!!!!!! S3 ooc^o?- ==5 0=0^0000 3 g IS ■£ s c* ill !! :S'S :: 1 ooo 4f: 1 111 : » : si ss iii i J 1 il : 1 : L~~ ii n i TrVf : o • • C => ; ;00 ; g° : o • * C - ; ; O® ; ; O . • 11 1 » ill 11 jss $s~ § i s' s 1 i s' i : 1 » 11111 ii g'SS'SS 11 33 i is i • 8"s ; il i §8 : 3 8 § s : : S 3 : jS 1 ; = 2 r • . o 3 i- as I o ^0:3, 3 p : SSs-S L I _= — . _ If ! ! !§ s. s e e 4 I 4 3 ~l g- -^S _ ir Til SSI5- isr if TFT Of iff « v ns p rf X X X X X X X X x X X X X X X XX X X X X X x X 1 4 I'll |s| Min m mHi n=pg“II~ o 9 P -- = = 4fi rrr 1^1 s! g|||? 1231111*11 usiifi ii 1 1 s 5 in is mmmmn mmmm From Koporfc of Commissioner of Education for 1873. a Including' tuition. . b Including board. Table VI. — Statistics of insulations for secondary instruction for 1874, cj'c. — Continued. 624 REPORT OF THE COMMISSIONER OF EDUCATION. I M |S3 |i Ij"3 ss is s* sassasa Jj t. IIIIIII ?? IlSS’ IIIIUS 33 315311 1 aa ; a. p. aa c. p, c. c* s.-« aa — ffiCCCOOTKLCCO 02 tt! iKMKKOX O 33 3 g . S_S © ooSS III III II \TB9A 0IJSU[0q03 i yg m s^aaAv jo .iaqmnj^ I TO ■sooj-cioijmj raojj .res a jsl’i oqa -toj ejdpooji •spanj g-irpnp -o.id roojj oinooaj W •spun; OAijonp -o.id jo jnnofuy ■Snj'BA'BddU | pnu ‘sSatpjmq i £ ‘spnuo.io jo enp;^ I 1 Sf£ 11 r-Tr-T WTO :o-« cf S‘g“ SSSSSfg" £ •S9i>t:nStre[ njopopv I : :|| i : « : ; ;° 3 1 <0 •OS’JUOO JBOISSBIO h O ■ => CO .-= . •osiaoo x|sirSa3; •pjBOQ; § o § s* S3 8 Sm -r~ s* •SaiSpon; § •jbo/C jssd 9TjJ nc 0SB9J0CCJ ! 3 -If hi nr- • -3 i 3 •soam -{6a jo j9 quinsy •sujBiBddB pcre m m ~W^ in §18 8 §D'iiq re pcre ! w itfdosoipqfj I ft : o o o x x o iCioroMoqux icotazoqo | gj| j • o o oo x o ® 0X0000 o nq3n«i ; | - | oisuca sj j il«ooA \ f \ x x x i jq^rrej SmAvrup sj ( *• j X X X X ! s|gs« SalSiSgo SMglei; &> % Ill's i liusir jimm ?^2?gilgr uoqniujt ff< M Gs* §1 IlSlIlil §3 llllll I STATISTICAL TABLES. 625 3 fifi i :ll i ill I asi-: 5^3 = Tiff tr ■= — tt ExEE 22|| I 3 “ ~ = = c .--**£ - Ifll I §■=§§§= ^ § r! 1*S532S iitteK fcss = IT i mm m a ii II *2 x 3 - i f-lllJ 2-5II1I lillij =• JA = = = i, , - j. X X £ £&5 =555 5 5555 5 5 5: 55555 £55 5 “35 . = = S2^5 5 :55 : III g • £>" 7» ©“ — : 1 1 otT i-T g § «• 1 : :f : : 11 II ; is g= i ii ! s : III i : — ‘ : » ;® : i-' 1 i «r I © © o - i s = • ® . o •*• • : = ® ■ © c © ; : => © * © i ■ ® ; ; • ; O ■ ro ': 1 ; : s* : 1 j •j • :§ • © = r§ : cf S r sr i mini mi in mm § § ; :-W-"'32 ssr-'a g«p aasss" s ?; I : : r§ 58 jSSS : gg- : S55 . 5S 8 : t, ! ;f © | g jl © i : j 1 : §5 8 : i 5 | -f? § I s = g 3S ^iSi 5 1 gg © • i l‘isi 4- 1 Ti i Ii,- [ 2g. ii ii • si §l s L if !-;■ I-r-SH-H- ;T • g. : S£ © § g : iP pr g : SS° : -s 1 g : £ ~ ~©T 5? © a ms cf ill 111 : -r cf-r full ®r If -T'®- X o ‘ © ; © x x© X X © X © © © X © ! © © © © X © X X X © © • © • © © X© • ©©©©©OX © * © © X © 3 © • © • © X X o • © ©XXX X XXX X X X X X X X © X X XXXX XXX XXX* XX X X© X • • © ©XXX • XXX* X X XX*X©XX XXX© XXX XXX; XX X XX X O O X o X XX X © if -£ i = *2 o « 12 in 3 5 5 * £ 3 : I I l<% 1 S J 2 £ 3 •I -I a» 1 I 31 i P a > gZ Pw **«§ ^ 125 0*0 0,1 OJW^W O o AS ^ rt 5^’s Sd s •o © 02 s a © +j = rt d o o a •joqmn^[ Tf lO O C- 00 Ci < O O O O O O T re cc co co co co : 2 2 c? (M cl co co co cb rc co C^ CM CM CM CO CO CO CO CO CO STATISTICAL , TABLES, 627 99 § SgS ® O O© £© ©£ © ooooogo © © o ocooo SK 9 1 i li o : n : il :^r ill ir 1 il 00 jo~ i S o c I o • • • il i :« : ° °g ; : : ° o o • O ; || ° °§ i i Sf j j : ° 1 s 8 : S i 1 1 llplll s § ss -‘gga 1 till ? sWsf i i 8 ji § i 3 S §;! sssgs 3 g £ § §g gsg s i. :is jj !!■! g g : :33 : : 3 s § I § 1 3 g§ M :ggg£ § ^ i g -8 3 4 :g 3 ° : 3 2 :i Si f : g g 1 1 | S : '§ i 1 I s- I-l s ii i _s_ IJ lll+l 1 g ; ft -| ;i a I- •g 1 1 3 « i :: © : : °§ gg : o 1 cf 11 1 8 il ! 11 isisi | H 1 “ gggg Cl r-T o j | X ; x X ; OO XX x xoxxxxj o o ; X ; ; ; o o ; X X • OO XX x ooxoxxj O O X xc • 1 o XX X XXX X X XX XX XX X X X X X X X X X X X X X X XXX X XX x XXX j X j X OX XX X XXXOXXX X X X X X X X X • X X Roport of Commissioner of Education for 18T3. a Including tuition. & Including board. c Apparatus. d Including modem lanj Table VI. — Statistics of institutions for secondary instruction for 1874, <$'C. — Continued. 628 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES, 629 ,5 8 ■ • - . r< fr- © dd 'll =d r 2 Sd S12 5 d = 3:5cocjc.. *: !! tt b . - u* * A 3.5 - fc^-S***-^*^^* JClJ II mmimimmmmM s 3 : = - . - ~ «-*?-=®ooooo-o^ -Q-8S « i it -|£ ; : « -od : ill : • X~ cf ; : 1 pll ill : • 30 *-J • SIS : ZZ Tl ■«!r • i ii l-t :■ 1 1 : IS Cf ; 1: 1 i of i : ° j O O O O • • o o • ; O • O ; • o • o o o o ■ o o • : ° ; 1 1 c s :§ :§f : 1 lllllllilllll : . o' ©'©'©'©'dccrddd Vofo*—- . i i i ! ; l i S : i is i 1 s s 1 s ; 5 ; § I ~sT s I ; a ®§g ; s ; ss? : 5 3 §g*j s i ■ S. ; I * ° : § ii r ;~§r* i « i s i clOO I ■ g : 1 £ | o §3333 ; *5 (N d -TJ Ii~ i S?24 : : D;2^5 g • O 1 1 1 !* 1* 1 s o © ^oc I 1* IIS _ | II|-~I 88 ; O ___ •; 3 « : 1 ; x — . L. S : ■; ; : g :S° : : § - = ° : o • o o ;o ; ° ; 3 : i : 1 i i S : 1 ; O' ii°ii 1 1 i lL?li^ri== Mill 1 o' »rf sf Ct i 1 o X o loo O O XX \ O | < O X X o o 1 X o x ,'OOXOXOO XXOOO ;< o X O X X ■ O O O © X • © o • O ■ X O O • XOX -00X0X00 XOOOO ■ ; o | O X X •X; OX XXXXXX X XXXXXXXXXXXXXXX XXXXX XX x X X X • | X X OX XXXXXX X XXOXXXXXXXXXXXX XXXX • XX X X X XX XXXX XX XXXXXX X • O O X X X ^ X X X X • XXX OXXXX XX X _i •= s 1 f > n 3 l 1 1 c 1 5 § 1 1 ? 1 te j I j U • ;-s ; I I r. =' : : m ■ : : = : : : : :>i : it! 2 till 1 ! 2 : to : I s > s 1 1: \i j| ; fee a s o ii t mi j*5 . c : : : b llll |;l| 1=11 ! ti Ii IS §3 \'z ; ^ : >> fl s<5 :l jl 3 Is If i i% 3 i! 5.C t-u I II = ll ■H : o • > ; o • 1 1- I ii II 1 : O ll : ?> Z£ - S|-, ◄SI?. ! tSMHiiiliMilli f!i ill I is '2~£x£oS£=cS;i£S2<;5 11 Ills i! 31111s I Il81il=is=5^?5 m as From Koport of Comniisaioncr of Education lor 1873. a Including tuition. b Including board. c Including Table VI. — Statistics of institutions for secondary instruction for 1874, fc. — Continued. 630 REPORT OF THE COMMISSIONER OF EDUCATION. M 03 .2 S 4?^ gS- 3* [ooo-o - ^ 22 S o • 3 P* ^2'co 05 60.3 35 «; 4i grlpc^gtHrlg r © r © r © r r © 0®0©©0©©©©©©©©© vxmOmmmmmmmwmmmxji vj * — 1 r, r— (U u (Ur ua|a~^ » r © ,5 © r r r < it>*- 05 05.3 a ^sV5 tnmm C£02 ‘ cTo MB3A OlJSBpjqOS sqoaAi jo jogian^ ) o o ' •ssqj-uoijtuj raojjf auoA jsb[ eqj ‘ joj ejdraogg; o o © 'S' OKO 00 n •spunj OAijonp -Old raojj 90X0001 •spoaj oAijonp -cud jo jduotuy £>© © © o o o'eo •snjaaaddc put? ‘sSaipjrnq ‘epimojS jo onpA 1000 ’ ® o © I o o © a «£ S -- h .3 1 1 rp a a as ® © Jj'Ai Jsllrt E?o §H a © © ^1 02 M *8«l 3 a"~ = -3 S.3 I|| ?£ *<-5 3 5_ _ " s j; sAh-S's a s a Ma o 5 © >s ,203 .'lias s ©3 3 i-i?a • tc : a . 3 • o .r ®.9Jj £ © IS S’ sli o© PU V.V-S g’SfwiS 5 h u - S a « ©kj 5M® ^a! © cS 3 * i|| 6 653 'jaqtun^ o n f 10 ts 00 05 O — 1 Ci t*5 •Tp ti. 1O1OO O STATISTICAL TABLES. 631 l! M . •— SIS »4c*^t4 £ ^ - S - - a=l- Sag- 1||||I 151 llll JLci III ill! Siiii ■*.2 ,«i g-jS 2I1IIII 2§| lllllll 111 a a a ° a 30c ^5->2r5 12g22 urn SUSS 0=00.00 OO- ; j333 0^00000000 0000000 383 83333 00(5 0 11 • 0 I ^ 1 1 s 1 Cf 1 IPS 1 rtnoV 1 1 1 ill 1111 <**■•» s S3' nr r-T CC*0* ir 2 8 nr oVo‘ iiir saaa 8 S8 IfiSIHli gooox'ncoo cicio cl IW 3 3 f 3«S 3; 3 "3 <3 § Sci 3 Half 3 0 0 3 Cl a 882 a 88823 it Id 8888 4144-If If lip- llll 211 cf t-t rBr X X X 00 OOXO X O X X X X X O X o o o X X o X o X XXX X O X X X o 0000 X X O X 0X0 § §- & 3! g| 5£££ S=*A ^,2 <§* <3is sS tj ss II ■f! I - 1 £ 1 5 fct-S 5 >H *5 ~ 3 !§■ :£J* aS I c a I - d'll 2 ,„.4!s?l!i!*lli SHim 111 i§iii .a al p i a ?= mmmaumffHL, WMrnmrn imwmrn iilii From Report of Commissioner of Education for 1873. t Temporarily closed. a Including board. b Including tuition. c Ap] Table VI.— .Statistics of institutions for secondary instruction for 1874, Continued. 632 REPORT OF THE COMMISSIONER OF EDUCATION. 1 it l i i i i a a a a a • r; © a • c - • • o o « mi C S u . . | 3 1 1 in nji||. £ % fit till fttloO; T- a - • ri IISI51I ilj Hlllli 111 UBdA Ol}SB[OqOB pi sqoo.u. jo joqnmy 3 3$ 33333 3333 3333333333333 333 Property, income, > =1 •sniLMTidds pan ‘sriaipjiuq •epanoio jo o’a{Uj\. H ii mu § g-' 8233S •* 11 llllllllill L-~ r- _T rf “ C> t-- af tfo © L-f 1 111 rf rf|S' Avorage annual expenses. •soJjRn3ac[ niapojv \3* : 33 33S2S®* 3° o' 23 •osiaoo |coissu|3 § ! s 1 :§S 3 i 33 •osmoo qsqSujf 8 . I ;33 3 :3 33 S 3 © 3 8 ~ 3 SS3 33 3 •piBog S IHllP-a- "" 's ||_ : 3 !_ : : 8 lis_rI_ 8 •8in2pori jl ! t .O MR3i JSBd oqj ui osuoionp § o T. o ;o ooo . : §|S O O •seam 1 - jo a jo aoqnin£ j § 1 1° 8 =°l °°a.: -18 cC 81-11 : Is 'siUiMsdde pas jouiqBO tcoiqdoaojtqa; s X O X o I O 0 0X0 o X X O X O X O O X XXX •Aiqjuioqni leoiraaq;} O O X ooo oooo 0X0 O X O O X o X X MqSi oisna irj ilBjnaranijsoi oo oxxxx ooxx XXX X X X X X X X X ,el: § 1 xo oxxxx ooxx XXX X X X X X X X X o jqqSnni Sai^nxp er 2 1 xo o x x > x oooo jxxxoxoxxo • X xo STATISTICAL TABLES. G33 From Report ol' Commissioner of Education for 1873. a Including tuition. b Apparatus. Table YI —Statistics of institutions for secondary instruction for 1874, £c — Continued. 634 REPORT OF' THE COMMISSIONER OF EDUCATION. 1 g'iC OP m ... . § 5 § § a d a § . d 2 "g 5 -g "2 * ,3 qj j*; ^ a: I "2 ^ -u> £ p ® 3 S r : r r r .- r r © P 3 .- 3 r S r— ■ 1 : «*&| -g, <5vi£ m «> ■ i o A :g s © ? x - - — ' ; 3 ^3 *J "3 to ^ 2 r .-33© .- © P : 3: =x tr3 -e -e © r'P ® P © o'© r* mcoa oi*siqoqos nt jo aaqurax; OOOOOOOOddOOO O r *r O X ^ ^ ^ ci "S* co c ! Cl O Cl w W O • d co o r n rr • Property, income, O G Cl Gl * O CO • rfco — r to* ■ <©* • * rO • O O • O CD OOOO* o O ■ O O 0 0-^0 ■ O O • o O CO(MHO « of of • cf l> r-T t-T * o o o n CO (M • o • » o • •spnnj aAvpnp -oad raojj eiuoaop M W s : : :$° O O O OGOOOO • • ^ Cl o © o • ; o ©* o o g* i : O O | p o o • rH O • * ” t-i Cl • •spanj 6At!}onp -o jd jo !) auoray o • ■ -o© ^ ■ • • o . . . o o • ■ o o ooooo ■ • ooooo • • o 00 o o o . . 00 CO o o ^ • I T-I CO o o o o o o • O O O CD o o • 0 0 0 0-00 • Cl Cl O Cl ^ • CM Cl • •sniEjndd'C pue ‘sSatpjmq spanoaS jo onjeA H M 00 0*00000 oo-trooooo OO-HOOOOO CO O 00 |> c* O ooo o o ooooo ooo o o ooooo ooo o o ooooo OHLO »> O LO C* Cl O O rH rH CO CO ooo ooo ooo Cl o o rH o o • o o • o o • CO Or . Average annual expenses. •saSenSaex ujapopy © W o p p o o o ^.T-t • Cl * O CO OJ CC — ■ GO • CO • Cl rH Cl Cl rH O O Cl Cl • ■esinoo peoissejo © et © o o© © o S'* . =? o o O Cl • O OCl "H GO ^ CO « rH Cl • CM rH ; j § O 00 O — ' Hf* o :o2J©© : g o C£> ■ • O O Cl 1 Q i 1 C) rH • • • rH o o ! ! ! cT o rH D • § • •SmSpo'i © C* s ;-©. - ; ; Cl ; Cl I ; ; o C- Library. •xoa^ !jsod sqi at os B 3 jo up j W5 1 fft ©© ;©o© ooo o . oc*oo. O GO O CO . o o • Cl •eanmpA joiaqumx j i " o o • o o o • o o • o o o o CO OOO O O Cl o o o o Cl O O O CO HO Cl GO OOO ooo o • o o • o o , — > CO •strpjjiiddu pue | jaurquD {uoiqdosopqrp | § j © © : © x ; © OOO O O XX : x x : x x : © •£iopB.ioqm xuaturaqo 3 1 OOOO X xo © © © © X ©XXX*X©;XX©X;© iaqSr oisnrc lo; | i iciaauinxxsax \ S 1 x o x x x x x X XXX X O XOOXOXXOXOX • X t ST 1 x I ilBOQA I © j X© X X X X X X X«X X O XOOXX > : x x o • • x % !jqSiru} Satjiujp sp O O O X X o o X o jo X O XOOO X : o x o o • o © S £ ! i > E "a a © co rt S Minerva Acadoray‘, . Morganfleld Collegiate Institute. . . 1 Murray Male and Female Institute. Henry Mnlo and Female College. . . . Brotvder Institute . Owenton High School . c |m i 3 5 M : "c , c ZQ o GQ > < ! C k ;| !M Masonic College . Vanceburg Malo aud Female Acad¬ emy. Winchester Malo and Female High School. Hebrew Educational Society Insti¬ tute. Somerset Aeadcnay . Gould’s Academy . Blue Hill Academy . East Maine Conference Seminary .. Calais Academy and High School . . > ; J r. : - i .D c Greely Institute . ! . Westbrook Seminary . Exeter TTi0 X X C X X XOO X O X X XOO X X X XOOO X XO XOO X O 3 o o OOXXOX XXOOX xox • x xoxo xooxxo O X X O XOO • X O O X O O X X : o x • © o o x x o o x X ■ O O X .xoooxo XXOO X XOO XOOX X XOOX « X X O XX OXXXO xoxoxo XXOOOXOXOOXXOXXOX X OXXOXX x x » x x a •z “ >-. II .1 £ ilifiii im -Jr 3 sr 1 Cm ■jz >■. >> iii Isllls “ l! nQlj*Ha?£l* Illili IPlSl ll sill 111 f £ gi’sj-l = i §g II jiijis |^5[, = 2 ■m =<~ liiliiSiJiiiiiiigSsss Msss<->;*=. ' llU- ~s-e: =. Sl-glgSs ISlSlIs ll«3 •g 1-15 § g<2 jfllu ifliii'ilSiiiilllilll llSil From Report of Commissioner of Education for 1873. a Including tuition. b For five months. Tahlic VI. — Statistics of institutions for secondary instruction for 1874, * l 1 •spuuj oAijonp | -oad jo janoiaY « £ j 1 O ; O O ;== inns : " 8 •snjranddu pm? ‘eSaipipiq ‘spaitoaS jo onpjA « « 11 IS iiiiiii t-~ pf pf cf o' oA 5 i XXOXOOXXXXXXOXXX xxxxx xxoxoxx I 1 jqf?nBj SaiAvnap sj L= ; xxooo xxo ■ xo x o x o x xxxoo xoopooxo § 53 2 : ■?, | III i lll^ : >53 >i 5 >>s © ■3 11 11 iL,© ill 5 1 — - _ >> § . <|5A | ; fj-a g ■s' ■PJff 0 : s-S >.i'I I=J 13 if Sii «s4s|SS|i«" it* ‘J > 2 - i“<-J=3rt3 - - - C - = E «i HI >_■ it s s tit r^oo.Vl jo .laqnru \j; . % 3 © 1 ■s g, | •839j-noijmj TTIO.IJ JTJ3A JSB[ oqj .ioj sjdiaoaji rt si — T i II iSilsilllsili : *r^- : ,-r ® ©fro 1 11 8 1 Iff o“ CO r-T •spanj 9Aponp -ojd mojj aaiooux s S j oooo=! 1 ; ;■ r > .O ; : - : : 1 • S : ■spatlj OAIJOTip -ojd jo junoray § £ : O|OO0| § M i ic r ; I j > ; O ; O ; : 3 : Si : : of j | •SQJUIGddG pee ‘sSmpimq ‘spunojS jo anp?A H C3 18 : iilliiiiilliil • of . «“ * «' =*' » « ; g‘ o' s' & I : : 1 i S3 j id" c*cT © i 1 t ◄ ■ssSBnStxtq njopoj^ 8 asss §§? 5t j ? I § S | ’0S JUOO IB3ISSGI3 S ®s§ © £ |8 5 :S§tS^of l li §g ol •9SIUOO qsqSag; § sas — 1 2 :g J S S SI S SI as 'piBoa; i§ rrl s >g I : : if rill is i '■S II e i •jotrxSpoi § it }§.« ? i§ \ : \t r ! Library. •JB3A JSBd aqj ux asBaioni a ° :: 1 " ° : ° ° i" ! :8S" 1 : • O § ; S a •sararqoA jo aoqmiix 8 i°i iiiiiiiiiiisii ed" r-f of « — T i O 11 1 1 rf 1 •snj’jJGddTJ ptre joniqBD iBDrqdosonqd § xox xxxxxx> c^xxxlxjxox : X X X XX •Ajopjjoqiq |G3ica8q3 8 xox x x x o o x ? < j X X X *x • *o X OO X X XX OlSUtt ivi i lepiaraujjsni H OXX XXXXO • ) < ‘XXXOO OX X o o i jqSaBj StrtAiGjp si H oxx xx joooxxx •> CXXXXXX XX X o X A H t >>u 1 e t£ 11 4 o tri . 1 ! '3-e = *5 ^ : >> : li ; ; 1 I* ^ ill: 1^5- |bi m . . . { • ■ ; >3 1 ‘2S m m Si: j ; ; ; fcl! = ■§ S-s- !PI ft f'l n §i N rf 'Z - il p la 1 || i 1 i ji i g f 31 I flt -c 51 Sift! ■if lililli 5 O O < i? 1 II •aaqnmx |gg PggggggggggggpggR ?s g g sSg STATISTICAL TABLES. 639 ssslrtlir ggpgsgpssipgpip pgggg sEg||gpi?g|£gg Report of Commissioner of Educatiou for 1873. 1 From report of tho regents of tho University of tho State of Now York for 1874. ding tuition. b Including board. e Apparatus. dluoluding modern languages. Table VI. — Statistics of institutions for secondary instruction for 1874, cfc. — Continued. 640 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES, 641 *■“ 1 o • ; | .I3 - II &sh&*i-**** *hh . 1 n t.mmmm isniii 1-11111 3 -r-r war ««Uint - - - - - r k. - E 'E'E. O r- i I- >. /- : i i 1 - ^ 5 Ci JS « r' .->‘= i -H 5 7\ ? S | - 5 “ 2 S “ 5 a«l 5c« f <1*1 ZZS 5 E2 ”^i = 45? = = = ^5-! S = = \'4^~4 7^ :=£§? 0 I Si 1 0 kV’ 8 nuun ii :iiii ;frf - -T.~f.-~ — -~f jef — ~-T mm :|31 11 S§I1 1 s °1S 1 c c - - 0 0 -00 >0 : :x : : : 1 • Q ' ' • • . i i>. • • 3 - 0 0 0 -| : § : 1 1 3' HI : ; 1 := : = ° : i~ : : 3 * 0 ■ 0 0 1 s c€ 1 ill S Sill iiaiisain iiiii§iiii§iniiiii in pis E SJ Zi £ ' : m § = 2««VeVoa>fo*oo'oVoKoVw £fSL~~ ~ ~ « : « S : : S Cl 7i7t Tizirzdi 8 7i ~ X c~ 7i 8X8=88 8 ££ 5P BS« : 1 ri § S : : | i : s Cl 7i =1 « 7i?.7i 8 8 ?« 8 x 8 7i 2-==|S Cl 88^ ?,8“* SgS5 X, ■c - - - — 3 - - r -1 ~ - - ®*~=* c*~! 1-1 1 88x sss - O • Cl 1 I- : 8 £ 8 2 § ; ;£ - -g;;- :si § _ : : b : .|g. : 5 1 •:?§ il§ ~C*~ li t ; ; : 2 Is 8 : : 1 " * w 1 ^ O O 1- .c 0 ci 0 • • re 0 • • • 0 0 0 ci 0 0 • - : re ci t— » • x> » « * ho h • • • = ■ O . 0 0 0 ■ 1 of mm CO r-T Siiltsil ill issfp :*S°HB»aS 111 I’ll : _r ,-rs* : : _r sr X X - X X X X X XXXXXXXX X X X 0 X 0 X X 0 0 X 0 X X X XXX X X 0 x 0 0 X 0 ! o o x x c: 0 X XO 00X0 x ox x x 0 000 0X0 X xo XXX OXXXXX XXXXXXXXXXXX -oo X X 0 X X 0 X ox 0 0 X xo 0 X X OXXXXX -XXX • X X 0 0 X X X ■ 0 0 X 0 X X X 0 0 0 X X XX X X 0 XXOXOXO - XX -XXOOXXOXXXO ■ • X X 0 X X X 0 X 0 X p £5 II - = 3 f 1 i I ip n = ? ^-5 - c- >3 ~ * 1 >. = : - = >,^- = =z~ r = = =‘: II =C5- 1 1 It ll II. m II ill < = -11 2 5 a = mill! -1 Ilfs III! it ttS-3 ^ 1! Illllilliilili ilglliilililsiliiil Ill gill. 41 E * From Report of Commissioner of Education for 1873. I From report of the regents of tlio UnlvorSlty of tlio Stato of Now York for 187-1. a Including tuition. b Including board. Table VI.— Statistics of institutions for secondary instruction for 1874, $‘c. — Continued. 642 REPORT OF THE COMMISSIONER OF EDUCATION, h i || JlfsJ | i §1 Jf §1 |«i is a 8IJ2SJIH || i IsiSl Si sfSSl fee Er-g tf S 2 t^'o ~ r r fc£,+-j tj. -w 4j-2o-«-2 i is s n$m ti i-iifi •JB9A OIJSB[OqOS ut sqaoAi. jo .taqiuax; £ 3 §3 S §3838 Property, income, &c. ' •sooj-noijinj raojr jstq oqj joj sjdiooojr § rr, : S mill ii s m r-Tof 5 j ii • T-i oo' II !iS§ r :^r •spunj OAijoup -oad tuo.tj ouioouj g | ^ i ■ o • i 1° i i . o ir° o i= of ’ :S° ’spnnj QAijoup -o.id jo juuouty 8 S : ; O ;< « • c § ° ! ; d~ ! ' : ° : ii°° S»f © ; = ' ;r :^r •anjujuddn pan ‘sSuippinq ‘epano.i8 j’o onptJA i III Of ■« illlll II 1 llllllil : of OHO of o' o sfnnoowoo 80, 000 30, 000 2, 000 17, 000 1, 500 Average annual exponsoa. •eaShmiomq uaapojy; § i i t\ 35§« :$ : : © ; O O s S3 §3 : : •asanoo pnoisSBiQ § I S| : © : « 1 i | j •asanoo qstpSug; S' g 2^§^§ag§s sss 00 assess &S3 °Soloi •panog; | £ II II " 1 |i- S _ V S-_S 5 2 : : II | j 2 I : •SaiSpoq; j * if » © ; : ; ^ 5 j : Library. •xual jsad oqj ut asnaaouj I . © . © • : : ir-r : : ° :S o © o §° * O • i •souinjoA jo aaqum 1 - ! * i O j < o o r ii 1 ! r ill ii <3 Of r-T | < i ° =srn if O 1° ,-T ii i •snjsaeddB pan jaurquo pjoiqdosoiiqj 1 § o oooxoxxxo ox o o XXXXXOOXXXX ; ■Ajojujoqnj inoituaqo | © ©oo jo X X © © ©© © © X o o XOO X XO X • i jqSn otsnai L'j U^inamnjxsui | S 1 O XOX • O X © X X OO X oxxxo X X XO© • X ■ SI eI«ooA | § l X X O X < O X « X X XO X oxxxo xxxxxxxx l jqSnnj SuiAiBjp SJ 2 o xoxxooxxx oo o o X o o X X X X X©© o I £ H O ; s ^ O 1 1, Sfcl a |f si?! -%< 1 gl . morreuo s iiugnsn anu Classical School. Williston Academy and Normal School. Yadkin villo School . Albanv Enternriso Academv _ if list ill 111 rsl ill a| II I if ii i I 1 V Ph jl ii •l§ II ■o > 1! % s Ko Ewington Academy . . Gallia Academy... . Goshen 'Seminary . •joqiaujsr § iilillill si 1 1 lig.l i.ljf 1 1.1 1 1 STATISTICAL TABLES. 6 13 A i - i l I _• i I- 2-i|l='== gILj A «- *A lilsiiiM 2ll^i*l| -I sissiill *HuJt s5r;_rs-“3gsSS'SSS?3S :SSSSSSSSS ?= ?S=3S38S 3S3S§ :§S3 ff in ir§rr of IS msii -Tr-Tc«crsf-r rr« nr of i ii mu of -r« «=cf »-r 1*~^ If S IOI «=s‘ efrf sf ifli II llillllllll ©■rt-rvrt wVf rfoet =f ^ £ w g^o «rf SS mr x’scn ns Til iiiii ~§f§f §f««32 II liil && =lW w s"I ^ c = w £ -§ = *« :=1S :s §~HMslsW § iSS 5ft522 O ; o o rs swsif^ nr ii^^irinriis w* m sses??*;; i\w~w. A mi wm §338 SS :s="":g jg. SS : : 25 1W w !?-;! -Hr ~3 a Mil fiiirrnii ii in o o o o ox OXOXO XXX O O O X X O X X XX 0X0 oxoo 00 xox©xxox OOOOXOXX XX OOXXO • X « 0 X x 0 0 X p X X X X • x X XOXOXXXX XOOXXXXOX XX XXXXXXOX 0 X X X ■ X • X • X XX XXXOXO -XXX X X— x X ;CS X XX XXXOXXOX XXX - XX X 0X00 XX XOXOXXOXOX o©» ; 0 0 © X xx ©sxxxxxx 2 p - zz -- ;-Ht = kZi* -If ! if 8 2 lit* t? J ii 5 rc g 6i)g jjz -e § | -S ~ i-Uio | £€_= ^_-l « oq "s <5 <3 * < 'X x x x i < 82228: it, ssyi i ! o "Sli i— — H Cl SS 38835J 2 al 1 o ! :§ 1 s § 2? : :g : : 2 £§ § 2 § g i 1 i- 2 82 fills f § : i « o "5? 22C-2 = ® ;® ;o ; g oox °°| o . o o . • • • : :§| S2 00 8 ;§° : 8° :§°g§oe> ooooooooo §iir° s 2° II :i sirs ; o oxoxxooo o o o o xoooo XXXXOXXXOXOOXXXOXO X X X O X x OO O X O X • o o o o o o o xoooo oxxxoxxxoooooxxoxo XXXOX • XX oxxxxxox xxoxxoxxx X :< X X X j • x © •’ XXXXXX XXXOX o X O XX‘*XXOOXX xxooxxxxx X X X X X X X ■ o o O X • • X X ox -ox o xo oxoxxxxx • j • O X X X o X X X X X o X 0X0 ox • o o o xxxo • o II ;«5i^iiIfillli!llJll!Il!lII!!Illllll4fills nmmmmmmmtmimmmm imr n From -Report of Commissioner of Education for 1873. t Temporarily closed. a Including tuition. . b Including board. Table VI. —Statistics of institutions for sccondanj instruction for 1874, fc. — Concluded. 646 REPORT OF THE COMMISSIONER OF EDUCATION. Scholastic year begins — <5 M August 27. Oct., 1st Mon. September 1. September. September 15. October 1. Sept., 1st Mon. Sent.. 1st Mon. Aug., last Tues. September 4. September 10. August 15. Sept.., 1st Tues. Sept., 2d Tues. Sept., 1st Mon. September 7. Sept., 1st Mon. Sept., 1st Mon. September 1. Sept., 1st Mon. September 6. uboA oijstqoqos ut sqooAV jo aoquin (y to -H O © © O O rf ro Tt< Tf< ^ rjl Cl t-©X>OOOOOGO©©©©JOO coco^coeo'tf'^rrr^^'^co^ Property, income, &c. •sooj-uoijmj xuojf jeoA psu[ oq> joj epdiaooip eo lO o o o • o o ci o © • o o 00 00 IQ i 00 CO ^ ~ . T-t Cl © © © O © © © © . © © © o o © lO © © © © © GO — T r-T Cf © Cf r-T r-f O © ©—4 © © © O © 0(N I)H cf Co' •epnnj OAponp -oid rnarj a! moo up to to gg ; : © , • • © © © © © • • O rf © Cl • • © © © © © © ■spunj oAiponp) -ord jo junoiuy CO o © • o o • o © • • • © o • • • d r-T • • • 1 ' • o • « o • • L"f • • (O' • • • • • i • © © © © •siijuiuddu pnu ‘sSuipxtnq ‘spunoxo jo stipe a H ooooooo © © © © © © © OOICOOOO d Cl rH Cl Cf © © ^ 75, 000 12, 000 33, 000 50, 000 3,000 5,000 15, 000 • O © . • o in • • © Tj« • . T- « « • • • • Average annual expenses. ■saSm3u>Jx urapopy © to Cl ooaooo HHHrt Cl rH CM • © © d co • co ci th Pi SI OS •osanoo xuoi3su[o © 0* Cl © © © © CO ^ CO tH • Cl h rM • ci ^ ci w CM CO J d CO © • © © CO • o ^ :A ’osinoo qsipSag; GO e* GO ©©i^©©QO©CO 00 CO • Cl — ICO Cl CO CMC Tf« t-i H Cl ; rt< Cl Cl O 00 © Cl • © rH CO H | CO © © • © d d • CO CO l • i o • r-t • d •piuopp e* © LC ^ • o ^ © ■ ■ . .§§ o • • • o • • • Cl • * • •SnrSpoq; © « © a! . Tuscaloosa, Ala. Et. Smith, Ark. Little Bock, Ark. SanEranc-isco, Cal. San Francisco, Cal. Santa Cruz, Cat Bridgeport, Conn. Bridgeport, Conn. E.Winsted, Conn. Hartford, Conn. Xorwick, Conn. Stamford, Conn. Xame. ! Young Ladies’ Boarding and | Day School, Mrs. C. E. Ricli- ! ardson, principal. 1 St. Mary’s Priory . i ( 'onvent of Mary Immaculate. | Sisters of the Holy Xames. . .. ' Academy of the immaculate j Conception. j j St. Mary’s Academy . j! Academv of St Yincent do Paul. ~ j Ursuline Academy . j| Loretto Academy . !| Benedict Academy . Institute of the Infant Jesus. . St. Mary’s Institute . . . . J The Bettie Stuart Institute, ! Mrs. M. McJL Homes, prin. i Our Lady of the Sacred Heart. i St Ignatius’s School . j! St Ann's Academy . Loretto Academy . ; Cedar Grove Eeiale Seminary Academy cf S* Yincent de i Paul. | Convent of the Presentation.. j St Hyacinth’s Academy . • Ursuline Order . ! . Boarding and Day School, 12 J Pine street, Miss Symonds, i principal. 'j Miss Eurlong’s Select School, 634 West Fayette street, j! Home and Day School, 76 Chester Square. i School for Y'oung Ladies, 135 !| Warren st., Miss Cushing. i Home School for Young Ladies and Children, Misses Porter i &. Champney. Home and Day School for j Girls, Mrs. Jas. P. Walker. ! Mrs. Towle’s School, 35 Lafay- | ette avenue. I Convent of Our Lady of f,a ! Salette. I Xorwood Seminary . !j St Paul’3 Female Seminary . . . ; Mt. Hermon Female Seminary. Bethlehem Academy . Christian Female Institute - Academy of St Francis ds Sales. j English and French Boarding and Day School, Miss Clark¬ son. St Elizabeth's Academy . ! St. Joseph's Academy. T . Boarding School for Young Ladies, Lewis M. Johnson, principal. St. Elizabeth’s Convent . English and French Boarding J and Day School, Mrs. Doty, | principal. j I Mrs. Wm. G. Bryan's Boarding { School for Young Ladies. j Dean Female College . St. Joseph’s Academy . j Select School for Young La¬ dies, 238 Raymond street, Madame de Castro. Young Ladies’ Seminary, 149 La Fayette avenue. English and French School for Youn g Ladies, 82 Pierrepont street. Miss Whitcomb. Location. Stamford, Conn. rernaudina, Fla. Key West, Fla. Key W cst, Fla. Atlanta, Ga. Augusta, Ga. Savannah, Ga. Alton, HI. j Cairo, El. | Chicago, HL Quincy, lit Quincy, Ill. Springfield, III. Ft. Wayne, Iud. La Fayette, Ind. Osage Mission, Kans. Loretto, Ky. Louisville. Ky. Morganfield, Ky. - Marksville, La. Monroe, La. Xew Orleans, La. Portland, Me. Baltimore, Md. Boston, Mass. Boston Highlands, Mass. Hadley, Mass. Jamaica Plain, Mass. j Detroit, Midi. | Sault Ste. Marie, ! Mich. | St. Paul, Minn. St. Paul, Minn. I Clinton, Miss. Eoliv Springs, : Miss. Lexington, Mo. Ste. Genevieve. | Mo- i Elizabeth, X. J. Madison, X. J. Madison, X . J. Trenton, X. J. Allegany, X. Y. Astoria, X. Y. Batavia, X. Y. Binghamton, X.Y. ! Brooklyn, X. Y. I Brooklyn, X. Y. j Brooklyn. X. Y. I Brooklyn Heights, -VT ST 648 REPORT OF THE COMMISSIONER OF EDUCATION List of institutions for secondary instruction, ifc. — Continued. Name. Location. Name. St. Joseph’s Academy . . Wettling Institute lor Young Ladies. Church Boarding and Day School, 78 Lake street. Macgregor Hall . Family School for Young La¬ dies, Miss E. J. Mackie. Boarding and Day School for Young Ladies, 7 East Forty- second street, Mrs. J. T. Ben¬ edict. Boarding and Day School for Young Ladies, 12 East Forty- seventh street, Mrs. Steer. English and French Boarding and Day School, ,26 West Thirty-ninth street, Mrs. Wil¬ liams. English and French School for Young Ladies, 15 West For¬ ty-second street, Miss. Ayres. English, French, and Herman Boarding and Day School, 52 W est Forty-seventh street, Mrs. Garre tson. Gardner Institute, 620 Fifth av. German- American Institute for Young Ladies, 3 6 7 West Twenty-third street. Hendrick Institute, 25 West Twenty-sixth street, Sarah L. Hendrick. Jackson Institute, 256 East One hundred and twenty-third st. Madame de Valencia’s Insti¬ tute, 33 West One hundred and thirtieth street. Madame O. da Silva s School, 17 West Thirty-eighth st. Miss Burgess’s School, 108 West Forty-seventh street. Mrs. Bleeker’s School, 20 East Buffalo, N. Y. Cortland Village, N.Y. Elmira, N. Y. Flushing, N. Y. Newburg, N. Y. New York, N.Y. New York, N. Y. New York, N. Y. New York, N. Y. New York, N. Y. #■ Now York, Y. New York, N. Y. New York, N. Y. New York, N. Y. New York, N. Y. New York, N. Y. New York, N. Y. New York, N.Y. Forth- seventh street. ' Ingleside Seminary, 1532 Spruce street. Irving Seminary, 1603 Arch st. , Logan Square Seminary, 1809 Vine street. Ij Mt. Vernon Seminary, 612 N. : Thirteenth street. II St. Joseph’s Academy . j St. Vincent's Seminary . 1 1 Selec t School for Grirls, 1507 ;; Oxford street. | Seminary for Young Ladies, j 323 North Seventh street. ! Wallace Street Seminary for || Young Ladies, 1806 Wallace I street. j St. Benedict’s Academy . ; Catholic Female Seminary.... Convent of the Sacred Heart. . Academy of the Sacred Heart . I Academy of Our Lady of Mercy Ursuline Institute . Academy of Our Lady of Mercy l St. Stephen’s School." . .". 1 Dnrhamvilie Female Institute. Academy of the Immaculate Conception. i; Academy of St. Cecelia . | Convent of the Incarnate Word. i! TJrsuline Academy . Ij Ursuline Academy... . | Convent of Our Lady of Vor- j mont. j! Glen wood Ladies’ Seminary. . . Boarding and Day School for || Young Ladies. St. Mary’s Academy . Home School for Girls . ij Seguin Female Institute . Park Hill Female Seminary. . . Primary, Progressive, and Fin- ; ishing School, 32 West For¬ tieth street, (Murray Hill.) I St. John’s School, 21 West Thir¬ ty-second street, Rev. Theo. Irving, LL. D. Seabury Seminary, 125 West Forty -second street. Pelham Female Institute . Academy of the Sisters of j Mercy, South street Ossining Institute for Young j Ladies, A. M. V an Vleck, prin. ; Keble School, Mary J. Jackson, | principal. Home Institute, Miss M. W. Metcalf. Female Seminary . . . Academy of the" Sacred Heart. j Boarding School for Young ! Ladies, Mary B. Thomas. Boarding and Day School for Young Ladies, 5254 German¬ town avenue. Sunnyside Seminary, Rev. Wil¬ liam E. Jones. Academy of the Assumption . . : Academy of the Sisters of Mercy: Boarding and Day School for j Young Ladies, 611 Marshall | street. Convent of the Society of the ; Holy Child Jesus. French and English Episcopal Academy, Twenty-iirst st., ! above Chestnut New York, N. Y. New York, N. Y. New York, N. Y. Pelham, N. Y. Rochester, N. Y. Sing Sing, N. Y. Syracuse, N. Y. Tarrytowm, N. Y. Raleigh, N. C. Salem, Oreg. Downington, Pa. Germantown, Pa. Hartsville, Pa. Philadelphia, Pa. Philadelphia, Pa. Philadelphia, Pa. Philadelphia, Pa. Philadelphia, Pa. Part III. — Schools for boys and girls. ; Southwood Select School . Baptist Seminary . I Lutheran High School . Methodist High School . j Napa Seminary . J Laurel Academy . j Conyers Female College . ! Chicago Academy, 11 Eight- | eenth street. I I Mt. Zion Male and Female ; Seminary. j | W etmore institute . I School of the Parish of -the | Good Shepherd. | Orphans’ School . j Xicholasville Academy . Harrisburg Academy . Sharpsburg Male and Female Academy. Boynton High School . Hallowell Classical and Scien¬ tific Academy. Harpswell Academy . Hopkins Academy . Select School . Groveland Seminars* . ! Columbus Union Academy... I Crystal Springs Institute' . j Langston Institute . j Van" Rensselaer Academy. . . • Ingleside Academy . : Academy of the Sacred Heart. |j Antrim High School . Location. Philadelphia, Pa. Philadelphia, Pa. Philadelphia, Pa. Philadelphia, Pa. Philadelphia, Pa, Philadelphia, Pa. Philadelphia, Pa. Philadelphia, Pa. Philadelphia, Pa. St. Mary’s, Elk County, Pa. Sharon Hill, Pa. Torresdale, Pa. Newport, R. I. Charleston, S. C. Columbia, S. C. Sumter, S. C- Willington, S. C. Durhamv’e, Tenn. Jackson, Tenn. Mt, Vernon, Tenn. j Brownsville, Tex. ! Laredo, Tex. ' San Antonio, Tex. | East Rutland, Vt. i WestBrattleboro’, I Vt I Harrisonburg, Va. ! Norfolk, Va. i The Plains, Va. Wheeling, W. Va. Tahlequah, Ind. T. Talladega, Ala. Ft. Smith, Ark. Ft. Smith, Ark. Ft. Smith, Aik. Napa City, Cal. Laurel, Del. Conyers, Ga. Chicago, Ill. Mt. Zion, Ill. Irving, Kans Frankfort, Ky. Midway, Ky. Nicholasvilie, Ky. Owen County, Ky. Sharpsburg, Ky. Eastport, Me. Hallowell, Me. N. Harpswell, Me. Hadley, Mass. Mankato, Minn. Wasioja, Minn, j Columbus, Miss, i Crystal Sp’s, Miss. ! Holly Sp's, Miss. Hydeburg, Mo. Palmyra, Mo. ; St. Louis, Mo. j Antrim, N. H. STATISTICAL TABLES, 649 List of institutions for secondary instruction, CO icl C5*?.0 “ CO T«SO rj O rs^ ~ 2 § § :2?5 222 5 S22 : ■ 00 S2 2W • O O * 0 O 0 0 | '. ° . cs 0 : 0 0 Cl rc r: “rrci _-r o~ O • 0 n§ O O 000 :§ rc ci ro r- — . . — . r-i O =0 0 0 Cl 0 r: 1- 1 • O Cl O O • t'- 0 ■ • 05 . — 0 . T — O S : « Ci **?* — ! W LC Cl O Ci 0 Cl Cl e :r, L 0 0 3C ’ - cC 5^0 O IS I .S=> 1“ 0 fa i.5 * j5 pr. — ll* lo^l i sf : J| *1 ^a <4 £ !C ^ l * o ii M i * a s * •P< I 3" ? g-g I S = Ml. R3 ir !*- !<3 -; | II issii m is 1 1 itif 1 1 Bil is ti“i IIP HI ill Ssl ^ — -r S = 5 1> “ IS WM III Pltl li's 5^ 5iS?l if <35 15 1-1 a j: ? si < = 5B #11 ill iff li 1 3 §5 --S53 3 55 II VI 1 **il #11 l£s§gSgsg|||^o-|i iifa 1 1#; ifs1l!i ■s=-?gl 5 5 -3 "..*-.9.: Hill |||l|||I|l|i mm i^j «**«**■ ill :35 = ; _>= > 111-! .8 I 55^ j Sj - ; "si Pi#". ,li JHWjj m J.S-gy *= >- 5, J > 3= C -5 > 00;: ; -r f ft I c = " 3 ® " J* 2 3 = 2; f„ l II il| i*ii-g 1 mu = - - 5 _• 5^ >. S5S ? 3-3-55-1 sHli- gj IB •? 13 ll 11 IS a i. II”! c- l-ggsj :=|f£= s§s= Hi ;-3 1 CO ; c S=?i?I ?! 1 g ' -3 fill §g§ III >.S 3 5- ij O .O 3 !g ® : - III gla ... _ =aij|ai^-#£ii ||s-ssss-'=3a&3 IJ1I 1 - ^ ~ x — : Cx5-2323 I2| l|S = 2£ 5?J? 555 — x-. US K r* n £' SS*** 1W From lloport of the Commissioner of Education for 1873. b Xo ago speoiliod. d Iuoludea English dopnrtmeat. Table VII. — Statistics of preparatory schools, including schools for secondary instruction having preparatory departmen ts, for 1874, fc. — Continued. 654 REPORT OF THE COMMISSIONER OF EDUCATION. •os.moa at s.iB3 A jo aaqaiux 5 1 «■*?"<*< en •'!< :n ; cn o in > Tjifiaooon eo n n ; 1-1 ■ UB9-V aijsupqas at sipaAX jo jaqomx s 1 (- o O CiCJCCii^W -Ci OO o:i 0000 00 CO t* T? COCO^COC 0 TT | CO TT ti« ^ ^ CO CO CO Students. ■sdiqsjiqoqos jo J9qraux 2 I 0*0 • • Cl O O • • O O' • © • O • • • o ! I I | J \ | J ©€ « • • aoqjo .lajaa joa pip pm: ‘jBa’A ouuapcoc jsb[ jo osop %v, as.inoa papjdiuoo ^ 1 H I • Cj O OOn^COCJCJCi ^ CO • CO CO O v-t lO . O • Gl h 1— < rH rH . . • i i • « i \icaA oiraapnoB jstq jo asop oauis jooqos ogijaaps paisjag; eo 1 ■ O a Cl O O • GO i"- lo o* LO Cl rr1 iJIOhOO o . »-j . • Gl \TBoA OICOOpBOB JSB[ r‘jo asop aoais aSapoa paaajua; ■ co o o c o i- o t: cro © . th cc :o o t-h lo co i- : : •noissimpB .ioj pajmbo.x a3y s 1 I 22 23^3 f ; GO eg ;° ; ;S ^ ■sjaapnjs laqjo jo aaqranx 2 •00 Ci — * F- © © © © CO LO — o •— *ooo o « © i^T-tLOCl © -H © 1-H *'^{5^1-. »-t * Cl Cl CO r-« Cl tH . r-i •aSapoa ax as.inoa opij -aaias ioj .o'afjBdoid laqumx , OCO © CO CO CO 01 GO . o ©O.OCIOOO 1.0 COd r-i CO rH . _ CO d • CO TJ« t-4 ^ :$*. . : •oSapoa at osiaoa pais -sup ioj Sariudaid laqumx QC moo o -ri go — si i- o . c^sooemo — i eo ^ t- miH-i cn !-• ri'3>r-cicicn»H n . o c-i •giopnjjsat jo aaqainx ** 1 "■S5I *nt- ooo^ego ^ • •aorpaiaiouap snoiSpap * I J J ! i i i I < & &.«* : : : : : : : oSo t^^oo : :© oo ;oSS :®|c o uJ lJ < c3 ; : • . . ; o , ^ • » • P-1 pH • O Priucipal’. if* Itev. Charles J. Collins, A. M. . Jtev. W. S. Smith, A. 1SL . llev. Alonzo Flack, A. M., Ph. D. Ilev. Jos. E. King, D. D.,Ph. D. Francis W. Towle . Charles Fairman . W. C. Ginn, A. M . William Kinne, M. A . Charles Curtis, A. M. . George C. Antiion, A. M . Prof. Eli Charlior . Dr. It. S. Bacon, A. M.,’LL. B.. Alfred Colin, M. E . M. M. Hobby, A. M . Samuel B. Howe, A. M . Itev. J. B. Gibson, D. D . Jtev. Geo. Herbert Patterson. Itev. M. It. Hooper, A. M . J. B. Ghickering, A. M . Prof. J udson Smith . It. H. Bishop, A. M . •uoipziaeiuo jo opQ - ! i ^ d co lo © -v ^ io co ci t- d © r- »o ^ co 1 r- ci io i.o © t- co i> © -o © lo ro r- G0°°2 00 CD 00 GO QO t— 00 CD 1- 00 GO ' JO CO X' 00 00 2 2S .xajjBqo jo ojbq CO , • lO TP TT CO d 1.0 • O • • o • CO • • ^ > d lo lo lo r- ci • © • — . — . • lo • lo • • co 1 '00 00 00 GO 00 CO • l- • ° ° • ° 00 • 00 • • 00 ° ' Location. 1 i e\ : : : t* : : : : : ^ :o : : : : |lf IfeagilllfailflVI3- 5 85g = i*£^SS3gs=:S -g ; ; si;:.: s s^i s s ? a 2 3.5i V, , hOO ^cciKw^aO o 2 • • ^ * * « • * * jj) • • •••••».* • ' • Q O •••'•• • • » • 1 • 1 * ^ • • • ^ | O 1 • !»»••• Q 1 1 , 1 • 2 ^ , • ■ 1 I ^ w • M L 5 : : : : § j i :i :° : w :3 © : • : : J-S : :t ■ r3 • c3 i • * » • f — < o o i • ^ c -2 C5 C3* cP ' ' * * O ,J“ d -r ® J© L" ■ >. o 5 S S s _3 =~ — iT- ?- ~ ! ^ n u ? 5 = .5 n g.'3'g^Po a7- c*3 5-k.H ^ r-.S ^ j ^o3 6S p£a2p£5£ < •joqumjsj Ps§3 ®aSSo5»o S ? ? i-i *2 g? p STATISTICAL TABLES. 655 51 • m .O T? T? T? O W CO* CO CO . o V 33 35 3 3 5 ®333338 3 3 3««3 o S° : O SI O O ; C> 7i ■ O ’ OC5 |~0 1 — W ct v rr lo — ro O’ ~cc“ i~ O CS 'O O 7t n O « ; =< JO 71 Ct . . M« .O t-(?l S= 71 y} ;i c :: M c. x o CO i- 00 cc ^ S i : 3 O o 03 SI M -5.S-2-" ’"L” 7> rf -O j‘ i gSS8 8 § OS 99 SOI 001 OH ITT o S£S$ S w CO «- :§S=*S « W » g S~ 1 3^ Cl 4-0 o §s°S?°§ 3 8 SSJSS Table VII.— Statistics of preparatory schools, including schools for secondary instruction having preparatory departments, for 1874, Continued. 3srOTE.— x indicates an affirmative answer ; 0 signifies no or none ; . indicates no returns. REPORT OF THE COMMISSIONER OF EDUCATION. 65 6 STATISTICAL TABLES. 657 §2 5| J-st’i® iSlSlg 21 "2 injj'; ls'“2 — . ^”*11 im 5-r TrriSl •gCn^”i2 5”2SS~- 2! 11112- 1535 22K1I21 12 llllll 1:^1111 1112112 it fHit tsmt iiiiim mmmmsm inn g'3rfa •i ii iiili i :« jef ;*nrtC*©~ : iiili : jcfcfxsr 1 ill Ii o ; Cl rf o rr • S ' ji 11 ISlsP i -3 3""”g i m i=t~ :3 551 : q® • © • o © ill i iiili ; ■ ■ .t-'sfsfr-T . : j°i : j 2 ;i° ° U- j« o • ii : joi :3g°g i r» j O o j ii i :©~ : • © . • © © :s ; : iiili : i” ! i igsgg i i r§§ i i i - - j 1 ;r ° Sis o • i= ii ; ;s Slip i ;5“ : © © ; ii; is i g® ; ; — ° : i i i i : :i= i :::::: i®" i i i° ii ii i : ia 1 iis : -©- jr^C* ; o 1 ; © - I°° i i sr : : O O 1 ; © 1 i i! i i l ; ;« i ; iliililli i ife«v8Sgg‘ : iiiilii :SWg'“'| 1 ill 1 is ias g His iiiiiiiiii 8‘SSSf SSSS3SSS8- iiili ;S-'S i il iiili is i: 3S38SS 1 ias | 1 ii il issi 3 ; sr il 2 Slil°s :2 :§££§ • ; : i ; : S j HP ^ 3 : § i IS :g j §§§§&§ 22-s§-; : : 1 8 : : : « : IlgSaSSS s 2 " s §° j ; j8 : :1 : i i : :gsi : i : « : § :S| : ; ~ : ; ~ ■ © . r ; ;ii i i» sll : iiili i : :r-rc««cf : iiili il :^Tio n il ill : r ■' — “r-r : i=l= liBais: : t-f^r r-r : se ; rf • ill! : xo ;©©© : xo ; ; x o o x ; ; x x o x ; >: : o : x x o XXX X XXX oo O ; x o 1 \ O X X X ©© :©©© ; oo ; ; x o o o ; | O O O O I ; © ; © © © OOOO OOOOOO I o o ; ; o ; o o x© ;© x x Jxxxxxxxo ; Jo X X x ; X O ; X X XXXOXX XXXXXX ; \ X X : x x xo C O ; O O X Joxx Jxxoo - o 1 : :o J X X X Jxoxx XOXXOO 1 x o ; ! o o o o x o |oox X X x : X X XO | i do x xo ; © ; x >;. XXX©XX X © X X © X X I * ! ; © x © © i Ii i i ! ii j i Nijj, 7*15 11 Hill! MSS-sl m -ii ^ l|ll!: J 131 111 III =i:==i?=J? issaas^lis 1 ii n j ; :I i : i i il 1 1 i gilii; B ; ; J 1 il ; i 1 ill i J-. i in C Tj s S 1122131 = ? ?SS5 = |jji I ! 1 ! c J • * : : : - : 2r*l : fill h iSllf fi Msei |s ii If It III Hi III : s ! ! o ; . > : ;X3 ; Il | ft v m m i i i ii i ms m nim a : • § : . s • • o : : ^ : : i : : iji 5 §3 111 111 III III il ii !J Ii‘ 3-S, >sg' is; «- q = ' ' >i i il ; ii at hi w > 42 E From Itoport of Commission©!’ of Education for 1673. a For non residents ; free for residents. b Including board. Table VII. — Statistics of preparatory schools, including schools for secondary instruction having preparatory departments, for 1874, — Continued. 658 REPORT OF THE COMMISSIONER OF EDUCATION, Scholastic year begins — w o 1 - cS J P c kAJ Ct >5 ^H(ji So §r^ © llsll25 : S ^ 5 5 ^ .a- roo r r ro o r 2 *' S' S' S' S' © S' S' S' 2 S' 2 C“H So 2 «jr S S r*. 71 G " :v O c-r o o co o 2 : - — :U O Cl Cl ^ ^LCTcfo' Property, incomo, & c. •spunj eAijoupoad; thojj ourooaj s « I i 1 : o o ■ o • 4/5= o o o o o o o o -c o' • • o • • o . . o ! I o ; O •spunj oAijonporcI jo junomy . . Si « j : | O o • o - 4=/=.- oooo o o o o o o iq o r-t o - • o • * o . . o ! j o o o ; O •spunj -diqsiBxoqos jo junouty ao s* ! : j o o . o • • • o . . • o * o • • p o •snjBXBddB pun ‘s§ut -piiuq ‘spanox^ jo onpi^ o o o' o OO • OO oo • o o o o » o o o o' « o~ ocT 3 j cl *H oooooo oooooo oooooo oT oo o o' o' o' cT e ^>oi-*^T^ o o o o o o o o"cf d tH oooooo oooooo oooooo cf cf irT cTitTo HHHCICCO •uiuuub aod SoiSpoi pus picoq jo jsoo qSbjqay « • to Ci o . o • j . o • I » ^d= * • : : i • -oo oooooo • j 3 3 o 3 o ci 3 3 o oooo O o O Ci o CO Cl Cl Cl S' •notjraj jo geoo pmuuy 1 O 'X o o o l'- O l O H C GO C! f ' O oortiflncoor’h h " " s oooooo o oo o Cl o o o Library. •iboA jsed oqj ui osBoaonj i o io o o . IQ . 1 O • d • < ICO » . . Cl Cl o • i • Cl ■ • • o . o * . o o • O IQ •soranxoA jo joquruyj; ; M o o o oo • O O O oooooo o .ooo oooooo O . IQ O H HHOOOO ; r-TcsT 1-T o o o o TT O . o o • o o » IQ o o . o . o • cf » j nmiSBuraAS b ]ooqoe aq; sbh | « j « ! XXOO I O X o xxooox XO XX J X o X l AaojBAjasqo pjoiuionojiSB ub jooqas aqj pgjj h i *> , O O OO Jo ; ; 000X00 OO X o o o o l sujBiBddc pun jauiqea [BDTqdosopqd b jooqos eqj sbh § I x xo x ; x ; X X X X X X X X X X X o O X l Ajojsiq xbju^bu jo aetnquo b' xooqos oqj sbh 2 | X X o x Jo J X X X X o Jo XX ooo O X l Ajojbjo -qui fEDiaigqo b xooqos aqj sbh 2 | XXOO J X I X X X X X X X X X XXX O x 6 S £ H Chickering Institute . Preparatory department of Oberlin College. Miami Classical School . \ . Chcmbersburg Academy . Eastern Classical and Mathematical Institute Wyoming Seminary . Cumberland Valley Institute . 2 » t . t • H . 1 1 • • © j ; • ; ; 2 1 : j : :: a 'Sis £ : :■ - S-al j 5 ffl ^H - 2. 3 S a| Ip Castloton Seminary . Purr and Burton Seminary . Green Mountain Institute . Kenmoro University High School . Bellevue Hiuh School _ _ : ! O :^2 ; po I o X pl| [ <13 ’ S 3 c 2 ^ 5 S Way land University Institute . : . Milwaukee Academy . ■loqatuyx | l-: -o i- co c o h ci ^ n o o ^ co ci o i- t- oo co oo cx5 oo ©coqoooooocjcjqcjooqooo a Apparatus. STATISTICAL TABLES. 650 Table VII. — Memoranda. Name. Location. Remarks. W. E. Welte's English and Classical School. Preparatory department of St. Louis University. Brooklyn Collegiate and Polytechnic Institute. Schenectady Union School . Collegiate Institute and Normal School. Nazareth Hall . Boston, Mass . . . St. Louis, Mo. Brooklyn, N. Y. Schenectady, N. Y . . . . Oxford, Ohio . . Nazareth Pa . Not found. Included in the report of the University, Table IX. See Tables VI and IX. Merged in Union Classical Institute. Name changed to Miami Classical School. See Table VI. Table VIII.— Statistics of institutions for the superior instruction of women, for 1874 ; from replies to inquiries Jnj the United Slates Bureau of Education. Nottc. _ x indicates an affirmative answer; 0 signifies no or nono ; . indicates no returns. , 660 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 661 © - j j j° jR : • o o • : : : ° ‘. : 1 ; g> c* sssgs ;ss 8883 i §S3S3g K£3 S338§PSS§S SiSSSSSP ; £§ * C3 i ; 1-1 ! ^ *. ! o ;^r ; 0° ; ; • © ; • ; ; C* t-i j • • ° m ;r- ;0 ; ; “SS i : : : ;0 ; ; ; Cl Cl ; ; ; | © • • T—l ' r 2 88§K :£§ £3 :3 23 |3 OH§ 853 :§3£ :§S • • H 8 £§3 :5t: ; :£ 8838381 OK 1’ S88 jSSSSS jg 5-8253 27* nnr, ;Ct • ■ 1—1 • CJ CO | r-i • CO . | | — l |nC(nrl j Cl i r~c; j j j ifSOtCKM ;03 i-CO^CC ITfit-O* 'XO-? cmoi^anonno nO^MO'TC ' 8° CJ — ; :g t-i * • O o -C5-0 nocoat'^csooc; OXOr.OOOH 83 ssssies“§F From Report of Commissioner of Education for 1873. a There were also in the institution during the year 213 male pupils. Table VIII.— Statistics of institutions for ilic. superior instruction of women, for 1874, ^c.— Continued. J 662 REPORT OF THE COMMISSIONER OF EDUCATION. •sdiqs.nqoq0s jo joqran^i ■sjaop •njg jo jogtaan: pnoj, CO l— CO C* CO C* CO CO C5 'lOOO^COHCl OOOCiOO O 1-0 TT t'* 77 CO D TT rt S f •ejuopnjs oj'gpp'BjS-jsodjo joqnm ro • o o o •QSJtioo pjijxed jo jBioods m sjuopiijs jo aagnmtj; •osiuoo JPpiSOJ ni sjuopnjs jo joqinn ^ ! e* > > co c5 moooi'a1 io i- n co o ■ •jaoaijjed AiojBJfcdaid in snipping ] ‘PMOcia •aapmjiud A,ioj«ifdpid tit sjoynuisai 1 O O O CO O cr. •ppJHIPJ 05 03 O •oivh o xr ro — < th N Ci ri H ^ t O 00 Ci Ci O OD CO h o o >o O ’ •uoi^uimonop enoiSipji p © o o o o o © © © ® « w ai 5 i c i i p o o o c © © • • © © a © . t © © S’siHpaifiaS A de.3 : o O o § goo go “jqOOSB O O O Pi Pi ^5 P r=4 P Pi rP O f 3 : * HgS I £*§& ^ d jjCoS! * . • 2 Ci j •- 1 3 3 S s_r 02 o a 44 o 2 bScc1 5dt>: ddd! p » > -g-iS* M ^ ® a> X .2 .&a-iJa ■ .b„q- g§!*Hi i|»d ^ 5a ^^-3 :§r«J-3 p O ^r-j-pCO oSf3 .1-3 O ^ — ’ P- 3 i -s . io: oEI> s; g.^Or'rnP ^ > -S •noi^BzincSjo jo pjuq; CO 00 • CO OO CO GO CO X) c c « ^ c »o • -r *-< r- O 1.0 oo-ro • LO lO 1.0 GO GC GO CO OO CO • 00 00 CD ^ra^rrqo jo o^a ICJCOOO 1 CO ^ 1.0 o ) 00 CO OO GO ) 00 00 CO GO -y'd r _ _ -(Q.rH O -3r3 40H 2 © £ dr.'aa^'d's 3 o54.Sr © a -2 g £ 3 a‘a3 ® rt ® - P 3 a a -P ?! § g gP g 0-3 o y *^i : f=i to o ' 5 .-«£ 2 o o : cj >■ ■ cc _ sc .2. ^ os sc § a = ^ o-S.2 p j n -= 02 .5 _~3 -= o s ^ si = as p O -p p P?'£ ^o- ^sou; .a §'b ’ © JQ S Ip 2 ©w : g hj : £J3 • O >a • 2 .c ; :° >)2 'A Q a p g'^2 s a S * § soMgg 03 > © 1 V2 CCr^j r- i* 'C t; _, a2^§§ • 02 1 to : 5 ; “ffl x ^ © g On y ^ ‘ © ■= ?'5 § ? ►. 03 ^'g one. g © o i l ■S &S5 ■ ® • .to ^ ® ® o CC ^ • r \ c3 ®l p a p ’g x = _Pr«r2 « p a _^-, ■X 5> C > >P P3 S1^ ® .2 g , :o ; ha, 3 3^ ! y .'P - .Hoo» la o’i'i’i^ a ©"I ”3 5 3 ££. g "4j'JrsaH^a S g illf III 2^3 §44 « 43 3 2 ^'pggjgj1 •jgqum^ —1 J!r ^icoi' 03: i- t - i- r- i- c- t- r- i STATISTICAL TABLES, 663 §S88P5l "5 ! 30 hoc Choc -r • O O L- o O §383 i ggBggg SS8|88a”a PI • -.^3“ s — =; o“ 8 8SS 3 §2^38 5 § = 2 a §§§§ 8 21“ 5 :£'“2 • -cfxci ; — ^?t'T i~£J s - £- = ° 2 Ti ~ S " ° oo««oo 31 ccoohcoxco-rr; c? CTh ;T *3 «C ~r rc =; CT. -r - -- . ^rT~r^ — -■ — 2t-Xk- — .- — ^~r • — .-c = 71 ^ ~ c: - ci 5J Cl c« « = fegggpll |S§S| From Report of Commissioner of Education for 1873. >i Not yet organized ; first session will bogin Soptoinbor, 1875. b Dato of reorganization. Table V 111.— Statistics of institutions for the superior instruction of women, for 1874, fc— Continued. REPORT OF THE COMMISSIONER OF EDUCATION. £64 STATISTICAL TABLES. 665 From Iteport of Commissioner of Education for 1873. a Temporarily closed. b Now building, just completed, and school to open September, 1875. Table YIII. — Statistics of institutions for the superior instruction of women, for 1874, ifc. — Continued. Note. — x indicates an affirmative ansv/or ; 0 bignifies no or noue; . indicates no returns. 666 REPORT OF THE COMMISSIONER OF EDUCATION. •aaqran^r STATISTICAL TABLES. it 1| 11 s ti IIs >-r rs ^sasHriSSrf^^ssJ fillliiiil'llil — -7 — — — . a >-.3 if lift a g 3 s . *-5 3 a I 5 |f || I if H is S is 2 1 1 ! i 1 i 1 1 1 s §1 i r- ■ :i j .« ; : ;gg i! : i«cf i; tan 2 *£ — " eT iSllllSl .Psso'onoV « y 1 iiiiiiiisi! i 0 :^w'o«VonooV j . 0 0 . mis : rfreocfsf J i= m : 1 : i 00 : : • O • • | • O jej j * => • 0 • • 0 0 • • • ■ 0 0 ■ 0 • ; : ill i : : ; | ;i • O • j j ; |C : ; a • => • ; O O ■ ; ■ • =>©o _ © ; : : ill i ; ; :as j i ii i jsf 11 i! g"§ :S mill lilillllll ?-®Wgg-s=go-gs-g|g-o-o llilllllliillillll i ss'ssmsgsstfawsaw ; 1 i si in -rfi 88 :£ :£ ^§88 :S3338 :8 ;3 j§S383£8ggggg : 8 8 88888888FU2 S2SJ!- r 88 :££888 :§ \n :soo = Sog^oo :Sog§s-§«8^8 585 8a j; ISIS if lllgga?.||s|l|SS8SSlllpilg8l8Sllg§ ; §|g|g : 0 ;V a : ; : :i 3 r i . . « *8S{ jga ; jS j :8 : 1 i«°! : 18 if rT • 1 1 illlsllllllll . a : cfP'Pcr t-t cfcf : mmm-m \ - n • jlj 11; ISSIlii P etnas 118 S3 y -®^o^o--oooor,2o« = ^«oooo = oooooooo^ooo = g?j.3S 2p? « -r • r r ^ t 1' t tt vr :i r r r. t c — ■0'ri';-r-'T-“Tr-='-a-— p : : : C-. 'f rr x x ; X O X X X ; x x x ; X X X X X I x ; x X O X X X l x 0 : XXX x x x x x ; x ; x i Is " c— _ |!1| 'P^IgS - , O fflffill =£.s p s^l -= 6^ >5 ; : : ;j : it : : 0 In : -2 : =! ;%J i i^istb!^ l!li!!2 = =5 =“ S30 1 i-mm^ = r =7: - itfj ipi -* = 3 irS lli 111 ill Jin s = :=£ f!llilliill!IiiIIlHIi|||fl III SIJ 5p- rUfpiiiflifliltSlil •= =~2 5 Pc2 = S^P^EI lc^3-r EfTiS 3p?1§jl|3ll^a^o nammam SE-Ssfisiillflf ® 50^^ «£*ii£5l£i3Ml? ill 667 * From Report of Commissioner of Education for 1873. c Including: board. It Is evident that some of the other amounts .given in column a Including tuition. 28 iucludo moneys received for board as well as tuition. b Soo Northwestern University, Table IX. Table VIII. — Statistics of institutions for the superior instruction of women, for 1874, §o. — Continued. 668 REPORT OF THE COMMISSIONER OF EDUCATION. 2® £■* ci t~^ oo , od o' © ci © ^ ^c^ocoo^ocooocT t-s'-ri-ai-s i-s i-5 ^ (-5 hs t-3 hs t-s h: hs >-s hs > . •SGej-uoijm} nrojj Jt?9l jsb} erf} joj s}dhoo}j ‘spnnj QAipnpoid raojj oraoonj : — O > © o > o © '©'of ocoooo .©o 0 = 000 r- - O O O O 00 t t-’’©' oo" n oi t- ■ o oo •spnnj OAiptipojd jo jnnoray I •snjBiBddt? pne ‘sSni j l-s me -pipiq ‘spanonS jo onfr?^ ?< £y O O : o o » o © < -7 CO O O LO ' oooooooooooo oooocoocsoooo oooooooooooo ocTio'oo'od o ocT o' LO* loT •0SIHOD JUpi -Soj hi Tammu aocL nopmx oooooooooooo o o o o o o < ^ •?uaui?ii?(Iap Xiojejud o ! -aid ui Tnnam; jad nopmx O c^OOOOOOO r-^oo^roococo^ •umu a* -uu jodSaiSpoipuu pjuog; ! o o o o o o S3 ci S »-» S3 <$ oooooccoircoooooo O CGOOCOlOOhO 1-0 O CJ 1-0 o - ! H CI ri H CO Cl — i ri t \reo£ jsud oqx nx asuajonj o o . o o I •sanmxoA jo J9qams[ | ^ '01-000 ocoooo 0007100 o o o o o \TB9-C OIXSHIOqOS nx S5[93AA JO *0£J « & » •osinoo 0}ui50xiod hi sjboa jo *o vj; j ® [ S00J50p 9 jepOUGO J9JH09 ox ai-bj ^ pazuoqxnu norpixigsai oqi sy ^ ; O , O O X X X X X X x ; o STATISTICAL TABLES. 669 d 1 ^ .2 i S -£ g "S -«-g ^ S S S3 4 g sgSssssgiri si ss^asei3'2'Ssgc§si-g^N IsiSSsSssstiaifis I mmm ii iitiitiiiiiii|i>tiiiii|iiliiiiiiii in m : is | : c40, 000 ;§§?§§ :o-««ofc* c90, 000 1, 476 iiiii :”S ; I 1811 i i : : 111! 'fss nil ; ”SofS : N ill' ; : 5 \ \ : : i : : |p° 1° • n • OO ; I ° I i ! ; O © ; O O | o ; O O • iil° i : [""Sf ; : ill;: :n° i§ 1 o o • • © ; © • . o O 1 1 o' | © © ; © j o © | 10, 000 40, 000 05, 000 •inn .;vs'a?8' If 1 1 is p i llllllllllilliililil I sf ss'asiff s' 1 a s's s s'ffa'ssssr i 1 ; g \ inn i ^121 i Hill gasas gg T ;S° • 3 3 : • § : ii Si 888333838 : 1 2 i SSSSSSSSgg : :33S8838S3888 |S "" " S S3 i jo 3 j g§gSS33333 ; jggSggg ?g232g2 2ip!l||| 11 sllllPPilllllSIfilP 8 8 e s s e s :2S2 fSpllgslPsS 3g§8§§ :° !; Si : !"SSS :§ : 2 = gg* ••O' :| gg SISSliiaK 1 : Cf ,Hr4V4cfcf I iisisi OOH rH 131III1I Ct cf r-T ill lilllllllilll : : r-Tcfrf rHrH-TrtCf ii g >s a Table VIII. — Statistics of institutions for the superior instruction of women , for 1874, fyc. — Concluded. G 70 REPORT OF THE COMMISSIONER OF EDUCATION. 1 tc.g § § ® 5 ^ Eh ^ Hd - ^ C O ^ O O O O O O c > O O Cl O O i o o O CO ■JT39-C otjstqoqos at sqea.ii jo -oj^ * , oocdc. aoooocooocoooo — oooocsoooo: •9SinOO 9Jl?t§9J[00 tit SJUOA JO '0^ i saaaSap ajtuSoqoo aajaoo oj jnt?[ A'q pozTJoqjni! aotjnjtjsat oqj sj X X x X X X o c2 ►4 to . § >5 © O S> H :-2 o !>7?C0 pi ePflS CS g ©O © £ T2 — « P ZP to ^ o I © S ! 5 © a | © ?,a§- o® si 5 2 © § m . o . jO © o © g> o-tfssJ o : O gC g btO CS-3 R'^ g .2rt2fci®a^e3S a | ga © e g1'-1 © o cjy fllj £ © 0-2 a a^2 HhS.®d&®o5 3 o 5 ^ CS_4 P I— < f~~| P > ^l^as^-ss f,r I © 2© © ,2 ®aw He.-® 3 5 &=i 8 ^2^; a ©; jgj g a> £ S' ^ © © tS S © o g -i^i 9 ^ Crl J a u w - a hSWggS5;i! ^ ^ © o ^ •jaainnj^; ao o o h cm co o o i- aj ^ ^ 1.0 O LO LO m LO LO LO o . STATISTICAL TABLES. an 672 REPORT OF THE COMMISSIONER OF EDUCATION. List of institutions for the superior instruction of women from which vo information has been received. % Xame. Location. Name. Location. School for Young Ladies . Farmington. Conn. Congregation de Notre Dame .. Waterbary, Conn. Lucy Cobb Institute . Athens, Ga. North Georgia Female College, j Atlanta, Ga. Lunipldn Masonic Female Col- j Lumpkin, Ga. lege. | Montpelier Institute for Young Macon, Ga. Ladies. { Southern Illinois Female Col- j Salem, Ill. lege. Sfc Catherine's Academy . ; Lexington, Ky. Science Kill . Shelby ville, Ky.- Patepsco Female Institute . [ Ellicott City, Md. Xotre Dame Academy . : Boston Highlands, [ Mass. Sharon Female College . ; Sharon, Miss. Academy of the Visitation _ 1 St. Louis, Mo. Delacove Institute . j Trenton, X. .J. Academy of the Sacred Heart. . I Albany, X. Y. Athenaeum Seminary, comer , Brooklyn, X. Y. Clinton st. and Atlantic av. English, French, and German New York, X. Y. School, 222 Madison avenue. Marguerite Institute, 14 East New York, X. Y. Forty-second street. Cincinnati Young Ladies’ Cincinnati, Ohio. Seminary. Chegaray Institute, 1527 i Philadelphia, Pa. Spruce str eet. Bristol Female College . I Bristol, Tcnn. Brownsville Female College. . . ! Brownsville, Tenn. Jackson Female College . ! Jackson, Tenn. Mrs. Haile’s Memphis Female j Memphis, Tenn. Seminary. St. Cecelia’s Fem>A; College. . . j Nashville, Tenn. Ursuline Academy- . . . . ; Galveston, Tej. Paine Female Cou^e . ! Goliad, Tex. Female College . . i Independ'ce, Tex. Waco Female College . ! Waco. Tex. Suffolk Female Institute . : Suffolk, Ya. Table YIII .—Memoranda. Name. Location. Remarks. Perry Female College . 1 Logansport Female College . Allen Lodge Female College . Liberty Female College . Rockland Female Institute . Lonisburg Female College . Ohio Female College . 1 Ingleside Seminary . Ripley Female College . . ! Perry, Ga . Logansport, Ind . 1 Glasgow, Ky . 1 Liberty, Mo . Lonisburg, X. C . College Hill, Ohio . . . Philadelphia, Pa Poultney, Yt. . | See Houston Female College, identical. Closed. . Suspended. I Closed, i Closed. ! Closed. ! Closed. : Private school, and does not wish to report. See Table YI. j See Roanoke Female College, identical. r —Statistics of universities and, colleges for 1874 ; from replies to inquiries by the United States Bureau of Education. ics of tlio professional schools or departments connected with any of tboso institutions, reference is made to the appropriate tables. STATISTICAL - TABLES. 673 •pop -issupran 6jaapiip> jo .lOfimux H | j ;s j i j : ; j i ! : 1^1 j '9SJUOO 9Soi I g | | loo aoj saiacda.ia; | © :°S : :0000 : £ | 1 ^ ,2 , •9imaoiI • 1 • O • t— o . • • • © o • :3 :S = ® : ! ! o I gS | « i 1 1 ! 'apJK * 1 SS ;S»l8S ; :gSSES0000 : m | -sjojotuasni jo aafliuux ! h ; «-> ; ; » • • • |C5! • ; CO • • • © © O O • t • a . • • i CJ | © p :::::::::: : H M : M U M i§ 3 A i if |l| :S<-5f=S|l' •6*1 itmmm :::::: :fi i :J : : : :pp :3 =• :3°- j '■ m m iSlHJIHt, mmmm* •noijnuiraoiiap snoiSip?! 4* i llili! mji sSilill •noijBzmcSjo jo ajna; l Illllllllllli lllllslllill -jajiiup jo ojnet « iiiiiiiiiiiiiiiiiiiiiiii Location. i i i i iat :g ;55: iMiRRIl ! g-2t SsS-2-2^^^^. ! IIIIIISIIIU. al3lsiiil|4 mmm o 1 1 • j i • | ■ j • • j j j I i ■ i • : : : : ; :|>T >, ilMlIlW i i : E, : • ■ ■ • • • j ■■> n ■■■••• '"Sc i ! 13 i i ! i ! i !§ ; : -| iilSIljijlil : :ocs • ■ ^ ° : ; ;£= : -S flPiUjl iii llfUllIHlf lllllslllill ■joqnrax j ssiSaa 43 e From Report of Commissioner of Education for 1873. Table IX. — Statistics of universities and colleges for 1874, fc. — Continued. 674 REPORT OF THE COMMISSIONER OF EDUCATION. •issepan eptopnp jo aoquinjj •gsinoa 9§oi qoo .ioj Sai.i'Bdeaj; •9113019^ m*V*K •sjopna^sai jo agqran^ ftp ©2-p © S pP rq -05 :p ipr §p ■p . fl P P rj *9i&' <} ■©s ell g f^^p^p^p-icpppfpi 'dtsavr a P'*ijoOp > > £ S © © © ® stags 1^-3 ipgs^ 3 © § © £ <1PPPiP if g^&sa.j © P rf,2’©,2^"'<^r2r^ • t> a3 . . P ©©©S©®®® ©2 PPPPnPPPtfpP •uot^euiuzcraop suotinpd P _ o32-3- . ci, ■ p ■r© £ © : \ © brJ gp-gi«-SP^0'|^-0-2p|.fc gp gp §5ooP £? |3^p2PSP^PPPPPo^pP!ziSoPppppPoo •aoiT.'GZTaBgao jo e^’d Q 0 00 00 lO ^ »0 O C5 i'- ^ i'- O CIO H i> Ci> lO W CO lO LO CO lO CO O t- i:7) lO O ^ »0 (M Cl - - > GO 00 GO - 00 CD go ooooaooooocooocoooooc OD CO 00 CO ( • t- O lO H i- •lajxBtjo jo oj^d <0: fc.o b/.*r O O ^ ~ - iilltilintiiiiii i urm S te'o.o.9.3 © O pPP « O £ 8 © ©^ g o - 2-ti c P © cs 322 p £ © .9 © ca cs p : so -1 > a a §- c is iflssi im mmmutm mm . .still.* Ilsilllll «g51ESS13iSllSgllSpW555ISESS5sSfflMlIlISllISlfSlSsi’ From ltoport of the Commissioner of Education for 1873. a Now charter and organization. Table IX. — Statistics of iinivcnMcs and colleges for 1874, tfc— Continued. 676 REPORT OF THE COMMISSIONER OF EDUCATION. "im -]SSU[0an sjuopujs jo ioqumji ;'8 :g ; ’ * . v • • • ' • 1 || |i | Students. •osanoo o§oj -po aoj Sairedojj; £ H 2 : : :il : •oiurao,! © : : : 2 : : :° : : : : : :;oo : : : : : 00 8 :-°>§EEs : : g :§S8°3 ;® ;-;S3S •saojoniitsai jo .xoqnmsj 1-H ; ; ; ; ;» ; ; ; ;0 ; rs ; ; g . «( O i- • O ■ ; j ; ; President. o Leslie Waggoner, (cli’r’n of faculty) Itev. David Fennessy, C. It . David F. Boyd . Itev. R. Ollivier, S. F . Rev. 0. G. Andrews, A. M . L. B. Barker . Rev. I. S. Leavitt, A. M . S. S. Ashley, (acting) . Rev. J. Bigot, S. M . Joshua L. Chamberlain, LL. D . Rev. 0. B. Cheney, D. D . Rev. Henry E. Robins, D. D . James M. Garnett, A. M . William J. Rivers . : : : . : : : : : : : j ; : ;n :fi : : w 1 ! •aoijuaruiouop suoiS[[ag; Baptist . R. C . Non-sect . R. C . M. E. South. . . Baptist . M. Epis . Cong . R. C . Cong . Free Baptist . . Baptist . Non-sect . Non-sect . Xt. . R. C . R. C . Non-sect . M. Prot.. . Cong . R. C . . M. Epis . Non -sect . Universalist .. Meth . M. Epis . •aoiiuzitreSao jo o^tjq; rj( liilllilllligii J.QU* 1848 1808 1797 1867 1821 1864 1873 1638 1854 1793 1843 1859 1864 uojxBip) jo « IllllllSlillsllIsIlllIlllll Iiocation. •> Russellville, Ky . . . St. Mary’s, Ky . Baton Rouge, La . Grand Coteau, La . Jackson, La . New Orleans, La . New Orleans, La . New Orloans, La . St. James, La . Brunswick, Me . Lewiston, Mo . Watervillo, Me . Annapolis, Md . Chestertown, Md . ipimym mlmmU mnmma 1 ' •| 1 H 3 Bethel College . ‘1 St. Mary’s College . 5 Louisiana State University . <3 St. Charles College . '. . ' Centenary College of Louisiana * _ _ _ 8 Leland University . 9 New Orleans University . () Straight University * .’ . 1 St. Mary Jefferson College . 2 Bowdoiu College . 3 Bates Collego . 4 Colby University . 3 St. John’s College . 6 Washington Collego . • icuck jj.hi vuueuo . . 8 St. Charles Collego . 9 Mt, St. Mary’s’ College . 0 Frederick Collego * . 1 Western Maryland College. . 2 Amherst Collego . 3 Boston College . 4 Boston University . a Harvard Collego . 6 Tufts Collego . 1 Williams College . £ College of the Holy Cross* . . '•> Adrian College . . o Albion College* . Sg|§SS§SSS23SSG2SSS|g5SggSg|* STATISTICAL TABLES, 677 CIO .OOOiCJCOCiCOO 0 .COO—t-rHCOlOCO • Ol » IO O • T-H 10 f^t'*0;OdOAOOiO^^OO . CO H'l* CJOW^ WrlWH O » C* rH • • OOCi CO t> '?* C. ^ > >W5 > > > > oo^M > > 3 ® © © *T®®o®^-,^o . ® ® gtftfAh^AAAA^AAAAAAf •ji 'CD ||5 ®1§w IaW A °A Sfi g^s ■ r-J ^ ^ Ws=3 .S !#^ j(Sd^ r^. > 31” .8 A > ^, A®.af "o > t* > > §J2 >> > ^A A'P^arf ^-Pa p. "SSia 53 ciuJ _r =s ® , §P S«2 a£^~9 A an£A A A AA a'« a § ^r/cfi "5 H §s bSo£® 'MAAAAC- i © 2 f>‘j> ^.gr. ; > > . > , ® O 4i O pg u g > ' -Hp ® A O-ii © AAA A Sgfl>r -3 tcj o c3 sj? axa oH ||S§ go a*2 Bom . J-i^w :QAEH3 > > >"> ® ® ® c3 A AAA hs d g.y .-©a feas il«5 g^.g5! j^HA rf AAAA 7; : :| 2* I © J ;S ;a SMQ^g S&rMggb-Bfio «Hioeo»CQoo'or-(Mx^cD ^i^oo^i^dLond^c 00 00 00 GO QOCOGOOOQOCOCOCO fl-2-ao a a^ §PAA-s ^00 a a'fl'ssp1^ lld'SAoA^A^PgooAAAAAuoAAoAA (MOO 7 vr *. 00 CO 30 lOOOQO^^OO^Cjl .T5 5 o.p ~ ® C.3 it: •£ o £in aO ® g S'xp g-a g ® >% §J ® ® ®§‘B & > xA fw2 |3S3sSj3l-AJ'«§|§5 PHAAOdooi^oQdA^HQ Ss28P« a: o o ® g 6fi_ - A 3 ffl A § 2 ^ r2 ^ 'S^.Sm e3 a a 2 o S'p 3°a^^ •2 2 2 J-S.2 o'c-s ^ . cju ■ A fcc-a ^ 0 ^,2 © — > ^ A © a ^|!!§i|g|||§oo| ^"riiif3S'ii|p ^ o ^O'? >j® 2 c5 8 H ^ «K ® Ax g g.^^-eA fc£ d ® c g^®.3 So ssSS aj^do^AAA^A^MOM^AAPPAA »5gA^A'|AgtS.So •SM2CC (>A mm^oi )C7> Ot-i cj M ’ l(S('ODOOH(Nf;-»OOM»OOrt6)nTa') 'Tf-'Tf^onnioonnoonooooo'j §s !£{ ( J Table IX.— Statistics of universities ancl colleges for 1874, > : ££p : i • i« i 1 LH i i ; i :s :a :5§ : ' : : ; s' i 3 £ cm iillllgilH: : i i : i \ ;h : ; Jh =y4M IWfif MMM^ ^ ® t 'A H >5 *. u !l !l il ■ ■ J i ' • • i >» : : ui inn? & i|| jo ! i^«ll lifsslliHI ■5i.S-5=|5»ti£ mu&mzm i ; i : ; \% i 1 1 mil i : : §. : : ; a : : ;jf : : :P : llipl opaSIsIl llllilli UMm ■jaqmnx 1 mimmmmwmmmm From Report of the Commissioner of Education for 1873. a For students in scientific departments seo Table X. Tablic IX. — Statin lies of universities and colleges for 187 4, •apiniaj § O * | • : : ; ; : : : ;2 •aiBK 2 ”2 ; 0 ; ; ; ; — ci 1 : j- Ua J I = •apmiax ! QC | O | * ; • • • O • • • • r-» • t- •aiBKj 2 ! OO ■ — n • • • — • O — . ; r: ; j ;h jh ■ i i" -njs , •sjaop jo joqninii oyog n 5 : :g« :s °* J :SS|^|S 1 c 2 iT* 5 •sdxq&iossojoad poAAo'paa jo -ox 5 ! O • O O .oc= ■ t— 0 . -C; • • • — 1 • r? ' • . 0 • • • • * •sjojatuiani pmi gjossojojcL jaapisaj-uonjo -ox * 0 ■ • 0 • — • .^.*0 • • • • -9 r: *0 ct 0 .0 * •siojatuqsiit ; pnu saossajoid i jaapisai jo -ox — ! O - ■ C'. :_r :cs»*oco--s: > c * rs ^ •XqnoBj jo -ox J ?> 0 i & j U 1 IJ m = S3 w ~X C liiH= - - 3 » • ZZ • » • • 1 » * q • ■ ■ ^ • i Ii ii ii: \iH i^al yi°| IMfillllilij HUWftW. CfZ7> > S > = - > i; — - mimmm • • ■ B « » O • : i ii : jl ! ■ . ■"! ■ -^2 >, Hii it*! llliili llllllgl uaqmnx «c.«-1.««r-cocio-g«2;«Sr;oSS§-ga5S i i •3 si A § ■* 8 Table IX. — Statistics of universities and colleges for 1874, c^c. — Continued. 684 REPORT OF THE COMMISSIONER OF EDUCATION. ■Jt!OA 0!lse[0T[flS nr JO '0\J I 0 •asrnoa ajuxSapoa ox siuaA jo *ox M •sdxx[s.ur[Oxps jo -ox e? CO o 5 o . o ©X O • O • C5 • O ; ; ; g . o o •sdtqsjioipj jo -ox t O | o 0 I ° ;° ; ; ; I ° o -4 1 i •sajBnp-RjS-^sod jo ox 8 ; d o • ^ • o • • o Students in scientific course. ■g 1 •ap?ui9£ § r"1 rtd ISnOM ; CO >TCl - o •ait?K « r"1 Mr- ■ © Cl • XI TT © d x ©d ; cc - ■apjuxax n C0dr«r-, : ^ ri C- j O O© ; d " •aix?TC i c: co^rd ■ © CO CO o o d 00 -r Cl — i • d Sopho¬ more. •axncuax s Cl CO ;0 ; 910 Cl ; CO d ; CO •oiuk » d -S' cl55 Tf. © so © O m ; co CO ; X it ■aiBxuax § QOS ^ • o • Cl d Cl ; T-H o • w L-0 •ai«K d^T s^^saoa§ O • X t- Students in classical course. .2 •aifraax Cl •ai«K 3 «o' s odrH-T jisiscc'ino' ;OdJl rr •ajuxuaj § • • • d •aix;jc 3 ««s« =>2 ^ H c; P* pj H O QO (N O jcjcio CP |i •apjraaj; 5 Cl Cl rtO • © r-i r-l © ri ■ ^ L*. rt ■ - ■91BR & H noa MXO *vsTaa«-fe8*srs jClrtO |i •afuniax 00 H . o j • Cl CC r-i C t^cio 1 Cl Cl j • Cl i> O J • \ [ 1-1 ^ Cl *aiBrc H ££3 • -C CO o s •sjuop -njs jo aaqranu otoxt a\ " ! § % 1 .3 o 1 6 •sdiqsjossajoad j ! pa.is.opaa jo •ojq; | 2 : ' »§«>«» ;©©d© ;C0.rtrH ;r-l : co o ‘SJOJOUJJSUI j par saossajoid ! ! juapxsaj-uon jo -ox H i TO O r-l O rH . w O » O 'rtC’TnH . . d o •saojaxujsai pmi saossajoad juapxsai jo -o x 5»3 - 'O W C5 1- O .rf. X- .d© = ;x-t-©xd j •Ajjnanj jo -ox ! s ^O»dX-X-£^MX;rd-OC0lfit-®CXdC0;Sl.-:-*Xl.'5dO :-S ill =|i il Is 5 5 3 *5 j !| 5^ : £ N 5c if ill 1 5§5 ( ^ • • • • ■ -£•••• * m • • • • • -2 • • • ' Ml If itlJItfl iffli ? c !g s il > E 5 C J Northwestern College . 7 Augustana College . ■C | c^j ! 1 II III Hi I C II !e •1 . rc; 3' Indiana University . ' l'gSS^SSi8S88l5S8?59S?5«SC«*SS83 STATISTICAL TABLES, 685 SS5SS8S5SSS38S3S33S88&S3 :8SS83 :S&S§gS83§SSSSS3§a§S3S From Iloport of Commissioner of Education for 1873. a Partially. b Includes 37 special students. c 3 wholly; 5 in part. Table IX. — Statistics of universities and colleges for 1874, $ c. — Continued. 686 REPORT OF THE COMMISSIONER OF EDUCATION auaA atjsEiotps m sqaaM. jo -cqq; 1 N TO C? O 00 O •asinoa ajeiSaqoa m excaA jo -ojq; | j W rj. "O Tfi • •sdrqs.nqoqas jo *ojq; I ** W •pajunp ejS-jsod jo -o$; I Students in scientific course. Senior. •oinraa^ 8 o •oi«Tt « Cl C3 Junior. •ai'etaajr « o •apjK § C5 r"i CO jg 5*1 m « •apiara^ 8 f o *"* •apjK s GO CO o oo 5 o 2 U. g | •aturaaq; « : o Cl •apjK 3 r- o Cl TT Students in classical course. o © m ; •apjcaaj 1 s X o r-i Cl GO •ai^K ! 3 o T-S hfflOH ClnHH T3« o GO 05 d C5 C LO CJ l COO Cl o Junior. •apjuiatf ?! ^ O • Cl r-i •aiujY .s i-ac< ci o Gl Cl r-» rH ^ o !> CO *— 1 o o 5 O fto | m S | •aiuuia^ § Cl • C l TTI • ’9IGK ** CO — « C? 00 o CO Cl r- i r-i GO o CD O 00 ^ r-i T-i O — 1 T? Cl no O 00 o 5 © g ; •ajuraaq; \ S CO • r-» Cl • Cl r-i * ' • i 5 Is Jh CO — * 00 X CO C3 1.0 Cl Cl CM CO r-i r-i CO 1.0 D LO l- CO CO ■^cci T-i GO •sjuap -njs jo aaquiua ojoir A\ H CO 00 Cl Cl CO CM £'“ rH C5 O 71 H o O CO CO Ci H o 71 O f- !-« o 7J *0 O GO i'- Cl Cl l- C- Cl GO CO r-i i-O O CO CO l- r-IH t— 1 CO l'- rn H Tj« O cn o 03 •sdtqsrosssjojcl po^iopua jo -cqq ' o o Cl o O O c: o e * o •sioioujjsar 1 pnu siossajojci. jtraprsa.i-noajo -o^ 1 * 1 o Cl * r-i O O Cl Cl c. O CO GO o •sjoidoijsui pan s-iossajoid jaapisoi jo ‘o^r 5M5 I CiOOO l-O TO 00 O CO T— 1 C> — 21 7 10 4!) 9 o CO C5 GO O O O GO ^ LO O OJ GO O 71 7i O LO 71 •- -T 4[U013J JO -O STATISTICAL TABLES. 687 '.^o • ■> ■» tfi tt O o •» ■» « ■» rr n.-V» o V^'Vn ^ t* ^ ~~F--5. o^« - ^T : • co oooo °S00o oo •* o- §s oo .nono ?5”S: :3 S ”5 «^on«r-io’ a':g a Cl • H CIO -, rtioeo'^ob'ccw ;0 ; O Ct -C-OO -Ot~ ■ L~. I- -Cir. sssir :s S : :3®s pS?HflF pSspS-38:5S3538S»9-g' sg§ OOH^OO -O ■ -OOOrtO O .O^TToO " TT 31 -Cl ^ CIO* ^ .310 .'o i^nnSci- =^3CV 21^2 ■■ o l- ri oo o r- =1Sr‘-Sa0S5S;s;s-^5;=rt*:5S88S««55SSe533SS‘-‘1*-SS 3*SJ5«S From Report of Commissioner of Education for 1873. Table IX. — Statistics of universities and colleges for 1S74, ^o.— Continued. 688 REPORT OF THE COMMISSIONER OF EDUCATION. I* JuaA oi}su[ocps ni jo -ox j O'SC.l' « rrrtMrt = o o cv c» o o a c: c •osjiioo ui sjtjoA jo "ox 1 'f it o ■? i • •sdtqsjcpqos jo -ox Ui-OIM' •sdtqs^o[|oi jo *ox •sojtmpBjS-xsod jo -ox n ci -vn o < ■o[craoj; •oit’K •oxBino^ ■op?K ■aXBinaj; •0[BK A I . '8IBTO9d: § § — - - ’SI” i 'o •0XBUI9J •0JBH ‘QHO • GO ' wO • — I O O •ajBinaj •OT^K £ • ci r- o • — « < 6 o | -arsraoz | p< = k s •opK ■000" '^i'ClO I CC 32 3 •opjmo^ 1 s 2a 1 ** Ph •orej\x 1 H •«x:i ■ o c? n ci • — i 21 — ■ ® ® O M ■0 — 0 -00 ; — Ci O O C5 •UJS •sjnap jo aoqaiua otott A\ j •edxqsjossojoad po-ji-opao jo ‘ox ■ O v^>5g *3? j. T. o o © f-1 a ■ • — i— ■— ! — cOOkO -SOS o . O _ _ ii^OHOOQ^ir uoqran jse it o o : ci- x o c *! r. f i-7 w - 000:0000000 H rH rf C?l Cl Cl Cl Cl ©5 STATISTICAL TABLES. 689 . » • r. r c c r. c x o r. ^ o • * o © © © © © co ct © to • p ^ r^* tt -y o"^« ^ ' ciopocboocni-co^ciocoop *y ^ tj* rt» ^« ^ *y ^•‘W? © tj- i?: ^ :S W © © •7* ^ o -nnh TJ« ,- rt — t *ibi • t~ 6i ^ ■ cdci is'rst tjj'rt '3-gt-of-go > (X ® rt 03 — Cl . rt 6b — - cfc 55 l^e.— ,rtC5rtT?«dbrti rt -h oi tt © j2_; CS t- CS 03 co © ox © -*f ox ■oreora^ •®IBK © OX 00 O GO •oremoj *0TBJ\[ •0IBCC0J *®I»R HI M 8 •apsrao^ '°FM 1 § *9 •aiurao^ •®r®K •8JU0p -bjs jo aoqxanu ojoit a\ •sdrqsjos80joad p9.Ai.dpa0 jo ’Ojq •gjojonajsai paB saossajoid ia0piS9.i-non jo -o^r ’ i in ao 0 o OO^CiOOCiCO OGOOOOC*COO •sjjQjoiuqsui pau siossajoad ja0pi80i jd -ojq •AjinoBj jo -ox ex . © © ox o o o c* o o Cl -IOOOOQ' O r~i .on (MC^i'-QOWQOOiOlOQOOiO sfH y5-~ 8 .c © fcc a*>S «s ^ 02 o o O £ sp fell O s ao H, 3£o ggs; sno|£3 g ^ aprg as I®s6 i sS" I s§ § siS'Efsilsl i s §1 s 1 1 ulsfi^j g fs^n^is B? iiisiii *aa,fiS-,alUB«tf!a«a2*sg6l* rt gmh>.£; go 5s g-d o " “-g © o ga cs es osa -213 o g:+j « « g £ £ o © uoqtanii njciOT-.s.KT) B tSCIl o © o =W © O© © 88 2 :co§3cs :° :° 1 o o O o © O © © © © © © * o o * • © © * o • o o o O o © o ©00 ; ° ©ct © • © d • © © i— < • lC • © • • « 1 : ! ^ © • ^ o I ^ • n ; © O ; “f © . c o I ^ s» ■ ^ © © ; cc o i- Cl o . © © ; © « cs tH IT5 © 00 :2° .-O © . © C- : o • *-< o ;3 : • o' GC : ci et 2 a 3,^ © ;. i ^2 : Cl mt-o ■ st o | | © © • riTrowc Ql © o ci i— ^ . j> r- £2 ?, 2 o«no«ffloe» St ■ ■ 00 ;5I O © © 00 ; © ; ; • : O ; ; © Cl CC J 1 ; LC — JiL'l H ct ct o o ©© © © © Cl © © 23 3 re — i • OS ; St o ; o ; lOOr-.'T • • n ; ■ o □0 sirs SS « §1 : ;- ; :w SI £00 Si'S- ■ : o • St © St !-i © • • © ■ • — -O — SHE Si -© t- <3* O OOOODQO- cl i s !*s l1- : P l-S !-c c = I — i > pi 1 C !S 1 2 i c >C > n 1 > !'S >fc= ! — r. ; Is o t! s o C ■A i P 'S js !o I* || » rt 16 0 !. i j3 C iC :r2 fg c : j3 > F| 1 c ri ; £ 1 a | C 45 <* ■»s fl ' c i£ >a | « 1 > l-H ! t? F» a ! *E 1 ■>p 11 *3 > > ' £ | c i = lw 1® i§ :< 1 o :a p i i 0 i ■» i Tf O CO 30 C5 O ^ W j co r: ro ^ r: ro tt ^ rr rr 05 CO CO SO CO CO CO CO CO 00 j uaqranju From Report of Commissioner of Education for 1873. STATISTICAL TABLES. 693 Table lX.—JStalisiics of universities and colleges for 1874, ^o.— Continued. 694 REPORT OF THE COMMISSIONER OF EDUCATION. 110,0001 7, 000 1 Ol 23,0001 0! July 1. STATISTICAL TABLES. 695 iliil : :g * ! ! :i :~ ; S'* : ; © ; O ip r • ; O 1 cf =!i « j o « 3° . . so • - © © O • o o o o ! s o o O I ii o ■ o o o :S if : :« j li i is : i” :I1 : ■ cv : IPSSPIP cf-f rfcoVf ecsf ms t-Vfofw Is of cf is 1 of e ill i :-r<» j in i ■* i = llfllSI • «“ irf t^cf gT o' ill i . ^ IPUPII 1" •*•'§ fill o~ IS «f °i@i ii cf -r jr 28 :|° i ill- jct« j • -* • il i \m \ i §■ PlflMIl : S'fg'S'l'l” ill i ■is 2 ; ininum i? ?S? sgs's'SS ;i :S Ii ~rf “ill ii 8S'= ;; 11 -TcT — i ii= i if i 111 i SF j II i gS" i llilllllll gggSgSSgsS ■3: iiiiiiiiiiiiiiniii ;|s's‘gggs§'ssssss'ss'ss 18 s'? lllliiillllll! i g S'; |? |' S = S'? ? |'S | ? : in sss i=l i : : i«8 isgg : « i is 3 : m : : | :j 1; 11 fi ig ii g : 1 o iliil : • rH«cf \ i i ;i of ; ; 1 11 ©vr 1 1 ii irr IIP -r-r : 3 . 11 ii il ill i [sS j 1 ; : § i il illllllliillli a>o waT o' f^OCiOS'fO'jo 0-0 CJ . i ~isn§2r mm mi efcfcf^xirsf r-“ lilillliiiii -T^" T-Tcf rf-Tcf w:f yfr-r VHna‘ © e>t-Trrtbwte«»«c3e!asc- ■c-’o:) 3S86SSS3S^S3£S3£?f^?iSSr:££SS33283&SSSSg3£S§SS§g5g§g of Commissioner of Education for 1873. a Including board. b Including tuition. Table IX. — Statistic s of universities and colleges for 1874, $c. — Continued. 696 REPORT OF THE - COMMISSIONER OF EDUCATION. a §)>»§ >=>=>-•§>'•§ § ^i^^^-J^^pceaspppcogi n ct t~ ~ci r-. n © © t^o © © © fi^^gsaa CSS2S3S >-5 >"5 i-J 1-3 T I ! Se ■spanj-dtqe.nqoqos | x jo janocae ojtfSo.iSSy ^ •notj -Tjudoiddx? ojT3jg raoaj acai jsbi oqj aoj sjdtooag; ■saaj-uoiarnj rao.ij atfaA jsBj aqj "aoj sjdiaoajj o o o o o o •«punj OAipnpoid tuoaj omoonj OLOOOn-^ O O O ©* ©5 TH CU’TO O ©* O •epuiij QAi^onpojd jo (janouiY o o o o o o o o o o *9* O © o o o HH7J •sujTiiBddB putf ‘s§ni -pjmq ‘sptmojg jo oh{t?a OOOOOOOOO: OOOOOOOOOc o©ooooooo< OXOOOOO 0^-00000 owoooco MBOiC jSBd oqj ut osrcdjoni o o o o O T— I •sail .£3.91009 ut joqnm]£ £jBiqq oSonoo nj jaqnm^j; I o o o o o o >TfXOrHOr^iOHOO ©f irT ^ TfT 0~ r*T r-T CO tjT ^ cf © CO o o o ^ o o O ^ K 00 tH ©f •qjaora: jod pxeog; oooo . -©loop CO O CO t- Ci H Or- l r-i C* rji ©* CO © O o o O 00 X) O 0 0CC0i©00p00000000 ooloco oi-ncohoocooooaooioo <&©i ©1 I WHMr T-l o ©.©-OrO^ > •la ■£ -3 = ® • £-0=0 *= £>« §,£ © cS ® W > pa^ O I® ® bo°Vj^5.^ ©0^1 “ 5 t,3 §DbO ®.^s: » .^So's ao^ I >/fl dp^O.2.5^ SZ g Su^o-saos^®' •SO-gJfe3^^:^ = ^ .'g S'a'Sm£a = 3rf;, •joqranx O^t-CDCC-H^cO' OOOOO HHHH, > o •— ©* c » ©I ©I ©* < STATISTICAL TABLES. 697 'o' | -S i I s *g P £ | H |h $ | £ s ^S528iil^«-2sirf8^"^Sgl5SSs3^SS^2Sg5:5tSjg|S3aSS85J;^S-5^8S!^S' !il!l!fell^!^l‘flll!l!l!f^lllil!ll^!llli!!lfl!!!'lsi ©022®° ;0=> ; ;0 ; ; ; ; ; ; o ; o . :®o|o • TIPI :::§:. j M M j 5 j : §" ^ i ; r i ; II s'sf s* dool 000=00® ® s IT .-Tot « issiir o ©jo'cT oo -o' sir siiir *SS'-'3 TF 22 m toe flMIF ®-^‘r-~oocr» PI ttV C*«r nr rfo* °PS8 -f o^~ °!=S§ I IS ill to oc t-" IHSIF g§33§S Ml Ml PF o“ of gg I 4 HIM" ||Sg| iilli r s sfss §f§ ss §f pggW . i :§IIP i : « ; i : : : : 0 001 ooj: a i i iliPlii 1; 1 1 i i 8 :Si j i ;ii°°il ; I-1 M j i : : : Ml ii : : : il :* : : : i if wMf 1 ii il : ; i «*' iigiiiiiiiiliiiiiiill : V«ofm“o««cf oca of o' t-~ ofrf \ siSiiliiSIliiSililiilSIliil » owofrf rtrtg"ef«'*afK?3sfK«rw" ohVVh CIO c - - ou cz> o ct o o o 3SB32 rs “2 !33SSS :2223S3 II St r° a«3l i II if 5 :5s :sSS'r :§8=“SSg§S5:gSS8SSS§88SS iggsgggsg :88S8S8s82 rif i r i 3 ST 8 2 s|a , wr >5^*-gcb * &3|i" § § § !|li|!i!ill|ll?lllii11lli4!Ji&iiiiiifi|iiii£si"i §gg83S§8gS;33S3SS!J338Sg3S3gSgg§3ggS2BBg§gS2SSSS2fc?:P83 HrHrtrirtnu-rlriiHrirtHH^Hrirlrlnnnnnrin-irtnrtrt^rlrtnrfr'.r'HnrirriHnnrinnn ill &f tsiiii§iii iiimm I s3a?M}ir!Js4,':i*i,s for 1873. a Income duo, but not received. b Including board. c Per annum. Table IX. — Statistics of universities and colleges for 1874, ooo IMP sir? 8ISII8ISI -T £-- r-T « rd -T _r rd rd imr s-s^'s sill c*ow?V 5PI eisfcorH T ISIlls •rd^d-T f IHTF -r-r«sr -r MIT csdcfoud II od ir r liP¥ gfsf£s‘ s SfcW I 3gfss iiiiiiiiilliiiiii s' if g s s' e s' s' s' s' s s' g if: s' s'-' 8IIIII1II1I1II1 s'-'g's's'g' of g 1 1 gg s's's 1111 gw |¥|g¥§WS| 8 IF F S3 IIP rH~ llillli s IF IF Ilf II ci ocf V -T coat? IllllililMlili cdwcdcTo-K- » -dcdcd o“ I ill Fill ii -T Jed cd^“ jr? i-iiiiisiiiiiiiillii >d cft-T ffidf«''aidn»«n n » fiiiliSi5§iisiliSIiiiiiiissiiliiisiggi§sissssg§8s * From Itoyort of Commissioner of Education for 1873. a Also 8,000 pamphlets. b Including board. c lloceipts from all other sources. d Buildings not completed and classes not yet orgnnizod. Table IX. — Statistics of universities and colleges for 1874, tj-c. — Continued. 700 REPORT OF THE COMMISSIONER OF EDUCATION. in it § s SassssSalglLJl rieiS-riaiig H '1>-3 *-I‘ r: !-a 1-5 <5 t -s ‘sptmj-diqsjEpjqas qc jo lunoure' ojBgaiSSy | ^ : !° il°llll : : : ; :| ; ; ; ; ;s ssss ; ; : : : : : OO -O :0 • -|00 j •ttOIJ -■BTJtJojddH 9J8JS uiojj JB3A jsbj aqj JOJ sjdiaaax SI 2 SS s nr “Si" •saaj-uoijmj uro.ij - "1=1 jstq oqj joj sjdiaaajj ! 7TT i iii§rn Sf<*tfSf ”S cMW co- IP~ t-To •sptrnj OAipnpOjd tUOJJ 9UI0DTIJ IllliPll -s'Pil "2 ‘spuuj gAijonpoad jo jtraomY 3“ #£ § •sujBJBddB pun ‘eScrt -pnnq ‘spuqoi3 jo anpjx SHF 2 fs's'g iiiiiiiiiiiii 1122PPW°1 22gS2"§'S' Volumes in library. ! ’JEgi jsnd aqj ui asnojonj ! 1 is : i 1 cf Si i» eo 1; 11 i loot p "SOU -tuqq Ajapos' m jaqumx V* \ all c* 1 “in eW II i § ii 1“ ii cfsf ■Xjuaqq aSaqoo tn jaqmux © T< fill ]pi~ llisllillll oocTofooVoo®V 121 r It .-To 4 1 •qjuoai iad pjBOfj 5 2 IS*"1 o ar| o g CO c ■ununre iad uotjrnx 22 rs §8 If r i :8*°8888g8Sg i i STATISTICAL TABLES. 701 H 3 2s« agJs «s* 'lri« II III! I p£ 11-3 = § = 2 § = =3'='= s'? Sal’s i'el’sl'3'la II I’sl'll -s'-s <<3 EOt-^i-s >-? ‘■s ‘-s *-s *-3 >-T >-5 1-2 1-:>-5 ‘-I *-9 1-a a: Hj “es = S3 >«<=> -ogo 8“ 925 000 500 500 LOO 900 993 '666 '666 Fill j jg Fillli ji jg j ill ]i iilSI§llSl ;! 5 a efHSCSCisi ;© ; — 2 : : 29° : >2= : •o -oo . j§r=,5S li. i' IP JltfllJJSfll =5£: •* *>=•>>' ag iilli 1 ij ep^ltsl ISIIlill 1MI ill if slpill 11 imu^ 3 slimiFfgl nimm si Table IX. — Statistics of universities and collects for 1874, (fc. — Concluded. 702 REPORT OF THE COMMISSIONER OF EDUCATION. inquiries by the United States Bureau of Edit, cat ton. STATISTICAL TABLES, 703 o S { >< Scientific department. Students. 6 .• 73 S r° •oinraod o o co | xam • ss ! O o ^ ; o 26 1 •14 12 Third year. •o[«tuox H | • VCI h • 33 i •oi^PS; s 3 S3 io i $ d 14 25 Second. year. •oiuraox 3 | H • cf8 • •op?K . ^ co »o • ci v j CO W GX <£> © 88” £8 : First year. •oinraox s ! ; COO 42 54 28 •0[??jy « ; ro tp oo O CC GO o 139 15 116 53 •osjnoo .nj^nSoa in aoqumn p?jox " 1 1.1 o« CO » S ®S 8 © CO Gt CO o O rH O O TP TP Cl(NH Corps of instruction.] •ejojnjoox pm? siossojoid juapiso.i-nosj; ■ . O ■ O'* S : : ( : : o ; O -1 0 • , •sjojonjjsui pm? siossojoad juopisog; J 3 3 n T-i CO to CS OOh rH Cl rH rH Preparatory de¬ partment. Students. •otnuiod 00 r-o o o • CO 0 198 0 0 •opK C*3 O© 0-0 O 0 204 27 0 40 •sjojotujsaj . O r-i O O O President. ’ Rev. I. T. Tichenor, D. D - Gen. A. W. Bishop, A. M . .. . Daniel C. Gilman, A. M . Rev. Noah Porter, D. D., LL. D. William TT. Pm-noll T.T. T) i 1 i i i i © »- 0! o' \ £h c O H s P s -c 1 1 John M. Gregory, LL. D - A. C. Shortridgo" . A. S. Welch, LL. D . John A. Anderson . James K. Patterson, A. M . . •uoijuzjueliio jo o)B(j cm ' co o L- O ri< I- 00 GOOD CD 00 1872 1873 1867 1874 I860 1863 1866 JO OJBd W 1872 1871 1868 1867 1872 ■ 1872 1867 I860, ' 1857 1863 1865 a .2 & o hi $* - m • g i 5 : § : *** 33 51 ^ . S S ” a No separate organization, (see Table IX.) b College not yet established. Table X.— Part 1. — Statistics of schools of science ( mining , engineering , agricultural , if c.) for 1874, ifc.— Continued. 704 REPORT OF THE COMMISSIONER OF EDUCATION. Scientific department. StndentB. 2 i ! ° ; ° ; O j ; O £ '°FK 2 ! ! 3 $ : 3 £ 8 =! '» ° II H >* •OFraa^g; s rH O £> ■ <6 ; ; C •gp^; 2 5 3 : SI 5 2 « ; Oi JO rZ . jl •OFniajt 2 CO O | £> ; O ; o i ’3FTC 3 S 8 j 3 8 a r o II •OFtna,! £ —1 o ; o * o • T- ; '°FK Si ? X, 8 3 •OO £ •asjuoo JTJ[nSai m joqnmn fFL 3 2 § 33 | | * 'X S ■ o.2 e! uj' n Preparatory de¬ partment. i 3 •apjuiaj * : ° ; o | s . o n ‘3FR 0.0 oo • o 3s 5* 'SJO^OTUjsnp s O . O i-l o • o O O rH 1 1 Ch *3 j h 1 • j J j a 3 1 ! | § .1 ; 3 1*1 ;• 1 I1! i P : ; p : q‘ c: - J J 1 < a pi 5 ~ M -3 -g & III* 1 (i = f P ^ H £ 1 5 i s : 3 : y ; s Lev. C. H. Thompson, 1). D . . G. 0. Swallow, A. M., M. 1). dean of acrioult’l faculty. Charles P. Williams, Pin D., director. •aopczranSao jo aFCI i iXI 1 I 1 1 1 II 1 •japreqo jo aFCt f* si;! 1 |X1 1 II 1 Location. « H f ! a' Sid j 3 1 ogga 1 f I11! 1 1 • • • c : : : = 1 1 1 s ! } 1 1 1 [ 1 1 1 1 c 3C O : Is iH Is ■ 5 ■ 3 ' 1 ft | i = i < -i ! Ill i nil s 1 ° x O fllj . Cl cha'uio Arts, b X Alcorn University . 4 Missouri Atrricintural and Me- n r-S /<=5 ip STATISTICAL TABLES, 705 o o ro ! I ° O ; ; ° s s $ •; ; O B • Cl ^ — © o — ; ; O Cl S : S P ^ S2 s w * -r £ 01 % © o t- ; ^ ^ * CM 2 ; § x § s § § a s o t C * 3 ° £ o o o • 7t 2 : S sags § s s § 3 Cl # rc -s« w 8 S 1 S $ s s 8 § cr. Is! O r-i s j © • © S' 0 ; ; n r: - o — 1-1 3 © Cl © Cl S' ( — ' *" *" 3 3 3 » o ‘ © © ° s s ✓ i s ° s 71 O O O' - ° 8 £ 56 o s n s Cl ■ © o © • O r-i r-i* 9 c ° " ^ ^ ; 3 3 4 5 r % < 11 11 > ' > s n M £ j 5 i J j £ \ 1 j i . ip ag ;p |«i s ■s < ES 5 -j ^ < s .. ss 1 2 j i f I tT r F | g- ‘III > O <3 A llll i i i i ii i § i 1 1 i III! 1 1 g § :§ J § i 1 1 I 1 1 1 1 . Si 3 1 ; : ■ ■ li t j 1 ^ :. ^ - | : W » 1 "• B= ; s J * 1: [ | is li Sh £ g N : j i | -> J ■ 9*_ ■: 2 ?E --- -- c 5 ?£: : a - ,2 c 5 = JC F~ = 1 1 1 11 ;> o o cc?. * a r I : E j 1 J j 1 1 f i i i 1 1 ^ c > > i 8 1 1 -3 J •. -a s ; n s : 3 : : > : ; ^ ! • ^ c- -3 £ > > ^ ! = S ! 1 1 1 !III f 1 if 3 lllol | 3 H i i pii 1 1 ^ & £oil7s * i u | pi K lillS 1 1 1: Ml,?! 13? 11 |J.«S 11^|8P 554i| ||l 11 S-Se^lg|^ S^^^sg.2 Pi I2i!;l31 ?Jfll sitil ill mi fc§ i a j I : mi in 1 1 ^ s i j i!l|||li 111 1 lit iii|itiiiiSfliiit : iilffilSijfitti! 1 m h < p p P <; o a !l 5 P fi if 2 3 §5 If £ 2 II 45 E Table X.— Pabt 1.— Statistics of schools of science {mining, engineering, agricultural, $c.) for 1874, #c. — Continued. 706 REPORT OF THE COMMISSIONER OF EDUCATION. Dote of next commencement. S' i . . , 1 ; OO . O +3 OT 00 ' J- - O Cl « >, o o c r. kSit s’ S3 s j= s’sS, i-o i-o <1 *-o >-o '-o ! S ||§ = ssS Property, income, &e. •saaj-uoTjTuj uioaj acaA jsnj aqj'aoj sjdpoa^j t.\ 1 Is : ® • 1 1° ; = o§ of • °oo 1 00 « •anaA asnj aqj aoj uotju -i.idoaddo ejujs jo junoniy s ° 1 : los ; 1 i O = 'OOCIO • ooo j§# 1 III i cT ; •epunj OAijonpoid taoij omoonp 8 1 1 : S s3 i i isaiii 5' rfS3'gScr 1 °sli ocT co"o • •spnnj QAijonpoid jo junoary H 111 i r i 1 lllssl 1 1 =11 ! 1 -‘fills 1 2 sf j •snjuanddn pun ‘sSat -pimq ‘epauo.iS jo 9 up a s i § § § s's s y r-i !7J 1 lEIESi 1 111: s iff ; CO • Library. vinaA jsed eqj ui asraaouj; § i°| j 1 11 ii IS° § ° :§ : •earaniqq Ajato -os ut saunqoA jo aaqomyr s 1 °8 i rA : °S| i °li: : r-f : •samnTOA jo aaqumsp § 1 is 1 of "" in 1 11111 : of t-To“ CO of ; i till of p :-rof •uoT)rnj jo jsoo pimray © « § 2° c* - O oooooo o ooog •anaA oijexqoqos trt sqaaai jo aaqumyr; 3 S 33 5 - § g S33S •esjn.00 ut sauaA jo aa quinsy t on co~ eo of -*ro •sdtqsatqoqos ooij aaqjo jo aaqumx; s ; g : ° § 00 : ooo • o o o o •sdTqsaTqoqos oj'Bjg jo asqumx g 1 j S i i r° i°l : °S°° o "3 C£S O 3 2 it as- i § i CQ •sajunpuaS -jsod jo aaqumsp H : ^ j 3 O cot ;! r: T-. o • O • d • •asanoo jurjaud ut aoqnin\T © « : ’3 • o . ct ° :S1| £ H i j! jo i rip! § 1 lr=2 1 1211 a "Hi”! i a liitti <1 -j i j > 5 fl ? t— ill i : ! ; r p i s ; ! -43 i!j ■ 2 ~ ill ; p : P 1 : i i : 1 l ; e \ 1 P 5 as > 5 g P ltov. Asa D. Smith, D. IX, LL. D. . . . Rev. Asa D. Smith, D. D., LL. D - Henry Morton, Ph. D . • r “ ■ • a : : U i : i fi i i ^ fi. p -g « t, ri y i l^lis 1 i^£t£ § ^ S S H •uotjbzuib“jo jo II 1 1 i 1 1 1 1 111 '111 ■JO^ICqO JO 0JBQ w II 1 1 1 1 1 1 1 111 1 1 | h Si I i « j j ii i u i 1 1 i 1 3 ■ f s. Hi ! Jz; fzj 'fcf f § i 11 I ! ! |j y > b s ; 1 ^ & 2 O 5 Schenectady, N. Y .... Troy, N. Y . 1 £ H J ii ga | It 1 \ !i ; Mr rr« C N i ! i « M * G-r n i cr | | f 1 1 1 1 ^ i 1 a ! * I fig ! UU Klilfi i iffiiuiiiijjj liiaa Pi'NVre'l: 1 -a. © © o ao a, © - ;,3 S’ "3 o :o £ o -s 3| I^S 1 11 !J! f 5^ a 5: ® 2 .geo g s; *51 S ii !!■“ s b ill 1 mn *Ol © -a- » STATISTICAL TABLES. 703 Table X.— Part 2 — Statistics of schools and of collegiate departments of science ( mining , engineering , <.fc.) for 1874, Concluded. 710 REPORT OF THE COMMISSIONER OF EDUCATION. •aoquinx | STATISTICAL TABLES. 711 Table XI.— Statistics of schools of theology for 1874; from replies to inquiries ly the United States Bureau of Education. 712 REPORT OF THE COMMISSIONER OF EDUCATION. m P o s CQ o u o s & •friBI jo juonioononi -moo oqj jb eajBupuaQ w H OH • L o . c I O CO 00 O Tf< TT . 00 . . . © •oouaps 10 sj0;ja[ ni ooiSap b poAioooa oabi[ oqM. sjuopnjs juasaaj « H O ^ . 0^0 • Cto O 00 O OlO . i . (Mh C* • • • •s9jBnpBas juoptsaji H O rH . --TO rr -r-t ^ ; ; ; ; • i i • •osanoo anpiSaa up GO GO • C 33 OCJOCO H CO CS ‘O CH O Cl *3* CO Ci • G lO TT C^ CO i> CO T-t • 0 O ■ CO ^ * C3 Corps of instruc¬ tion. •sdiqsaoseajoad poAVopng; * 1 O O* ■r • • o „o ^ lO O ^ TH H , o • o •eaaanjooj pun saossajoad juapisoa-xxosj; 00 r • t Z> rH rH O ■ o o o o o ■ ■ c ^ rH . O •saojonajsux pus saossojoad juopisa^p rt CO ^ ^ lO O'-?' CO Ot-O OOCCCOHC Ci . o -g 1 < ) 1 \l if 1-3 g, 3 :« § ? il a 3 i~ P; s :P i-3, r p p l-V =! a - p, => 1! pf § |&- § 8 g o g. 1 » 4? iia f^pP M at |i Jia i-IIli Kev. Jacoo Couzott . Eev. Charles Anderson . llev. John Wheeler, D. 1) . Eov. M. M. Coghlan . •uoi;uuiniouo(X ! bfl ^ 3 d 3 fi • • i ' « • • » i .2 1 S it II i - I J iil iJggj Iff! $6238 I S5S gs^^p; : 5.2 : 1 I p (A •norjBziuBloao jo ojbq; ii ii mi i in mu | | : | •aajacqo jo ojbci W 11 11 'Hi 1 1 hi il ill 1 11 1 Location. :■ j N if T3 S 1 ? O m • p p ! g Is: ,9 p p” O fe pO — r ft > - 1 ||| 1 -SS5 p" .i 3 *3 3 C 3 i i i U j is S SSp p^Sl > ^ gllg! = Sgg 1lif2 ^ ooo pp^pc^ ! ! e • • ^ ■ i i b \4 4 i | IS I 1 cl Y H i § s o 1 'g £ c B ii b p 1 “ 3 o i 1 f 1 1 1 O C i- 1 (3 g 1 ^ Is ii p 1 j iH, M Ii s • 3 : © . rt : H : o ; Ms 1" !! 'S *3 : ?J§ : : ; : 2 p g. : : : ® 5 £ : ^ : : : 1 J III sup : 1 10 in? ^ *3 SS'S p| i 1 If Sill I 1 III I31|. f ! iI^UIhI I 4s-5?l||2ffl| MWIll German Presbyterian Theological School of the Northwest.* Swedish Lutheran Mission Institute . Department of theology of Iowa Wes¬ leyan University. St. Joseph’s College . •aoqumKj ri« 3cf C* STATISTICAL TABLES. 713 SSoiSg SSii g 3333 ;? 55- § §323 3 SSS 2 g From Report of the Commisniouor of Education for 1874. Table XI. — Statistics of schools of theology for 1874, COMMISSIONER * OF *. EDUCATION. ~s ! s in <+H o CO OLGOjOb ’•■ rr« rH CO h o in O rH tH Cl GO ODH CO O CTi rH rjf CO CM CO rHCO Corps of instruc¬ tion. •sdiqsaossojojd poAiopng; • rH C4 CM O O XT • O » I • i O O O r-. • •siojnpooj pun sjossojojd ^aapisoj-nopp 00 rH tH rH CO OOrHO o-o Tf< . CO •sjo^onjdsni pun BJOssojo.id pnoprsapi; | 'J' Gl ©l CO t- t- ©} C© Cl T* GO tO CO Cl CO 2s* ' r : ; : ;• : : : : : r : ; fl ‘fee % & ^ g p. . D • k CD >. 0^0 M M Sari* Q . * m o-a.gSHa ■*.§.§ in ri 3b«2a Jf. <5 -j M o P. a rj g 0 © 3||^5 ^ t> t> o © © © © © p3p3£t>PM« ►4 05 . 2b *s H a -3 > d § .H q .Sri *7 t> t> j t> > l> PSP5 3 : Sft S-r fi-s ft* .£W 1 8 fi a k4«? P5M •uoTpjarniouaa; • rH W P. .53 j © o bb' oo fio • © ; ; ^ • '. r-« ; g : : :|| g pq C2 ’fci ! c5 ; o ■ • • cs 9 .5 00 o p • Sc : a b. CJ a I Is -S 9 > ■A >-b© »• ' 'a&S'S.S ,sC|.Ss^ .2 o £ |.2 ttM £?« cS H - co s §‘c«r§ © © J J Iti^H-fe 5 U.2 gft |£c 2 b|1pH ■» 5 b 2 &5 rt is 2 £ s|U£ 4^1" • S.-2 ° >-3' O IPj?. ‘S’ bcoftSioH §■§* -«§ 5^2 a31 c8w: cS f-i © ar2 © t-O © © ^AS O H fct s &-J.2 a :«°lf •o ,5 2 a "S 9/9 C3 . ®s 2 cs^.-g'b^si "H-w cist-gC a ©«2 „ os --.2 '©•s o o 2*2-1 2 •aaqum^j; -V O CO t- -00 CO o QCCOCC i> l-b* l- f lege. STATISTICAL TABLES. 715 o • o C» C! 8 • C5 o | o ~ : cl” c* ” O o H Cl . © :£ 8 ”8 s ° w O i- • o 3° o : 5 ■: o w O o : tt - o • o© -r « o * c© o « - ; O -r c:i «*!9 ; ; ! -T ^ O ~ CJ o . £3 ■ © — £3 — Cl « © ; O 'S* — ■ © © © JO o r- ©«;o © © Cl - -* O • r-l r- . © C5 • l-l C3t- 1 © ex .*© © © . ci Cl on o © cc cc « t- o o o ci n ir. o ci ©Cl Cl o V Cl 1 I o5 d > > 3 3 * :-i < Jo G i>d I S 33 d 3 a I n‘ 8 . - s|, 3 3 ‘dG Ms d G G ■ d 3" 1 1 •* > > 3^ £ d U !~i o 3 : > dd « d 2 g S ^ d b 5 | ri N a a. a. a g = - •• : • : : ■ : 5 -ffiO : : : - d- d : s | <3 tt , Ml H 1 1 t1:, Jf 1 m 1 3 i : j 3 :: j J 1 r 1 t § d 2 > , h S h! 3 : = : ii It • • • • • ^5 'S : d . §1 0 § t? G G G- : 4 : Hi i 0 g 4 i i J - 4 s'' 1 0 — a; ^ • r ■ vi R J-H M - R I 1 ! 1 1 II I 1 ii ! 1 sill 1 II § 11 1 1 1 111 :! 1 1 11 i 1 Is I ' “111 1 1 i 1 1 1 1 1 • • • • s d . i < « • » • * • P j 2j • • • l s • I : : : *5 g- j : ^ : % : rj • • 'S S .= : ti - =3 3 s *5 " g * ! o o 5j | | 3f i a i: = =' = =T£ Tr -5 3 o § 3 ■«= d S = =3 i; ^3 S3 s £ gt c, 2 c 3; w - ©3 m H ^ « 6 61 4 =i i r ! a iii i 3 1 : : s a : ^ > > J H | § 1 1 q ! - 1 I 1 1 s I U ft ; j H 1 ; !; S It is ; 1 ii 8 s ;■ ? = 1J5 S ^ -2- £*-2 j- « ? =. I| I § pd | = 1 2 ^ Jo x_> 1© ®- I -1 2 syp lentil I I 1 I11H! Hi! sill 1J1=HI= is 112122' 3 33 U-'Z =i-? £ 3.2 .'|cit£ =C?^3 = l3i lillllllilllllllj E- — — H, 3 ^ c-i G ! 1 1 ; - §t : n © 3 >s 12 1! 5 0 -1 © 8 hi I § a|!3 1 I l2l4 I :ii=£J: ’ «*S5. Mill! lipps; i d :§ g® | il > i-2 ’h 2 ^ C: 3 gg §: ? Jl 1 ! H 1 1 SJ] 1 |||J sUpii l3PI 1 rS : b 1 : 3 | : = 1 ■ G 6 1 2 3 i ll i ly igl'l© Illll fci }5 1 f ■§ 1 2 1 1 ? :: . ■ :. ’J • 8 M. M 2 S 1 & | I ! * ! ! | * l,f 1 il| ill |5 IIIIIHI3 G G G' K £ £ g sa s 3 s§ £ $ -88-3- § 3S2§ g g§ | S| S S § § From Report of Comnnsnlonor of Education for 1873. Table XI. — Statistics of schools of theology for 1874, ^ Continued. 716 REPORT- OF - THE , COMMISSIONER OF- EDUCATION •{■181 jo jasuMOuora: -tuoo BBJBlipBJf) •90U9I03 JO SJ9J{9{ Ut 09jSap Q i> P M J ® dH r1- — i—i £v>^3 > £ o PS ® <0 G^'~ © © •nor^ButnionaQ 3 ■ &, 1 3 ft £ opqo-3 ft^ P rfPitfP pqpj •UOT{BZiaBSjO JO 9{B(J IT. Clio O C* *o LO t" ct^ QO GO ao GO GO GO M&JlBqO JO OJUQ ^ .1 . pH .B ^2-23: O C£ 8|fi-3 ft 2" rt :d r ef ©•; Co So .2 rf ,o a oq §3 rtft. SO § ® ol II ho ■ f3 to pJ 3 O rt id 02^ *8® .2 a o 3 2 © <3 fcC a tco ® gg'S^gjft OQm 3U §02,3 3 *2 -® 3 «*- _,’ -.-gW 2^~ k® ti J2IIIIS-1' i §.s2’i s 1 1 H mmH ■g» <8* 3 <3 •jsqmux XI. — Statistics of schools of theology for 1874, <$c. — Continued. STATISTICAL TABLES. 717 >.5 a H «Sr4® H. £ d HI, .3 ^ — o g&ll ill iilii 1 | | til 11 From Eoport of Commissioner of Education for 1873. Table XI.— Statistics of schools of theology for 1874, cfc.— Continued. REPORT OF THE COMMISSIONER OF EDUCATION. 713 STATISTICAL TABLES. 719 ° j> 2 S s Ss ogos^ss sd^'a £ ^.^2^2 ^3 >=g>42s§ -I ^2-2 p-5d§ «§T;n’S §g§b 5 g’S 2 >, 2 >, p* 5 ~ = 5=5&==3 et5 2 ST 552° = -=^ § 5 §3 -5 s~3 >2 55 TsU §§§£ § g^g 6? §>= 5 9*\ 18 8s "= S' If 3” IT o« 8 :§ FT I I IT i i Hi c-vr Els 88:8 HI IT sa IT -I I a is III Sf IS- I as as as si a ~ C\ S8g s s'l IT 8 §' SS S I s' s'a' T IT a s IT II ll'll no eocoeTaT IT SIFT T-TrsVT if 1ST IFTT av s' s' run o" cf net HI -2 s s SS § : S«®®«ggg § « §33 § §3 w rannas « co c« g^s « « c-s cnr;n ci wnn n ® " WT% gT~~1T~ rs-v X - ;.^; - S — O j; L- “a g ss&ggssgg sssssse ‘ ssss2S8-r p^s^sssa sggs $ * tlio lloport of Commissioner of Education for 1873. a Also Bussey trust-fund, which yielded to divinity school $8,800, (one l'ourth income.) b And other souiees. Table XI . — Statistics of schools of theology for 1874, O ®0 « o © § o 3 <3 •saaj -noisin'}, ttiojj jnaA jsb[ eqjjoj sjdiooeg; •spanj OAijonp -ord mojj acaoonp •Sptmj 9AI -aonpojd jo jnuotay t-* © © . *0 © © © >5® c — a © bni •sSuipqnq pau | ® spmioal) jo onpe^y | H u«oA jsBd aqj ui osBOJonj •soumpoA jo .isqranvj •aoTjTnj jo jsoo pmuuy ” o o c o ir. cz lo o o o i o o ci x t-i oo ir: oo o cc ^ o jboA OTJSB[ -oqos nr eqaaA jo jaqnmx j e* O .OC5QO ^ ^ CO CO CD CO CO CO CO •osinoo tn sjboA jo asqurux ^ 1 H 3 (4 4a r2’® c3 o rats 'o'ai'Zi'zi .£ 30 .PS’^'SoNill a «m ^ S' tr^- 1 a: m •£ > p°i ®‘3.2 °-2 rs 2-s ^o-jg I® 9^ D„l^;o§ °p-°55l5Jf!S i- iil©S.tJ©3©;_j© ■ 3 2||goS^.&oa £ u a f-i 0-3 s. a^fc ^ S Cl Cj SPo s dp o « <£, ft c. a. fcc 2 C.-2 . x cl © © s © o-S "St? ® 'C'S'S'c^ toes g 3 c3c3c3ciC_rtc3e,2c3c” uoquinx ■ O .“3 LT^CO t— i Law dopartraent, University of Notre Dame . .• Notre Damo, Incl . Not a distinct department. Law department, University of Mississippi . Oxford, Miss . Suspended. Table XIII.— Statistic* of school* of medicine, of dentistry, and of pharmacy for 1874; from replies to inquiries by the United States Bureau of Education. STATISTICAL TABLES. 725 I VlCOi OflSBIOtpfl ni S>(90AV JO -ox; 1 2 1 SSF8S5 §3*2!! §2S :; 3§ §2 •3SJ1100 nt 9JCO.Y JO -OX I CJ CO rl CO 0* jOir? w h c?< ci WWW • < 7! t—i C5 CO ! ^ -fogi jo juoraaonotn; ; ■£ j -moo oijj sojTmpe.i£) e H oooojcst^jgco cc'oo :S 82° 3 : |S ! *2 1 -ooaoios ao s.i3j 1 j -g ! -joj ui ooaSop « poAroaoj ; , ^ 1 OAuqo^Avsjuopnjs jaosajj 1 Ci °°s ;0 co ■ :S : ; : : : : j : j . {- • • • O ® f | | -osanoo aBpiSaj ni 50 :-S8 §255 jS S3 : :j is .2 cJ -sjgjnjoof pm? ^.2 sjossajo.ifl juaptsoj-uox | i* CHCOrtr. . o o oo. . oocn ; ■ . i o o S' 2 j •siojon.ijsni £ x . pae sjossajoaJ jaopisojf | O 0 S S 00 S 2 S *T CO Ci 1> CO O CiX • President or clean. ■ i 03 ji i! rif S: !=o4 \m !d& »© .3 r° oH H=s i i\ di\ m m Ip £ Ss; 21 i 3 ^ P }5 n Si § 3 02 : % ~ 5* !i; :*5! i^i; ;| \%i =S4*i Is sSI il fell o 2 ^ 'S m p jj !i _ : • r rps :p ^ 12 Si si is -ss ii si m3 SI •noijuzrireSjo jo oj-'bq; iiimii mu mill -ii •rajjetp jo ajB(X w i illllll 111 ii ill i|| |1 Locution. * 'f. A ii 3i iil Ilfs ill! §J !lli 3 p II 3 2 ||i isS1 1; . . I Ife! If ii II mi fe -i Mj" II ll £ | ; 2 h '1^5: a cm« £ ° S 1 6: 1; § H?[ ill! |I|J Slls Ill; if 1 ! o . 1 :; P : |l fo§ ;S3 ill SI rscoi- 2 1 1 1 a I m 1 §*i aj e §j II §«o ill P 3 5| ao- : i :2 . . \ ‘ O jS : i if II 3 ; :S Is ! i is If 1 : i| 11 jil psiKi miiii mini WllH cl ro -r o c i' 8 Louiavillo Medical College . 9 Louisville Hospital Medical College, (medical depart¬ ment ol' Central University.) . 0 Medical department, University of Louisville . 1 Medical department, University of Louisiana . le XIII. — Statistics of schools of medicine, of dentistry, and of pharmacy for 1874, $c. — Continued. 726 REPORT OF THE COMMISSIONER OF EDUCATION. 43l Cincinnati College of Medicine and Surgery * . I Cincinnati, Ohio . I 18511 1831> D. D. Bramble, H. D STATISTICAL TABLES. 727 nn § giS£?t§ cl® nn»cn»»c3einn ; ; otnnn : i • ncinrt CO CO ctof Ci Cl Cl CO Cl SS8 :^~5 :§ ® © © co . 3 O -*j a o 3 >! _ o 3 -s b S >> |S &■§ oP, o --Hi- w-sJ2G * zi « ^ 5 5 PS j3 — i 2 ©p| O oS. 0,0-3 § ® 2 « ® « 2.0 oct: P — .p .p -t ^ r~ — S3 C-So^ co 2^®? r a “ s o o S » « 5 I'E-iUffll 1-2 ^ o o.sS §3 o o se¬ rf O •jgqrar.x New England Female Medical College . . . Boston, Mass . . . A department of Boston University. College of Fhysicians and Surgeons . . . Wilmington, N. 0 . . . . . Closed. STATISTICAL TABLES. 733 Table XIV. — Summary of examination s for admission to the United Slates Military and Kami Academies for the year 1874. UNITED STATES MILTTAltY ACADJEMY. UNITED STATE3 NAVAL ACADEMY. Dejected. Rejected. On what account. | On what account. For deficiency in— i For deficiency in States and Territories. :5 ~ • 3 _ 1 3 1 T — T CZ X 5 c-j -72 2 >-.1 ac El 1.2 >S 1 ! ! x I 7- a jz .2 1 s-J 1 § §. ‘5 if ts s' g Sc B 3 t, *33 tt 5» I a >1 O o o <5 o H s 3 1: >2 5 5£, 1 O | < O j H y. ii < 0 O I d . * * * & 7k j 7k 7k * j & & j £ £< & 7k 7k 25 Alabama . . 4 0 l 2 4 4' 3 1 5 eti 3 0 0 3 3 2 0 0 0 0 o o 0 0 0 0 0 0 1 4 0 1 0 0 0 1 b 0 0 California . 2 1 1 0 0 0 0 0 1 0| 3 1 0 0 1 1 1 1 0 Connecticut . 2 1 1 0 0 0 0 0 10 2! 2 0 0 0 0 0 0 0 0 Delaware . 0 G 0 0 0 0 0 0 0 0 1 0 ii l ° 0 0 1 0 0 0 Florida . 0 0 0 0 0 0 0 0 0 0 2 0 2 1 0 0 2 1 1 2 0 Georgia . G 3- 3 0 0 0! 1 2 2 0 21 2 0 0 0 0 0 0 0 0 Illinois . 9 3 6 c 0 4 1 3 5 1 14 7 7 0 0 1 6 4 3 0 Indiana . . . 4 3 1 0 0 0 : 0 1] 0 0* 11 3 8 1 1 0 4 5 6 7 0 Iowa . 4 3 ! l ll 0 0 | o 0* 0 o * 3 3' 0 ; 0 0 0 0 C 0 0 o G '5 o 3 0 G n n 0 0 0: 2 2 1 1 1 2 Q 0 0 0 0 0 0 0 0 Kentucky . 8 n o, 1! 3 1 5 3 1 0 2 2 2 0 Louisiana . 5 1 j 4 0 0 2 4 3 4 3 4 \ 3 0 0 0 3 ! 0 Maine . 3 1 2 ij 0 1 1 1 2 1 1 lj lj 0 1 0 0 0 0 0 0 0 Maryland . 1 1 i 8 0 0 0 0 o! 0 0 3 4 4 0 1 2 2 1 0 Massachusetts . 6 ! 3 3 j o 0 0 0 0 12 4| 3 ; 0 0 3 1 0 1 0 Michigan . 4 1 2 2 0 0 0 0 O' 2 0 3 0 3 j 1 0 1 1 1 1 0 Minnesota . 0 i o 0 0 0 0 0 0 0 0i . 0 i 0 0 0 0 1 0 0 0 0 0 Mississippi . . . 2 l o j 2 ; o 0 0 1 2 1 0* 4 3 1 ; 0 0 1 a 1 1 0 0 Missouri _ . . _ _ (3 i 6 0 0 0 01 n i n n n o 5 a a 0 0 0 0 n n Nebraska . 1 1 i o 1 o: 0 0 o: o o i O | 1 0 0 ! 1 1 1 ; li 0 Nevada . 2 ! o i 2 0 0 1 : l 0! 2; 0 1 1 0 0 0 0 0 0: 0 0 New Hampshire . . . 1 l i i ' 0 o 0 0 n: n 0 0 0,! 1 0! 0 0 J 3 1 0! 1 f) 0 0 1 0 i 0 j 0 New Jersey . 1 ; o 0 0 : 0 0 : .3 1 0 ! 0; : 2 0 0 i 0 New York . 12 7 5 0 i 0 2 1 3 3 5 2 17 9 8 1 0 0 3: 5 4 41 0 North Carolina . 4 i 3 | 1 0 ! oi 1 i 1 oi 0 o 4 0 0 0 0 1 i 1 0 0 0 Ohio . i 7 4 1 3 0 0 8 1 1 2 1 j 5 2 ; 3 1 : 0 1 2 1 2 0 Oregon . . . 0 0 i 0 0 i 0 0 : 0 0 0 0 1 0 0 0 0 ! 0 0 0 0! 0 0 g 9 ' • 3 ■2 0 > o 5 3 3 00 0 1 19 0 0 3 4 1 3 o lihode" Island . I -lo 1 1 . o 0 ' 0 0 0 1-2 0 O’ o' 0 0 0 0 0 ij 0 0 South Carolina . 1 5 1 . o 0 1 3 i 4 33 2 3 i 2, 1 0 ! 0 1 1 1' 1 0 Tennessee . 4 o 2 I 0 0 0 | 1 1 2 1 ! 6 3 3! 0 0 2 2 li 2 0 Texas . 3 3 i; 0 ; o 1 0 0 >! o 0 00 j 3 1 !i 0 0 1 1 1 1 0 Vermont . 0 0 'j 0 0 1 0 G j 0 0 0 0 j 1 i 1 0 1! 0 0i 0 0 0; 0 1 0 Virginia . . . 4 4 0 ' 0 0 C >; o 0 0-0 ! 6 1 5 .j 0 0 1 5 3 ij 2 ! 0 West Virginia . 1 5 1 4 i 0 i 0 3 :] o 3 3 1 4 i 3 1 0 ; 0 0 1 C 1 0 11 0 Wisconsin . 4 4 0 I] 0 1 0 0 0 ooo 2 ; 1 1 0 or 0 0 1 -l-i i 0 Arizona . 0 0! C >1 0 ! o ' c »; 0 0, 0 0 b i 0 C 1: 0 0i 0 0 c 1: c ij 0 Colorado . 0 j C I c 1 0 i o G 1 0 O'. 0 o 1 I 1 0 0 oi 0 6 c 1 0 0 Dakota . 0 '! c 1 c 1 0 i O' c >; o 0 0 o 2 j 1 ! 0 0 0 1 1 -I 1 1 0 District of Columbia . : i J i c 1 0 j 0 O' 0 0 0 0 3 - 2 ! 0 '! 0 1 1 2 1 J 2 II 0 Idaho . 0 * c k 0- 0 I 0 C H o 0 0 0 i 0 1 0 c i 0 * 0 0 0 c 1 0 0 Montana . * 0 I c ) c > 0 0 0 0 0 0 '0'1 1 i 0 1 0 0 1 1 ] .! ij 0 New Mexico . c 1 c ) c 1: G 0 t >; 0 0 0’ C ii 0 ! 0 0; 0 0 1 0 0 c lj c 1 0 Utah . ; C Ij t ) t ! 0 Ij 0 ; t »j 0 0 0 o • ; 1 i 1 c 1, 0 l! c 1 0 0 c i 0 lj Washington . 1 1 L t ) 0 1 0 . c )j 0 0 tl oil 1 | 1 c ) c 1 0 1 0 0 t 1 0 LI Wyoming . l ] L ( > c I 0 . ( ) 0 b o c 1; c 1 0 0, c lj c l 0 c t 1 c ! ■ 0 Foreign a . . I 3 1 ] L 5 > 1 .1 0 Lli 1 ri 1 , 12 I b-2 c ) c 1 C i 0 0 0; c >j 0 At large . Li vt ) ( )j c '! 0 2 2: 2 C Hi le 9 c ){ £ :: c l 2 € 1 lj- 4 t! Total . ) 6( )i A 4 05 an an ic » 183 ! 83 9j i l-i [! c 45i44 j.0 * r 1 1 \ ! - II 1 ! 1 ■ 1 a Accounted, for in the States above, and excluded from total. 6 J apanesc students. i t. Ji Mil d. : Lai h I I 1 § 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 1. — Degrees conferred in 1874 by universities, colleges, scientific he following are the explanations of abbreviations used in Part 1 of this table : L. B., Bachelor of cience ; B. C. E., Bachelor of Civil Engineering ; C. E., Civil Engineer ; B. Agr., Bachelor of Agri- ing Engineer; D. E., Dynamic Engineer; B. Arch., Bachelor of Architecture; Ph. B., Bachelor of ;., Bachelor of Divinity ; D. D., Doctor of Divinity ; M. B., Bachelor of Medicine ; M. D., Doctor of s; LL. D., Doctor of Laws.J Note.— 0 shows that no degrees were Institutions and locations. ALL CLASSES. LETTERS. SCIENCE. All degrees. *4 o S-4 d © © w A.B. A.M. Sc. B. © d o © p a ft- o d c w d © © d H ft? a © d © R © m u d © © p u o § H © m 3 o © a 3 u © d © W 1 2 3 4 5 6 7 8 9 10 4 3 2 2 1 bama, Auburn, Ala. 1 0 1 Spring Hill College, near Mobile, Ala . Tallaclega College, Talladega, Ala . University of Alabama, Tuscaloosa, Ala . 14 1 1 2 2 Cane Hill College, Boonsboro’, Arh . 1 1 Arkansas Industrial University, Eayettoville, 0 0 Ark. St. John's College of Arkansas, Little Hock, 7 0 1 i Ark. Missionary College of St. Augustine, Benicia, 3 0 3 Cal. St. Vincents College, Los Angeles, Cal . University of California, Oakland, Cal . 35 0 8 2 J St. Mary’s College, San Francisco, Cal . 5 0 4 1 . i University College, San Francisco, Cal . 8 Franciscan College, Santa Barbara, Cal . Santa Clara College, Santa Clara, Cal . 6 0 1 5 . 1 University of the" Pacific, Santa Clara, Cal - 6 0 .... 1 4 1 College of Our Lady of Guadalupe, Santa Inez, Cal. Pacific Methodist College, Santa Hosa, Cal _ 3 0 California College, Vacaville, Cal . Hesperian College, Woodland, Cal . Trinity College, Hartford, Conn . 29 3 19 10 Wesleyan University, Middletown, Conn . 54 7 b" 35 18 3 1 Yale College, New Haven, Conn . 204 13 118 53 7 Delaware College, Newark, Del. . . University of the State of Georgia, Athons, Ga. 40 0 6 2 4 Atlanta University, Atlanta, Ga . Bowdon College, Bowdon, Ga . 2 o Mercer University, Macon, Ga . 17 3 14 3 2 Emory College, Oxford, Ga . . . 28 4 24 4 Abingdon College, Abingdon. Ill . . 3 3 Hedding College, Abingdon, HI . 4 0 &2 Shurtleff College, Alton, HI . 9 1 3 3 1 Illinois Wesleyan University, Bloomington, HI. 27 5 5 10 3 8 St. Viator’s College, Bourbonnais Grove, Ill Blackburn University, Carlinville, Ill . Carthage College, Carthage, Ill . . 0, 0 Chicago University, Chicago, Ill . 46 7 14 14 3 2 St. Ignatius College, Chicago, Ill . Eureka College, Eureka, Ill . 10 0 4 2 Northwestern University, Evanston, Ill d . 45 el TCnov College, Galeshiiro- Til 17 P 4 g 4 Lombard University, Galesburg HI . 8 b'J 5 Illinois Agricultural College Trvinn-tnn Til 1 tf - 1 Illinois College, Jacksonville, Ill . 8 0 3 o 3 MoKcndree College, Lebanon, Til _ 32 o i 4 21 Lincoln University, Lincoln, Ill . Monmouth College, Monmouth, HI . /57 . 1 _ a These are “mistress of science.” b These are “laureate of arts.” c Number of graduates reported. STATISTICAL TABLES, 735 and other professional schools, and by schools for the superior instruction of women. Letters; A. B., Bachelor of Arts; A. M., Master of Arts; Sc. B., Bachelor of Science; Sc. M., Master culture; B. M. E., Bachelor of Mining Engineering ; M. E., Miuing Engineer; C. M. E., Civil and Philosophy; Ph. D., Doctor of Philosophy ; Mus. B.. Bachelor of Music: Mus. D., Doctor of Music; Medicine ■ D. D. S., Doctor of Dental Surgery; Ph. G., Graduate in Pliarmacy ; LL. B., Bachelor of conferred ; . indicates none returned. SCIENCE. PHILOSOPHY. ART. THE¬ OLOGY. MEDICINE. LAW. Sc. M. d >3 w d p o' 2 p o » M - < g © 0 of x R © *© U < © X © <3 d af £ o © ffl c © Ph. B. Ph. D. * s\ f. | at 5 ft X o © Honorary, D. D. 8 U O © ft § M P c © ft m © CQ 1 d © X H C © 0 ft © X s- D © © Honorary, LL. D. © a p o o M g* M c o © 2 5 © ft X £ o 11 12 13 14 15 16 17 IS 19 20 21 22 23 24 25 26 27 2S 29 30 31 32 i .... 1 .... .... .... .... 1 .... 1 8 .... .... 5 16 9 .... .... .... 8 .... .... .... 03 o 3 3 1 1 3 ... 4 9 20 .... 4 .... 16 8 .... 1 » 2 o 2 3 2 2 2 2 2 14 2 ■ c4 15 1 !.... 2 .... e | _ L... d The law department is united with that of Chicago University, and the graduates in law for both universities, ell. D. /Degrees not specified. 736 REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 1. — Degrees conferred in 1874 Irj universities, Institutions and locations. 1 49 50 51 Northwestern College, Naperville, IU . Augustana College, Paxton, Ill . College of the Sacred Heart of Jesus, Rurna, . 53 St. Joseph’s Ecclesiastical College, Teutopolis, Hi. 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 SO 91 92 93 94 95 96 97 98 Illinois Industrial University, TJrbana, Ill . Westfield College, Westfield, Ill . | Wheaton College, Wheaton, Ill . ! Bedford College, Bedford, Ind . , Indiana University, Bloomington, Ind . Wabash College, Crawfordsville, Ind. . Concordia College, Et. Wayne, Ind . Fort Wayne College, Ft. Wayne, Ind . Franklin College, Franklin, Ind . Indiana Asbury University, Greencastle, Ind. . ; Hanover College, Hanover, Ind . j Hartsville University, Hartsville, Ind . Northwestern Christian University, Indian¬ apolis, Ind. Purdue University, La Fayette, Ind . Union Christian Collego, Moroni, Ind . Moore’s Hill College, Moore’s Hill, Ind . . University of Notre Dame dn Lae, Notre Dame, Ind. Earlhftm College, Richmond, Ind . Bidgeville College, Ridge vi lie, Ind . St. Meinrad’s College, St. Meinrad. Ind . . St. Bonaventure’s College, Terre Haute, Ind School of Industrial Scionce, Terre Haute, Ind. Iowa State Agricultural College, Ames, Iowa. . Burlington University, Burlington, Iowa . Norwegian Luther Collego, Decorah, Iowa - University of Des Moines, Des Moines, Iowa.. Upper Iowa University, Fayette, Iowa . Iowa College, Grkmell, Iowa . Humboldt College, Humboldt, Iowa . ! Simpson Centenary College, Indianola, Iowa . . ' Iowa State University, Iowa City, Iowa . German College, Mt. Pleasant, Iowa . Iowa Wesleyan University, Mt. Pleasant, Iowa. Cornell College, Mt. Vernon, Iowa . j Oskaloosa College, Oskaloosa? Iowa . ! Penn College, Oskaloosa, Iowa . . Central University of Iowa, Pella, Iowa . , Whittier College, Salem, Iowa . : Tabor College, Tabor, Iowa . ; Western College, Western College, Iowa . ■ St. Benedict’s College, Atchison, Hans . f. Baker University, "Baldwin City. Kans . |, Highland University, Highland, Kans . j. State University, Lawrence, Kans . I Lane University, Lecompton, Kans . . Kansas State Agricultural College, Manhattan, | Kans. °9 too 101 102 103 104 105 St. Mary’s Collego, St. Mary’s, Kans . Washburn College, Topeka, Kans . Berea College, Berea, Ky . Cecilian College, Cecilian Junction, Ky . Centre College, Danville, Ky . . Eminence College, Eminence, Ky . Kentucky Military Institute, Farmdale P.-0.,Ky ALL CLASSES. LETTEES. SCIENCE. | All degrees. A. B. A. M. Sc. B. ri j hi C O d >> d d X p 02 X f- <0 g' t-4 3 g g § i s 0 3 3 5 o p « 0 £ a a 0 £ H a H 0 5 0 H 3- 2 3 1 4 i 1 - * l S L!_ 10 ■ 4 j 3 1 1 V 1 ! 3 i 1 3 ■ !.... 1 I . | l 0 0 1 | 1 7 1 .... j 2 l 4 al 3 1 . . . . j 2 I 3 t 0 0 .... • . 92 i . 5 i 14 .... ! ® 13 - .... j i | 0 0 1 . j • . 1 4 2 1 • ! 56 3 .... j - - - - ; 2S! 11 ! - 8 21 1 8 1C i * 5 t 5 ■ . i ■ 2 ! . ! . - . ! ’ *16 0 .... j 4 ! 6 I . ! 0 0 | 1 1 1 1 1 1 5 1 it : 1 4 . i 22' 5 3 A 6 1 . 1 10 0 .... 1 4 .... "1 r, ! ! 2 _ ij j 1 i j . 0 oi 1 19 o . ! _ i 19 1 ! | 5 c 1 -I 0 0 ‘"I j 6' ll 1 5 lOl 2 ... I 10' 0 0 1 ...... .... 10 2 5] 2 2 109j 0 1 .... h! ...J i . j ...J 44j 4l 12 6j ....! .... 12' 9 15 O' 4 5 4 41 1 1 3 3 2 1! .... 1 . 1 8l 2j • gj 1 1 1 1 2 ...J 1 4 H . 1 . J.... . . | 1 ... . 1 2 .... 1 . 5j ! 0 3I oi •*. I 1 . i 1 .... . . 1 ) . it 4! . 101 oi ... 1 S' .... 2| 1 • 8t 1! 4 .J a Includes STATISTICAL TABLES, 737 colleges, scien tific and other professional schools, #c. — Continued. S s •a . h : 1 i 1 a 13 OUNCE. 1 rniLOsorav. : jutt. THE- 1 ©LOOT. : MEDICINE. j LAW. Sc.: IL i 5: ■< s j 14 :4 ■a s i p I 8 ; a 15 i < 1 g ! a 16 a «a f; i a 17 Ph. 3J. rh.D. ! i ! f ■ 1 23 1 j S 24 g ■ 1 : 3 25 1 1 C 26 2 | i ; a 27 1 a 3 ■ a 28 3D fi 1 29 • J si V O w 30 4 | j I a 31 4 1: i ■ c. 32; s 1 a 11 i | 12 f4 i 1 a 18 ii 1 _a : 19 ij 30 § i 21 >5 ; 1 1 22 .... .... .... .... .... ...J .... .... __J i ::::j :::: ... .... ...J .... .... ! -2 49 16: l! .... .. .... .... .... 2 2 3 9 .... 1 | j j sj . . . . ' — -1 . i L..I J ! : ** i .... .... 3 l .... . .... .... .... 1 j 1 LJ i . 1 i . 5 2 : .... 25 •to .... . 1 3 6 ii 2 •: : .... 1 ■ :::: 1 ... ::::: . ... . .... .... ..... , - L._. 5 > .... :::. ... i I f" : ... 1 J ^ ..... - 4 ... t T L 8S8§l81S 8S338 8S3338g8!3gffiS!S3 ft S8fc 738 REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 1. — Degrees conferred in 1874 be universities, £ a S3 {ZS | ALL CLASSES. LETTERS. SCIENCE. ' i Institutions and locations. i j i All degrees. pi ! cT CO © © A. B. A. M. Sc. B. © 1 a ! a g o © Honorary. © m o © w d S i © ! § © , 3 1 2 3 4 | 5 6 I 7 S 9 ! 10 16 1 9 1 - 5 2 _ 107 Kentucky University, Lexington, Ev . . 15 4 108 Kentucky Wesleyan" University, Millershurg, 3 3 3 3 Ky. 100 110 Central University, Bichmond, Ky . 57 . I 9 2 1 7 112 113 Louisiana State University, Baton Bouge, La. . 6S a 2 2 | 1 i 114 St. Charles College, Grand Coteau, La . 6 0 1 116 Agricultural and Mechanical College of Louisi- 0 0 1 . ana, New Orleans, La. 1 117 . 1 . . 120 St. Mary- Jefferson College, St. James, La . 4 .... J 4 j " 121 Bowdoin College, Brunswick, Me . 63 g 34 1 g o 1 122 Bates College, Lewiston, Me . 19 3 18 1 123 Maine State College of Agriculture and the 6 0 1 . 5 Mechanic Arts, Orono, Me. 124 Colby University, Watervillo, Me . 9 2 ■v Q 125 St John's College, Annapolis, Md . 11 5 11 126 Washington College, Chestertown, Md . 3 1 3 .... . ; 127 Maryland Agricultural College, College Sta¬ 6 g 2 2 2 !' «» tion, Md. 1 128 Bock Hill College, Ellicott Citv, Md . 129 St. Charles Coliege, near Ellicott Citv, Md . 130 Mt. St. Mary’s College, Emmittsburg, Md . 9 4 5 .... . 131 Frederick College, Frederick, Md . 132 Western Maryland College, Westminster, Md . . 18 2 16 2 i 133 Amherst College, Amherst, Mass . 88 63 25 134 Massachusetts Agricultural College, Amherst, 13 0 13 Mass. 135 Boston College, Boston, Mass . 0 0 136 Boston University, Boston, Mass . 33 137 Massachusetts Institute of Technology, Bos¬ 138 ton, Mass. Harvhrd University, Cambridge, Mass . 257 4 158 g 3 ° 139 Tufts College Medford, Mass . . . . . 15 2 10 3 1 140 Williams College, Wiliiamstown, Mass . 48 li 28 20 4 14i College of the Holy Cross, Worcester, Mass. . . . 1 142 Worcester County Free Institute of Industrial L . . ! Science, Worcester, Mass. 1 143 Adrian College, Adrian, Mich . . 6 1 1 144 Albion College. Albion, Mich . 145 University of Michigan, Ann Arbor, Mich . 313 | 1 35 . ... 20 13 146 Hil'sdale "College, Hillsdale, Mich . 21 1 i 9 12 147 Hope College, Holland City, Mich . 10 4 .... 6 i 148 Kalamazoo College Kalamazoo Mich. dl3 2 6 149 Michigan State Agricultural College, Lansing, 27 0 21 Mich. i 150 Olivet College, Olivet, Mich . 8 1 3 5 151 University of Minnesota, Minneapolis, Minn _ 2 o 1 1 152 Carle ton College, Northfield, Minn . o 6 2 . . . . 1 x 153 St. John's College, St. Joseph, Minn . . 154 Mississippi Collere. Clinton, Miss _ 10 4 6 ! 3 3 1 fihnw Uni versify, Lolly Springs Miss 1 156 Mississippi Polytechnic and Agricultural Col¬ 1 . . lege, Osyka, Miss. ''' 1 157 University of Mississinpi, Oxford, Mias . . . 16 o 8 1 o . 158 Pass Christian College, Pass Christian, Miss k:: 1 159 Alcorn University, Eodney, Miss . 0 0 l - i 1:::::: ! . i & These are S. T. D. & Number of graduates reported. STATISTICAL TABLES. 739 colleges, scientific and other professional schools, c. — Continued. SCIENCE. PHILOSOPHY. ART. THE¬ OLOGY. MEDICINE. LAW. Sc. M. In courso, B. C. E. & C. E. & <5 P G g <3 W a p t i 5 | In course, B. Arch. W a <2 b G b b 1 o o Ph. B. Ph. D. In course, Mus. B. Honorary, Mus. D. | 3 u course, D. B. Honorary, D. D. | In course, M. B. J a to o o . 02 P o ® 5 6 © -f. O © In course, LI*. B. Honorary, LL. 33. In course. & < 00 o © M | Honorary. | In course. j Honorary. 11 13 14 15 1G 17 IS 19 20 21 22 23 | 24 j 1 25 26 1 27 28 29 30 31 32 .... 8 .... • 57 1 50 14 .... 3 1 20 2 2 bl 1 l 1 i 3 ;;;; . ..i i 1 11 5 17 1 9 0 1 1 4 27 c8 41 .... 2 .... 3 1 2 .... 14 12 71 20 126 1 1 # 2 1 1 6 1 1 1 1 5 1 I c TJiese are_D. D. M. d Includes 1 “P. M.” 'A 10S 107 103 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 IS; 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 740 REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part,!. — Degrees conferred in 1874 by universities, 160 161 162 163 154 165 166 167 168 169 170 171 172 173 174 175 176 177 1.78 180 181 182 183 184 185 186 1S7 183 1S9 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 ALL CLASSES, Jactitations and locations. All -degrees 0 .... 21... 14:... 0'.... 9| — . 14 11 56 10 10 4 c66 g 38 23 235 11 6 113 43 33 173 63 29 ... 101! ... 17!..., ‘ 2!.... 10;.... d34! 9i. 4:, 19 4[. 181 18 . 23 , 111. 6! 20 12 .J Madison College, Sharon, Mis3 . Tougaloo University, Tougaloo, Miss . Christian University, Canton, Mo . St. Vincent's College, Cape Girardeau, Mo . McGee College, College Mound, Mo . University of Missouri, Columbia, Mo . Central College, Fayette, Mo . Westminster College, Fulton, Mo . Lewis College, Glasgow, Mo . Lincoln Coliege, Greenwood, Mo . . Hannibal College, Hannibal, Mo . .Woodland College, Independence, Mo . Thayer College, Kidder, Mo . Wiliiam Jewell College, Liberty, Mo . St. Joseph College, St. Joseph, Mo . College of the Christian Brothers, St. Louis. Mo. St. Louis University, St. Louis, Mo . Washington University, St. Louis, Mo . Drury College, Springfield, Mo . Doane College, Crete, Nebr . University of Nebraska, Lincoln, Nebr . Nebraska College, Nebraska City, Nebr . Dartmouth College, Hanover, N. H . Burlington College, Burlington, N. J . Stevenslnstitute of Technology, Hoboken, N. J Rutgers College^New Brunswick, N. J . College of New J ersey, Princeton, N. J . Seton Hall College, South Orange, N. J . Alfped University, Alfred, N. Y . St. Bonaventure's College, Allegany, N. Y - St. Stephen's College, Annandale, N. Y . . Wells College, Aurora, N. Y . . Brooklyn Collegiate and Polytechnic Institute, Brooklyn, N. Y. St. Francis College, Brooklyn, N. Y . St. John’s College, Brooklyn, N. Y . Canisins College, Buffalo, N. Y . St. Joseph's College, Buffalo, N. Y . St. Lawrence University, Canton, N. Y - Hamilton College, Clinton, N. Y . Elmira Female College, Elmira, N. Y . Hobart College, Geneva, N. Y . Madison University, Hamilton, N. Y. ; . Cornell University, Ithaca, N. Y . Ingham University, Le Roy, N. Y . College of the City of New York, New York, N College of St. Francis Xavier, New York, N, Columbia College, New York, N. Y . . Manhattan College, New York, N. Y . . Rutgers Female College, New York, N. Y University of the Citv of New York, New York, N.Y. Vassar College, Poughkeepsie, N. Y . University of Rochester, Rochester, N. Y . Union University, Schenectady, N. Y . Seminary of Our Lady of Angels, Suspension Bridge, N.Y. Syracuse University, Syracuse, N. Y . -• Rensselaer Polytechnic Institute, Troy, N. Y ... University of North Carolina, Chapel Hill, N. C . Davidson "College, Davidson College, N. C . i Rutherford College, Excelsior, N. Y . j North Carolina College, Mt. Pleasant, N. C . I 1 Thirty-four degrees in horticulture were conferred on young men and fourteen on young women. These are “ laureate of arts.” Number of graduates reported. letters. T . *■ • SCIENCE. A. B. A. M. Sc. B. 10 171. STATISTICAL TABLES. 741 colleges , scientific and other professional schools , 4'C. — Continued. SCIENCE. PHILOSOPHY. ALT. THE¬ OLOGY. MEDICINE. LAW. Sc. M. 6 si © co o © 13 u 1 1 o 14 H £ ■2 55 5 « 15 © < c © 16 cf m h O 17 l 3 © IS Ph. B. Ph. D. ' 1 l 1 || W i 23 ft 2 3 © 24 © 5C H a O 25 | ft 3 26 ft © 3 27 rs % ©~ pc © 28 m ft © V- ~ 29 o i ft 1 © ! to III M I 30 ' Haverford College. Haverford Gull pot a, T>n _ _ _ 10 0 10 276] Franklin and Marshall College, Lancaster, Pa . 27 6 24 .... 3| 2 a Number of graduates reported. b Sis of these were conferred on young wtmien and are equiy alent to “ Sc. B.” in other places. STATISTICAL TABLES, 743 colleges, scientific and oilier professional schools, fc. — Continued. SCIENCE. rniLOSOPHY. ! ART. THE- OLOGX. MEDICINE. LAW. 4) rO 3 5? Sc. M. 1 p4 | SI In course, C. & M. E. In course, D. E. Ph. B. Ph , D. s s o o a Honorary, Mus. D. In course, D. B. Honorary, D. D. In course, M. B. In course, M. D. In course, D. D. S. In course, Pli. G . . In course, LL. B. P P P ,t£ C3 O P •o M f In course. llonorary. In course, B. C. E. & C Sc <1 <3 tc B § 2 ri © m © o a | In course, B. Arch. In course. llonorary. In course. 5 o © H 11 12 13 14 15 16 17 IS 19 20 21 22 23 24 25 26 27 2S 29 30 31 32 220 1 2 1 221 1 222 1 1 , 223 3 224 225 226 227 228 229 230 231 232 2 233 1 234 235 3 .... 236 1 19 237 238 i 1 239 3 240 241 3 242 6 243 244 245 a6 1 246 4 247 248 243 2 1 250 251 252 253 2 3 1 254 255 256 257 .... 1”:. 258 259 2 260 261 262 263 3 264 265 266 267 268 3 269 3 270 4 9 3 1 271 4 272 2 3 273 274 275 3 i 276 c if. D. d Doctor of physical arts. e Degrees not specified. 744 REPORT OP THE COMMISSIONER OF EDUCATION. Table XV. — Past 1. — Degree? conferred in 1874 by universities, ALL CLASSES. AH decrees. ' Institutions and locations. P A.M. Sc. B. . § ° 5 1 t 3 278 279 280 281 282 283 234 288 2S9 290 291 292 293 224 £95 296 297 298 299 3 4 5 6 1 08 1 9 © H r A St. Vincent’s College, near Latrobe, Pa . University at Lewisburg, Lewisburg, Pa . 22' St. Francis College, Loretto, Pa . . -Lincoln University. Lover Oxford, Pa . Allegheny CoHege, Meadviile, Pa . 28 Mereersbarg College, Mercershnrg, Pa . 10, Palatinate CoHege, Xlyerstown, Pa . . r . Westminster College, Xew Wilmington, Pa ... 35, La SaHe CoHege, Philadelphia. Pal . . Polytechnic College of State of Pennsylvania . Philadelphia, Pa. St. Joseph’s CoHege. PhUadelpliia, Pa . . ! u niversity of Pennsylvania, Philadelphia. Pa Wagner Free Institute cf Science, Philadel¬ phia, Pa. W estern University of Pennsvlvania, Pitts¬ burg, Pa. Lehigh University, Sout h Bethlehem, Pa . nX> Swarthmore CoHege, Swarthmore. Pa . | 7 ViHanova CoHege, Villanova Posr-Omce, Pa . . . ' 9| Washington and -Jefferson College, Washing- 24 ton. Pa. o* _ _ r G; _ i 14... 0 .... 0 _ 13:... 192; 13 University of South Carolina, Columbia, S. C . Erskine CoHege, Dae West, S. C . 30C Furman University, Green viUe, S. C . 301, Claflin University, Orangeburg, S. C . 302 \ v oiibrd College, Spartanburg Court-Horuse, S. C 303 Xevberry CoHege, WalhaHal S. C . 304j Mt. Zion College, Winnsboro’. S. C . . 30o Fast Tennessee Wesleyan University Athens. j Tenn 3061 Beech Grove College, Beech Grove, Tenn _ 1 3071 King CoHege, Bristol, Tenn . j 4 308! Stewart CoHege, Clarksville, Tenn . j 3 309, Greensville and Tnsculnm CoHege, GreeneviHe, ! . • . 1 j Tenn. ! ! d5j 0 ....) 1 .... 3;....: 315 316 317 316 319 _ M _ _ .Tenn... 8| °1'~ Cumberland University, Lebanon, Tena _ j 81 313| Bethel CoHege, McKenzie, Tenn . 1 . 314 MaiyyHle CoHege, Maryville, Tenn . . j 0 Christian Brothers' College. Memphis, Tenn . . . j Oj Mosheim Male and F emale Institute, Mosheim, ' 3' Tenn. ; j Central Tennessee CoHege, Kashville, Tenn.. ..! . i . Fisk University, Bash. viUe, Tenn.... . \ 0; 0 , University of Nashville, KashviHe, Tenn . ! 8' 1 320; V anderbiit University. KashviHe, Tenn . I c69! _ ; , 3^1 Vni > ersity of the South. Sevanee P,-0., Tenn. . 3 /2 . ;8'”; Livassee CoHege. near Swe0.tvr2.tfyr, Tenn . | 5 4 .I....I. 323; Terras TqHtary Institute, Austin, Tex Oj O.'.'.’.’l . Tj...“| . 3'U; St. Joseph s College, Brownsville, Tex . . !... _ 1 _ I . ! _ _ I. 2.. 32z i Agricultural and Mechanical College of Texas. Bryan, Tex. 326, University of St Mary Galveston, Tex . "*•! Texas University Georgetown, Tex . . j „ „ _ , . j...., _ . _ , . . o2?v Henderson CoHege, Henderson, Tex „ i ! . .... _ : } ... .... 329j Austin CoHege, HuntsviHe. Tex..... . . ! . . I.... . . . . . . £3° I Baylor University, Independence. Tex . i _ j 0‘ 2 _ ■ . : _ I _ • _ I . I . . . , 3311 Wiley University, Marshall, Tex . I . ! . . 1 . , _ i _ _ i . I-..., a Degrees not specified. & Xumber of graduates reported. ~ c Two of these are S. T. D. d Inc hides one M. E. L. STATISTICAL TABLES. 745 colleges, scientific and oilier professional schools, > o o 12 13 14 .... 15 16 17 IS 19 20 31 1 22 23 24 25 26 !.... 1 27 2S 2S 30 31 32 277 278 279 280 j 281 282 283 284 285 286 237 288 | 289 290 291 292 293 294 295 296 29? 293 299 300 301 302 303 ! 304 305 306 307 303 309 310 311 312 313 314 315 316 317 318 319 320 321 *322 323 324 325 326 327 328 329 330 331 .... L... .... .... .... .... :: .... :::: .. .... 3 .... .... .... !.... .... .... .... 5 T .... j 121 19 .... .... :::: ■ 2 3 .... | “ ! Li 1 3 j c3 4 i ... 1 .... .... li 2 .. ! 4 .... .. ... ! ...j 2j . .! 5 .... ! 2 .... ... ...J i .... 1 3 3 ....! ..... .... 1 .... .... .... 1 2 .... .... .... ....i ....1 .... ...j .... l .... ! .... g 1 5 ...! 62 I*'" .... 1 .... 1 .... I i ; ....j ...J 1 .... 3 .... | G9 r i I ....j .... \ ' I .... . . J .... i :::: ’ 1 * | % | j.... 1:::: . ! Ji 1 1 L... e Tlie medical departments of the University of Nashville and Vanderbilt University are united, and the 69 degrees in the table comprise those granted by both institutions. /D. C. L. 7 46 REPORT OF THE COMMISSIONER OF EDUCATION. •Table XY. — Part 1, — Degrees conferred in 1874 by universities, Institutions and locations. ALL CLASSES. All decrees. A. B. A. M. Sc. B. 332 333 334 335 336 33 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 Salado College, Salado, Tex . Trinity University, Tehuacana, Tox . Waco University, Waco, Tox . Marvin College, Waxahachie, Tex . University of Vermont, Burlington, Vt . Middlebury College, Middlebury, Vt . Norwich University, (military,) Northfield, Vt. Randolph Macon College, Ashland, Va . Virginia Agricultural and Mechanical College, Blacksburg, Va. University of Virginia, near Charlottesville, Va. Emory and Henry Colloge, Emory, Va . Hampden Sidney College, Hampden Sidney, Va. Hampton Normal and Agricultural Institute, Hampton, Va. Virginia Military Institute, Lexington, Va . Washington and.' Lee University, Lexington, V, a New Market Polytechnic Institute, New Mar¬ ket, Va. Richmond College, Richmond, Va . Roanoke College, Salem, Va . College of William and Mary, Williamsburg, Va. Bethany Colloge, Bethany, W. Va . West Virginia College, Elemington, W. Va _ W est Virginia University, Morgantown, W. V a . Lawrence University, Appleton, Wis . Beloit College, Beloit, Wis . Galesville University, Galosville, Wis . University of Wisconsin, Madison, Wis . Milton College, Milton, Wis . St. John’s Colloge, Prairie du Chien, Wis . Racine College, Racine, Wis . Ripon College, Ripon, Wis . Pio Nono College, St. Francis Station, Wis . j Northwestern University, Watertown, Wis Georgetown College, Georgetown, D. C . I Columbian University, Washington, D. C . ■ Gonzaga College, Washington, D. C . Howard University, Washington, D. C . National Deaf-Mute College, Washington, D. C Colorado College, Colorado Springs, Colo . Evans University, Evans, Colo . Territorial School of Mines, Golden City, Colo. University of Deseret, Salt Lake City, Utah. . Washington Territorial University' Seattle, Wash. Holy Angels’ College, Vancouver City, Wash. 10 a Includes 7 M. L. & Number of graduates reported. STATISTICAL TABLES. 747 748 REPORT- OF THE COMMISSIONER, OF' EDUCATION.. Table XV. — Part 2. — Degixes conferred in professional schools not connected with univer¬ sities and colleges. [Tlie following are tlie explanations of abbreviations nsecl in Part a of this table: D. B., Bachelor of Divinity: D. D.. Doctor of Divinity; M. B., Bachelor of Medicine ; M. D., Doctor of Medicine; D^D. S., Doctor of Dental Surgery; LL. B., Bachelor, of Laws; LL. D., Doctor of Laws.] Note. — 0 shows that no degrees were conferred; _ indicates none reported. o d 3 £ ■ 1 Institutions and locations. .9 Cv fl M » © f* B o$ ttT o r R Theology. Medicine, j Law. ri o m O O fl R s o a o 3 cf u o V d R o g 1 i a H V2 rf ft © p O © d © o © d j Honorary, LL. D. j 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 10 17 18 13 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 4C 41 4\ 1 2 3 4i 5 6 7 8 9 SCHOOLS OF THEOLOGY. j 4 14 06 4 o8 0 al al4J 620 a22 o26 0 4 a6 al | 044 a8 13 a6 a28 1 | aio : a3 ! a4 024 o33 c31 c2 al9 a8 ol2 ol2 a35 a9 aS a6 c5 Oil i C 1 af 1 5 4 14 06 4 08 .... .... " .... Presbyterian Theological Seminary of the Northwest, Chicago, Ill. .... 1 • |... Danville Theological Semi nnry Danville T\ y . . _ ol ol4 Bangor Theological Sftniinflry "piiTionr .... 1 St. Mary’s Seminary, Baltimore Md Andover Theolooioal Seminary, Andover "Mass . . 1 «22 026 Newton Theological Institution, New'ton Centre, Mass ... New Church Theological School "Wn.lt.ha.Tn Mass .... j.... Seahnry Divinity College, Pari ha ii It Minn . . at \ ^ I C44 1 08 13 j 06 | 028 j alO o3 o4 024 a33 c31 c2 019 08 .... Augsburg Seminary, Minneaoolis, Minn . ...? .... .... Bishop Green Associate Mission and Training School, Dry Grove,' Miss. German Evangelical Lutheran Concordia College, St. Louis, Mo. German Theological School of Newark, Bloomfield, N. J- - Drew Theological Seminary, Madison, N. J . Theological Seminary of the Deformed Church in America, New Brunswick, N. J. Theological Seminary of the PresbytQrian Church at Princeton, Princeton, N. J. Auburn Theological Seminary, Auburn, N. Y . - _ De Lancey Divinity School, Geneva. N V _ _ 1 • v ■ : NeWhnrg Theological Semina, rv Ne.whnrg N "V General Theological Seminarv of the Protestant-Episcopal Church, New tfork, N. Y. ” Union Theological Seminary, New York N. Y _ St. Joseph’s Provincial Seminary, Troy, N. Y . Theological Seminary of St. Charles *Borromeo, Cartha- gena, Ohio. Lane Theological Seminarv Cincinnati Ohio .... > Union Biblical Seminary, Davton, Ohio . United Presbyterian Theological Seminary, Xenia. Ohio.. Theological Seminary of the United Presbyterian Church, Allegheny City, Pa. "Western Theological Seminary of the Presbyterian Church, Allegheny City, Pa. Theological Seminary of the Evangelical Lutheran Church, Gettysburg’, Pa. Theological Seminary, Lancaster, Pa . . 012 012 035 09 a9 i 06 i c.b * Meedville Theological School, Meadville P.a, 1 Philadelphia Divinity School of the Protestant-Episcopal Church, Philadelphia, Pa. i Theological Seminary of the Evangelical Lutheran Church, Philadelphia, Pa. i St. Michael’s Tlicologicnl Sominr^ry T^jttstonr0, l?a- 1 an 1 . .... .... .... .... Missionary Institute. Selin’s Grove Pa .4.. ! Crozer Theological Seminary, Upland, Pa . . 021 .1 o2i a Number of graduates reported; diplomas conferred. b Degrees not specified. c Priests ordained during the year. STATISTICAL TABLES. 749 Table XV.— JPaet 2. — Degrees conferred i'i professional schools, $c. — Continued. Institutions and locations 1 1 fc ! ! g ! 1 Theology. Medicine. Law. In course, D. B. s <5 © m \ ~ 3 © 3 © ! ® i & : ^ In course, D. D. S. In course, LL. B. Honorary, LL. D. 3 4 5 6 7 S 9 c21 64 G12 al4 aC 18 35 37 :::: !.... 30 37 2 32 .... r" 22 78 6 10 49 73 f" | 0 62 126 18 27 10 47 30 .... 12 .... .... 21 .... .... ' 17 . 7; 1 50 . 48 36 165 84 . Theologica1 Seminary of the General Assembly of the Presbyterian Church, in the United States, Columbia, S. C. Southern Baptist Theological Seminary, Greenville, S. C . . Theological Seminars* of the Protestant-Episcopal Church, near Alexandria, \va. Union Theological Seminary of the General Assembly, Hampden Sydney, Ya. Xashotah House, Xashotah Mission, Mbs . Way land Seminary, Washington, D. C . SCHOOLS OF LAW. School of Law, University of Maryland, Baltimore, Md. . . Law School of Cincinnati College, Cincinnati, Ohio . Law department, Xational University, Washington, D. C. SCHOOLS OF MEDICINE. Medical College of Alabama, [Mobile, Ala . Atlanta Medical College, Atlanta, Ga . Savannah Medical College, Savannah, Ga . Bennett College of Eclectic Medicine .and Surgery, Chi¬ cago, HI Chicago College of Pharmacy, Chicago, Ill . . Hahnemann Medical College and Hospital of Chicago, Chicago, HI. Bush Medical College, Chicago, HI . . Woman’s Hospital Medical College, Chicago, HI . . Medical College of Evansville, Evansville, Ind . Indiana Medical College, Indianapolis, Ind . College of Physicians a nd Surgeons, Keokuk, Iowa . Louisville College of Pharmacy, Louisville, Ky . Louisville Medical College, Louisville, Ky . . Medical department, University of Louisville, Louisville, Ky. Baltimore College of Dental Surgery, Baltimore, Md . College of Physicians and Surgeons of Baltimore, Balti¬ more, Md. Maryland College of Pharmacy, Baltimore, Md . Maryland Dental College, Baltimore, Md . School of Medicine, University of Maryland, Baltimore, Md School of Medicine. Washington Universitv. Baltimore, Md Boston Dental College, Boston, Mass . Massachusetts College of Pharmacy, Boston, Mass . Detroit Medical College, Detroit, Mich . Kansas City Colloge of Physicians and Surgeons, Kansas City, Mo. Homeopathic Medical College of Missouri, St. Louis, Mo . Missouri Dental College, St. Louis, Mo . . . Missouri Medical College, St. Louis, Mo . St. Louis College of Pharmacy. St. Louis, Mo . St. Louis Medical College, St." Louis. Mo . . Medical department, University of Buffalo. Buffalo, X. Y. Bellevue Hospital Medical College, Xew York, X. Y . College of Physicians and Surgeons, Xew York, X. Y _ College of Pharmacy of the City of Xew York, Xew York, X. Y. a Xumber of graduates reported; diplomas conferred. b Full graduates; diplomas also conferred on graduates in separate schools, c Graduates in pharmacy, (Ph. G.) d Includes 2 ad eundem "degrees. e Graduates in pharmacy, chemistry, and materia medica. /Includes 4 ad eundem degrees. 750 REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 2. — Degrees conferred in professional schools, Stephens Female College. Columbia, Mo. 5 Independence Female College, Inde¬ pendence, Mo. i Lindenwood College for Young Ladies, I St. Charles, Mo." : Mary Institute, (Washington Univer- 1 sity,) St. Louis, Mo. 8 35 3 3 32 8 8 3-! 8 .... 3; 6 6 3( 8 7 .... i 3' n 2 3c 4 4 i . .... 1 1 j.... a Graduate of first degree, equivalent to A. B. 6 Graduates — degrees not specified. c Graduate of first degree ; 21 graduates of second degree were also conferred. 752 'REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 3 .—Degrees conferred in schools, i I . i m 03 © 5 1 3 4 4 ] d , £ d CO S CD ! 3 4 | ,5 i B K : ^ : ►4 « § 3 4 5| , 1 ' 6 97 ? s ; 9i no :n 12 13 h Sr~j H L ! j ! H t CO j 3 ! ! | [e| ! ! I | ! 1 .... r 9 * 1 17 ; o r 4 r 7 1 ■ 1 9 i 1 I o 6 2 i | 3 I I 5 c /■ i i 4 ' j 4 • .... ■ 1 .... | ! 1 3 : 4 j 1 ’ ■ 24. • 1 |; i | ' 10 !. ... ! ' <3 ! 5 i i 17 hi ..... 1 | 4S r . : 18 3 I . r i ... .... .... ! |v- . ... 1'"' i i ! i a. Graduates— degrees not specified. b Includes 5 of the second degree.” c Graduate of first degree, equivalent to A. B. Table XVI. — Statistics of libraries for 1874 ; from replies to inquiries by the United States Bureau of Education. STATISTICAL TABLES. 753 iS .E Table XVI. — Statistice of libraries for 1874, — Continued. 754 REPORT OF THE COMMISSIONER OF EDUCATION. W. Vieho. STATISTICAL TABLES. 755 :£° i i i i if j j § ' gflf •;S ii irH j IS — :S • © •" i|| S : -y^To ; O ; : S ^ o o ■ o ; O ill; 8| cf : « 3 c; j • e I i ri ■ fg=8 -o O ?! C C ; © j| ■ <= § rsT 1 liiiissii S3 mu mmmmm iiiiiiiiii r-T r-T cf Ct -T S«~ r-T 0~ o' -T — cf 99 K? — « ri ri ^ CO'S «Cfo -I tffrt 99 rs w o n -T O rr-" 111111111 11 lllls lllllilllllll II I sill ill asasussss ss sssss WWzmWzWWWWz sssssssss Fable XVI. — Statistics of libraries for 1874, Continued. 756 REPORT OF THE COMMISSIONER OF EDUCATION, STATISTICAL TABLES. 757 SS|o 1 : IS! |S :i”l : ! s sis :si22 is \m Sill i-issi 3 ° i :g ;0 - o o o o . o ■ o • O COCO * • O * 4 • 1 • • • • • ■ . 1 • • 1 • • 1 i t ■ • • °1 :| :«- |3 K = = - |S :3 j • ■ OO W H?l • • » » O « • • w • o o • o • o : : : : iiigiiii iiiiiiiisiliSiiiiililiiiiSiiiiiii niniiiS cr-r=*^-r^-r ^-crsf si c» cf sf ^vrstvr ^-~n--«^-3ovr.-r:= 5cc;1 ci.i It! f sill! I I3SISI ;S I b-S - : £ s- t'i'O siSH^EglSr'Ii - ^ x ~ - t: - - — — c > ~ ^ — o j= ililfill i! ^111^:^ iss i.|i|3 „.jE5^t3S. =-iI3»li55; ilg|l^||l!!| IMS 53SS'g§BggS3§§ SSSSSSSPS : ^ 5-=vi> ■ r s = p* s ■= = ? ■oS^'-Sg^ ■t; Table XVI.— Statistics of libraries for 1874, $c.~ Continued. 7 58 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 759 Ws ^rSTliP^ c'6 '• r^-o-- ill s mu © - •-•s' ■'© ¥2 § ci ■ ■•ooo" if fs lipgissilll lislillllTllffllil I i sllllillllgl! §1 cfoV-Tcfeo cfr^r^ViVTi-Ti-r cfg5'r5-i-oofcf~;r-ir:-io' in r-T - o °g coo oooo CO* 1= CO o O. ocooo o o o o o o o 0 1,000 000 01 0 0 0 40, 000 0 0 0 ‘\ 576 0 o o o o o o o o c 000 5 0 0 0 0 0 IfMiRW 4 5 1 • 1 B Cl • i-i ) s : 1 1 ■ >i • -3 I S • C J « >5 ^ T >3 i 5 5 | X § ll ! ^ \ ij i - Si til <-3-A 1 i» i ^ •nop. -Kpsunrapn jo +soo [snnns ppo p, e I Sill §3-12 « ‘ cf pl§ : IS : :8 i gmpimq sp iLSio ireiqn saoa § x ■ XX 0X00 • o o o o o O O O •nopexe} xBdpiu •ma no oirag oi pafqnis irciqip ^ O O O X oooo o o o o x oo •ongopino iduosnnnjx; 8$ x o X O X X o j X X j X o o xo •anSoppno poiauj § o o O O O O X X XXX o o X XXX X X o «- * ! nprari ?} . o o o o oooo o = o o o o o o ll | -iwa' f, o o o o o o oo o o o o o o o o X a -sapjis poimp X X XX o o o • o o o oo « o o o . j "oppua | «• 'Ic * "g -103 JO ‘XrcTOiq ‘oabj^) ] « £ v~ : “ cl : j el ° :S | J c -nopop 950Jd qsqSag; | ~ s § • : ^ : :« 8 |8 ^ b-2 j -opnoAnp o 3 3 : « ? ° :g oc • o •nopcpiojp XBnrare sSbjoay X j I 111 : 1 : -r« J js!ii ; : : : : ii • is j 'I^npiA -ipnt to d uopdposqns pniiirf' 8 : S i : 88 i w O § 88 8 8 88 Cl Cl Cl 888 o o o •Ajcaqq nopdijosqns to oojj S £ SSSfi £££g V. ic-sl c -bb :xx— y; Km mjim pqgrn in Soisop jo juoti ! ^ cs O • 3 £J o — 3 3 ■ ; O O a o * •SAnpqoq puc sAepnug no uado ! ” O O • X X j£ X • o o o o • o o o 0X0 | ‘XiBjqq aonoTOjoj jo ifapcpiojip M C2 d p§ f4 r> -J pi-j5 p4 <2=2--^ d d^=^ dddd d d dd dd •iiaqBj sreorooi.iad jo ioqnmx 1 '■ 3 : :”g S3°- o W • - 0^0 O tH « • r-i 6 £ ! 1 i !ljl © : i .i] •=•=-- ril ii : :■ [J :d 1% --2 m g I ! 3 ; « ^ r 3 O *-3 s 5 5 1 i Ii S 1= 111 Ii : - ’ ^ yc N 1 H] i -gl !li !5£ o h m |2 1 ill fis t) 1 ; : H n j 1 : *3 - : Q - S:-3 u s ; ; | 5 ii : - [si : S _ xy. : = : = si ■>< £ l j : : ; C : : M it ■ ■ r3 • • • J= : :s : : : •s : j n : : 3 ■3 :s| : :-2 .3 : :-g ' !i| Si! II Ill -3 g^2 led'd ?d ^o= g-^-f £ - ^ 2 S = =li!iaS!! naillisii •joqnrevj w^-eMoo^gwojjOj 3? S3 Table XVI. — Statistics of libraries for 1874, O '3® 343 •2 a ® g Ss -g*2 .2 211 o o a a m Fiscal year begins— © January 1 . ! :°S T! ; 'f £ : § S ; £ April 1 . January 1... . Jan., 2d Monday .. Juno 1 . Feb., 3 . Juno 1 . June 1 . . | c d c: P June 1 . Jan., let Monday.. •uoij -njpnmapB jo jsoo penum; pepo j; © C\ O Tf« 0 2,041 ° O O «©©© © © © © © » © © © © © O TJi . COrH CO © © i-T • cf «T §° :§ O j { i Stnpxtnq spi tlao AjBjqtp S30Q[ 00 © © © © © x © © © © © © ; • 'tioxj'BSBi pBdiorn: ! -tnn jo opepg. op pa ftp us AjBjqpq; « o ! x © © X © © © © © o o x ; •anSopnrco jdiJosnuBK oo X X X © © © X X i X X© X j •9nSopepo pojuijj es XX © X XXX X © © X X O OO X • 1 Sets of patents. •qoaajjp s oo © © © © ©©© © © o o o • •qspijg; S3 o o .© © © © © © © © © © © © • •S9XBXS pejrapi e* $> ; o © © © © © X © © i © © © j Percentage of books borrowed. •oipijua -TOS JO ‘Aj«J9Jip '9ABJ£> 3 Cl O © CO Cl © • © © © Ql | © Cl i-i 27 20 01 • ■ • c* ; ; ; •aoipotp asojd qeipSag; 1 1 00 50 © • © r- © © « 48 80 ^ © ■ • ©O'* •9ptu9Anp a 1 ; "O © o « d CO • Cl | c* • c* i ^ o rHCl© ; •aoippnoJTo penuue eSuioAy 00 ■H 1 c* © © 000 2, 136 _ ©• • CM • © © Cl © « » CO • © © t- i- ; » co « ou CO © • • cT • o' ■ i i • O'* j © ; ; • © • • • i • •pnnpiA. -iprrt rod noxjdubsqns pamray H o o c* 3 00 5 00 o • CO ‘ ■ CO o* • • © O r-i ^ • •AjBjqxx noTjdposqTis jo 99 jj © H 4=42 a a 0202 42 42 3 3 02 02 d d 4= a 42 42 « 4= 4= 3rn 3 3.S- 3 3 02I-H02 02410202 Free. Free. Free. i d d ' ' d ' O «43 42 © i u u a 3** : Pn Eqa202N •jqStn p Satsopojo jnopp C5 I © ST© © HOJ • • « T-i © © © © » • © © • °2^3 ! •sAspipoq pan siepang uo nodo «•: o © X j ©©X © © © • © X' X X02 • •AjBiqq 9*a9iaj3J jo Saippuajpo £5 cd Ch pi cipo ^ ^ <^003 d odd dd odd d •asqBj spuoipouad jo jaqcanjq j • © ■ <7* O • -HO ©GO -CO©* © T-t. ^ © • Ci 50 < H ir 3 J 2k Elgin Free Public Library . Jacksonville Iteading-Koom and Li¬ brary. Meudota Library Association . Moline Public Library . Olney Public Library . Ladies’ Free Iieading-Eoom and Pub¬ lic Library. Public Library of the City of Rockford Rock Island Public Library . T.flwn™ of TUin/Uu Ht.nfn llnnr'd nf Agriculture. Supreme Court Library for the Cen¬ tral Grand Division of the State of Illinois. Urbaua Free Library . Elkhart Ladies’ Library . John A. Bool lev’s Circulating Library. Pigeon Townshin Librarv . •jaqransj STATISTICAL TABLES. 765 s I - If ?! ! I1 1 s £3 1 2" £ Its pi P- aa i >5- i 1i 1 3! : IJ i> : ■ ij j c : i| i March 1 . January 1 . May, 1st Monday . • • H 1 ! il j : >> : jl ! Il | July . • >, • • .'j! : >5 il ;f I ! c 1.1 January 1 . January 1 . May 1 . | . tpaiJM : > ; S ^ » i ; : 8S : i ;© PI §ri! §g ]\ of ; i ° i rH ;© is 1 i i : ge° ; 1111° rf« • © O © j X ; : : ® •j© j • ° ! ! ° X X ; j© x © © x j ! ; o ; o ; • ■ ! x o ;© x ; o o ; o o ; ; ; © © : o ; o ; o ; • X xo j X ; • X X •XX; x • • j ° O X j • O X • • X X • X I ; X j • o o x I X • ; o © •OX • O X • j ° 0-0 j • X X • X X o j X j j O j • © © © ° : ■ O O • © © ; o o • i ° o jo o j o • O • O • j o j • o o o • o • j o o ;0° j o o • •.© o jo o j O ; o j o j i ° ; j © © © j X j • o o ; © © j X o j ; O O X j j X ooo j o j o j • ° i § ° : :g : i :§ : gel : ;a s ; S3S : s i : ” s ; Ith £ : i® : jS j g : S2 : i ® •-pa 8 : ;CS • : : :g ; • O i- ■ • T-i • ££& : © ; 4, 050 MOO' 1 l ccT » 32, 125 200 300 1,300 5, 025 2, 488 300 fill i ss il ii • cT ! i § is — t . 1 I § ii 3 : 1111 1 i o t-t : C* j Si II Orf ii -f©- -r : ® j . . . '-T ;©2 ; : A : § :§ : : • r-i « ! 8 i ; 8 ; Sub . l It :© : | &&1 2 O ,03= is &$. > ,© I c ! in 9- ;£&&£ fi: © §r a 3 Q 08302 : £££££ &£££:£ ; !! II; I 1 1 • © • • O © i ^ 00 i- © j ■ 00 Ci 00 . 00 • • • o o o ® : ; xA x j ° ! x o j ; O o j jo o o • j o • j o « ; O • © 0000-8 odd d M p4 p$ p^p4 p4 x i-sddd =S^ddd^^^^^« 3 d d dd ' ddddd d Table XVI. — Statistiqa of libraries for 1874, §-c. — Continued. 766 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 767 ■ — w _ © © J © 1 g S's £ g's g _ _ © © © © © 0'J^OJSOJ^ H 3 f-1 3 4 rw H 4 H 3-,f* H c 4 ^CCRMCQRRMRCCRRiKtO © o o _ .. 43 © © © .O © © 4 t< >i u 4 *-• f-i 05 RRRiXiRR O 'COO • « © T-* • * * 00 © • ; » O • GO 00 • •’ co • a I • CO • © • • © 00 • » • • : : ° 1=5 : : : o • © © © • o •072 o o o • • o o o o * o o ■ © © • o © © •©©©©© ... OOO ; ; • « P^P3 f4 p4p3 e4 p»r/Jp4 pi pi p4 c2?4?4 p4 p4 5 ; JO ; : :3 : b : w : C3 1 .5 d -r- — „ a {?S bs 2 3.3-2 •ygagsisgg^ <3 ^ f-i :.Ih »j £a s.h 2 St-1.3 a |^.2 s.2 3j£ '3 ® 'STl’a.3 § a £ H a^43 3a:2,_. o a oM 0.2-3 m ^ °-2f3® £ 5|-J o-S s § § saa ^ o g.p* ® g 23 2 3. r— — O Ci 4 jn® eg-®-©© §®. s a < >vgP-i.2 ~~~ •3|f^SPS& s 23 ?t; cs ?J. a.$ : 3§ • gj ' I £ ^ b-° 3 2 H ^2 3 2 o feagi R54>-l ©'4p. 3«l®§§ I ila®* 2-4 a '3 2 ■4> ;|3 : I ho : ■ "© h- 1 bg o :<§ g ® a^ >5© SS ;o * >5 ‘ 4 >ig CD© 9 3 •d 2-2 '3 §E*ll«-ols l! |?sl ! 3 £ g "6 2 g g ©.4:4 57;^- r riCIS g a>g|J 2 o°3 r* ?a © § s 3^s o % H* ^ H 2 O O O -Ju ne n%. 1*5 pft ,2 s 53 - © ^®G . all a • t-i >! a 3^^h: Ph I~1 goH; 0.53,0 _>.- r'M OH O g >2 ®3n a © 2C h r 2S-g2©‘ 2 3 3 o ©■ — 0 0 0 4 mccoioH; ico 'OOHODCJ i Cl WHO©! a In six months. Table XVI. — Statistics of libraries for 1874, — Continued. 768 REPORT OF TIIE COMMISSIONER OF EDUCATION. ; I Fiscal year begins— § January 1 . • t-H r=l 1 1 March 1 . May, 1st Thurs . . . May 1 . Mar., 1st Thurs. .. January 1 . March 1 . March 15 . April . March, 1st Sat .... January 1 . Jan., 2d Friday ... l Z r i Apr.,’ :id Tues . November l . 1 •aoR -BJlsiutcapu jo q.soo pnuuB jupx © Si :gg ‘ €©= i°i§i-S ;8iSS3§ j °g I °! j Stnpimq 8}i ujao Ajcuqq eooa; § O o o o o o o • x i © • © © o © © •uoiibxtu pdram -nnx jo oyeig 01 loafqn's .CiBjqiq a o O O O 1 o o o o ; loo o X © •onSopyeo idtjasncrBjq; § o xoxxxxxo X « X • X © X •emSopyua payuijj 3 J 1 X X xxxxoxxx O X xo o X © of If •qocojj 3 ! o o oooooooo 0*00 o © © •qsiitjq | 5 i ° © oooooooo 0*00 o © © '83io;s poimxi § o o ooooo xoo X • X © © © © Forcentago of books borrowed. •opuuo -toe jo ‘AjBJoyq ‘oabj£) j 5 ! 3 : jSa^SS i 3§S ; s •aorpp oeojd qsqgag; j ?, i s S : ;§SSS8 : S' :S : s •apttoAtip Cj £ i* : : S&8 j £ •uotytqnojp puaaB egujaAy ® ! ! li :§ «“« i® !§S ill! ill ill i i?fl ® :-g : l irf TBuptA -tput J9d uoiydiaosqus pmiuy N H a s 00 0 00 I § a § c* § Cl •A jBjqq uotydijosqne jo qoj^ « i * ! llll llllllllllllll i \i$i H \zr.r^m 72 •yqgta Suisop jo auog; i 2 1 05 GO • aS'aTco QC1GQ • • a • • 00 00 •sABprpq pus eAupung no nodo i * ! © o o 02 • o o o o o © '. © © © © © •Anuqn oanwajoi jo gurpquDjiQ ; " •uaqci spotpoi.iad jo jaqmn^r a •jaqmnyr STATISTICAL .TABLES, 769 i If 5 11 a 32 Ill sit ill I J anuary 1 . ; • ; > : * ;H i'Jis nil ;*-=>-a3 January 1 . January 1 . Mi ill oil 5 : ilSSS- ill ;g ; ■ >o . i t >> - ; 1 : H : 8 : r. • ©, : <3 4\ £ : a <30 1*1* s gs i esssss ,-Tr-r :g| : : ° :§ ;s*s ii ; *8! 1 : *-r *s°i ins* xoo o o O ■ o o o o • • O • ■ O XOOOO X • X X O o o o o ■ oo© o X ; x o ; o oo ; o ; o o o o oo o ! ! o o o o o o X X o O • X i x o j O X o X X X X XO • : x x X X o j X • OO X X X ! ° ; ° o • o O X X • • X • xoo • X X X j O X o X O X X X OO o o • o o ■ o o o o « : ° : o © o o o o o ; O O o o o o o c o o o ; O o ■ oo oo • • O j oooooo o * o o o o o o o xoo X o j X ■ O o ; XjXOO '• O *0X000 ; i ° o oo o o §8 s o :g ;SS8 8 : j5 j • 2 2 is Cl o ; s 8 © :§8S p § :« ; 8 :88 8S S3 o ; § § o :L~2g ct. 88S8 8 :g j jS :1 jet n\i a I 1 i min c3oaVa-‘«rf ilsilll i ^ «® cfcT :1 :l •00 :i 1 |eo « i il ; 1 8 II i OOr-T *• i -f 8 o : :g « , f- 888 8 Cl 8 r: :8 |8 • O 8 m |88 : • Ql C? •’ 8 j i • c O • O 1 :8 8 •Cl CO 8 Cl 8 888 j Cl Cl Cl Cl • xxxi :e .© »,S,©,£,©.0 iiiiliilllill ililii fill ii 2 ’2-2-2 2 2 c oT « • : ■ o o o o o o o T9 E Table XVI. — Statistics of libraries for 1874, $c. — Continuod. 770 REPORT OF THE COMMISSIONER OF EDUCATION. 3 H W o 2 J! 3 © 2 > — ! cC © C5 c; p-a Q £ c n . ' 1 1 : : : : * ; co ; : :l : : ■ • g O ■ © O O T— < o a’ g i U ^ a 3 S© 5 5 > 4 f-4 d o O 1 £ • s i § ! ^ •cop -Bpsiaicipc jo jsoo icnucre jgjoj, et cr o o o o o ooow c* l~ Ciccoi ci • : o O o o o o ir O O O l- o t- -V i- l- Oo o — «9 CD cf a« jSmpitnq sji u*vo Ajojqix sdoq 3 ■ O O X o o X O ; O X O X •uopoxnj pdpin -me jo ojbjs o; pofq'ns Aiiuqiq 8 O o o © o O o o O O I ! o •onSofejco jdposnuBjy 3 • X X X X * X o O XX X % X •onxkquiUD pojcij | e* X O O X X X X X O XX X X o Sots of patents. •qocoj^ © © o ■ o o o o O O O o o o •qsptja; coo • o o o o O O o o o o : : •soppg popup 3 oo I o o X ; ° X O O o o o Percentage of books borrowed. •oppuo -ps jo ‘Ajujopq ‘oAc.ig et • LO o CO ■ Ol T-i CD o 0* ; o* • • o • J o o tH ^ •uopotf osojd qsqSnp § C:n • 1-0 O CD > l> CD CO o • o ; O • to O • LO O CM CD i ; •opcaAnp j S ! >o • O O co CO Cl j • O LO o o •uopupiDjp pcnucs oSkjoav CC . . . o , . . o [ : : : o o o £3 8 LQ —( O GO • o o • - o . o o • • o 1 o ID • 1 J> • Cl • *00 o ■ of ; ci o • o • 00 • ^ i •pmptA i -xpci cod uopdpbsqns pmiaY H •0*00 • t-t o o • <=£= o CO o c* o o w O 0* CM • o o • Ci o | T—< Q* •Ajinqp uopdposqns jo oojj; H I’g'S'S &xrimw :/2 & xn xnm i s § irH zn-Jiti 6 6 o d 6 6 © d pq§ia jn Sarsop jo jnog « j o ' © o a o • o* O • C5 cs ^ •s-iuptpq pun sAepung no csdo 2 I oo x o O M o o o j o o o •Axejqq oduojojoj jo SirpTqnojiQ H OO ^O^ dd ^ d do d do ooo o p4 ^^dd o oo •caqnj spsotpoijod jo joqtuuNj; 2 1 ■ '5,<§£~ ■ ; Tp CD GO « > o o ^ • o • rs © g £ T’i Eastern District School Library . The Law Library in Brooklyn . Union for Christian Work Library. . . . Buffalo Catholic Institute Library - Buffalo Society of Natural Sciences Library. German Y. ALA. Library . j ! > ! i ! | • i • ! ]l 3 5 r h- 1 h5-S flit Corning Library . Cornwall Circulating Library Associ¬ ation. Elmira Farmers’ Club Library . Gorman Library Association . Ilowland Circulating Library . : fc : -ds ) III ! ic s si ><9 'ho ■ rt h i 2 O j 'S .§ w 5 j; 03 £C ? ~o C~ >> £| ~S rs- d.£5 g o s ; ja • o ■ o a +* 3 * : ^ bJD !| o ! O j- •aaqcinx emvoco i- to go-cj £2 2 H2CSL; £2 F3 s a =2 Cl S3 Cl S S CIS? So! Cl Cl CiCid si iftyr Vi, STATISTICAL TABLES. 771 3 1 3.1 i ii|i a*Ki“ 1# sc® li if .a |s c s ri cs c '-S - O® Hlfll# il 32 32 02 w ^ o is o £ *s s £ 02 5 ‘H I 4 ?< C § I ass; gsgf £ <5 w liiin ^ o o o X o o o o o o o o X o II* “rs~ O^iS- -s* SH oir Unifier T1 ST S| « -I I~T~g ww 01 01 32 32 2= — -1-b 1 II 3 = = , KIX' I | lllllllllll 1 1 S3 o • o o • o o liia 1 588 HI -8 ill sSIsil s- Table XVI. — Statistics of libraries for 1874, fc. — Concluded. 772 REPORT OF THE COMMISSIONER OF- EDUCATION 'i a 3 H o ® _H 8 §>5 a p _£§ ^S3 O CJ p*§ 02 Fiscal year begins— © - ! O ; >5 * c3 • 3 jl » ^ : >j : 11 1 U O >5 S •g : o5 : 03 i §\ a : •nor* -BJjsiuinip'e jo i)sbo p mitre pjjo o oo % n o o > o o o * o o QO ClOl O © • O O Hr- O * o o r-f ! cf : OOO ' . 8 : i Saipjmq s^i ilu.o Aiujqq saod QC ** X O OO X o O j •uoijbxbj {Bdpiu •nra jo 9;c;g oj aoafqus AiBjqTq; $ o o o ; x o o oo •ahSojBjBO jduosntrcK W‘ X o x : x X X X X •angopjjuo paiopiq; § O X XX o X o oo Sets of patents. •qoaaj^ o o o • o o o oo •qsxjijg; ?, © o O ; O o o o o •sapng pajian 5* 0 • o O • O o O o o o •g’c | C S o •oxqjua -TOS JO ^JBJ9|I[ ‘9ABJ0 s Gl ■ o o lO Ql o o • •aoipq 9SOJd qsxxSng; i © • ^ • 1 2 13 o o o d • •9pn9Anp ® i o o ^ ~2 \ o s j •aot^.jqnojp pramre QSnaaA'y GO o ■ • O ■ .* ooo o ir O O T-i J— o Ci ci zi co o o o o » o o r: i- r- si CO •pnpiA | -ipni jod uoTjduhsqns pnutE^ ** o o o o o • o • • o o • o • • o ^ • TH ' I LO o o CO ro • 3§= • : ^ ! . O • o » CO •Xrcjqil uopduosqns jo osjj; H I 3 as 02 W02 45 4= 9 rO ^5 = z:~< c sr^2 -Jl-Jlr- 1 o: 02^S m 45 02 45 M j c a 45 3 3 Z2 rJ3 ■jqSra ye Sms op jo jnog; ■ 2 1 © © j CD GO O ■ O i I" i •sAuprpq pue sAnpung no uado ' ! 3 ! o o •O* X ; O X O | -AJBiqtx 93U3J3J9J jo Sutjbiuojtq C? iH =3 d ^ 2 2 ^ d =2 ^ ^ d P3 d ^ ^ d d d dd d dd dc ^2 = d t a d •uo^bj siBoipouad jo jaqmnvj | e* * O O O- O ■ O ; • • O O O • | 5 1 ; Young Men’s Christian Association Library. William Tonn Library . Chester Library . fcj ■5 4 ! c ! > La 145 12 cultural Society. Apprentices’ Literary Society Library. Lewistown Library Association . Minerva Lyceum Library . Mcchaniosburg Library and Literary Association. Catholic Philopatrian Literary Insti¬ tute Library. Christian Hall Library . Friends’ Library . Library of the German Society of Pennsylvania. ! : % i :g i ; !§ I I|e | £3 S : . t- O ‘ ^ ,3 _» >8 AS S*c .2^"^ O fjS sx: ;£■'-£ Kichland Library . T . Library of St. Mary’s Priory . i i o i m • ^ J? 3 2 S =c q .3 * | 3 ° m bog ® = 450 3'1« H S vraqramj — * Cl CO ^5* O O iH GO O O — 1C O 00 O O tH O OC5 O O C. C5 Q Cl O OOO O O O O O O -< -h cj a^G^G^Ci cioicisi n Mcors co ojreooMrtM eo STATISTICAL TABLES. 773 £%. ill I! g-| 35 11 II f!J III! ills iH !i !i iil'ii illli PB i III! i i 1 • h? ; =‘ il ir-. : * if 1* : ! i H ; -g : li fi © • h : §| •ii ; © ll • 11 i° I mil i-r cf :=S° ill §q jSI :s si 1 1 1 « X ©© X | • X o j © © © © j X X ■ © © i © ' ; x © © © © ; © © ; © © ; © ; © X ; © ! o I o o ; ° X X © X • X X ■ • © X X j X X • X • x • © © o ! ° OO X © X j X X © o « • X © © X X • x • X X ! ° *oo © © © © © • © © : ° ; © ; © © ! ° © © © X © © © © • © © ■ o • o j O ; : ° • X o i ° i x • © © • © • • © : ° ’ © © 8 ; : ;Sf ! \ ° 3 j £ : : © ; : :£ .;§ , ;S • n : i il • ■ cT ill: -r : : 1 : “ ;§ . -i-r ;l ■ ; ©“ i ii 1 : n I 1 ■ © |co ooSS : O © i-t rH • : s :§ jc* •;§ ■ © :§§§ : :Mng i § i ©1 j ’.r= £ \m in 32-2.2-2 § I llllilli I; 2.23 5»rH: ■§ : in ; OOC5CD ■ : © • • ■: © * • • ■ t~ • O* • © X X © © j X O • ■ c = = 3 : © © • o • © • © © 3 p4 p4 ^ d =2 <2 3 =2 =2;^ ddd^^d dddddd=2dd-2 -2 d d ddddd dddd d d d :S : &SS ■ • : 3 ° • • ; ©^r • • O • o © ; * • t ■ « i • * ^ t . , 1 * M III • • O I.x • • o • » « • • III ■ * *H ... : = lei; If | Hi ;l 1 Hi: I iR| II lllf 11 Mil; C» rt -T- « © ' 1 If i cai i ii i H II II s = * U H5 it. 2 ll Hi 11- • © * *© | g£: O © ; I'S'i !| • ^ ; © il ‘ © • 1 r! H; S3S il; >> ■ 1 i 2 I a ^ 1 ! y iii n z lj. l 3sj X4— ” IS" gjj s. 2 X j yj !«; a • ~ 1 s 1 ■11 CS ii § ; . o 5^ !s Id i s ;j &l & s go 2 I 1| 3 f ir tf a-i *a 1 ■ j ; 774 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 775 © © © j © ; © • ; . o © • • ac • • i © © © ! ° ; © ; O ; © © ; . . © © © . © - r of r§ ; :§S°! : r i ;P j ; • © ooo j 9j :00S : gi g ° S 5°8 i; rs» :! ;°|S ; §SPP ;l 5S ,-T j 8.1^ • cT . . o o — *- : : :Ss8s r r-» © © ; O : ° . © . . ; O . © © ;0 : ®* ; ■ © © — • • • ■ o o • o 3 |°8§|P88 cT if* igsgig r«i i j! 81 llS : is :§3§§§§3 ilSSI ii i T-i • © S ;© 4 ; O :°§ : • o o ■ © • © o • O © ;° • coci • • • & -os ■ o s r § ■ o :°§S i i § ■ ;°-ss8i r • H • 5 . © © — « » . . i- . . 1 i r ; ! i ” g° 8 rij iifi j I . © • OOOC T-I • i si ;o1 ;°«g K §°2 isgi§ _T t-T e isisnii iisirsimr |iissiigi3 !=■«' 8 - - 8 8f8 mm ii : s ■s j ■ : » > n i ; A ; 1 I ! i J i i if i T S S = ®$®§gsggsggsg SSsSSSSsSSS^SSSSS a Total Increase, American and foreign. l> Temporarily closed. TAP&tj XYil.— Statistics of increase in libraries for 1874, ^c.— Continued. 776 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL’’ TABLES. 777 Table XVII. — Statistics of increase in libraries for 1874, $c. — Continued. 778 REPORT OF THE ~ COMMISSIONER OF EDUCATION. •s^duosnmjj^ •s^anxdcayj •e^oog GO co CO GO o CM CO ^ IQ O . GO CM i tp O O O CO CO CO •s}9iqdm'B> P„«3f§ © ^ w_© § §2 J s S >4 fe : > 0 : b ■ : « : >> *0 Ja> • 8 a C/2 C‘i-i ■ 2 >3 ; :.b.i : : ! ! ! fp ; ■ ■• ; ^ ; ; ; 0 h; o _ o ®02 sa >.0 ■jo • • -3 : >.Q 9 9 § •.© o += T O , >> ©521^^«- H2 3 si? O ® « © ©CO ~- "ri -. p n = ■ ' cS >,2 0 cj ££.£>3 EH S‘43 „'»J p-2 p 3 ® Is 2 £33.®,— .©; ffl io |lHsp° C/2q'— < >j o © £ ~ ‘ ' 02 — 'CQ opS 9-s* § | p p pptH S“OS >s2,©43 a-^TS p „ - - — o 2 5 cS j "& 5 '*-> 9^ o 3^ j ©^■rSv_^p2y5^Jp',~, bi p c „ s ow S o .trg 02 -A ^si h s S © o'® o-p offl"® bp-^'ra “ S “ 5 P'73 o § cs | |s'§S33S § flP^'io g is S ^ p - « o-g «« « mh « ssssraoss ©Iw'^^' a o OJ— : ^ 1- Q o O H«.H^ CJH-- ^ Lvr SH - 0 o;S^g-©;3;Sg'i:SaPH®09^^^^3a . b*. cs so d a c\i c _g c3 43 Uj +5 rs <£ 0^50^3 o d '^CLiPPj^^PH^PS^^^PPPcO^OO^CO^E •joqam^r 10 CO i- GO 05 O ’ 10 CO O GO 05 - 10 10.LO uomLOcococococococoococo^-r-i 'kOCC^COOiO STATISTICAL TABLES. 779 ® O ; 01 0 0 •HJOA J, o • • o • o • o o o o • • ©go • • < =5 0 0 • ; ® O® • c 2~ : r s* 3 • • ® = \ 11 : -a |S|§15 1 113 ill 11^ cS 1 => ? iiiS4=2 u • , _ * 1 I j. 1 i 1 | I « r ! lii O' » v « i : 5 S 3 e, c S' 1 s 3 ^ j j, ll il 35 = > = I- i St ii ci - s< <31 1 f 35 O d r/- i 1 tfZ ; ll-f . « • . • ■ . ■ . . * . . • . : a : Hi !2l > 4 — 4 c 4 wmmmmmmmmmmMmrmm wt^ H* HJ Hi zi IflFll a Totftl incrcaso, American ami foreign, b Included in the public school library, c Hooks and pamphlets, d Being consolidated -with the American Ecloctio (medical) Library. Table XVII.— Statistics of increase in libraries for 1874, cfe. — Continued. 780 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. * 781 ;OCl :°° :g ; ® O § ° jel 00 © ! ! O • O ! ° ! o • ; o j ; o * ! ° O ; • • < ® ; ; jiS ; o :£2 i ^ . o o 1 i :g © ’ °s° ;®n® ; ; ® . i i . o . ji 8 : jjg • O ;e8 • o ^ g I : ° ■ ® |« O i . °8 : a,S*fcSS°gg°artg§88 So r» ;i ; O ; • o ■ . o . o . o • i§ « : il* : i ;® ; o . ;© ; • © ; © ; 5SfS :] S°8S3 o • ;i «° ;S°i : :°a°£5°g2g gg |8»8 i il . o • . ® : :° . ® o § : jg ® ; ; °6° . ® ® . ;® . . o • . ® o © • z> . be o * . o . r: : :-8J 1 i° i '{ il :© O °S : . o . . oo ® n :° : ;° : ;r o® ® . I ° :£2 I ° 3 1 ii ii ” i rH • e ; ■;|®S I °g° •cr.cor;o • j 11 1 I ° I :I3 S 5- ;§ SSSrilgiSSp :: 1! s° tH ;§°l ; |SSSS8°g|°S3S8gg°|23S-3 jg e ■'rH ! =s '-2 t III III kL : £ 8 g i5 Mi i i : § \ * = ■ ?l i i i i 1 il — . ng '■ : . no N . ;Q iN ; r J? Ii °|h Nos &&&£&£&&& &&& iSSiMiS &£r* ****.' ' ~ ‘ - -s®i» mmimm friSI iiiii a Total increase, American and foreign. Table XVII. — Statistics of increase in libraries for 1874, tfc. — Continued. 782 REPORT OF THE COMMISSIONER OF EDUCATION. and foreign. Table XVII— Statistics of increase in libraries for 1874, ^c— Continued STATISTICAL TABLES. 783 a Appropriation for the year. b Temporarily closod. Table XVII. — Statistics of increase in libraries for 1874, #c.— Continued. /84 REPORT OF - THE - COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 7 85 Table XVII. — Statistics of increase in libraries for 1874, $c. — Continued. 786 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL- TABLES. 787 3.3 a o a 'So° ,2 3 O'g S' o © o 0 0 fl rtf O O o o -g a £ a .2 o a © ° o o « o o rH TP o o o o o o o o o oiocT .d § p,ft§^a d^c«r-. pJ^J§£§£orJr?>> H rd S p H , j-g « fl-83 a s-s gvi (ft u Ol © SU,® 'g'g^a ,0 rj o'glfl £S£3h£3 & O P. M P P) © o •gsj ii “ ^a^ a af a a^p § n O (N O O H c5 ooH^t^c^eoo iO I*? 00 GO l- CO GO no CO o - . QQ ^ lOlOCOO^^COOOOOO r-t O G* I'DLOOOTj'OCOOJ^Ot'-OO^OM - - - ^ - ^ -ytt - “ I^OlOOSOOJOHOMt ) O 1C O GO O O ( «COO^HCOCCXQ^HiOO O TP o o o - cf co of cf c* r-T cf r-T so r-~ < 5 h Hi 3 OjS i3 © f- i © a . .£ 32^3 >^.2 s ■3 s ^ CO * S||s?£p* s ' ’ U ^ £ .'S S 5 >243 ^ '!?§*! 1^1! || fra t=M4,£W !Il5^.1ia||l|i!^|giil^-0 b? C"^ c5*r-< s-i^ cc rr- o^Pp-HKCo^di oi.h.S a ® o j o o ^3a| a © o i_3 £ 5? ©.aM 3 5 ~ 3 a p Gl'JJ gB S3 s p>. l3fl'2§«©d«S -g 6 H t^a d s 2 ^ S2-© 3g ~mm 'I ® 11 12 >iO d 2 o o g 3 oi'" - H OC H cy ^ -^^_ww(-< ©j3©© - v, ^OTroSSoot-aasy po?ti4i.«.Hg®,oj,oo a ^2 .3 I] •1 ® 453-3 &cgt§§b 5 ^ OJ K H g*° 3 5 g - S a a m >s bS ? a 2^ Sa 3h>|' 3.2I2 ® a 05 _© - “ aila ®<1 'Sgc _ , '.u r • *-( *-< • . #-< ,~2 cj jj j w 'i i^au-sfciw^^g I^^||S!3;ii^! =1~ii=' -i°.pg'3 ^453^5^3 ^ ^3 ^ S © D c3 c8 O « (MOiG^cic^c^c^cococoroco' ico^cocio^c^r^ TP 10 OhGOOOHtNM^OOfOOOO 100 JClOlOOCOCCKOOOOOCOCOCO a Appropriation for the year. b Town under obligation to appropriate at least $500 annually for purchase of'boolie and to p^y all current expenses, c Annual income. d Library building, e horticultural hall enlarged. / Funds derived from fines in criminal cases, g Society fund, h Included in the public school library. Table XVII. — Statistics of increase in libraries for 1874, ? ^'5‘S^oghs'g =1 ij >:>a a a \£xEjqTl xrt sjdxjoeutfBui jo loqnmx 1 H •Ajuiqxx ms^oxqdnnjd jo joqunr^. Ci r- oo r- £51 ) jj v: h :i o o cic )OhOOCO ICO l •AjBjqq m it saxmqoA jo' xaqnmx 0 7:00 O O §8 CM GO CML^OCCO CO nrt • *.2 I S :5 >>£ >.2 a g3-|3 g -U$£'3 O m c3 O ago *s a S 3 | § >:■% § , 22 II r2 ® §p -So ;2_® .go* „ 3 09 § ,_ . ljlllla| H 3 K3 |Wg3 •J'o.S § c> ia3^iOOlzi «2 ^ : ® >> « i^g o • £7© sjailns "gB'g.S^’ollo llJNl.alii S«i d 5 GC >:1Sq fcBg? • 5 >=a a a 3 c ©i © © "I CE — < «H — o -X •2 3^ ‘ bo 5 3 Hg < >~. o3 s; o cc^.2 SaSsaSeo ,ot»p-;-a£;a a g c ® o s cj oB o ! fit* f^OQ 5 S Es *H OJ CO ^ o co t*- t- t— l** i— 300H (M 00 •jaqiniijst vols. STATISTICAL TABLES. 789 a Appropriation for the year. b Yearly gratuity. c Library building. d Annual income. e Main library building completed. Table XVII. — Statistios of increase in libraries for 1874, cfe. — Continued. 790 REPORT OF THE COMMISSIONER OF EDUCATION. Scisg < 3 © © o © a c c a © c c o <1. © © _ w O c scjgoS 4! tC *-•5 © ft '8U[BA vraqumj^; •jusA oqj Snunp Aaaooi jo jaqjo leaA aqj Stamp spunj qaaniAiopna jo Buotjippy o o o o o •pnaj juaniAYOpTia jo janomy O O e» ,ti ri'ci — srrtSaq maA pjosijf i §• 1-3 CC> 7 ^ § S,sS pi^i s,®cSa >5© >; U > Fh eS o CS 5 >02 11 Q» •Aiejqq tn sjdtiosmmra jo iaqnrajq •Aieaqq tn sjopqdtired jo jaqranjq 'S3 S I O — l o © o o ' o © t- o o •XiBiqq ui sattnqoA jo' jaqnmjq 1 o o n o c %< P^"o fct—. ;= 3 5 o © P4 *f 5m £3 CS +3 c: a _ . o ° ® >>1? c-2 P.S c _o c 3 Oh ha hi ^sjr&isdM §0Q ■ £"£.2 2^3 2 S >S g5 £5'^ §iH p g ►»§*££ ■s'® [39i2v>£:3?*£c3;3 rS as i-5 ® rVo >5^^ g .2 ?h © 3 ^ £ <5 &f® x J£ Si-3,8 2J -.5^3 '5:2-3 ®ri" '.55 >,®-^' C1'® ® ; © H b£ x SAa ®ajHcc- : m© s © g g^s | -a g ® Sa^oas >»© j?-~5 s,2« A=3.°^^'r®«-'S'rWc5HtS 330 1 M w M 05 fc- -2 ^2a g S*j£«8j ‘ .; gg3"o3£gt £3 go® i © § 3 al § >£ © 3 ©.s'® o 3 : :£ : cj 3 51 • £ &!*«§.** •H® >> § 1 go “I »0 §T® © 1 ^1 5 _g £3 3.® m3 a© ©3. ® 3:2 B.3 « •jaquinjq £3 2 Cl Cl — ci r: ^ o co-t^ oo oa d ci ci ci ci ci ci d ci O 1-1 Cl o o o 'IQQ^CDG STATISTICAL TABLES. 791 d I <5 rP~ x o *5 I I s 1 1 til |ll| i § g| -2 S 35 O 3 if c •- S3 . i II : i SI i ii iti _ 0 0 .0 0 il: 0 O O ; i ° O • o o •^o * I ^ ! . o • ; O o ■ ; O ; O => oo o . O O O ; O 1 ° o ;0 o O ; 1 ° : :! O ; O j =§ ■O 3 0 0- 0 • o o O ; i ° o ; O o 3 • ; © ; ii O » O « ii jar ii i°° °g 1 ; « s? i 1 i S? °§ i i— • O 35 I ° .OOOHO ; • nV • H H 1 1 ° i TP j ii is °s° s' O . Ii tf; p scf December l . • rH If ■ ! 1 *. * rd • 7 MS 1 1 j M III § §* \i ||3 Q: 1 . January 1 . January 1 . ; &§*■' w 1 s s : _r L c? is ijP i 1 i : Si jhaC ii a =- IJJ >5_g = "g So ;• ; 1 00 : 3 :< In April . January October 1 . 111 ill ICr: j Ue Bi?. “3 5 1 It: ,J anuary . December 1 . pH * |i| ill ■ ° : 1 ; O O ; ■ o • o ; O O • ■ r-i O o * 0 i j§§° jo . i ' ii 8 :i i § s' - :§«§ :°S : ;S" j itsi jxT j o • j \i 2§= : T“> Cl ■ m ; II of iSII : « ■§ | f SSsS .r 3 c ~ 3 I I I 5 3 3 If 'll !*!!siiIsi§iiS!§s8s SlllllglllSlfiSSlsf »«■ go g--sT flfcV^jfrtcfrTnV of^or-r^

® r " ' ^ £ 3 g I £ •gj I o jo 01 .2 § I o o ?• ~ ®_£ ggS® HOP'^ fct) 2 © 3.2 O P< 2 5 2 £ g! O >s © « -.1-3 >s ■ **>>>> t^i t"5 t"5 >-5 >S l"3 >,© "5 o bO -1? ir® « ^COh) •AiujqiX CT gpluosnirera jo igqumx •AjBiqn ut eioptcltaed jo joqranx; r- o r-* O Ci O *&BJ qi{ ni s3ian[0A jo’ aoquin x Q GO O O O O _ _ ^ O0OOOO i— O Cl ^ ;f-000- iiootroc ;ViO^!OC oomo ocS ci® l C~. O O rl C* O O O in o o u> o o r-T cn~ in' i : i : 2 : ■ .° ■ !§■ i : 2 ; uJ ^ ! ! •‘o • * O 1 b3 : • S ! :•< : : O© . >»h : : : gw • ^3 : si; >j : o cj ;+i 2 • © :S : o « >>=J § 5 S' u a:-® 3 <53“ _ . © m2 ll :| ©■*» • c3 S| |& I®4 ;Pi '• § 's|\:§ o 35 2 eS >•-1.2 w-gS .2 w|||g||3 1-5 c ^ ^ r/7 w mo b h 5 ® ®.8 ® gig 5 <1Pka2a2coa2{*fc^ &&« «gc3i c3&|£|S Hill' •! U C+-4<*-( Cf-J C*_» !*-< V* mO o o o o og c-~ o >s >-. >i >i >iTi >iM >s rtcsciciciOci-tfcs ,© .a .O .a 0,0 h3 H? 33 3 3 i-i 02 Hi tjc^ g >,_a P^|> rt3 | K^jP’.tS^ > ® O 06 ! glggl^ ! 0 45 2 ^ c; p2 *h .h ^ ^ -M cc ^ aaa3 c ©a •aoqraax CJrtf OOhODC: coececco^ro cocoro II Ci Cl Cl Cl Cl COCOCOCCCCCOTCCOCO D « ^ ^ x- o co ro rc rc rc cc cc co rc rc rc cc co cc a Appropriation for the year. STATISTICAL -TABLES, 793 Table, XVII — Memoranda. Xame. Location. Remarks. "Woodward's Gardens Library . San Francisco, Cal . Closed. Yonng Men's Library Association . Galesburg. Ill . See Free Public Library, (identical.) Bangor Library Association . Bangor. M? . Discontinued, and books transferred to the Bangor Mechanics’ Associa¬ tion. Holton Public Library . Brighton, Mass . Annexed to Boston Public Library. Charlestown Public Library . Charlestown, Mass . Annexed to Boston Public Library. Xatick Town Library . T . Xatick, Mass . United with Morse Institute, and now I Morse Institute Library. Xorth Bridgewater Public Library. Xorth Bridgewater. Mass . Xame of town and library changed to “ Brockton see Brockton Public i Library, (identical.) Ketchum Library . Bristol, X. H . Closed. Town Library . . . . Bristol, X. H . Discontinued, the town voting to sell , the books at auction. 794 REPORT OF THE COMMISSIONER OF EDUCATION. Table XVIII. — Part 1. — Statistics of museums of natural history for [Note.' signifies yes ; '•v Name of museum. Location. Curators. Nature of collections in natural liistory. < Museum of Wesleyan ? I University. 3 Museum of Sheffield Sci¬ entific School.* Yale College Peabody Mu¬ seum.* C Prof. Daniel C. Eaton’s ? i Herbarium.* 3 C Hlinois Museum of Nat- ? i ural History. 3 Notre Dame Museum _ 1C 17 IS 19 Museum of Iowa State University. * Museum of Tabor College. Museums of Amherst \ College. ) C Museum of Boston Socie- ? \ ty of Natural History.* 3 ( Botanic Garden a n d 1 < Herbarium, Harvard > ( University. ) C Museum of Comparative ? I Zoology. 3 Berkshire Athenaeum Mu¬ seum. f Peabody Academy of ? ) Science. 5 Museum of the City Libra¬ ry Association. Williams College Natural History Museum. C Museum of University ? I of Michigan.* ‘ 3 New Hampshire Philo- 1 mathic and Antiqua- > rian Society. 3 Museum of Dartmouth College. Middletown, Conn . . New Haven, Conn . . New Haven, Conn . . . New Haven, Conn. . . Normal, Ill . Notre Dame, Ind. . . . Iowa City, Iowa _ Tabor, Iowa . Amherst, Mass . Boston, Mass . Cambridge, Mass. . . . Cambridge, Mass _ Pittsfield, Mass . Bev. Wm. North' Iiice, Ph. D. . G. B. Goode, A. M. ! Prof. O'. G. Brush, A.M. Prof. O. C. Marsh, A. M. Prof. D. C. Eaton, \ M. A. 3 1850 S. A. Eorbes . Prof. Joseph C. Car¬ rier, C. S. C. Prof. Chas. A. White. 1856 1858 1848 Prof. J. E. Todd, A. M. C Prof. Edward) < Hitchcock, A. M., > ( M. D., custodian. ) C Alpheus Hyatt,? ) (custodian.) 3 f Chas. S. Sargent, 1 | A. B., (director of ) Botanic Garden;) I ISereno Watson, [ A. M., (curator of Herbarium.) J f Alexan’r Agassiz, ) i A. B., S. B. 3 E. G. Hubbel . 1869 1821 1830 Salem, Mass Springfield, Mass . . . Williamstown, Mass. ( E.W. Putnam, (di- ? I rector.) 3 Bev. Wm. Bice . Prof. Sanborn Ten¬ ney, A. M. Ann Arbor, Mich . Coutoocook, N. H . . Hanover, N. H . . H. A. Fellows . Prof.C.H.Hitchcock, Ph. D. 1859 1871 1867 1859 1838 1859 1840 General . . Metallurgy and min¬ eralogy. General . Botany . General . Miscellaneous . Geology and zoology. General . General . General . ^ Botany . General... . General . General . General . C General, (includ-1 < ing medical and > ( art.) ) f Literature, anti- ] i quities, natural l 1 history, geology, [ ( for’n curiosities.; Minerals, rocks, birds, &c. * From Beport of Commissioner of Education for 1873. a Partial. STATISTICAL TABLES, 795 1874: from replies to inquiries by the United Slates Bureau of Education. 0 signifies no or none.] Income. Expend! tures. Empleyds. Visitors. X I ^ z jz I p ! Source. mrpose. Titles. $2, 075 ,500 14, 461 1, 455 1, 215J 18, i 1,000 49,000 2,000 z ■ = ® I 5 ft * ie X r. * 3 ~ £ Endowment $1,525 Salaries and ■wages. 250 Vertebrates . 10 Anatomical pre- j parations. (' 175 Bottles. 000 Tot'lfor five years ) i ( 1, 700 Salaries “ andl 1 1 wages. j 1, 000 All oth'r purposes | ; 12,700 xotalforlastyear I i 80; All purposes". . ' 1 Curator of botany. 1 Scientific man. . . 1 Laborer . _. - - 2! Scientific mc-u. . . 1, 50C ’ lOOj 0 1 2,000 1,400 200 - j . Endowment . Donations... 1 (5 Members' fees. [ I 2,043 Collections . !. : Admission fees j j 2, 718; Building and re- f ,2' 45 Total for last year. 20 Increase of col-] | lections. 150, Building and re- { ! pairs. j 200 250;.... i 4 Professors Salarie s i wages. and] I Total for past , year. J I pairs. 17, 190 Tot'l for past year J Endowment . 1, C00 All purposes . . . I 2 1 1 3 C Endowment. . 1 5 s Appropriati's > 48, 5C0 Collections . } t ( anddonations } Appropriations . . 1 , 000 Salaries and wages. 9, 200j Endowment COO All purposes _ • Scientific men, (paid.) Laborers, (paid). Curators of de¬ partments, (not paid.) Instructors . Direct orof botan¬ ic garden. Curator of her¬ barium. Gardeners and 2 assistants. Curators of de- ( partments. 3 1 ; Curator . 4 1 Scientific men. . . 2 Laborers . 1, Woman . 2 Curators of de- 0 0,5 0 | 0 | 6 x 0 7 40 0 i 8 1, COG 250; 201 x 0 I D 130,000 .... .... 40 (a) 10 x ; 0 ! 11 partments. 100-300! Annual espendi- 1; Professor of natu ture. ral history. University funds5 550 | 131 Donations -n (Salaries and C l Scientific man. . . ons . ) 47 Members’ fees. [- 291: Other sources. ) wages. 309 Collections . 0: . . . 1 Laborer — bov i 5,000 37,591 ... j... 500 200' 10,000' 250 0 j 0 13 I 0 (5)14 GOO (a) 17 13 19 5 Catalogues of birds of New England and of minerals of Essex County have been published, e In preparation. | Number. 796 REPORT OF THE COMMISSIONER OF EDUCATION. Table XVIII. — Part 1. — Statistics of museums of Name of museum. Location. Curators. Albany, N. Y . James Hall* . 1843 A. R. Grate . 1861 Hamilton, N. Y . Ithaca, N. Y . C Rev. W.R. Brooks, ? i D.D. 3 Prof. Ch. F. Hartt, M. A. 1868 New York, N. Y - Prof. J. S. Newberry, 1866 M.D.,LL.D. Poughkeepsie, N. Y. C Prof. JamesOrton, ? i A.M. 3 1861 Rochester, N. Y . S. A. Lattimore, Ph. I860 D., LLD. Delaware, Ohio . C Prof. Toward T. \ l Nelson, Ph. D. 3 1858 Philadelphia, Pa ... . George W. Try on, jr. 1812 Philadelphia, Pa ... . William Wagner, LL. D., president. 1855 Providence, R. I _ J. W. Pttenks, A. M. 1872 Charleston, S. C . G. E. Manigault . 1851 Lunenburg, Vt . ( Hiram A. Cutting, 1 ! \ A. M., M. D. 3 1352 Middlebury, Vt . Prof. Henrv M. Seely, A. M., M. D. Montpelier, Vt _ _ Hiram A. Cutting, 1854 A. M., M. D. "i\ Puli son, Wis. _ C Roland D. Irving, \ } A. M., E. M. 3 1830 Washington, D. C... Townsend Glover. . . 18G4 Washington, D. C . . . George Vasey, bot¬ I860 anist. Washington, D. C . . . Prof. Spencer F. 1846 Baird. Nature of collections in natural bistory. 20 21 26 C New York State Muse- 1 l um of A atural History, 3 f Buffalo Society of Vatu- ^ t ral Sciences. 3 C Museum of MadisonUni- \ t versity. 3 Museum of Cornell Uni¬ versity. Museum of School of Mines, Columbia College.* Museum of V assar College Cabinets of the University of Rochester. C Museum of Ohio "Wes- ? I leyan University. 3 C Academy of Natural? ? Sciences. 3 The "Wagner Free Insti¬ tute of Soience. Museum of Brown Univer¬ sity. C Museum of Natural His- 3 \ tory, College of Char- > (. lesion. 3 Cutting’s Museum General. General . Zoology and geology. General . General. Geology, mineralogy, and archaeology. General . General. “The whole field of nature.” Miscellaneous . General. f Entomology, ornit- ) < hology, miner- > ( alogy. ) Cabinet of Middlebury College. Vermont State Cabinet . . . C Cabinet of Natural His- < tory, University of ( Wisconsin. S National Agricultural ( J Museum. < United StatesDepartment of Agriculture, Herba¬ rium.* United States National Museum, Smithsonian Institution.* * From Report of Commissioner of Education for 1873. General. Natural history of Vermont. General . ("Agricultural pro-"! J ducts, fibers, l } sped mens ofnat- j (. ur°l history, &c. J Botany . STATISTICAL TABLES, 797 natural history for 1874, tfc.— Continued. Income. Source Expenditures. I Employes. $10,5701 State grants. . . C TOO' Legacies . } l 50C, Members’ fees. 5 is enni S Total for last l 18> C0°: \ fixe years. 5 1 2,500 Total for lastyear 6001 College funds 260 f Endowment . 1 J Legacies . { Total for last [ l year. J 1, 500 Endowment.. I 3, 500; Members’ fees i 1,COO| Admission fees ^ 0, 000; Total for last | year. J . From Mr. Wag¬ ner. 100! Donations . 450; College funds . . . 3Co' [ DoDations 50 1 600' I 0| 200 Legacy 1 Total [ year, C 1,001 < 55 ions ... I y . I ! for last ( ] -* J 150 1, 07 3, 500 State appropri¬ ation. Total for last year f Congressional 1 < appropria-V L lion. S I 7 l 832 200 1,0001 United Statesap- i propriation. Purpose. Salaries and wages. Collections and geological in- vestigations. Print'g. bind’g,&c Miscellaneous... Totalfor last year Salaries and] wages. ^ Collections . f Alcohol, «fcc . J C Tot’l for last five ? I years. 3 Total for last year. Collections . Total for last year. f Freight, bottles, ' ) 15, 000) . Women . ' Professors Scientific man 1 Curator. Collections - Collecticns . 1 Few cases . > Totalfor last year ) C Xew cases and } I modeling. 3 Plants . a Partial. ] Curator . j 300] 100 Curator . I 35, 000! COO I Scientific men - ; . . 3 Scientific men. . . V 1| Laborer . . >j 50,000!. 2 Wom'en . ) 200 150 50 0 20 0 23 G; 24 (a) 26 0 29 30 0 32 20; 0] 0 . 0 0 36 0i 0; 37 0 0 33 798 REPORT OP THE COMMISSIONER OF EDUCATION. Table XVIII— Part l —Statistics of museums of 480 80 5, 500 3,735 i University.* . 22 ; Academy of natural Sciences l 8, 600 30,400 i 27,500 | 112, 250 20, 000 100, 000 With moliusks. 23 1 The Wa_gner Free Institute of (m) 1 ' ' 250, 000 . j Science.* . 24 i Cutting’s Museum* . 79 314 200 1,500 375 25 ■ Cabinet of Middlebury Col- 190 665 j 1,920 ! lege * 26 : Vermont State Cabinet* . 1 220 350 1,500 GO 300 27 ' Cabinet of natural History, 420 135 190 352 ; 2, 002 32| 45 University of Wisconsin. 28 ■ United States Department of . i | Agriculture, Herbarium.* 1 | * From Report of Commissioner of Education for 1873. a Species of plants. 0 These are skeletons. c 'With coelenterates. d Xof classified. e The returns simply indicate 45,383 specimens of animals; 42,894 specimens of plants: 40,565 speci¬ mens of geology ; and 798 archeological specimens. /The Museum of the Geological Survey of new Hampshire, which is in the same room with the Col¬ lege Museum, is to become the property of the Hew Hampshire College of Agriculture and Mechanic Arts. It consists of collections illustrating the geology and lithology of Hew Hampshire and Ver¬ mont, fossils, bonders, All other . . . . ) Donations . Augustus Hassell Street. .. Money raised and expended by President Gregory. $83, 000 ^ . $5,930 5, S50 1, 400 2, 500 $5, 700 5,870 2,500 100 12 Salaries, &c . ? Repairs, &c . 3 Collections _ 0 . Collections, S- 0 _ _ Louisiana State University Collections . . . Money raised and expended by Prof. It H. Mather. 0 cS3,440 12,000 ! 2,362 Donations T. . . . Endowment ... 12,000 3, 402 : ! Collections and ! ball. I Collections. _ . City of Boston and corpo¬ rators. Francis Colley Gray . Essex Historical and Natu¬ ral History Societies. University of Michigan _ 19, 155 £ 0 . 1 1,355 95 325 i Endowment . i ; All other . . . . j j Art exhibition . 500 i 846 17 I | *| ; Salaries, & c . 4 Collections . > 1 All other . ) 1 Art exhibition .... The Philomathie Club . Cornell Universitv . . 131 i 338 Donations . ' All other . 100 369 Bent, repairs, &c. ? j Collections . 5 Citizens of New York . Artists cf New York . Egbert Benson, John Pin- tard, and nine others. Matthew Yassar c . . 245, 174 1 59, 000 £ ... ! 7,500 ; 41,911 ■ 17,308 : 3,000 ! 10, S23 1 Mun’p’l grant. f | Subscriptions. i All other . . . . j l | Endowment . ? I Donations. Bent, repairs, &c. 1 Collections . [ j All other . J 1 All purposes . 50,000 1 3,500 200 | 3,850 800 100, 000 3,050 Rochester University . 1 Subscriptions . . Donations .... 200 3, 850 800 100, 000 . I Collections . . Syracuse Universitv - - ' Collections _ Cleveland Library Associ¬ ation. Seventy-ons citizens . Seven citizens . ! 10,000 j Endowment ... : Sale of stock.. . j Members' dues ! j Current expenses . ! j Erection of n e w j building. . 1 Citizens of Newport It X ! . University of Vermont .... W. "W. Corcoran . _ . 0 jl, 000, 000 750 70,000 Snbscripti 0 n s and donations. Endowment _ 500 Casts and architec¬ tural models. Collections . _ _ 1842 18G4 1674 1848 1854 1644 1:74 1807 1852 1S70 1656 1848 1855 1859 1865 1870 1826 1894 1364 1873 1873 1867 1805 1824 1730 1873 1863 26 cBy collection of pictures and art books which cost $20,000. One endowment is a “ history, art. and cabinet fund.” Table XIX.— Part 1 .—Statistics of museums of art , ^c.— Continued. 804 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TAELES. 805 Table XIX.— Part 1 —Statistics of museums of w't, . Baltimore, Md .... Messrs. A. J. H. Way ! 1874 Messrs. "Way & Saner¬ and C. D. Sanerwein. The association . ' 1855 wein. 21 artists and amateurs Lovell School of Practi- Boston, Mass . Massachusetts Insti¬ 1872 Trustee of Lowell In¬ cal Design. Massachusetts Institute Boston, Mass . tute of Technology. Massachusetts In.sti- ; L stitute. W Uliana B. Rogers and of Technology, depart- tute of Technology. others. ment of architecture. Stflt ft ... . _ ' 18731 State . Art School. "Worcester County Free Worcester, Mass.. Corporation . ] 1865' John Boynton, esq. .... Institute of Industrial Science. - St. Louis Art School . 1 St. Louis, Mo . St. Louis Art Society. . L Conrad Diehl, artist. .. > Manchester Art Associa¬ Manchester, 37. H. Association of 225 j 1871 W. W. Colburn, H. W. tion. 1 Brooklyn Art Association ' Cornell University, courses in architecture and mechanic arts. Brooklyn, X. Y. . . . Ithaca, X. Y . members. Stockholders . Cornell University. 11861 1865 Herrick, and others. Stockholders . 1 Ladies’ Art Association. . New York, X. Y . . . The Association . 1 1870 Mrs. Mary Strongit- National Academy of De¬ New York, X. Y... i Corporation of Acade- : 1826 harm Pope and Mrs. Henry Peters Gray. Artists of New York.. sign. The Palette Cluh . New York, X. Y. .» micians. The Palette Club . 1 1869 A number of artists... 1 CooperUnion Art Schools: 1. "Woman’s Art School. . New York, X. Y. . . Trustees of Cooper 1855 Ladies of New York.. 2. The Free School of Art New York, X. Y. . . Union. Trustees of Cooper 1 1857 Peter Cooper . College of Fine Arts of Syracuse, X. Y _ Union. Syracuse University . . 1872 Syracuse University - - Syracuse University. School of Design of the Cincinnati, Ohio. .. \ City of Cincinnati . 1S69 City of Cincinnati.... University of Cincinnati. I • Toledo University ©f Arts' Toledo. Ohio . Trustees of University 1S72 Jessup W. Scott, Susan and Trades. Scott, and "William . Franklin Institute dravr- Philadelphia, Pa ! Franklin Institute .... 1824 Raymond. Franklin Institute .... j ing classes. j Art classes of the I>enn- Philadelphia, Pa . .* ; Stockholders of the 1806 Seventy-one citizens. - - sylvania Academy of j academy. the line Arts. Philadelphia School of Design lor "Women. Philadelphia, Pa . .j | 1 The corporation * 1847 Mrs. Sarah Peters . i Pittsburg School of De- Pittsburg, Pa - 1 | The corporation — . 11865 Citizens of Pittsburg.. 1 sign for Women. ! 1 15 ic 22 25 a The State of Maryland gave $3,0$0' to the Institute i'w educational purposes. STATISTICAL TABLES, 809 all training in industrial art, for 1874 ; from replies to inquiries by the United States Education. Income for past year. Expenditure for past year. -g g 1 Source. 0 Object. I 1 < Purpose of institution. 5 £ 0,2 Instruction in art. To afford instruction in the ; $68, 000 arts of design. The founding and mainte- j nance of schools of art. Practical application of sci- J ence to art, Ac. To teach arf^design, Ac . $3, 285: Tuition fees 5, 850' Donations 1 5 u i; Instruction in drawing and . painting. General advancement of art and promotion of social in¬ tercourse among members. Training in practical design¬ ing for manufactures. Thorough instruction in ar¬ chitecture. b 10,000 0 Training school for teachers of industrial drawing. Practical application of sci¬ ence to art, Ac. Instruction in drawing and painting. To promote knowledge and skill in art. Encouragement of art and artists. Instruction in architecture and mechanics. & To advance the interests of women artists and art- students. To advance art, bw public ex¬ hibitions A free art schools. The advancement of art, sci¬ ence, and literary culture. To furnish free instruction in the arts of design to women. Advancement of science and art. To afford instruction in all the fine arts, b To teach painting, sculpture, and carving, and for im¬ provement in the indus¬ trial arts. To promote knowledge in the arts and trades, and their related sciences. The promotion of the me¬ chanic arts. To educate students of art . Thorough industrial art edu¬ cation for women. Education in art . COO, 000 50,000 0 59,500 250, 000 930 400 { 9,000 ) 5,000 500 COO 2,080 11, 000 7,500 State appropria¬ tion. ! ( 19, 600 25, 000 All sources . \< 1,600 j t 2, 000 \] 10! i ^ 10] 145 Tuition fees . 125 Donations . 1} 330; 300 All other . 1, 000 Municipal grant.. ! 1, 200 10, 000 All other . 6, 000| 13, 828 7,500 3,850 5, 510 2,723 30,000 f 50, 000 12, 000 10,000 3,000 100,000 : 200 l 3, 000 l 3,000 f 3,000 i 1.200 Endowment . j All other . j Donations - 1 All other . i Donations . j For Peabody prises] Endowment . j Tuition fees a . . . . Tuition fees . ; A Salaries and wages Casts . All other . Salaries and wages. ... 1 Repairs, additions, Ac . > Material for instruction ) Collections . ^ Kents, salaries, Ac _ 3 j 0 Material for instruction.] 1 Salaries and wages. - . . ) j Kents, repairs, Ac . s\ 5 Material for instruction ) ; Kent, material, Ac . 0 Entrance and an- 1 9, 000 1 All purposes nual fees. Endowment . ■ . ! Salaries and material . . . . i 3 . ! . I . . U Annual fees of members. Endowment and exhibitions. Members' dues - Cooper Union rev¬ enues. Cooper Union rev¬ enues. All sources . Salaries, rent, Ac . j!0 Salaries and wages. . . . 1 J Material for instruction > 11 Kents, repairs, Ac . 3 j Salaries and wages.. .. i j Kent, repairs, Ac . > ]1S2 Material for instruction 3 ] 300 Material for instruction.. 13 ies and wages. ... ? I14 bitions, schools, Ac 3 j . 15 Kent, material, Ac 13, 742 Exhibitions, schools, Ac. . ! Rent, Ac — - - • . Endowment All other . . . {* 6, 108 4,520 3,850 549 010 673 All purposes Salaries, Ac . Donations Exhibitions . . Donations . Members’ contri¬ butions. All other . Sale of stock . . 100, ,000 , 50Cf 250 200 500 ,000 All purposes . j20 Salaries and wages .... 1 : Kent, repairs, Ac . > 21 Material for instruction 3 Salaries, Ac . . !22 Salaries and wages ... 1 I Rent, repairs, Ac . j j Collections . }-;23 I Material for instruction J ; Erection of new building ;24 Endowment . 3,265 Salaries and wages - ) Municipal grant.. 100 Kent, repairs, Ac . > ]25 Tuition fees . ICO . Material for instruction 3 Donations . 1 2, 700; Salaries and wages.... 1 :nr Tuition fees . 1 900| Kent, repairs, Ac . 3 f b Full courses occupy four years each. 1 Number. 810 REPORT OF THE COMMISSIONER OF EDUCATION. Table NIX. — Part 2.— Statistics of institutions 20 21 Name. School of Design, San Fran¬ cisco, Cal. Yale School of the Fine Arts Art Schools of Chicago Acad¬ emy of Design. Illinois Industrial University Maryland Institute Schools of Art and Design. Art School, Baltimore, Md. . . Boston Art Cluh . Lowell School of Practical Design, Boston, Mass. Massachusetts Institute of Technology, department of architecture. Massachusetts Normal Art School. ■Worcester County Free In¬ stitute of Industrial Science. St. Louis Art School . Manchester Art Association Brooklyn Art Association. . . Cornell University, course in architecture and me¬ chanic arts. Ladies’ Art Association, N.Y National Academy of Design The Palette Club, N. Y . Cooper Union Art Schools, N. Y. 1. Woman’s Art School . . . 2. The Free School of Sci¬ ence and Art, (draw¬ ing classes.) College of Fine Arts of Syra¬ cuse University. School of Design of the Uni¬ versity of Cincinnati. Toledo University of Arts and Trades. Franklin Institute drawing classes, Philadelphia, Pa. Art classes of the Pennsyl¬ vania Academy of the Fine Arts, Philadelphia, Pa. Philadelphia School of De¬ sign for AYomen. Pittsburg School of Design for Women. Principal. Samuel Purdy, sec’ry Art Association; Vir¬ gil Williams, direct’r. Professor John F. Weir, director. Charles Peck, cor. sec. ; J. F. Gookius, di¬ rector. J. M. Gregory, LL. D., president of univ’ty. Professor D. A. Wood¬ ward. A. J. H. Way and C. D. Sauerwein. Charles A. Barry, sec . Charles Kastner . $178, 000 77, 000 Prof.William R.Ware, S. B. Walter Smith, art director. State Professor C. O. Thomp Son. Conrad Diehl . Joseph B. Sawyer, sec. Wm. H. Husted, sec .. . A. D. White, LL. D., president of univer¬ sity. Mrs. J. B. Collin, cor¬ responding sec’ry. L. E. Wilmartli, di¬ rector. Hon. Clark Bell, pres.; Charles N. Miller, corres. secretary. Professor J. C. Zachos, curator. Mrs. Susan N. Carter. . 120, 000 125, 000 30, 000 p250, 000 F. G. Tisdale, jr., Ph. D., director. Professor Geo. F. Com¬ fort, dean. Thomas S. Noble.. Charles J. Shipley. J. B. Knight, secretary of institute. JohnSartain, secretary of the academy. Miss E. Crodsdale . Hugh Newell. 630, 000 25, 000 50, 000 p500, 000 25, 000 Conditions of attendance. Age. Other. 14 years. Satisfactory exam¬ ination and tui¬ tion fees. Over 15. 1G years. 10 years Over 15. . 14 years . 13 years. Fees, examination, and regular at¬ tendance. Open to all stu¬ dents of the uni¬ versity. Membership in in¬ stitute and tui¬ tion fees. Payment of tuition- fees. Membership . Proficiency in free¬ hand drawing, &c, Satisfactory ex¬ amination. Proficiency in ele¬ mentary drawing Satisfactory exam¬ ination. Payment of tuition Membership ... Desire for improve¬ ment. Passing examina¬ tion. Membership . Proficiency in ele¬ mentary drawing, Membership in the club. Responsible refer¬ ence as to char¬ acter, &c. Letter of recom¬ mendation. Satisfactory exam¬ ination. Responsible refer¬ ence. Payment of fees. . . Payment of fees . . . Proficiency in ele¬ mentary art stud¬ ies. Satisfactory refer¬ ence, payment of tuition, and daily attendance. Payment of tuition fees and regular I attendance. a Evening, weekly, and daily schools. b Drawing free ; wood carving, $10 per term ; day modelling, $5 per term. c Modelling, painting in oil and water-colors, pastel painting, photography, &c., are also taught in the Day School of Design ; cost of tuition from $12 to $80 per annum. About sixty of the pupils reported are in the day school. » STATISTICAL TABLES. 811 c fording art-instruction, cf c. — Continued. Lectures delivered. Branches of instruction. Number. Subject Drawing and painting . 664, $S0 2 courses. Perspective, color, Ac . Drawing, painting, perspective; theory ? and history of art. 3 Drawing, painting, sculpture, and archi- a2 tecture. Drawing, water-colors, wood-carving, clay modelling, architecture, history and prin¬ ciples of art. Industrial drawing in male night-school of design, c Thorough courses of elementary study of SO drawing and painting. Life school, free to members . Practical designing . . ( 6 Arts of design : painting, sculp- ) 100. < | ture, and architecture. C 12. History of Italian art . ) , 40,100! 5 Sculpture, painting, architect¬ ure, and decoration. (b) i 2 courses. ; History and styles of architect¬ ure and principles of art. Free-hand, mechanical and architectural drawing, with the history, theory, and science of practical architecture. Industrial drawing, painting, and designing. Free-hand and mechanical drawing, color¬ ing, Ac. Drawing from casts and painting from still- life. Geometrical and machine drawing; also casts and life studies. Sketching and painting . Free-hand, mechanical, architectural draw¬ ing, Ac. A eourse cn perspective Delating to art. 200 . A series on ornament, composi¬ tion, and the theory of archi- j I tecture. dO Several Architecture and building con- ! courses. struction. machine drawing, geometric drawing, perspective e0' . . / 5. 8 Free. 1 Color as produced by light, r ' and ‘ ‘Dveing textile fabrics." Free 13] Architecture Figure-painting and drawing; life class. . . Antique and life schools, schools of paint¬ ing, anatomy, and perspective. Drawing from the life . . Free. 0i Several. Essays on drawing, painting, perspective, Ac. Annual course on art subjects. Free. Drawing, painting, engraving, and photo¬ graphy. Free-hand, mechanical, and architectural drawing, drawing from life and cast, clay modelling, Ac. Architecture, painting, engraving, free¬ hand drawing, modelling, and photogra¬ phy. Painting, drawing, designing, wood -carv¬ ing, tile and china painting, enameling, Ac. Free-hand, geometrical, and architectural drawing. Mechanical, architectural, free-hand, and miscellaneous drawing. Chiefly the human figure, with composition, Free chiaroscuro, color, perspective, Ac. 0 3 courses. Anatomy, history of art, and { perspective. 100 6 courses. 1 .Esthetics, history of fine arts, mythology, arclueology, and | art literature. Oj Weeklv. Delating to art. Free, . 9 Weeklv. Mechanic arts 10 Industrial and fine art. All branches of art 29 Science and mechanic arts. Free 23 ! to members. . . . 1 Free lectures on art anatomy, 24 modelling, perspective, Ac. 40 . Comparative anatomy, history of ,25 ornament architecture, decor- ative art, color, perspective, Ac. 30,50 . . . Ornament, color, anatomy, hot- 26 | any, Ac. d Free to citizens of Massachusetts, $50 per annum to others. e Free to students of Worcester County and to twenty State students ; others, $100 per annum. / Per month. g With site. 812 REPORT OF THE COMMISSIONER OF EDUCATION. Table XIX. — Part 2. — Statistics of institutions Tame and location. 1 School of Design, San Francisco, Cal . 2 Tale School of the Fine Arts, Tew Haven, Conn . 3 Art Schools of Chicago Academy of Design, Chicago, Ill . 4 Illinois Industrial University, Urhana, Fil . 5 Maryland Institute Schools of Art and Design, Baltimore, Md. Art School, Baltimore, Md . Boston Art Club* Boston, Mass . Lowell School of Practical Design, Boston, Mass . Massachusetts Institute of Technology, department of architecture... Massachusetts Tormal Art School, Boston, Mass . Worcester County Free Institute of Industrial Science, Worcester, Mass. St. Louis Art School, St. Louis, Mo . . . Manchester Art Association, Manchester, Is . H . . Brooklyn Art Association, Brooklyn, T. Y . . Cornell University, course in architecture and. mechanic arts, Ithaca, K T. Ladies’ Art Association, Tew York, T. Y . . Tational Academv of Design, Tew York, T. Y . The Palette Club.Tew York, T. Y . . ( Cooper Union Art Schools, Tew York, T. Y. : 1. Woman’s Ant School . . . . . ! 2. The Free School of Art . I College of Fine Arts of Syracuse University, Syracuse, T. Y . School of Design of University of Cincinnati," Cincinnati, Ohio . Toledo University of Arts and Trades, Toledo, Ohio . . Franklin Institute drawing classes, Philadelphia, Pa . Art classes of the Pennsylvania Academy of the Fine Arts, Phila¬ delphia, Pa. Philadelphia School of Design for Women, Philadelphia, Pa . 26j Pittsburg School of Design for Women, Pittsfcurg, Pa Tumber of pupils. 500 20 243 229 15 97 58 *450 10 50 (0 1, 529:1, 529 j23 638 90 250 11 303 76 248 158 . 65 (m) 229 S £ |'g 200 d) 300 3 180 0 2, 500 (t) 600 100 0 0 G) 92 290 G) .113 t A few. X A number. *Many. a Four sets. b Sets of lithographic models as used in the ficole des Bonus- Arts. _ c Also 295 medallions, 100 Braun’s autotypes of old masters, and a large collection of chromo-litho¬ graphs and photographs. d Four of the casts are of statues. The school has also 35 modern paintings, 2,000 photographs, litho¬ graphs, &c., and a set of drawings donated by the life school at Paris. e These are “ informal three “ formal” exhibitions were given in 1874. /Tnmber not reported ; value' of library, about ip.000. g Also 3 oil paintings and 152 autotypes/ STATISTICAL TABLES, *13 affording art-instruction, Concluded. Material provided, num¬ ber of— 160 .... I0:::: 145 clTO d32 (1) (t) (*) 160 <*> 49 (f) <*) (h) 3j (а) (б) - n (*> (*) c*> (*> i c) 1001,000 _ (*) (*) (*) 24 ... (*) (*) <*) • C) 25; (*) |- -- (*) ... 751 20; 497 (*) ilOl 6j O C) Prizes awarded. Xame. 2 "old and 3 silver medals for excellence in i drawing aHd painting. Peabody prizes, 3 of $100 each and 4 of $50 each ; also, 22. gold medals awarded by in- 1 statute. Prizes given by Boston Society of Architects, $50 each. Silver and bronze medals Por drawings from cast, from still-life, oma- ! mental drawing, and wood engraving. For ornamental drawing, mechanical draw- j ing, &c. Gold and silver medals One of $50 and one of $15 For best work in all stages, one gold medal ; also, sets of art. books. 4 gold and 4 silver medals . Public exhibition of j work of pupils. '.5 ; Z Annual . 1 Annual . ; 2 Annual and quar- i 3 terly. Annual . ! 4 Annual . . . 5 Annual . 6 Monthly e . . . 7 2 in 1673-’74 . | 8 Annual . j 9 Annual . 10 Annual . 11 Annual . ‘12 Occasional . 1 13 Semi-annual . 114 End of each term . . . !l5 Occasional . '16 Annual . |i~ Monthly and annual. IS Annual. Annual. n19 Annual . 20 Annual . '21 Semi-annual . '22 Annual . r23 34 Annual . '25 Annual . 26 h An extensive collection. i Eighteen medals were also awarded. j Thirteen ladies and 43 gentlemen, students in the College of Liberal Arts, also receive instruction in drawing in this college. k Also 14 oil paintings and 47 autotypes. I The art-classes are discontinued until the completion of the new academy building. m Artisan night class of 25 males. Table XX,— Statistics of institutions for il\c deaf and dumb for 1874; from replies to inquiries by the United States Bureau of Education. Note.— x indicates an affirmative answer and also the brandies taught. 814 REPORT Of the commissioner of education. Number under in¬ struction during the year. •aiBuio,! § H C5 8 35: g^g?| g S3S8 CO § Si £288 | S3 S£gS3§ 2 | •SD^nni-icues jo aaqurnKj; o CO Komi w ooao r-»ci o © eo ct r* r* •aaquinu p^ox C OD JJ O O Ofjir. -O CM C3 © t-> © C- CO C5 . Principal. *5 J. H. Johnson, M. D . E. P. Carutliors, M. A . Warring Wilkinson, M. A . Edward C. Stone, A. M . Zerah 0. Whipple . W. 0. Conner . Phillip O. Gillott, M. A., LL. D . . . . Itov. Thomas Mnclntire, LL. D - Rev. Benjamin Talbot, M. A - Louis II. Jenkins, M. A . ,T. A . Jacobs . J. A. McWhorter, M. A . F. D. Morrison . Charles W. Ely, M. A . Mina Sarah Fnllor . Miss Harriot B. Rogers . Egbert L. Bangs, M. A . J. L. Noyos, M. A . J. L. Carter. M. D . • • < * 1 A* % .-4 1 1 1 P State . . Directors . State. . Directors . Private . Trustees . State . State . State . . Trustees . j s| 1 if i | iH in v. In jsj L j!|J! 1 CQ •uotyapunoj jo jua t « 1 i I II HI | 1111 || | mil l / Location. : : : : ^ : : : S w j SI l1 ] : s s s : 5 0.00 A : r ~ A - s 5 5 5 -3 = : SHIPJ rrf - - I? ■ •a -a ■ a a :S3 ill • arc! W Hill Sill LHII i|Ul r-a = s a its 55 fill! :ot-m s» i ^ ! 5 i p 'n 3 1 o ; > s-« :a a : C ; p 3 I o STATISTICAL TABLES. £15 |fTp|2 £2^*3 S :s §,;jg"g|gg5 i^rr o nxa . © r.O^'CM CO cswss — om — t~ q n 2 « — cT ”>T 1 M -. < m :1 > x-5 ^^ 5^“-’ ?=§a?t -5I-: I J! 111 ss^- IS aiasa?: ='i2Ws"a si?' * r3 o 1 OF EDUCATION. 00-400 0*OOO^OTj«OOO Q o CO O O — < LO o o l- — '-O O O LO LOOC2C30LOr-THOO^CiCOOOO o' cT cT — T o' o'" o' cT lo' ao" ocT ori* o' cT exf a Clr*, Gt IT* L*2 co Cl CO T-4 Cl t- co cf Cl •eooj-uoijinj nxojj jbo A oqj joj o tnooaj GO Cl O O O i— O o — QD • o O' ■ O O • o -OLOOOOOO • • • • O O CO • » • • CO O to • • ■ 1 ^ N LO o — o O i- • jboa fjsud oqj joj uoijcijdojddc ojujg *> i Cl ■ o c o LOooooocoooo^LOcioof- O c- O dooi^ooooooooi-ooo o t- o ^lo ooooTi«iooOoooo*aooot- cc of o' tjT ofcT— T o of cT o"o~ — T— " o" lcT cf rr co co hi^*v5?:-h?hco r-iL002-.ro €5= ^ >o *o r^> cSj o o o iO lo LO* G cf •snjBJiiddB pun ‘sSai -pjmq ‘spanoa^ jo aupc^ » d o o o o o o o o o o o o O* LO O cf t- o o lo co ci oooOooooo -OLOOOO OOOOOOOOO ‘0—000 OOOOOOOOO • O CO o o o o' cT lo" cT rf lo" o" o" lo" * o lo" lo" o" o" ^ r- x r- .o ct o ca- • o r- 02 lo lo C5CH r-i CT rH 0 — 0 0*^0 o co o ao" j>" o •noTjnjrjsut Aq pouMQ pmq jo sojo'b jo aeqnroK « d r* ci o l-O Ci O CO Cl Cif-OO S’ CO C2 _ O i — i r-< ^ O OO rH^CJO^LO^S^ ^ OMH _ & £ 3 •jboA jsnd aqj ux asuajouj Cl o o o • • p o * • o • o * • o o * • •saranjoA jo jaqtrrax: w d o OO O O O ±5 CO o . o O .000-40 . o O l- O OtOOOLOO .OO • O 0-40 • o CO CO O CO 00 O? O CO .'O-^ ■ O ^QOt^ 1 o cf r-Tcf | • cf jAjojsrq punjrra jo nraosnm n uoTjnjijsai oqq eBjj Cl d O O X o O XO X® XOO X ® xooo® X o \ isojuxeddu ptre jouiquo iuoi -qdosonqd b noijii+rjsui aqj sch H o ox o oxxxoxooxoxxxox o* i AjojBJoqiq peonnaqo v uoptnjrjsiiT oqj sbjj © Cl © o o o OO xoo xoooo xoooo o x ; l jqSmjj OJnjpiOTJxte SJ ct H X X X o OXOX I XOOOOOO XOO o ; Branches taught. •Ajjsiraaqo 00 laa •ASoxoisAqj is i i.ix ixx ix ixx i i i •Aqdosopqd punyesj © H i i i i i ! x ! x "i x x ! : i •qsT[Sua; uouiraoo H X XX xxxxxxxxxScxxxxxxx XXX •notju[notuT 'H \ x; x:;x::::::xxxx::: X X •saoqouoj amooeq OAuq oqav so junpuiS jo aoqum^; ! « I * F5 © i-i © © ^ icctooji .Mac . t— o . ! •UOIJOniJSUT POAIOD -oi ©Auq oqAi a’otjTnriu xtJjox 1 5i wo cTro OO .cdOco^coo^o . o o o co lo to — « Ci O Oi 1— .Ot-4^4 O 'si p O 00 ^ HH o 1 O O H O O H .HLO Cl ^ Cf | HH ; CtGOO LO O j -spdnd Aq uoiinjpstn ux I Tuods sjtjoA jo aoqcau’u oStjjoav H | LO ClLO 1- ’CONOCO • LO 1- Ito • ^ I 1- ' o Gits © . a cS £ H 1 Alabama Institute for tho Deaf and Dumb and tho Blind. > Arkansas Doaf-Muto Institute. . . } California Institute for tho Deaf and Dumb and tho Blind. • 1 American Asylum for tho Deaf and Dumb . j Institution for tho Deaf and Dumb . 1 Institution for tho Education of the Doaf and Dumb. ■! Institution for tho Education of tho Deaf and Dumb . ) Institution for the Doaf and Dumb . 3 Institution for tho Deaf and Dumb . 1 Institution for Deaf-Mutes . i Institution for tho Education of tho Doaf and Dumb. i Institution for tho Colored Blind and Deaf-Mutos. . . 1 Institution for tho Education of tho Deaf and Dumb. j Boston Day-School for Deaf-Mutes . G Clarke Institution for Doaf-Mutos . 7 Institution for tho Doaf and Dumb and tho Blind. .. 3 Institution for tho Deaf and Dumb and tho Blind. . . [) Institution for the Deaf and Dumb . . . 0 Institution for tho Deal' and Dumb . ! i s i ) > £ 3 ^ * c 3 cr, : — » ^2 J c ; ^ : c ~ \v , 2 :i School of Articulation, Cayuga Lake Academy . 4 St. Mary’s Institution for’ tho Instruction of Deaf- Mutes. ■25 1 Institution tor 'Mutes, St. Joseph's of tho Sm STATISTICAL TABLES. 81 m g"s IT ~ S' II 3^ IlSIli s'i=gs‘g‘3“ §°isoi IF touf sfs"g‘sfes| is II cT-r I I * f 1111118 sssss'i II ts go to ro::i = a :s5 !i Pr ¥ ill! o X O .0X0X0 o o o o o o o o o C O O O : X X o o o o o o X X X X X B S3 ifsgs 15*15 s O I-i- o • o 1 ~ q s o 5 s I 2 11 51 s •=■2*2 *2*- 2 S 3 = = = i= = 3 ISSSfe rs 5 — — - ® = . 5 g Is lit! it mill il mill. || lllll’i ill ^ « ZE~^ESS5~3 m*mm nil ;iili Ullp^ llll|l|= IIIIISIS ;IIJJ1S1I nmmi = s g §!I1!13|| ssssss 52 E SWISIWI^ § 3 I o 1 e ^ c 72 CsrS r' 1 2 3 4 5 6 7 8 ioj 11 12 H 14 15 16 17 18 19 20 21 2vi 23 24 25 26 27 28 29 REPORT OF THE COMMISSIONER OF EDUCATION. Table SSI. — Statistics of institutions for the Mi Note.— x indicates tl Name. Location. Superintendent. Alabama Institution for tbe Deaf, Dumb, and Blind. | Institution for tbe Education of tbe Blind | California Institution for the Deaf, j Dumb, and Blind. Academy for the Blind . . - . * Institution for tbe Education of the Blind Institution for tbe Education of the Blind | Iowa College for tbe Blind . < Institution for the Instruction of tbe j Blind. Asylum for tbe Education of tbe Blind . . Institution for tbe Instruction of the Blind and Industrial Home for tbe Blind. Institution for tbe Instruction of tbe Blind. Institution for the Colored Blind and Deaf-Mutes. Perkins Institution and Massachusetts Asylum for the Blind. .Institution for tbe Deaf. Dumb, and Blind Talladega, Ala . . Little Bock, Ark Oakland, Cal - Macon, Ga . Jacksonville. Ill. Indianapohs, Ind Vinton, Iowa. . . . Wyandotte, Has. Louisville, Ely . . . Baton Bouge, La. Baltimore, Md... Baltimore, Md. . . Boston, Mass _ Flint, Mich . Institution for tbe Deaf, Dumb, and Blind Institution for the Blind . . Institution for the Education of the Blind Faribault, Alin . . Jackson, Miss... St. Louis, Mo - State Institution for the Blind . . New York Institution for the Blind . Institution for the Deaf, Dumb, and Blind ! Institution for the Education of tbe Blind i Batavia, N. V. . . New York, N. Y Baleigb, N. C Columbus, Ohio . Oregon School for tbe Education of the Salem, Oreg . Blind. Institution for the Instruction of the Blind. Institution for the Education of the Deaf, Dumb, and Blind. Tennessee School for tbe Blind . Institution for the Education of the Blind Institution for the Deaf, Dumb, and Blind Institution for the Deaf, Dumb, and Blind Institution for the Education of the Blind Philadelphia, Pa Cedar Springs, S. C. Nashville, Tenn . Austin, Tex . Staunton, Va - Bomney, W. Va . Janesville, Wis . 1860 J. H. Johnson, M. D 1859 1880 1852 1849 1847 1853 1867 Otis Patten . Warring Wilkin¬ son, M. A. W. D. Williams - F.W. Phillips, M. D W. H. Churchman . j S. A. Knapp, A. M. j John D. Parker, [ Ph.D. 1842 Benj. B. Huntoon. . ! 1871 P. Lane . | 1853 1872 Frederic D. Morri¬ son. F. D. Morrison . j 1829 1853 1862 1852 1851 1867 1831 1847 1837 1873 1832 Samuel G. Howe, M.D. Egbert L. Bangs, I M. A. ! J. L. Noyes, M. A . . ; Dr. Edward Lea c . j Dr. James' Me- \ Workman. *Asa D. Lord. M. A . , William B Wait... John Nichols . j George L. Smead, M. A. Bev. J ohn H. Bab¬ cock. William Chapin, 1855 1846 1856 1839 1870 1850 J. M. Sturtevant. . . Frank Bainey . Charles D. McCoy . J. C. Covell - .... Thomas H. Little, A.M. * Deceased. a For both departments. bln State warrants, worth #3,000. STATISTICAL TABLES. 819 from replies to inquiries by the United Slates Bureau of Education. taught ; 0 signifies none. ECVau'’'htentS Library. J Property, income, 1 1 x I 9 tc fc£) sf ^ u 53 ^ 3 0 £ -3 Xfl 2L -2 . 1 0 SuU J p* c Td "Sq % Sr O rc X ^ |g £ 2 .0 . -2 P -1 2 0 H Total expenditure for tho past year. | £ 6 7 S 9 10111213 14 15 16 17 IS 19 20 ; 21 23 aG . ; 16 ... . Bilieldoffer, 4 (&) Commitment by court . 25 D. D. 5 9 Under 17 Offensps ao-ainst the laws . _ 26 James H. Eastman . 8 8-16 Crime against the State . . . . . •27 Charles Tlern erest 1 1 5-14 Insubordination and. truancy - _ _ _ ----------- 28 Sister Mary Eoretto 14-30 Tlpstitntion desire, tier reform nti on A-c. _ •■>9 Lawrence Dunphv . 6 2 10-20 Truancy, vagrancy, destitution, Ac . 30 Mrs. Mary C. D. Starr, , c 1) 1 From 12 Must he depraved or fallen, or in danger from sur¬ 3! (president.) roundings and associates. Sister Marv . 1 9 Over 12 Must he fallen women . 5 32 Bev. TV. TV' Boole . 33 Mother Mary Magda¬ 90 14-21 ! 34 len Clover.' . Mrs. N. H. Morey . Israel C. Jones . 32 23 ! Under 16 1 Must be residents of the State of New Tork . 36 Mrs. T. C. Doremus . 1 Must he women di:»charrred from prisons . 37 Miss E. Black . j 2 2 38 Levi S. Fulton . 21 11 8-16 , Dnrino- minority .. _ _ _ ... _ 39 Brother Teliow and ! 9 7-14 ! Truancy, vagrjmcy, and petty crimes . 40 Sister M. Helena. j . H. A. Montfort . 10 8 7-20 Tin ri Ti o- miiinri'w nr will e.f board . . 41 Brother Michael Duex . 17 - 5-18 Poverty and orphanage . 42 TV. D. Patterson . ! . 8-20 '43 Mrs. E.P. Lord, (mat m) . 1 2 Desire for refo'-mation . . . . 44 G. E. Howe . ! Under 16 Crime and incorrigibility . 4o John Nichols, M. D _ 3 16 7-16 Crime, vagrancy, vicionsness, or being in circum¬ 16 stances of want, exposure, abandonment, Ac. i - TVorth E. Howe. _ . _ 8-16 Petty crimes, incorrigibility, or commitment by 47 parents or gnardians. J. K. McKeever . . . 10 12 Darin or minoritv _ - _ .... 143 J. Hood Davertv _ 3 6 8-16 49 Bev. B. N. A very ■j 12 7-20 MissH.Miller, (matron) - j 1 1 Need of care . - _ _ _ |51 James M Talcott . 10 8 Under 18 52 TVilliam Gr. Fairbank. . . 5 9 10-16 Committed by parents or gnardians . - - - - 153 A. D. Hendrickson _ i 8-16 i54 Xo limit. Vji oTciTi cy vicious life prostitution 55 F. TV. Howe . 4 4 Under 16 Until reformed or during minoritv . w 5 Boys under 1G ; girls under 15. c To be opened May 1, 1875. REPORT OF THE COMMISSIONER OF EDUCATION. Q-)9 (j. uJ LJ Table XXII. — Statistics of reform* Rote.— x indicates the studios o yA Name. *3 § 1 O C o o 3 & fcJD o . ci rt o r— 3 « o to Pi Sex. :csent iumati Race. Nativity, ] [3 to Female. White. Colored. f 1 10 ii 12 13 14 15 1G 17 i 50 33 1 92 78 14 88 4 O 194 190 300 284 16 120 30 100 100 4 State Reform School* A . . 152 72 152 139 13 130 22 5 ! ioo 6 ; 104 98 8 ( 1 265 7 Iowa State Reform School * . 1 70 37 140 11 157 0 152 5 90 03 150 24 174 0 62 25 9 160 145 | 118 G1 111 10 47 27 142 138 4 42 5 11 110 132 1 9QX 293 105 5I 12 H9A 72 Colored Children.* 13 27 15 31 31 14 81 27 108 0 15 House of Reformation for J nvenilo Offenders. . 229 . 208 234 20 294 10 ■ 237 67 10 State Industrial School for Girls * . 20 40 . 110 98 12 105 5 17 Lawrence Industrial School . 21 0| 22 0 22 0 1 23 18 House of Employment and Reformation . 49 54 28 0 30 0 24 6 19 State Primary School . 362 164 497 2C 20 Plummer Farm School . 10 15 30 27 ~3 30 0 21 State Reform School* . 226 169 311 299 12 284 27 22 Worcester Truant Reform School . 11 8 15 ! . 15 10 23 Detroit House of Correction 2, 314 2, 335 408 | 102 24 Michigan State Reform School . 109 88 213 227 16 61 28 25 Minnesota State Reform School . 31 36 110 ! 4 111 3 26 New Hampshire State Reform School* . 47 33 91 1 12 101 0 98! 5 27 New .Terse v State Reform Sehnnl 138 114 ! 184 28 Truant Home . 134 121 ! 218 | 0 218 0 115 13 29 House of the Good Shepherd . 357 354 0 1 179 179 0 30 Industrial School, (Hart’s Island) . 265 51 i 21 I 3 21 3 19 5 31 House of the Holy Family Association for Be- ! 100 friending Children and Young Girls. 32 House of Mercy . 73 56 79 79 0 67 12 33 Home for Women . . 34 House of the Good Shepherd . 216 334 ! 456 455 1 220 236 35 Home for Fallen and Friendless Girls 67 67 26 36 House of Refuge, (Randall’s Island) . 724 598' | 677 ! 112 737 42 96 37 The Isaac T. Hopper Home 358 360 38 The Midnight Mission. 160 171 . 21 39 W estern House of Refuse* 192 116 428 ! 408 20 40 New York Catholic Protectory . . . 1,097 804 1, 324 518 1,838 4 1,504 333 41 House of Refuge* . . . 328 317 175 51 1S6 40 192 34 42 Protectory for Boys* . 150 33 125 124 i 117 8 43 Home of Refuge and Correction ' 95 71 82! 1 44 The Retreat . 325 319 c 45 State Reform School*. _ _ 1S2 118 425 415 10 46 Ohio Girls’ Industrial School . . . 39 23 0 ICO 149 11 159 1 47 House of Refuge . 48 House of Refuge, (white)* . . ... •. _ 234 248 362 77 439 253 31 49 House of Refuge, (colored department) . 70 60 107 45 0 152 151 1 50 Western House of Rerno-e* 128 51 j Sheltering Arms... 10 10 Providence Reform School. . . . . 163 149 179 41 210 10 203 17 53 Vermont Reform School . . 41 32 145 111 4 143 2 54 Industrial School for Boys 113 84 55 Girls’ Reform School* . . . i Reform School of District of Columbia* . '”'58 ”26 113 . 55 ””58 . From Report of Cominis STATISTICAL TABLES. 823 schools for 1874, JZ u 5 - X 0 j 5b c « i M 4 j u i | -q j £ i £ b£ -2 1 •£ • u ! ", ! § r-,te £ JTt ~ IS 19 20 si ; oo 23 24 25 26 27 2S 29 30 31 32 ; 33 34 1 35 1 3S ' 3TI etc tja 29 1C 60 31 1 X I X 1 X 3 X j 3 140 lisl 140 130 X * X j X j .... 23 X I X X I X , 1£ HZ 37 60! 25 26 X 1 x I x j x ! 40, 52 50 ! X 1 X Vi X .... 14 oo 4 i3 94 04 OO' X V 64 IT 4li 50 53 79 40 37 18 X .... * 20 44 1 .... X X J X 1 ....1 .... n 2? o 33 43 13 60 X X 1 X 1 X j X j x 1 _ _ ! 10 46' 501 12 3 7 6 1 . ....j 13 4 . C 6 j 9 6 X I X 22 .... .... x X 24 <7 14 29 69 is-: 26 60 X x X .... X J X _ ♦ .... X 21 0 O q! 30 x x ! X I x L. ] 3 r 9| 13 5 lOi ... X 1 x x 5 . . 2: 1-j 9 4 13: x x ! X x I X I x j ~ : . : x- X x i X j 4 o' i 121 1 io| X X I....I X 15 .... 10 43 177 j ei 50’ 102 X X X X .... X | - | .. . 0 7 0 ° .1 12! 0 3] X X X x 261 ! 200 .... ! X x X j _ ’ 4 6l! ""*19 .... 50' X 1 ! x 1 ... 31 31.. H X X 1 x 1 ... 10 .... 19 4Si 36 1 19 48 x X I .... X X X X 9 13! 77! "44 13! 77 X X 1 x x j X ........ _ I _ .... X . 1 9 5 il 4 Gj [*•“*« . I . i . X X ! .... .... _ _ 1 1 X 11 6 1 • ....j.... . .... 75 1 x :::::: . ♦ otnm 248 76 .... x X .... . i i. . 1 | ~l- X j | 19 . " 63 94 1 35 35 X x .... 151 | 411 i 238' i 550 339 1 X X X 1 x ! x 1 i x x X 55 26 25 175 76 i 150 x x X 1 X .... 60 25 IS 1 80' ... . X X .... x X 1 X 13 49 X X X j _ 1 x .... . X ! x I x X j X X X 1. . . J 7 32 i 59 63 33, 59 1 x X I X x X X .... .... 33 69 100 105 439; 356 j x x 1 x .... X 35 ! 21 14 G1 59 X 1 x .... X .... 1 X x 1 x 1 X j X x ... . j - 31 49 84 13G i x i x l x x 1 x rH'x" j.... 9 ! 32 6 4 41 10 X j X . 1 x X X x :::: 1 x 1 x 1 X 1 . ... 12 I 1 1 r r r~ X 1 ! t h 1- J — * eioner of Education for 1873. 824 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXII. — Statistics of reform- Lcform-schools from which no Reform and Industrial School, Bridgeport, Ill. : Catholic Mole Orphan Asylum and Reformatory, Ind. ; Cambridge Truant Reform School, Cambridge, Mass. ; House of Providence, Detroit, Mich.; ate for Boys, St. Louis, Mo. ; Catholic Reformatories for ifoys, Buffalo, N. Y. ; Institution of Mercy, York, N. Y. ; Nautical School Ship Mercury, New York, X. Y. ; Home of Correction, Toledo, Ohio; STATISTICAL TABLES, 825 schools for 1874, ifc. — Concluded. Industries. I § * | If ill1 1 1 1 j Library. T S | tt| ^ .5 * C ks — S £ c I II I s c a fcc •*’ a tc xL ' 55 > lA n* 5 1 £ a Avt < Tot 1 £ Cl 62 63 64 65 66 67 GS 69 70 71 72 73 74 75 1 76 77 ; 78 | 400 ! 8192 00 ;< 2, 279 75 75 1, 000 1.500 0 i 145 98 :813 30 j 46 80 CIO, VL OW 43. 795 14. 040 1 0 X 1, 500 50 0 ! . 10! 000 :: • • • • 200 100 2o’ 000 4 .... .... 110 i 226 0 2 50 ! 12’ 879 I ! 127 66 6 .... .... 070 75 250 137 00 j 50 00 17, 500 ! 6, 0C0 2, 055 25 400 20’ 000 ! 5’ 000 • 8 .... 33 1 200 67 50 10, 815« 2,900 9 X . 1, 429 60 1, 400 120 172 00 . j 28 CO 2fi 106 4.000 10 V 2, 400 1, 813 131 61 39,095! 7,876 11 .... 72 i . 12 .... 119 300 150 00 3, 716' 13 .... 400 185 14 .... 4,514 700 300 15 830 22 66 1,253 100 178 48 4 45 22, 747 5, 500 542 16 17 .... 1, 200 500 25 100 00 3^ 456 18 .... .... 2,543 450 12 . 44 209 19 56 80 300 50 200 nnino on n non 3 000 20 .... | x x 4, 271 60’ 2, 642 121 00i 39 33' nfi 061 11 366 21 .. .! 180' 50 120 lo! 106 21! 2 47 l’ 593 37 22 * J _ 15, 187 1,061 60, ! . ! 23 x J, 512 70 1, 800 33 797 in 833 24 .... X . ' X -y 253, 90! 9001 300! 145 00 3n’ nnn 25 :::::::: 744 300 182 00 62 22 24’ 470 16. 537 26 27 .... 2, 232 i 25, 150 6 68 81 0 18, 504 i 0 28 ... 1, 054 198 8 35 751 15 01 37, 609 8,037 29 X x .... 3, 865 30 ! i 1, 000, 200 10, 255, 31 32 "" . i 5 OOO 33 2. 024 i 200 20 S3 731 .30 083 34 ....j . i 1 ’ j 35 X "" X '< 15, 7911 73 3, 995i 0 141 S8 56 85 121 2ft3 42! 066 36 5, SOO 06 . 37 .... 0 197 38 X x 3, 518 C6j 1, 275j 164 51 36 31 63, 174 13, 946 39 X x x x 8, 771 2, 0101 150, 114 74 15 27! 318 841 28. 135 40 X 1 x ' X* 1 3, 137 75 630 148 20 fi4s! 919, 6, 677 41 • 550 25 627 ! 150 00 15. 000 1 42 148 23 43 325 2 5«n 44 x X 1, 805 80 2, 000 i 110 00 4s nnn 1 n non 45 ’ 247 60' ’S00: 0 138 48 0 18’ 000, 0 46 47 X % i 11, COO 66 i 1, 000' 86 74 60 65, 76 101 26. 863 48 X 2,291 65 1,500| 75 161 S3 4L 00 21. 995 5, 544 49 X x 1 121. 332 4, 604 50 51 4*27 85 27 53 00 QL ZA** O ASS 52 53 .... "xH X I...J X 1 ‘3, - -r- ; 1 1 54 ::::: 55 .... X I .... 243 75; 300 i 138 00 14, 116 56 fifteen months. information has been received. Chicago, HI. : Erring "Woman's Refuse, Indianapolis, Ind. ; Home of the Good Shepherd, Indianapolis, Minnesota State Reform School, St. Paul, Minn. : House of Refuse, St. Louis. Mo. ; St. Louis Protector- Honston street. Hew York. X. Y. : Home for Fallen and Friendless Girls, West Fourth street, Xew Home of the Good Shepherd, Baltimore, Pa. j Reform School, Yergennes, Yt. STATISTICAL TABLES. 827 111 = £t- J!"S"g 1 11188 »sf IIS1 §§11355 §ss illl cfcf ~ j cfrH CO ISBS s "r~3:£x ~r si -r co gi ct ir: ^ ^ £i ^ ci -.- Cl rc ci - o i’ ri :j : : : : ^ ! • ! * s ! ! ! ’. • :2 : : : : : : i|S| II|5555|?S55|2s|2?I| £ = S til H 5 : 8 c a 2 5 P'">0g1i . £ fc £ £ *■» o £ £ £ -; ” £ II! .2 111 !®| B-s<; III Ni„- «a.sgi.s |d|i^i 512-3 il 111 a ii- <;S“ x x £ £ x .§; £ £ S £ E ISliS^L umm v. *“ g| fi ftl r? - MUMli lillllillllliiilllli lllllil : :§§sS nrirz-z _ _ £ £ £ 2 £ 2 2 2 2 ~ ~ c c = c ! . ^ £ £ 1 2 £‘ >1^ 5^^ ^ 2 llpipl Mill ill Ippllllll 111 llStftii^: ggaggggga gaaga&jEgftSg&aEfefctefl <^2° ~ ~ ~ , c c?| sVb S*f1f.--Ss sjn^-P - 5 g g E = 2Jjc-3_£§5 gtS g = go e §2.s 3 2 ££<5£^£;>£ = oi 5 p^iP ££•£ jlSMSiiiiiiijl! zSa&oMM iasionor of Education for 1873. Table XXIII. — Part 1. — Statistics of orphan asylums, miscellaneous charities, and industrial schools for 1874, cfc— Continued. 828 REPORT OF THE COMMISSIONER OF EDUCATION. •aoTj-epunoj oonis so jwcaai jo aoqiunu f'Bjox 7J 154 535 o TjH o:nn Tff CJC3U- o ’I’Cio • cS o co a? . c5 1- ca Of r-T Of • CO r-T • o o c* • CO O H • T-1 to? C3 O t- CO O o ^ un cl •sjooqjo pas sjoqouoj jo joquinx rf< 00 Tf ^ ci co m -r ci i-- CO — • t- lO. rH Cl co •aoiRoniuxonop snoiS qojj ©* 1 E. C . Protestant.... Evang. Lutli . . Undenom’l - Hebrew . Protestant .... Protestant .... Prot. Epts _ R. C . R. C . Protestant .... Undenoxn’l... . Protestant .... R. C . E. C . TTnrlp.nmn’l _ Protestant .... R. C . R. C . R. C . R,. fl _ Protestant .... Ejdscopal . R. C . Undenom’L . . . 05 • O . $ d^® ^pjd s g.s & fee OlJHi • CD ' . o - a ohD ,d p-i +4 ® 9'? OSfl g El .2 % h = K 3r“ u (-‘(A o ~' a g © 6 C(J ""JtJ ',"i 02 C/2 _2 S >>« o M :r2 eg ® . _ ;d^1§l1°3§~ ®H »®||rgp • 1101^13 ZTUgS.IO JO JG9i - _ . _ . . _ . OIO 1C SO CO GO GO GO CO CO CO ' 00 GO GO 00 CO ^T* m . d j3 d d 9 a O i) O is ©CO 5 O O O fi J.5 5 Pdds £ P WESPcoccVjcc’HHHdPt dJ d3 ~ O O • o o o . H CO d § ii .2 ® «o o o ® -d & «h d .2 2 5^ F a "£ © -fg >J ©3: B ®‘ O r3 ®R(Hf <1 5s. a-g s b ^ g £■ - H O * d g|i&5* ■9 ^.2^ ^Ori O o d mCO d do© a ; _, P 2 9 3-r a a - .TH13 «<«2* i&e : Ord § S <1^ d y d OqE “fflOS Os d 4^ Vd es c3 rt Od -9 k: ®v niC«n 0,'®jdH • J ® -g v o x f-. c' '~pd |a o1 a ’ OhF I s 2 1 § o£w •aaqrau sj; STATISTICAL TABLES. 829 lslli8lssss§SI|8! O ■ !g ii ii ii iSSSSI, ;3S :| :| S ~ cf n tHS* : of : i : : : o^ox:raar .i-jrr ;cig-OTr . r; QO rr S" n r-. ao^-rao r>eic.i<2r?si£s*r?nci :::::: :p : :.a ::: :^ : ::::•= I:;:::: %%tfs mUimmmm = > = = = = . > s •ss'Ssaa ■Sgtsggg t- i Si^s JS- I = a,; : : 3 g i^S^ppj W; KP ;pppp H = g\ llfesjj isal!. ijSlIPSiBiMftl H'lEigiSgSllIsJIyJ 111! mi : iiiilBf lilliSllsi iisili ~.-£p :iHj3i O g Isllrf 1*1^ llipil-isj assays sa ipISIiTi II , — ■ R ~ “3 > , PiS^Iass ill ill iiiii ; i||ii: i ii 111181 s.~ = = saaa _ a^sis gg Mz&g •a°_-_-''.~-a25|||°^|ii<- 3333333, 33 33333 puiiiiib^ihi ifitii r a"^ 3 1 Jlllil Jill MMt - ===s=== = CAA^C.:pSCrr\<;<;p o » S S p: cs .a ,= a: -a — — -3 cj § , -s"iiir:35W ^■sssiHS?? Illllllllllllll g|Sf|SS|S323SS2SS S|g|f|S |S g||gg From Report of Commiadiouor of Education for 1873. Table XXIII.— Part 1— Statistics of orphan asylums, miscellaneous charities, and industrial schools for 1874, mp. — Concluded. 830 REPORT- OF THE COMMISSIONER OF EDUCATION. O 3 1 3 'o 8 * Table XXIII.— Part 1 .—Statistics of orphan asylums, miscellaneous charities, and industrial schools for 1874, 5 ; C5 ■ § | >5 o a i s | : © || I 1 1? : < a X r <3 d © O 3 B o ©2 2 £ :! . :S 5| 2 I ■M - £ ■ «s I il U I !|Sa is I |1fl n I la §3 mmui mm 4$T 4444 4 53 e £ 3 s.sssss § sTTO~Wr From report of Commissioner of Education for 18715. Table XXIII— Part 1 —Statistics of orphan asylums, miscellaneous charities, and industrial schools for 1874, $-c — Continued. 834 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 835 Is ^ O 43 = 4S = r- - z. - = ;r = 3^**5 5 = 3M3' I !L ® * c ® 3 T-2 3 s-Rl 1.1 Jf IS Cs Ml -gii? § llfla c a =s ~ -> il 3 .1 5 = I 111 i. - r Mil 5ll|§ sIBS = “•= S 3 ail > : | f I 1 3*!' 5 S = = _ = ■=: = ?■< r-7.5 a; zc js > i I 3 | % s?is* - C 3^|i§ S 2 3 S >. E ^Ss II 2 2 Ilf ir_ !&ii = tL= ^ = 5 .3 1!^ &T c c 33 || ‘2 s: ils ■ • 3 c3 II III - 3 •- - = 1 I il| I - 1 is! I- i!U I I in > > op : i =5 33 li 11 f 3 5 1 - = = = - ° = m S 3 <3 33 III 3se: III ill 55 5 5^ ? 5 5-e>s5 5 I ^=^1== 43 — _= — - 5 33—3JM = JJltf I ? 3 3\ 3 13 111 111 5 f: IB U 1 Ilf IS E|.-II§-= Illllii 333 § §3-3^?l 3 2 = 5 3 cr =3- *15* -3 5 - = -i«5 5 - S- cog ?t £ £ - £3-3 £S 3 3.S3-S£.33.3 =tis=5iif3 -£» — iTo- 3 33 "3 — IT 4 7 z — rs r4 - - £T 77 3 | | | >5 >i *-* < < | J 1 s fit = 5 $ ?B <: ^ 3 3 5S B $ S § i i fif — — - = ~ 5 ^ ^**4 ~c 3 o i'll ---, ■if 5g II it is Ml: 41 *>«£% 5 3 6 I « 2 § ^ ill -3. S S S' S * £§ §5 oo o§ s s From .Kt'porli of ( Joimni,ssunior of Education for WM. Table XXIII.— Part 1. Statistics of orolian asylums, miscellaneous charities, and industrial schools for 1874, $c. — Continued. 836 REPORT. OF THE . COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 837 From Roport of Commissioner of Education for 1873. TaIjle XXIII.— Part 1. — Statistics of orphan asylums,- miscellaneous chan ties, and industrial schools for 1874, > CO GO no CO CO O •°I*H | ?h CO O • GO © CO © O OX • CO CM CM 1.0 l'- r-» o r-4 T-l O 1 © O O CM © CO O O O C l- C O! O •am^ipuadxa; | I oo o* ^ © ‘dniooiij O O CO T-i O CO CO co o' cT t-T © r-T ©~ © r- © © GO o' ^ o' o o c; o o o o'er •pnnj jnaa’jmlacl jo juno cay O O O CT O O O CM O ef.fl Hits 0-C3> S-4H O >sS 3 C<1 ftsn P< X '^.'3. C ~ .O i a so^oh - ~. « O 6 ® 5 2 a a -3 g*’|.S « & £v= J| ®C>J ■I <5 ^ ®' 2 £<< 3 2 Sl^ •2 >=_ 3 02 tn «9 ... i " ""ri. C3 H C3 'S a 9 5; -r. B >s c ^ x 3 £<5 ■ a K^o- isi-i- ^ PH a7® -.iaqranx £CO§. o a : S 5 © a ! '£z£— i - (-j .w —t -i— p.»a x~i_. *-s- tTj; ca x-2 S a' 3 § o©000© ; ~ ; st • — 0 '?c;ooocio • — © © 'C^CCi^OOOr- ■ 5 00» :£52£3 :§f3SSS| 553 ;5SS :g§Sgg§?S§S | sit S08S3°S35SS3Si5883S3S5S6S8 il :3”S5*^S°^g5§5§§ §§ =3 • Sg333S3 as« ;S8SS§88SS8a863 : ;£g° ;|S53S£irt2$?55 ji sSISIIillli • erf ciVf of ‘ft »rf >-i I58SISSII — . cTofcfci'oom'g igilii ■71^ 5 X IIS “2- :IIIIIS :a'gg352 mmmm cToToo'o’ooct'o" 11 pIS i>" n cf tjT ao Ilf :: ill »»of igiiiiiil O'. O'. st cCcs t- 01 0 iiiiiss! ; i • rj'Tfe'toaTcfE-^ ; - iillSSS issaa'ss mmuis cTcf o'co'o sfrs ~ g«5 :: if j§ ; ao w ! © I il= IS il il i- ;rt" :cf : '§ i § : i i i i°lli i i : ; : : §8“ : : TJ |3 ji ■ uO O O if ;i ii jS is 8S S3SS8SB88gSg!g2S^E:ggS53S8S8SBS8§SSSSS§BSS!og8SSS| * Prom Report of Commissioner of Education for 1873. Table XXIII. — Part 1. — Statistics of orphan asylums, miscellaneous charities, and industrial schools for 1874, fc. — Concluded. 842 REPORT OF THE COMMISSIONER OF EDUCATION. jssd oqj ni esuajonj { w •ssranjOA jo jaqxnnjq; I M noo . o o t- i.- • o © • n so •otsnjt ■SniAVTJId •oiqoraq|iJY •Smpuag; r- ci • © ; • oont-ni t-0000f5C5«OHOO52 C5 n i> O ■? O t- f5 13 03 •sScnjpnnod © • o © o •suBqdJO-j[T?H •sccqdjo •uStojoq; ' O tt pi O CJ. O •SOAI^JsE "paiopo OOOOO^OOc O OD CD ^ ' •eX'cnio^ •OPK -H O O Cl ^ D n cr. ^ O CO TT Q-J c< n H O rp Cl CO O 'O AO Cl Cl Cl GO O TT CO •oin^ipnaclxa; 07)00 0 0 01*000 0 0)0001 OOHO^O OCOOOdCOOOOCOO CDCICtOWCDOCiO 1— o l— TJ« O CO of od •oraooTix O O OOrtT o^oi*)®oc Cl CO 03 O CD O) O OhQH 0—100 O i> 00 O i'- O AO O AO l- of i>~ punj q.n0nuTnj9d jo ^unoray o o co o cf o~ o o o o CO AO *OCD- Sgg o^.q o Jq •30 q O to CS a a |3| © I P P . 2 a'3‘ _~ra 'S-p o 9q o q iw 53 h“H pH O.SW o p §>§oj“^ _ >3 O Or ^3 grS'Srg.2^^ 3 ®o~ £2.^5^ „ ,,wai.®soaW0 smohuBb^oS q~^ o •„£* S|l«tfJl>|!llt^ O c.O ” a £-0 ^jp S) o l>) S-i ® * a P S'Ps "" >,u °hrh=5 . Os® .3^,. r<, -S’ o a ® 32 a - q^-eiS § a n a c = Ji Bfl, fc£® 30 O 3£r5§§S~Q 0^'Ey>00 3s?oofHSpn«2oa<)p?«of=+o; i-q) ^ „ ; f. stc O' 0J?-l-3 2 2 £ +s 2 §t° 0 ” P'Sm^33;p2« ,g |h 3-“|a||E»I ;f|3l|!!lll? ?ci gn>cio?co£?oocoo?cc •jaqranjsi UOOI-GOOO • Cl O rt< lO 'O I Cl Cl Cl Cl C< Cl C' STATISTICAL . TABLES. 843 IF §2 IT SSi" w a & rains' - IMf W^T = ^a = - SdiSSS ■ss ; S g! 54 ss ="o cr.--.ooo • .«^et ’§ S jggSSSSSSSSSSS ’8 :ss ilii “«Ssf Sill 2 fill 111 nil. mu jins idu CnlQQ RSS“5 inns cfcfocfcfv; 1111 S»=f“ HIM ?.' j i! 1*8*6 63.2 5 5 « g|52Sp ’%£tt IlilltpliiHl iiliiU-Piflll ^itair iilflHHlIlilf fJsllsIslaJs^igls Ssl^SSsSsiSSilSSssSs Table XXIII.— Part 2. — Statistics of soldiers’ orphans’ homes. 844 REPORT OF THE COMMISSIONER OF EDUCATION. uaqitmjji j From Report of Commissioner of Education for 1873.® a Closed December 15, 1874. All inmates under 14 years of age "were sent to their friends. Entitled to State aid until 14 years of ago at the rate of $5 per month. Tablic XXIII. — Part 2. — Statistics of soldiers’ orphans’ homes — Continued. * STATISTICAL TABLES. 845 \ Prom lteport of Commissi oner of Education for 1873. a Closed December 15, 1871. All inmates under 14 years of nge wore sent to their friends. Entitled to Stato aid until 14 years of ago at the rnto of $5 per month. Table XXIII.— Paht 2.—Slatislics of soldiers’ orphans’ homes— Concluded. 846 REPORT OF THE COMMISSIONER OF EDUCATION. f Library. •jreal $snd aip. tri oscajouj s :i o ° jg 0 100 1 : ! ° •seamioA jo joqianyf; H e* ;i i-r 1 mill il 1—1 T- 1 IIS Present inmates. i f ' 1 g •oisnpt § § 3S2 Ci 1-1 Ci | : 1 ; so . 3 •gntAiniQ; <35 * c s |S|5§ 1 : : 1 •oijaniq^Tjy § 11- ssSSS2i3S8Ssi8SS S ' 'SapiiAi 3 :j 11 88iiSs§§8esisii § •SaipBajj 3 11 ssll§s§sSls!Sl§ s | •sSaqpanoj 3 o o •streqd.10 jprrj s 11 PS jggSS ii isS •SUGT[djQ 8 .c SP 3^2^ : Ci S3 s f Pi •uSrajojp ?! 1 iJ ! ; O ip • • CO SS •9At^X « S : s : :2 ! ! cJ 5 ! o ipg I •pgjoioo ?, • c 5 JD oooo ; ■ oooo ; o '94RAL | C5 il IS s 1 GO ;£ si gSPSSSSSgS . f- C* — •C'OOOO % ■8FK jo m g •ajnjipcaclsa; H jS J c 1 i si il i il is 81 hcT Ci rH g ill ii is‘a ;; 1 s' 1 o •amooni VS T”1 • Ci :g j| 3 • ; : _§_ mu S-sSos---.t3s- m sfs'a' g 3 ■ •punj inatrcnLiad jo }nnoaiy H ! ! • T "inm n .T 1 H c : K-j SI JS ■ rtC ill ill ill ii l CO ^ s 1 1 u Js£ II Ss WSO 7 AV lii to Hall Soldiers’ Orphan School ..... _ 8 Soldiers’ Orphan School . 9 Dayton Soldiers’ Orphan School . . ii % ■ f|i 111 m in = - C* il !l ri ii il CO 1 1 L ii jf 31; St il. If dec; roi 1 ii li: 1 §V; ||; lj: Ii S'S' SSf >ooc 1 1 I ?S ij sr; s II C'C SI 30 *o s s o 1 1 1 1 1 T-H . * y.o c Tabus XXIII. — I'aiit 3. — Statistics of infant asylums. STATISTICAL TABLES, 847 Table XXIII.— Part 3. — Statistivs of infant asylums — Continued. 848 REPORT OF THE COMMISSIONER OF EDUCATION. S a 2 d -J B B ft . O s - - ® [IS Blip Is; 3 .5S“&£ « 5* U U f-i © C ® SSp . B :cc ' cc 3 B ®- £ 3 2 ~ X .2 3 - o O P a h 3 02 £ u > 3 la a !l|i PH3Q W •aaqainsf Tatu.k XXIII. — Faii'i; X— Statistic# qf infant asylums — Concluded. STATISTICAL TABLES. 849 .0 * '.IBOjV jsstl 3'u m osuwoiii C* « soiauioA jo joqmnx i ~ 30 1 i a: V o - } A 1 •orenjq ■5nTii.BJd •or;araq}tTY ! 3D « •Satju hs. I ^ 1 'Sarpeag; 5* « J ° •sSaixpiraoj; * 1 > " •stivqdio-jx^S j dV i -* •erreqdio : 3 i 6 3 Z 1 ' TE§TaiOj£ s « o . i- •aAijEX y cc » •I M j -pai0{03 | Tf CO •eng w - i ^ ; ~ cc ] - CC ‘ 1 -ejeuiaj j. ‘C- «-*i « Cl Cl • o * o to & I" •opK t* o . Cl Cl • ”” « *aiiu}ipcdcL^j; r- LO 4€= •dnioonx 1*53, 771 i-pTny justrcnipd jo -- ' 1 % o O f •oiarjj < i 1 - _ i H i ! : ( c jZ |! ! t 3. . ► i £ z C > c ft t « ‘AS ■ * > } i» is; i •|o ■ 3 ■ = ;£C - s Elbl §! X S 3| l£ ®z Z=- 1 £ X i ~ E C3 lac > ? IS z ! c ~ : J s za .z ■s <3 E ||| fe; • x — s iS a 1 ! : . 1 . 54 E Table XXIII.— Part 4.— £ 850 REPORT OP THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 851 i"3 C o ^3 s'3-*' :is hi H | 2 If ii If i3 1! Ii ■cF 3a 3:i 7-3 I'a pT » 22 o o p g I 111 JS .2; s. — S S a s.es-jp 2 3^ ■Sv&og S3 3 5 1 "21" IIS SI - .2.5 2 as, '2 33,23 333 333 §33,2-23 3--; x® 33 fill 115 III Mill! 15 15 II S - •§ = 5|g| J«i if?3 ^2 IS § £ 2^ _ . £ l<3^ s i | l-S :-*g ... . A£££ § = hfo c?x5o-T-^;'cS. for J 873. a Since reorganization in 1873. b Since incorporation $98,000 has boon rocoivod and $107,0(i0 Table XXIII. — P aim; 4. — Statistics of miscellaneous charities— Continued. 852 REPORT Oi' THE COMMISSIONER OP EDUCATION. STATISTICAL TABLES. 853 i or of Education for 1873. a, Since incorporation $98,000 Inis boon received and $107,000 expended. Table XXIII. — Part 4. — Statistics of miscellaneous char ities — Concluded. 854 REPORT OF THE COMMISSIONER OF EDUCATION. Library. \rea£ jsnd gqj hi oenaioux s 0 200 00 : ° °8 : •saum|OA jo aaqtnnjq H W . 100 350 1,000 00 0 006 0 1 P Present inmates. Instruction: Number taught — •oisnre • w ;00° . ° §5 S : i •SnpinjQ; Si e* ;00 ; o o $ : * 8 •■••nv •oijoiuqjuy § SS ;S 3 00 g a " § 3 AIL... •SutjuaI & 11 70 AIL... 53 2 g 3 89 § £ All.... •Stnpnad § 18. 70 All.... 53 s I 2 * s s All.... Orphanage. •sStnxpunod § r-H ^ O ‘ o o ° ; : •sueqd.io-j[CXJ St f 01 2 g £8 3 33 ! •sunqdjo Si 8 ^ a ” Cl & -2 I *s •uSmioj IS 0 147 1 25 O GO CO- O 3 \ •seAianjq H «* 3 S 38 j Cl | Race. •peaoxoo * on ; ; » * 1 13 0 CD o r •w H 8S ;S 3 ’§ £8 3 . s , • Sex. •9XT30T9 j GO tH 8g° ; 3 ° S§ S3 °°g 55 . ‘aIT3TI h H ;S ;s ; H : < ° g ° i 1 £ H Hebrew Widows and Orphans’ Society *. Rom a of tiia l^riomllossi _ Appleton Church Homo* . i Home for the Friendless . . Newsboys and Bootblacks’ Association . Boys’ Homo Association . Horne of the Friendless . f ! J | S"o I % rs a A c £ do e» ^ ^ STATISTICAL TABLES. 855 S3 100 50 :§ : 1 n i i V il of a; ?i j 1 j 1 ;; * \ : : : ; ii — « 0 S 1 1 a j S3 : : : : T ;a CO *• 5 1° ; ; O ; j 3 3 : 3 : * : ;2 |t : * ; : i |S ?: |j! S3 j j S3 8 3 3 : ; :s TT • J -- Is • «• g : | :, 33 : : S3 8 8 3 : i i- *2 ! 5hc 1 j >> Ni » £ D _ ~ ! Ij ! IJ |=li Ilf !a& 3 ii l : : 1! Ji m §3 1 iiiii H ^13 Him HIM HP- 5 > <5 £ i o | § o I ll O to I s 1 1 .1 zi O » 3 I I * ^ - §5 §§ I a & I % in-; •r i c-E Ij = — n = ® 2 ? 1 i*J = X ^ ill "= - - 3 *3 1-s I 11 s. If II 11 Is- ~r < i-=- X 1 1 U rH — — ■ -■»- j- fit 111 ri •ja^cur.x , S S S * From Report of Commissioner of Education for 187J. Table XXIII. — Part 5. — Statistics of industrial schools — Continued. 858 REPORT OF THE COMMISSIONER OF EDUCATION. Tahlic XXIII. — Part 5. — Statistics of industrial schools — Concluded. STATISTICAL TABLES. 859 From Kcj>orfc of Commissioner of Education for 1S7U. 860 REPORT OF THE COMMISSIONER OF EDUCATION. List of orphan asylums, miscellaneous charities, and industrial, schools from which no infor¬ mation has been received. Name. Location. Paet L — Orphan asylums. Male Orphan Asylum and Industrial School . Sheltering Anns _ r. . Orphans’ "home . - . a Protestant Orphan Asylum . . . St. Francis Orphan Asylum for Girls . Female Orphan Asylum . Scandinavian Orphan Asylum . . Hoys’ Asylum, Homan Catholic . St. Paul's Orphan Asylum . St. Aloysius Orphan Asylum of St. Boniface Church . Homan Catholic Asylum . ... Community of the Poor Handmaids of Jesus Christ . : . Mobile, Ala. Mobile, Ala. Montgomery, Ala. Montgomery, A-la . New Haven, Conn. Wilmington, Del. Berlin, Ill. Chicago, IU. Chicago, HL Quincy, HI. Ft. Wayne, Ind. Hesse Cassel, Allen County Ind. Orphan Asylum . . St. Ann's Orphan Asylum . St. Vincent's Male Orphan Asylum . St. Vincent's Orphan Asylum . . German Orphan Asylum' . St. John’s Orphan Asylum . . . St. Vincent’s Female Orphan Asylum . Protestant-Episcopal Children's Home . St. Joseph's Oiphan Asylum . _• . . . St. Mary’s Orphan Asylum . . St. Theresa Female Orphan Asylum . . St. Vincent's Home for Boys. . . The Kelso Home for Orphans of the Methodist-Episcopal Church of Bal¬ timore. State Alms-House, (orphans’ department) . . . St. Patrick’s Orphan Asylum . . State Alms-House, (orphans’ department) . - Protestant Orphan Asylum . . St. Joseph’s Orphan Asylum . . Orphan Asylum . . . St. Mary's Orphan Asylum . •. . Home of Guardian Angel . Home of the Good Shepherd . Mulanphy Orphan Asylum for Females . . . St. Bridget’s Half-Orphan Asylum . St. Joseph’s Half-Orphan Asylum . St. Philomena Orphan Asvlutn and School . . . Orphan Asylum . . . . . St. Mary’s Orphan Asylum . Orphan Asylum of the' Church of the Holy Trinity . St. Joseph's Boys’ Orph§n Asylum . . . . St. Mary’s Orphan Asylum . . St. Mary's Orphan Asylum . St. Joseph’s Orphan Asylum . . -St. Patrick’s Orphan Asylum . Children’s Fold . ." . . St. Vincent de Paul's Asylum . . Sisters of St. Dominick's Orphan Asylum . County Alms-House, (orphans’ department) . St. Joseph's Orphan Asylum, (German) . . St. Mary’s Orphan Asylum . ^ . St. Mary’s Orphan Asylum . . German Orphan Asylum . . Orphan Asylum . Cincinnati Colored’ Orphan Asylum . House of Preservation of Children . . St. Aloysius Orphan Asylum . . German Orphan Asylum . . St. Joseph’s Orphan Asylum . . . St. Mary's Female Orphan Asylum . . St. Joseph and "St. Peter’s Asylum . . . . Asylum of Franciscan Sisters . . . Citizen's Hospital and Orphan Asylum . St. Vincent's Orphan Asylum . . . . . . . German Catholic Orphan Asylum . l . St. J arues’ Orphan Asylum . _ . . Emmons Institute. . . . . .. . St. John’s Male Orphan Asylum . St. Vincent's Oiphan Asylum . . Allegheny County Home . St. Paul’s Homan-Catholic Asylum . . Orphan's Home of the Shepherd ef Lambs. Beys' Orphan Asylum, (Homan Catholic) ... State Orphan Asylum for Colored Children, Hensselaer. Ind. Vincennes, Ind. Vincennes, Ind. Leavenworth, Kans. Covington, Ky. Covin gton.Ky. Louisville, Ky. New Orleans' La. New Orleans, La. New Orleans, La. New Orleans, La. New Orleans, La. Baltimore, Md. Hampden County, Mass. Lawrence, Mass. Plymouth County, Mass. Detroit, Mich. ‘ St. Paul, Minn. Shakopee, Minn. Natchez, Miss. St. Louis, Mo. St. Louis, Mo. St. Louis, Mo. St. Louis, Mo. St. Louis. Mo. St. Louis, Mo. Virginia City, Nev. South Orange, N. J. Brooklyn, N. Y. Buffalo, (Lime Stone Hill,) N.Y. j Canandaigua, N. Y. Clifton, Long Lsland, N. Y. Erie, N. Y. i Newhnrg, N. Y. New York, N. Y. . New York.'N Y. New York, N. Y. Onondaga Hill. N. Y. Rochester, N. Y. Kondout, Nj Y. Syracuse, N. Y. Utica, N. Y. Oxford, N. C. Cincinnati, Ohio. Cincinnati, Ohio. Cincinnati, Ohio. Cleveland. Ohio. Cleveland, Ohio. Cleveland, Ohio. Cumminsville, Ohhx Delphos, Ohio. Tiffin. Ohio. Toledo, Ohio. Allegheny, Pa. Lancaster, Pa. Middletown, Pa. Philadelphia, Pa. Philadelphia, Pa. Pittsburg, Pa. Pittsburg, Pa. Womelsdorf. Pa- Charleston, S. C. Charleston, S. C. STATISTICAL TABLES. 861 List of orphan asylums, miscellaneous charities, industrial schools, $ c. — Concluded. ]STamc. Mornwell Orphanage . Palmetto Orphan Asylum . Canfield Colored Orphan Asylum.a . St. Peter's Orphan Asylum . County Asylum, (orphans’ department) . . Orphan Asylum . St. Mary’s Orphan Asylum . St. Joseph’s Orphan Asylum . St. Joseph’s Orphan Asylum . St. Vincent’s Female Orphan Asylum . . . Cherokee Orphan Asylum . St. Genovefa Female Orphan Asylum . St. Vincent’s Male Orphan Asylum . Part II. — Soldiers' orphans' home. Soldiers’ Orphan Home . Soldiers’ Orphans’ Home . : . Soldiers’ Orphans’ Home . Soldiers’ Orphans’ Home . Union Orphan Asylum . . . Soldiers’ Orphan School . Part HI.— Infant asylums. Nursery . St. Vincent’s Infant Asylupi . Massachusetts Infant Asylum . Foundlings’ Home . St. Mary's Asylum for Foundlings and Infants . Nursery of the Church of the Holy Communion . Infants’ Nursery and Hospital . Children's Day Home Society, (Tihhit’s Mansion) - Part TV.— Miscellaneous charities. Trinity Church Jlome . . St. Vincent’s Hodse of Providence . Home for the Friendless . . . The Home . . House of Providence . House of Shelter . . . - . Lutheran Orphan Asylum and Hospital . . . House of Shelter . House of the Good Shepherd . Ingleside Home ...... . St. Stephen’s Home . Home for the Friendless . House of the Good Shepherd . St. Joseph's House of Providence . Home of the Friendless . Bethel Homo . - . Home for Friendless Women . " Church Home . Home for the Friendless . Church Home . Home for the Friendless . Shelter Home . Part V.— Industrial schools. St. Elizabeth House of Industry . St. Mary’s Industrial School for Boys . : St. Mary’s Industrial School for Boys . St. Mary s Industrial School . State Industrial School for Girls . St. Vincent’s Industrial School . St. Vincent’s Industrial School . Martha Industrial School . St. Mary’s Industrial School . Industrial School of the Sisters of Mercy . Trinity Church Industrial School . St. John’s Industrial School . . Mary Warren Free Institute . . . Industrial School af Guardian Angels . Home of Industry . . Industrial Home School . . . St. Hose’s Industrial School . . . Location. Clinton, S. C. Columbia, S. C. Memphis, Tenn. Memphis, Tenn. Nashville, Tenn. Burlington, Vt. Norfolk, Va. Hichmqud, Va. Milwaukee, Wis. Washington, D. C. Indian Territory. Vancouver, Wash. Vancouver, Wash. Nennal, Ill. Cedar Falls, Iowa. Davenport, Iowa. Glenwood, Iowa. Baltimore, Md. Mount Joy, Pa. Hartford, Conn. Baltimore, Md. Brookline, Mass. Detroit, Mick. Buffalo, N. V. New York, N. Y. liandall’s Island, N. Y. Troy, N. Y. New Haven, Conn. Chicago, Ill. Indianapolis, Ind. Baltimore. Md. Detroit, Mach. Detroit, Mich. Kirkwood, Mo. Albany, N. Y. Brooklyn, N. Y. Buffalo, N. Y. Buffalo, N. Y. Itockester, N. Y. Syracuse, N- V . Syracuse, N. Y. Cincinnati, Ohio. Cleveland, Ohio. Toledo, Ohio. Allegheny, Pa. Harrisburg, Pa. Pittsburg, Pa. Pittsburg, Pa. Providence, K. I. New Orleans, La. Baltimore, Md. Boston, Mass. Dedham, Mass. Lancaster, Mass. Newark, N. J. Albany, N. Y. Buffalo, N.Y. Buffalo, N. Y. New York,_N. Y. Hondout, N. Y. . Syracuse, N. Y. Troy, N. Y. Cincinuati, Obio. . Allegheny, Pa. . Washington, D. C. . Washington, D. C. a Now a free school for colored children. 862 REPORT OF THE COMMISSIONER OF EDUCATION, Table XXIII.— Memoranda. Name. Location . Remarks. Boys’ Home . - Orphans’ Home, (German) . Orphan Asylum . Orphans’ Home . . Orphan Society for the City of Brooklyn. Industrial "School, Hart’s Island. Protestant Half-Orphan Asylum. Soldiers’ Orphan School.. .. Catholic Home lor Desti¬ tute Orphan Girls. Union School andChildren's Home. Baltimore, Md . . . Baltimore, Md . . . Batk.N. Y . Brooklyn, N. T. .. Brooklyn, N. Y . . . New York, N. Y.. Now York, N. Y. . Cassville, Pa . Philadelphia, Pa Philadelphia, Pa . See Boys’ Home Association, identical. See German Orphan Asylum, identical. See Davenport Institution for Orphan Girls, identical. See St. Joseph’s Orphan Asylum, identical. See Orphan Asylum Society for tho City of Brooklyn, identical. See Table XXII, See the Society for the Relief of Half-Orphan aud Des¬ titute Children, identical. Closed. See St. Joseph's Roman-Catholic Orphan Asylum, identical. See the Southern Home for Destitute Children, iden¬ tical. Tablk XXI V — Slatl, sites of schools and asylum# for feeble-minded children for 1874 ; from replies to inquiries by the United States liure.au oj Education. STATISTICAL TABLES. 863 •ojnjipnodsa; 1 i§ ! 1 1 :J3s :g j S SiSS'S’ ■earoDux © ;§ 1 i l:sil j s5 e ; cl • 2 o •2tnnado aoms sajuniai jp aaqnianicjox © fwmrnr *o 'FlOX cc irnw o-g r ■ ■Si i* $ sr j '°icrc © § g F^Sgg •s^AOxdmo jaqjo put: saojoaiisai jo aaqtanx * « ' siS s s ’ ~ 1 | •£ g, r? U ; j i| i i i 1 "g : : r>rs : : ■ ■ R 3S : ; fig G -- |sa2s“ ! 5*-* rt- s gw£% j 51 1 1 Slip s §, sMI ll=H§ 2d S O dcSEO.3 •UOTJBpUIlOJ JO « nil mu . 1 J ! i 1 51 q^ • • « • * o • o| « i ?|^3 : Jt f | 3?-.-S| il 1 f ii Hi 31 1 I JttSI •= ■= I | 6 6 1 i t = >< t§ s2 , jl II I I f! a: - -^2 ~ — c = a 3 =s ? l il li¬ fe. 5 II !5?s 1 1 iMJ =" si? t _ r. — 2 "* = ss-nis 5-0 EC P3 M ilfl r J5HI ri — £ 2=; l| s :4^| ^ C "7 m H I ■jaqrai'x j 864 REPORT OF THE COMMISSIONER OF EDUCATION, Table XXV. — Statistics of educational benefactions for 1874; from Organization to 'which intrusted. Benefactor. Location. Name. Residence. UNIVEESITIES AXD COLLEGES. University of California . Pacific Methodist College California College . Trinity College . . Atlanta University . Mercer University . . . I Emory College . . Hedding College . j Shurtleff College . ..! Illinois Wesleyan University . . I Eureka College . j Oakland, Cal. ..... -Tames II. Keene . | San Francisco, Cal . . Santa Rosa. Cal. . . V arions persons Vacaville, Cal . Isaac Lankershim . ! San Francisco, Cal .J Hartford, Conn . . . Rev. Abner Jackson, I). I).. I Hartford, Conn llTd. ( American Missi onary As - . I j sociation. Peabody educat’l fund...! _ . J i ( Various persons . j . j Macon, Ga . E.M. Gray . . * Jones County, Ga... Oxford. Ga. . . Abingdon, HI Atlanta, Ga. - - - Alton, 111 . Bloomington, Ill Eureka, Ill . Illinois College . Jacksonville, Ill . . McKendree College Westfield College . . . Wheaton C allege Wabash College - Lebanon, Ill . Westfield, Ill . : Wheaton, HI . 1 Crawfordsville,Ind Franklin College . ; Franklin, Ind . Indiana Asbury University Hanover College . Hartsvfile University . Northwestern Christian Uni¬ versity. Union Christian College . Norwegian Luther College. Upper lowa University . Iowa College.... . Greencastle, Ind .. Hanover, Ind . Hartsville, Ind - Indianapolis, Ind. . Various persons Merom, Ind . Decorah, Iowa V arious persons . * . V arious persons . ; . ) E. Gove . • Quincy, Ill . i D. B. Gale . ( St. Louis, Mo Hugh Mehary . 1 Lafayette, Ind . . i from citizens of Eureka ; ; . I from non-resident | friends. C Hon. C. G. Hammond . Chicago, HI . s Residents of Illinois . I Hlinois . ( Asa Eastman . , Springfield, Ill . . Friendsin Southern Illinois Illinois . V arious persons . J . V arious persons . ; . Mr. James Graff . Cincinnati, Ohio Rev. S. Bailey, D. D., (de- . ceased.) Thomas Stockwell . Lafayette, Ind . . . ^ Isaac Vannuys . Franklin, find _ <> James Huston . Connersville, Ind Fayette, Iowa. , Grinnell, Iowa . | Congregations of the I Norwegian Lutheran Church in America. Various persons in North- 1 eastern Iowa. Humboldt College. . . i Humboldt, Iowa . . Simpson Centenary College .... Cornell College . i Indianola, Iowa . . Mt. Vernon, Iowa Oskaloosa College . j Oskaloosa, Iowa. . Penn College . Central University of Iowa Western College . University of Kansas Centre College . St. Mary’s College. . Leland University , Oskaloosa, Iowa. Pella, Iowa . | f Oliver Ames, Robert Ty- J ler, and others. 1 Mrs. Anna Richmond and (. Miss C. Richmond. Various persons . Various persons . I C Robert Brownlie . | H.G. McKnabb . I ( Various persons . Massachusetts Rhode Island . Iowa . Iowa . . Long Grove, Iowa . . Osage, Iowa . Western, Iowa ... Lawrence, Kans. . j f J. Neidig and A. Perry. . . j < Ira Lane . i ( Jacob Shuey . , : Prof. F. H. Show and others Western, Iowa . North Henderson, Ill Shueyville, Iowa _ Danville, Ky . Various persons . . . St. Mary’s, Ky _ Various x>ersons . . ( Holbrook Chamberlain. . . Brooklyn, N. Y. New Orleans, La < American Baxrtist Home ' . . . ( Mission Society . I a 50 volumes. STATISTICAL TABLES, 865 replies to inquiries by the United States Bureau of Education. Benefactions. 8.20-2 20,000 8,000 3,000 17, COO 16,000; 25, OOOj 10, 104 6, ooo: 7,ooo; 2,361 3, 700 8, OOOj iso; 000 ‘ 650 18,224; 2,000\ 14, 000| 3, 0C0 0, 000 6, 500 11, COO 50,000 C, 606 1,000 - I M . I ^ 53 £ ] ® ft ! » cC -5 B T ^ I*? si 5 ^ 5 X ft : 1 o 1 as | | -ft. 1 £ OB ! © X rH j ill g* To aid indigent stu¬ dents. 3 X • la ! ; ! • «s 3 6 * ^ s , 9 10 ! il i ! 1 I ; §5, 000; §9, 000 20,000 - . . (a) ! C . 1,677 i * : . | 8800 l ... . 1 2,725; 20,000 1 8,000 . . 1 §3, 000 . . j f 12, 000 i 5, 000 10.000 25,000 . i 6, 000 ^ . . 3, 904j 5, 200j . | . - J. ....... ( 1,000 6, 000! 7, 000! 2, 36l| . :::::::: . 2,400 (6) . 1 ""I 1 i . ! §25000; 1 ‘ 1 <; 2, 700 * 1,000 8,000 . i 150, 000 1 1 Goo' 18, *224 2. 000 . 1 2,033 14, 000 3,000 6. 000 ( 5, 0i 0 < 1, ooo ( 500 350 | . 1 30 . .. i . 50,000 ■ j 1 1, 000 i . i . I . ! i ; *in] ! S 25, 000 i 15, 000 . j . ; . Object of benefaction and remarks. 13 Subscriptions in small amounts. For education of students from -Tones County, Ga. And building purposes. To complete new building. Unconditional bequest. Unconditional bequest. §6,000 were for Home for Female Students. §22,000 to pay entire debt. $100 subscriptions. Given in small amounts to pay debts. To fill an alcove with books'as a memorial of his son. For biblical professorship, u nconditional bequest. Unconditional bequest. Secured and paid on indebtedness. For new campus and buildings. On condition that §10,000 be raised in 5 rears. U, For endowment of Bible department. 6, 000 specimens for department of natural his¬ tory. For gold medals. b 1,000 volumes. 55 E 866 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXV. — Statistics of educational Organization to which intrusted. Benefactor. Name. Location. Name. | ' ' | Residence. 1 2 3 4 TTsiyeesities, &c.— Continued. "Western Maryland College Boston College . Harvard University Tufts College . Williams Collego . . Adrian College _ Kalamazoo College. Olivet College Westminster, Md . Boston, Mass Cambridge, Mass . ! Medford, Mass .... ! Williamstown, j Mass. I Adrian, Micli - I Kalamazoo, Mich . Olivet. Mich St. John’s hoard of uenei- Baltimore, Md . icence. £ Bev. J. Murphy . Lawrence, Mass _ Rev. M. Bruton . Sandwich, Mass . i Class of 1874 . 1 . Hon. B. E. Curtis . j . An assistant professor . . . ' Cambridge, Mass _ Trustees of the Arnold fund. Trustees of Society for Promoting Agriculture. J. W. P. Abbot . West ford, Mass Anonymous . Trustees of class sub- ! . j scription fund. Mr. George Wales . i . I Executors of Charles Sum-' . ner’s will. Anonymous, (through J . Prot*. Gray.) Edward S. Band . 1 Nathaniel J. Bradlee . Dr.Edward W igglesworth ! Ex-President Hill . ! Dr. Calvin Elhs . Mr. George B. Emerson. . Dr. John Spare . . . . . New Bedford, Mass - Bev. Oliver C. Everett. . . . Francis G. Shaw . f Amos Whitney . £ N. C. Munson . Hon. Homer Bartlett, (de¬ ceased.) Joseph J. Ames . Bev. T. W. Merrill . ; A friend . 1 B. J. Dodge . j S. E. Hart . | Philo Parsons . Bev: Z. Eddy, D. D . \ J. E. Scripps . | Frederick Buhl . f Allan Sheldon . Elisha Taylor . Newell Avery . Bansom Goodsneed . P. H. Whitford . F. B. Wallin . . . B. W. Griswold . Mrs. J. A. Sanborn . < Henry J. Martin. . Nehemiah Hobart . Bev. E. G. Chaddcck . Prof. O. Hosf ord . ; Bev. J. S. ixidder . Eiiel Ingersoll . Staten Island, N. Y.. Lowell, Mass . Boston, Mass . Busbville, Ind . Lansing, Mich . Boston, Mass . j New York. IN. Y . j Adrian, Mich . i Detroit, Mich . [ Detroit, Mich . Detroit, Mich . Detroit. Mich . Detroit, Mich . Detroit, Mich . Detroit, Mich . Middlevilie. Mich... Galesburg, Mich - Saugatuck. Mich _ Vermontville, Mich. Port HuroD. Mich . . Yermontvilie, Mich. Olivet. Mich . Union City. Mich... Olivet, Mich . Allegan. Mich . Delta, Mich . i Total. STATISTICAL TABLES. 867 benefactions for 1S74, «Je. — Continued. Benefactions. sx r— ? 2 £ \%M 3 | ® F, 1 s §1, GOO r •{ 64, 875 ffl j 10 Object of benefaction and remarks. 11 12 BOO' 50 . 1 . \ For premiums. . . 25 . . i) ( . . . . . §500 For purchase of books for the library of the j law school. §500 . 1 . ! . : . For improvements and repairs in recitation : rooms. | *> 375 . . I . : . For the use of the arboretum. 30,500 4,300 20,000 11, 000 12,383 3,000 - - - ! . §1,500 to laboratory of the Bussey Institution ; i §1,500 to the Botanic Garden. §2, COOj . . To accumulate on certain conditions until it shall become §100,000. _ I 1 , 000 . ; . : . j . ■ For the Botanic Garden. 50,0091 . | . J . ! . j 150! 3.5001 30,000 20,000 250 100 100 100 100 1,000 500 100 . j . i . 3 200' To purchase hooks. . . 1 , 000 . The nucleus of a fund for an anc ual prize essay on “ Peace among nations.” . . . 500 For the herbarium! i . j . 1 . . j Subscriptions for the organ in Appleton Chapel. Subscription to the fire relief fund. Subscription to the fire relief fund. Collection of models of skin-diseases and the cases containing them, for the medical school. Instrument for projecting the motions of the moon. Ten microscopes to be lent to medical students. For the Bussey Institution, a large collection of specimens of woods. Three models of warped surfaces and a manu¬ script treatise on “Thread geometry.” Portrait of Chas. Sumner, by W oilman Morrison. Portrait of Col. R. G. Shaw, by Page. Unconditional bequest. For scientific books. For scholarship. 500 I 4, 300. . ! < ;noco 250 For instruction in theology. To endow professorship and scholarship. For philosophical apparatus. 100|. 1001. ioo|. 100;- 500;. 200 . 100 . 100 . 334 . 100;. 100j. 868 REPORT OF THE COMMISSIONER OF EDUCATION, TaBle X^Y.— Statistics of educational Organization to which intrusted. Benefactor. Xamc. Location. Xame. Residence. UxiYEBsmES. &c.— Continued. Carleton College . Xorfh field, Minn Mississippi College . ] Clinton, Miss _ McGee College . ! College Mound, Mo Central College . * Fayette, Mo _ Lewis College . I Glasgow, Mo . . . S. D. Latlirop . William B. Palmer. . . James H. Martin _ Rev. D. X. Bordwell . J. W. Carr . George W. Keyes _ Mrs. Cleveland Ellis . Henry Heydenburk.. B. C. "Hardwick . [Various persons - _ Thayer College . .....! Kidder, Mo . . William Jewell College . I Liberty, Mo . . Drury College . ! Springfield, Mo _ Various persons . Various persons . Mr. Nathan Coleman . James W. Lewis . ( Rev. C. L. Goodell. . . s Mrs. M. S. Forbes... ( Other persons . Richmond, Mich ..... Olivet, Mich . j Grand Rapids, Mich, i Olivet, Mich . j Grand Rapids, Micli.1 Olivet, Mich . j Battle Creek, Mich . . j Olivet, Mich . j Quincy, Mass . | Michigan . | | DoaneCoilege . j Crete, Xebr _ Nebraska College . I Nebraska City, Neb ( S.F. Drury . ) Various persons . f Thomas Doane . 1 Samuel Perry . j D. B. Perry . "j Albert Curtis . | Other friends . 1 Various persons . Various persons . j f Jeremiah Kingman . . . ! | Hon. Joel Parker . Hanover, X. H _ ^ Hon. Jonathan E. Sargent j Dr. Edmund R. Peaslie . I. Joseph P. Brooks, (dec’d) College of Xew Jersey . Princeton, X. J _ John C. Green. John ,j. Blair, Philip Van Rens¬ selaer, and others. Various persons . . Hon. E. B. Morgan . Missouri . St. Louis, Mo. Glasgow, Mo. St Louis, Mo. St. Louis, Mo. Olivet, Much . Dartmouth College. St Stephen's College . ! Annandale, X. Y..j Well’s College . ! Aurora, X. Y. L Charlestown, Mass ..J Worcester, Mass Worcester, Mass Worcester, Mass . . . .) Worcester, Mass . . . . j Nebraska . Barrington, X. H _ j Cambridge, Mass. . . . I Concord. X. H ........ i Xew York, X.Y . i Chicago, HI . . i Aurora, X. Y . ! St. Lawrence University . j Canton, X. Y. . Hamilton College . i Clinton, X. Y . Hobart College . Madison University . University of Rochester . Union College . Syracuse University . Davidson College . Trinity College . Wake Forest College Buchtel College . German Wallace College. Mt. St. Mary’s of the West Kenyon College . Denison University. Geneva, X. Y . Hamilton, X. Y - Rochester, X. Y. . . Schenectady, X. Y. Syracuse, X. Y _ Davidson College, X'. C. Trinity, X. C . Wake Forest, X. C. Akron, Ohio . Berea, Ohio . ( John Craig . . •C Alviriza Hayward . t Various persons . . Hon. Gerrit Smith, Mrs. Childs, Mrs. Sarah E. Baird, and others. <, George Merritt . . \ Several friends . | James B. Colgate . ; John B. Trevor, esq . j Johnston Livingston . j (, Philo Remington . i i Sophronia Mooreliouse . . .1 Many friends . . ! Rochester, X. Y . Sap Francisco, Cal. . . Xew York . Xew York . . Tivoli, X. Y . Hion. X. Y . . Liverpool, X. Y . . . A Baptist association in Xorth Carolina. Cincinnati, Ohio . Gambier, Ohio... Granville, Ohio . . F. Fisher . ( Mr. Kemper _ < Rev. Mr. Menke l Mrs. Keeshan . . . Three persons ... Chicago, HI . . . Putnam Co., Ohio . Cincinnati, Ohio . . Cincinnati, Ohio . . STATISTICAL TABLES, 8C9 benefactions for 1874, < fc. — Continued. Benefactions. be . r*- P 5C 3* i 2 H ri $100 50G\ 100 100 . 100 . 250 . 100 . 100 . 130 . L, 569 . 9 10 11 Object of benefaction and remarks. 12 510 ... 000 000 000 ... 500 000 ^ 000 Mi 10,000 10. 000 S 26, 000 800 14,000 1, 000 525 . 50,. 425 . 1,000 . 25,000 . 28, 167 . 10,000 . 4.000;. 1,000 . 1, 000. . 4,000 . 6.000;. 800 . $6,000 500 . For permanent fund of la-dies' department. $171 for permanent fund of ladies’ department. To pay indebtedness. For president's house. For salaries and philosophical apparatus. Parti? in land. . 810000 . .: 1.C00!. . li000 . .: 1,000 . .1 1, 000 . 8, 500 1 8,500 100,000 100, 000 C 25,000 i I \ 57, 616 < 30, 000 ) t 2,616 . i . i 22,000 22,000 '■ . 1 J 6, 510 C 5, 000‘ \ 1, 510 , 1 1 70, 000 70, 000 . 10, 000 10,000 . I 1,000 . 8i. 000' • . . ) C 75, 000 1 ' : . £ lOo, 000 \ 25 000 $5, 000. 10, 000 io! 000 . 1 3,000 3. 00(t . . . j 600 G00 40,000 . 1 . :40, ooo! . 1 1 1,000 i,oooi ) C 2,500 :::::: > 4,300 i , 1, 700 s . ( 100 n::;: 3,000 . 3,000-: . . 1 500 1 . i ! 1 500 To found one scholarship for each county in 2s ew Hampshire. To supplement endowment of school of science, library, professorships, &c. For endowment of president's chair and gen¬ eral purposes. For investment to pay faculty. For Hcllvaine professorship of English. .For a scholarship. 870 REPORT OF THE COMMISSIONER OF EDUCATION Table XSY. — Statistics of educational Organization to -which intrusted. liame. Location Benefactor. Name. Resilience. Universities, &c. — Continued. ■Western Reserve College Marietta College . Muskingum College . Wittenberg College . Heidelberg College . . Urbana University . - Ctterbein University. Geneva College . Antioch College . Christian College Philomath College Muhlenberg College . Lebanon Talley College. Lafayette College . Ursihus College . Pennsylvania College. Haverford College University at Lewisburg Allegheny College . Mercersburg College. Palatinate College . Western University of Penn¬ sylvania. Swarthmore College. . Waynesburg College . Brown University . Erskine College . East Tennessee Wesleyan Uni¬ versity. Stewart College . . Greeneville andTusculumCol’ge Maryville College . Christian Brothers’ College .... Central Tennessee College . Eisk University . Vanderbilt University . . Texas University Austin College . Wiley University . Trinity University . Midtllebury College . Randolph Macon College. University of Virginia. . . . Roanoke College Hudson, Ohio . Marietta, Ohio. . . . New Concord, Ohio Springfield, Ohio.. Tiffin, Ohio . Urbana, Ohio . Westerville, Ohio . W est Geneva, Ohio Yellow Springs, Ohio. Monmouth, Oreg. . James Root . Various persons . Hartford, Conn Rev. Mr. Wolf, (deceased) . Indiana. Many persons . . . Various persons Philomath, Oreg . . Allentown, Pa Annviile, Pa . Easton, Pa . . Ereeland, Pa . Gettysburg, Pa... Haverford College Post-office, Pa. Lewisbnrg, Pa ... . Meadville, Pa _ Mercersburg, Pa . . Mrs. Sarah E. King, (de¬ ceased.) Various persons . f Rev. N. W. Allen . \ James Edwards . (Various persons . I. W. Grubb, esq . . . Members of the board of trustees. John Welles Hollenback.. Taunton, Mass. Philomath, Oreg.... Monroe, Oreg .... Allentown, Pa. Wilkesbarrc, Pa . Myerstown, Pa Pittsburg, Pa . . Swarthmore, Pa. . Waynesburg, Pa. Providence, R. I. . Hue West, S.C... Athens, Tenn - Clarksville, Tenn . Greeneville. Tenn. Maryville, Tenn . . Memphis, Tenn . . . Nashville, Tenn . . . Nashville, Tenn. Nashville, Tenn. . . Georgetown, Tex.. Austin, Tex . Marshall, Tex. . . . Tehnacana, Tex. . Middlebury, Vt . . Ashland, Va . . Near Charlottes¬ ville, Va. Salem, Va. Various persons . Jesse George, deceased. . . J. W. Howe, deceased _ ( G. B. Wustling . Messrs Levi and Daniel t MiUer. | Lewis Markell, esq . . ( Several persons . . Philadelphia, Pa. Meadville, Pa. ... Mount Alto, Pa. . Pine Grove, Pa . . Frederick, Md ... R. C. Schmertz, William Shaw, and Rev. W. D. Howard, D. D. Pittsburg, Pa John W. Hearst, M. D . Ararious persons . Abbevfile, S. C Many persons. Citizens . , . . Freedman's Aid Society. Jubilee Singers . Cornelius Vanderbilt. . . . ( Map W. J» Clark . < Maj. J. A. Henry . ( Hon. J. D. Giddmgs _ Various persons . New York, N. Y Dallas, Tex . Mexia, Tex . Brenham, Tex . . Texas . A friend BostOD, Mass. fVarions persons . | H. S. Noble, esq . ( Holston Salt and Plaster | Company. (Cornwall & Brother . Capt. Julius E. Raht . Trenton, N. J . Louisville, Ky .... Cleaveland, i'enn . STATISTICAL TABLES. 871 benefactions for 1874, 4c— Continued. Benefactions. I . 5 x i ? aT tc x T2 c3 ® 2 1 ? rz J x O " ! rz x i i x ir i 1 . 1 ! x^ | 1? X : 1 ^ -u. Is a Library and museum. 6 7 : s , 9 10 11 §7,000 13, 700 §12, 000 §5, OOo] 5,666 16,000 . . 20, 000 . 5,000 . j ( 100 < 200 l 145 1, 000 26,000 . . . . §30000 17,000 5,000 6, 000 5,000 f 2,000 750 | 500 l 950 1,500 1, 750 22,000 14, 900j . . | . 100 . 100 . . 15,000: sod! ’ 75,000 3,000 3,000 :::::: 2, 300 3,500 . . 1 50,000 100,000 ...... . ... . 12,000 5,000 i . 7,000 1 6,000 ! . 1 (3,000) r;;;;; | . 1 . i . )l . . 1 . . i . Object of benefaction and remarks. 12 4,200 22,000 15,000: 3, 3, 2, 3, 50, 100, 12, 5, t5, 8, 000 2,0001 For the education of young men for iho ministry. Partly for building purposes. On condition that $100,000 be raised. To endow a professorship of mathematics. :o pay debt on property. For endowment and building and to establish a prize for reading. To secure the location of the Southwestern Presbyterian University. To build Jubilee Hall. In land. The income to be used to pay salaries. Partly for the endowment of a chair of biblical literature, and partly for building purposes. Books for library. Zinc ores and other minerals. Bock-salt from Southwestern Virginia. Candles (for altar use, &c.) and soap. 872 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXV. — Statistics of educational Organization to which intrusted. Benefactor. Name. Location. Name. Residence. Uniyebsities, &c.— Concluded. "West Virginia College . . Flemington, W. Ya . Beloit College . . . j Beloit, Wia . \ glward ■(Jec‘!asell)i Bdoit’ Wla; Milton College . ! Milton, Wis . ; Friends . { . Ripon College . j Ripon, Wis . ■ . ! . Northwestern University . i Watertown, Wis . Georgetown College. SCHOOLS OF SCIENCE, (mining, engineering, agriculture, <£c.) Georgia State College of Agri¬ culture and Mechanic Arts. North Georgia Agricultural and Mechanical College. Purdue University. . Terre Haute School of Indus¬ trial Science. Maine State College of Agri¬ culture and Mechanic Arts. Maryland Agricultural College. Georgetown. D. C. E. T. Merrick . Athens, Ga .... Dahlonega, Ga. Lafayette, Ind - j Martin L. Peirce . ! Lafayette, Ind. Terre Haute, Ind . . ! Cliauncy Rose Several persons. Orono, Me . ! Hon. Abner Coburn . Prince George ! Dr. William N. Mercer - County, Md. i Rodney, Miss . ! Smithsonian Institution .. Agricultural and mechanical i department of Alcorn Uni¬ versity. New Hampshire College of ! Hanover, N. H _ 1 non. John Conant Agriculture and the Me¬ chanic Arts. John C. Green School of Science! Ohio Agricultural and Meehan- j ical College. Princeton, N. J ... 1 John C. Green . New York, N. Y . Columbus, Ohio . . . ! William S. Sullivant . Columbus, Ohio . . Skowhegan, Me . [ New Orleans, La .... I Washington, D. C . - - 1 Jaftrey, N. H . Toledo University of Arts l j and Trades. > Hampton Normal and Agricul¬ tural Institution. Virginia Military Institute ... SCHOOLS OF THEOLOGY. Baptist Union Theological Seminary. Toledo, Ohio . Hampton, Va _ j f Hon. Jessup W. Scott _ i Toledo, Ohio . j William Raymond . ! Toledo, Ohio. { Mrs. Susan Scott . '. . .! Toledo, Ohio . Various persons . 1 . Lexington, Va .... Chicago, Ill . General P. St. G. Cocke . . i Virginia . MrsAL L. Clayton . ) Virginia . (Dr. W. N. Mercer . ' Louisian i I I Chicago Theological Seminary.. ; Chicago, HI Chicago, HI Presbyterian Theological Semi- j nary of the Northwest. Swedish Lutheran Mission In- ? ! statute. 5 j Bangor Theological Seminary..) Woodstock College . j Keokuk, Iowa . . . Various persons . fj. W. Scoville . ! Chicago, Ill Rev. W. W. Patton . 1 Chicago, HI 1 Spencer Warner and wife Chicago, Ill j C. B. Dean, Rev. E. M i. Williams, and others. Various persons . Bangor, Me . Woodstock, Md. Episcopal Theological School .. Cambridge, Mass. Liberty. Mo . Jeremiah Yordeman School of Theology*. C Rev. F. W. Conrad, D. D . . s John H. Eyesman and ( others. Various persons . Philadelphia, Pa Easton, Pa . {Benjamin T. Reed . ! Boston, M?ss . Robert M. Mason . { Boston, Mass Amos A. Lawrence . I Boston, Mass Rev. J. S. C. Greene . . . STATISTICAL TABLES. 873 benefaction# for 1874, ijc. — Continued. Benefactions. 1. rg g § i .g& a ^ 11 n of tf * i 05 « o tr. f- o OO • :: pH c cs o ® ^.2 =c £ ? 2f I® co P © _ .t£x 1 J *2 Library and museum. 8 7 S 9 10 11 $200 C 500 \ 1, 500 776 . 1 . $5,000 $900 825, 000 2,000 5,000 206, 000 $500 3,000 30,600 . I . ! f 2,500 J 30, 000 1 15, 000 [ 60,000 24,827 i 20, 000 < 5, 000 ( 15,000 40, 000 f 2,500 ' 200 ' . . 21,076 . . 11, 416 3,885 : ! | . . |3,000 :i, 750 l 6,000 •j 1,200 >! 2,000 > . . . ! . ! 1 . 1 . ; 1 I ! . 1 . f 100, 000 )! j . 30, 0C0 75, 000 55,000 . It;:::;::; 1 . 10,000 ;■ 3,000 :::::: Object of benefaction and remarks. 12 $200 2,000 776 5,000 5,000 000 25, 00C 2,000 1,000 30,600 61, 234 40,000 1,200: To diminish, the debt. To aid female students. Given to one of the literary societies to endow a medal for excellence in debating. For laboratory building. To beautify college grounds. Including value of 10 acres of land on which to erect buildings. Also books, minerals, and specimens in natural history. Also a portrait of Charles Carroll of Carrollton. 74 mineralogical specimens. To discharge debt incurred for additional land for experimental farm. To complete building and buy apparatus. Botanical library, (rare and expensive works.) > To establish the universitv. J For agricultural and scientific education. For treasurer’s salary. For cliapel, $35,000 for dormitory. For books. 874 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXV. — Statistics of educational Organization to which intrusted. Benefactor. Name. Location. Name Residence. Theological schools— Concl. The German Theological S chool of Newark. Theological Seminary of the ^ .Reformed Church in Amer- > ica. 3 Theological Seminary of the ' Presbyterian Church. Auburn Theological Seminary . German Martin Luther College. Theological department of St. ? Lawrence University. y Hamilton Theological Seminary. Newburg Theological Semi¬ nary. General Theological Seminary ) of the P. E. Church in the > United States. ) Union Theological Seminary. .. Shaw University . ' - St. Mary’s Ecclesiastical Sem’y. Bloomfield, N. J. New Brunswick, N. J. Princeton, N. J Churches and individuals of the denomination. ( Jacob H. Ten Eyck . . ' Nicholas E. Vedder . . Albany, N. Y . Utica, N. Y - .... Gardner A. Sage . Caroline Herriman Catherine G. Visscher. R. L. and A. Stuart - New York, N. Y — Brooklyn, N. Y - Auburn, N. Y. Buffalo, N.Y.. Canton, N. Y. Hamilton, N. Y . Newburg, N. Y . I New York, N. Y New York, N. Y Raleigh, N. C Cleveland, Ohio . John C. Green . James Lenox . . t Hon. E. B. Morgan . \ Various persons . Lutheran congregations f A. C. Moore . j J ohn Craig . <( Mrs. Mary Cook . L. A. Gooilno _ (.C. W. Tomlinson . New York, N. Y New York, N. Y .... New York, N. Y ... Aurora, N. Y . . New York and Wis¬ consin. Buffalo, N. Y . . Rochester, N. Y - Pompey, N. Y . . Watertown, N. Y . . . Hudson, N. Y . . Various congregations Union Biblical Seminary . Heidelberg Theological Semi¬ nary. Allegheny Theological Semi- ? nary. 5 Moravian College and Theolo- } gical Seminary. j Theological Seminary of the Evangelical Lutheran Church Theological Seminary of the Reformed Church. i Missionary Institute . : - Selinsgrovo, Pa. George Merritt, esq... Various persons . [ James Brown . I J. Estey& Co., (and others) Tarry town, N. Y. . . . New York, N. Y _ Brattleboro’, Vt. . Dayton, Ohio. Tiffin, Ohio .llleg' heny, Pa Bethlehem, Pa... Gettysburg, Pa . ... Lancaster, Pa - f John Kemp . James Hammond . I J. Umbenhower ... I J Rev. D. C. Kumler ' Unknown friend . . A. Funkhouser _ Rev. M. S. Drury . . Various persons. . . Rev. B. F. Schwenk f Mrs. James Rodgers . First U. P. Synod of the < West. United Presbyterian l Synod. 52, 075 < 1, 000 1,000 j 75 25, 072 al5, 572 Id, 560 | . j 400 400 ( 5, 000 | 9,443 4, 443 300, 000 300, 000 1 7 000 7, 000 8, 000 L . f . 10,000 2,250 1,000 I 1, COO . I* 21, 050 ) 1,000 1 . 1 500 I 1 1 500 . J l 4, 800 1,500 1 1, 000 f . 1 1 . i . | 8500 121 i !> 341 \ 1 . | 220 J c . ! . 31 ooo j S 3, 459 1,959 1 _ _ . ( 500 ll . 1 . 1 1, 000 1, 000 ' . 1 . 413 413 i i Object of benefaction and remarks. 12 For annual lecture on “ Present aspects of modern infidelity.” For Gardner A. Sage Library building. For residence for a professor and grounds for a new building for lecture-rooms. For renovation of chapel. For new seminary building. For professors’ salaries. For new chapel and library. Lots for building. Books valued at $1,000. Also $3,000 on death of party having life in terest. 100, ooo . ! . ! . •' j | 10, ooo . j i . j . i . 1 10, ooo 10, coo ; . i . | 1 . 1 1, 250 i .! . 1,250 . ! . 10, 000 || . ! 1 1 1 I 10, 000! . i . ! i current expenses. 87G REPORT OF THE COMMISSIONER OF EDUCATION Table XXY. — Statistics of educational Organization to which intrusted. Benefactor. | Home. 1 Location. .Name. Residence. 1 2 3 4 SCHOOLS OF MEDICINE. Medical department of Univer- j sity of California. College of Physicians and Snr- j geons. Boston University School of j Medicine. St. Louis Medical College . Eclectic Medical College of ? the City of Sew York. 5 Sew York Free Medical Col¬ lege for Women. Pennsylvania College of Dental Surgery. Philadelphia College of Phar- ? macy. 5 Woman's Medical College of Pennsylvania. Texas Medical College . INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF WOMEN. | College Temple . f Southern Masonic Female Col- ! lege. Rockford Seminary . | The Female College of Indiana . . : Logan Female College . i Maine Wesleyan Seminary ? ■ and Female College. ‘ j Baltimore Female College . j Wheaton Female Seminary . j Mt. Holyoke Female Seminary. I Michigan Female Seminary. . . . ! Central Female Institute . | Independence Female College. . I Lindenwood College for Young Ladies. Tilden Ladies’ Seminary . . . ! Packer Collegiate Institute .... St. Clare’s Academy . St. Joseph’s Academy . Cincinnati Wesleyan College . . Ohio Wesleyan Female College. University Female Institute Columbia Female College . Fairmount College . I Chappell Hill Female College . . I Milwaukee Female College . . . . i San Francisco, Cal.j Indianapolis Ind. . Boston, Mass . St. Louis, Mo . Hew York, H. Y . . Hew York, H. Y . . . Philadelphia, Pa . . Philadelphia, Pa - - Philadelphia, Pa . . | Mrs. Catharine Bobbs - I Citizens of Boston and vicinity. Mrs. Charles A. Pope, and son. f B. Brandeth, M. D . ) < Dr. Lewis, Dr. H. Bo- > | r skinsty, and others ;. . j Various persons . I 1 Charles Hamilton, (de- i i cehsed.) I C Peter Williamson . ? ! ; l Wm. Proctor, (deceased) > j Sing Sing, H. Y . Philadelphia, Pa .... j Philadelphia, Pa _ Galveston, Tex. G. Torgerson, M. D.. (de- I ceased.) I ■ Hewnan, Ga . Hon. Henry R. Harris, M. C Covington, Ga _ Friends in . Rockford, HI . Greencastle, Ind.. John S. Jennings Russellville, Ky ... V arious persons. . Kent’s Hill, Me. . . { S. R. Bearce, (deceased.) . . Mrs. Robinson, (dec'd) . . . ! ! . 1 Atlanta and Cincin- j nati. Greencastle, Ind. . . . LewistoD, Me Augusta, Me. Baltimore, Md - Horton, Mass . South Hadley, Mass. Kalamazoo, Mich . Clinton, Miss . Independence, Mo. St. Charles, Mo - George W. Childs. . Mrs. E. B. Wheaton Trustees and residents Kalamazoo. Dr. R. Kells . William Chrisman - of W. Lebanon, H. H. Sons of William Tilden . . . (Prof. D. G. Eaton . Brooklyn, H. Y ... Buffalo, H. Y — Lockport, H. Y . Cincinnati, Ohio Delaware, Ohio . [Various per son 8 . Pastor of St. Patrick’s c’h. Charles Van Lint . Various persons . Lewisburg, Pa - Columbiars. C .... Sewanee Mt., Tenn' Chapel Hill, Tex..| Milwaukee, Wis ..| Park H. Cassady. Citizens of Chapel Hill . . . Citizens . Philadelphia, Pa....! Horton, Mass . Jackson, Miss . ! Independence, Mo . . j I Hew York, H. Y - 1 ! Brooklyn, H. Y . ] | Buffalo j H* Y\ ■ Toledo and Deia- I ; ware, Ohio. [ Philadelphia, Pa .... I i . I Texas . I Milwaukee, Wis . . . .| STATISTICAL TABLES, 877 l enf actions for 1674, g’C. — Continued. Benefactions. I II | ■*! © p, ! -ft 5 84 b o Object of benefaction and remarks. I s? a S 9 ,000 ,000 ,000 ,281 ,000 ,500 500 ,000 ,150 100 £1,000 . £10000 . * 15, C001 . j. 10 | 11 12 2,500: $0, 000 2.000 . Specimens and apparatus. , To endow chair of surgery. 500 250 5,000 100,000 3, 000 16,000 2,500 3,000 20,000 120 600 1,500 5,000 3,150 100' •I §500 Books, instruments, and pathological museum, ■valued at £1,281. | For college building. $500 To assist in erecting a college building. . For new building. -I For chemical apparatus. 250 5,000 .... (100, 000) 3, 000 15,000 . ' . . £1,000 20,000; 3, 000 Valuable collection of minerals. For melodeon and carpets. For building and endowment. A telescope. To increase fund for a natural history and art- I museum. i For liquidation of debt and enlargement. 120; Boots for library, worth £120. : . j . . i For chapel. 500< 2,000 60,000 2,300 1,000 2,000 50 1, COO 15, 000 500 5, 0001 For library and apparatus. . . | 182 photographic views, 77 photographs of cele¬ brated paintings and statuary, 88 specimens of mosaics, fossils, &.C.. and 224 gold, silver, and copper coins. Curiosities for jjiuseum. For free scholarship. To pay some debts. Debt provided for by friends assuming it. 2,000| . . . . 60,000' . 2. 300| . | . . . I To pay indebtedness. 1*0001. . . i . * . ’ 2,000 . : . j . 1 . . : . ; . I . | . 'To liquidate old debt. 50 . . : . ; For stained-glass window for chapel. 1, 600 . . . To enlarge and improve boarding department. 15, 000 . . . j . ; . ; To improve the college buildings. 378 REPORT OF THE COMMISSIONER OF EDUCATION Table XXV. — Statistics of educational Organization to which intrusted. Benefactor. Name. vocation. Name. Residence. PREPARATORY SCHOOLS. Oak Mound School . Connecticut Literary Institu¬ tion. Woodstock Academy Classical Institute ... West Lebanon Academy. Phillips Academy . Williston Seminary . Monson Academy . . Warren Academy . Phillips Exeter Academy . Preparatory school of the Col¬ lege of New Jersey. Union Classical Institute . Rogers High School . Lapham Institute . . Burr and Burton Seminary . INSTITUTIONS FOR SECONDARY INSTRUCTION. St. Mary of the Pacific . . Napa Collegiate Institute . Urban Academy . . Laurel Hall . Morgan School . Stonington Classical Institute. . Parker Academy . . The Wilmington Conference Academy. Peahody Institute . . We6t Florida Seminary . German Evangelical Lutheran School. Bunker Hill Academy - St. Mary’s School . Saviour’s Coliege Waveland Collegiate Institute Albion Seminary . Denmark Academy . . Lenox Collegiate institute. . . . Cedar Valley Seminary . Gethsemane Boys’ Boarding School. German and English Academy St. Vincent’s Academy . Hebrew Educational Society Institute. China Academy . Greely Institute . Boys’ School of St. Paul’s Par¬ ish. Cotting High School . Mrs. S. H. Hayes’s Family and Day School. Hitchoock Free High School. . Napa, Cal .... Suffield, Conn George E. Goodman Woodstock, Conn Waterville, Me . . West Lebanon, Me Andover, Mass .... Easthampt’n, Mass Mon3cn, Mass .... Woburn, Mass.... Exeter, N. H . . Princeton, N. J . . . f Town of Woodstock . . ) Henry C. Bowen . Ex-Gov. Abner Coburn. Citizens . Dr. E. Aldon . Hen. Samuel Williston, de¬ ceased. Various persons . . John Cummings . C Nathaniol Gordon _ ) Jeremiah Kingman, dec’d Schenectady, N. Y. Newport, R. I . North Scituate.R.I Manchester, Vt... C Daniel Vedder, esq. . . (LA De Remer, esq.. Mrs. H. B. Humphrey The alumni Benicia, Cal . Napa, Cal . . . San Francisco, Cal San Mateo Cal . . Clinton, Conn. . . . Stonington, Conn Woodbury, Conn. Dover, Del . Various persons. Various persons. SL Augustine, Fla Tallahassee, Fla . Addison, Ill . . Charles Morgan. Various persons- Peabody fund. . Peabody fund. . Various persons Bunker Hill, HI. Knoxville, HI... St. Anne, HI. Waveland, Ind. . . Albion, Iowa . Denmark, Iowa.. Hopkinton, Iowa Osage, Iowa _ _ | Gethsemane, Ky Louisville, Ky . . . Fairfield, La . New Orleans, La. China, Me . Cumberland. Me Baltimore, Md . . Arlington, Mas3 . Boston, Mass . Brimfield. Mass.. Hon. James Knox . ( B. S. Sheiffelin, esq . < Miss Rebecca Snowdon . . t George Morse . Various persons . Knoxville, HI . New York, N. A' _ Philadelphia, Pa. . . . Putnam, Conn . Various persons . Seth Richards . Presbyterian congreg’tions Various persons . . Benton’s Port, Iowa. Iowa . f Ben. Mattingly . \ Baron de Hodianaond .... Charles F. Thum . St. Mary’s, Ky . Gethsemane, Ky .... Various persons . Hebrew Educational So¬ ciety. Shreveport, La . W. E. Hemmenway . Members of St. Paul’s Church. Dr. B. E. Cotting . . . Anonymous . j Garland, Me . Baltimore, Md . Roxhurj-, Mass . Sam'l A. Hitchcock, (dec.) . Napa, Cal Connecticut . Skowhegan, Me. Lebanon, Me . Randolph, Mass _ Easthampton, Mass. Monson, Mass . Woburn, Mass . Exeter, N. H . Gt. Barrington, N. H Schenectady, N. Y , Schenectady, N. Y . Newport, N. I . ! Atlantic States California.,,-.. New York, N. Y Delaware . STATISTICAL TABLES, 879 benefactions for 1874, - c © ta* tc || 3 53 ! 00 OQ f P-i ® c3 3-2 oT"2 ^ of li ® To aid indigent stu¬ dents. Library and museum. Object of benefaction ana remarks. . 5 6 7 s 9 10 11 12 ! $25 20, 000 | 1,600 $25 . For prizes. To pay debt on new building. ^ To pay balance on debt. . . $20, 000 C $1, 000 i '600 50,000 50,000 500 . On condition that $50,000 more shall be raisod to endow three other similar schools. To enlarge building. SCO . 1 1, 255 C 1, 000 :::::: 230 . $25 35, 000 . i $100 for prize fund ; $130 for prizes ; $25 for bust. $200,000 to be paid on settlement of estate, $100,000 in about ten years, and $306,000 after the death of Mrs. IVilliston. For repairs. For laboratories and salaries. 600,000 535 1 485,000 _ 50, 000 $30000 8,000 | 37,650 (ft 0061 . . ...... C _ ' 1.000 To found a scholarship. { ::: . 36, 650 100' } « 100 To form nucleus of library. c . . 1 25’ J . . H For prizes. A telescope. 300 300 . . 1, 000' 2, 000i 2,000 . For repairs and photographs of Presidents, &c. 1, 870 i 1, 870 9,250: 9,250 . For endowment. 200' 2§G F cr school-room furniture. 100: . . 35, 000 10 35,000 . | For endowment, prizes, apparatus, &c. . 250 250 6,000 1,000 600 6,000 1,000 600 . 361 361 Minerals and zoological specimens. For enlargement of building. About $2,000 in books, maps, globes, & c. To assist in erecting new building. 5,090 5,000 1 I S 5. 000. _ 1 . i . 500 500 . 2.060 _ 10.000 3. COO 10,000 1 3 000 In 1 ,800 acres of land. l. ooo^ i non | 251 c 180 , £ For lightning-rod and new construction. 74 ■ Collection of minerals. 400 ! . 400 . . To erect a private chapel. ! 1,000* 1, 000 ioo! _ L . 100 For repairs. For new furnace. 50 50 3.000 ! 3, 000 For maintenance of fifteen beneficiaries. 150 j . 150 , Books for library. For philosophical apparatus. 200 . . . . 200 I 1, 400, 1, 400 1. . 1 - i 880 REPORT OF THE COMMISSIONER OF EDUCATION Table XXV. — Statistics of educational Organization to which intrusted. Benefactor. Name. Location. Name. Kesidence. Institutions for secondary INSTRUCTION— Continued. Nichols Academy . Highland Institute . ■Wesleyan Academy . Latimer Hall . Minneapolis Female Seminary Fed Wing Collegiate Institute Hazlehurst Peabody Public School. Marionville Collegiate Institute Proctor Academy . Dartmouth Home School for Young Ladies. Union School . . Blanchard Academy . High School . New Hampshire Conference Seminary and Female College. Centenary Collegiate Institute. . St. Stephen’s School . . Newton Collegiate Institute. . . Union Academy . Ives Seminary . Attica Union School and Acad¬ emy. The Adelphi Academy . Gilbertsville Academic and Col legiate Institute. Canisteo Academy . Cliappaqua Mountain Institute. Clarence Classical Union School East Hamburg Friends’ Insti¬ tute. Friends’ Seminary . . . Starkey Seminary . Ferguson ville Academy . . and Glens Falls Academy .... Hamburg Free School Academy. Pike .Seminary . . . Pompey Academy . Park Institute.. . Sandy Hill Union School and . Academy. Saratoga Springs Union School Hogers ville Union Seminary. . . Friends’ Academy. Howland School Mt. Airy Male High School. Bloomingburg Academy Collegiate Institute . Harlem Springs College. Dudley, Mass . Petersham, Mass.. Wilbraham, Mass . Fenton, Mich . Minneapolis, Minn Red Wing, Minn. . Hazlehurst, Miss. . Marionville, Mo. .. Andover, N. H _ Hanover, N. H . . . . Hon. William Hancock. . . Hon. William B. Spooner. Boston, Mass. Newport, N. H _ Pern broke, N.H... Portsmouth, N. H . Tilton, N. H . Hackettsto wn , N. J MiUbum,N. J .... Newton, N. J . Shiloh, N. J.... Antwerp, N. Y. Attica, N. Y ... Brooklyn, N. Y _ Butternuts, N. Y. . Canisteo, N. Y .... Chappaqua, N. Y. . Clarence, N. Y . . . . East Hamburg, i N. Y. Easton, N. Y . Eddytown, N. Y. . . Fergusonville, N. Y Dr. L. Butler . Smithsonian Institution. Peabody fund . Minneapolis, Minn. Washington, D. C . . Citizens . Mrs. H. Hitchcock, Mr. L. C. Clark, and Mr. J. B. Parker. Thomas Gilmore . Mrs. Betsy Whitehouse . . . Hon. Frank Jones and Mrs. S. M. Demeritt. Various persons . Andover, N. H _ Hanover, N. H .... Newport, N.H .... Pembroke, N. H. . . Portsmouth, N. H. Hon. George J. Ferry. E. S. Renwick . Orange, N. J . . Millbum, N. J. Caleb Sheppard . Charles Bright, J. S. Ba¬ con, and others. Shiloh, N. J . ) Hubert S. Stevens . Sednlia, Mo . Teachers and trustees of academy. Miss Betsy Prentiss . Trustees . Elwood Bnrdsall. Dr. Jared Parker. . Gilbertsville, N. Y . . i Port Chester, N. Y .. Various persons . Friends in New' York and vicinity. Glens Falls, N. Y. - j Various persons . Hamburg, N. Y . . . Trustees . Pike, N. Y . Pompey, N. Y . Rye, N. Y . Sandy Hill, N. Y.. Saratoga Springs, N.Y. South Dansville, N.Y. Union Spr’gs, N.Y. Union Spr’gs, N.Y. Mt. Airy, N. C - Bloomingburg, Ohio. Canton, Ohio . •. Harlem Springs, Ohio. Citizens . Various peLSons . Board of trustees . L. W. Cruikhill and Chas. Stone. John Morrissey . Friends . PhebeH. Metford . Various persons . S. S. Burton, A. B . Col. James Stewart, (de¬ ceased) Citizens. Pike, N.Y Sandy Hill, N. Y. New York, N.Y . New York, N.Y. Mt.* Airy," FL C ' ~ Bloomingburg, Ohio.; i Canton, Ohio _ Haricm Spriugs,Ohio| Total. STATISTICAL TABLES, 881 bencfactiovs for 1874, #c— Continued. Benefactions. $G, 000 300 600 1.500 800! 500 4,000; 30' 100 1,000! 500 3,000; 25,00cJ 1, 200' 3, 000' 2,500 10, 000; 3, 300; _ 0.0 600! . 250 3,000' 15, OOOi 100; 250 ,000 1.000 6,000 s fc£ . 03 o BO 5 © 1| o o p Grounds, buildings, and apparnl us. 1 32 3 1 8 . *c * 'S-r CC ^ ccT? 3 la c 3 ’i x fa at if .3 .2 ® "S o Library and museum. ***** i 6 7 8 1 9 10 ! 11 i *6 000 :::::::: 600 ei,5oo|, I _ I ... 4, 0G0; [ . 1 830 ioo| 1,000 | 500 3, COO i C 15, 000' X lo. ooo X 1,200 S’"' 3,000 i ... C 500 X 2,000 10,000 | 3, 300! i J j oio: r . | 60C r..... ! . . 3,000 15,000 100 ... . . 1 1,200 . i . i 8,000 100 240 250 . 1 . ...... ...... 1,000 . i . . i . 480 i 2,000 i 1, 40C 1, 80C . . j I 35C 5, 30C 80C . ! 60 i . 1 i . . : . 1 . . j > 1,00( ) . . . 1..;... . * * 6, 00( ) . _ _ _ _ | ■1 * f ’ J Object of benefaction and remarks. 12 Bor tie library. . ! Bor purchase of cabinet-organ. -Two medals, as prizes for declamation and scholarship. 882 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXY. — Statistics of educational Organization to which intrusted. Benefactor. Xame. Location. Name. Residence. 1 2 3 4 INSTITUTIONS FOR SECONDARY instruction— Concluded. Lake Erie Female Seminary. . . . Umpqua Academy . Keystone Academy . Broad Street Academy . Merrill’s Academic School . Stewartstown English and Clas¬ sical Institute. Susquehanna Collegiate Insti¬ tute. Flag Pond Seminary . "West Tennessee Seminary . Hopewell Academy . Le Moyne Normal and Com¬ mercial School. Shelbyville High School . Fulton Academy . Barnes Institute . Goddard Seminary . Derby Academy . St. Johnsbury Academy . Berry ville High School . Leesburg Academy . Richmond Institute . Clarksburg Graded School . Jefferson Liberal Institute . Kemper Hall . Lake Genera Seminary . German and English Academy St. Catherine’s Female Acad¬ emy. Jarvis Hall . St. John’s School . Mission School of the Good Shepherd. Rocky Mountain Seminary . LIBRARIES. Painesville, Ohio. . Wilbur, Oreg . FactoryvUlo, Pa . . Philadelphia, Pa . . Scranton, Pa . StewartstoVm, Pa. Towanda, Pa . Flag Pond, Tenn. . Hollow Rock, Tenn Lincoln, Tenn . Memphis, Tenn... Shelbyrille, Tenn. Smithrille, Tenn.. Galveston, Tex . . . Barre, Yt . Derby, Yt . St. Johnsbury, Yt. Berryrille, Ya . Leesburg, Ya . Richmond, Ya . . . . Clarksburg, W.V a. Jefferson, Wis - Kenosha, Wis . Lake Geneva, Wis Milwaukee, Wis . . Racine, Wis . Goldon, Colo . Logan City, Utah . Ogden City, Utah . Salt Lake Utah. City, Mrs. Wooly . Yarious persons. I'M. Scanlan . "] D. Kelly and J. Doherty. [Joseph Linnott . J. H. Scranton, Jas. Blair, and others. Students . . Yarious persons . Patrons, and the Peabody fund. Yarious persons . United Presbyterian con¬ gregations. f Dr. F. J. Le Moyne - ? < American Missionary 3 ( Association. C Superintendent and prin- < cipal. ( Peabody fund . J. J. and W. R. Smith . Yarious persons . Yarious persons . Thaddeus Fairbanks. Peabody fund . C H. T. Harrison , . i Yarious persons . Peabody fund. < Mrs. Peter Hubbell . . t Citizens . Lieut. Com. W. H. Whit¬ ing, U. S. N. Milwaukee School Associ¬ ation. Yarious persons, through the bishop of Colorado. Yarious persons . . Various persons . . Yarious persons Painesville, Ohio. Philadelphia, Pa . Kellyrille, Pa _ Philadelphia, Pa. Indiana, Illinois, Ohio, and Penn¬ sylvania. Washington, Pa. . . i Shelbyville, Tenn. St. Johnsbury, Yt.. Leesburg, Ya . Massachusetts Wisconsin - Milwaukee, Wis — Sacramento Library Associa¬ tion. Odd Fellows’ Library Associa¬ tion. Young Men’s Christian Asso¬ ciation Library. Bridgeport Library . . Danbury Library . Bill Library . Alton Public Library ..... - Sacramento, Cal . . Sam Francisco, Cal. San Francisco, Cal. Bridgeport, Conn . Danbury, Conn . . . Ledyard, Conn _ Alton, HI . STATISTICAL TABLES, 883 benefactions for 1874, a i 5 6 7 s 9 10 11 §500 §5C0 - 3,’ 500 3,500 6,000 . 860 860 40 . §40 550 550 700 §700 2,800 2,800 ' 700 700 400 400 e . §20 1,520 £ 1,500 10 10 20 20 . 14,000 r 14,000 . 5, 000 2,500 2,500 . . 300 300 5,200 1,200 4, 000 8,500 8,500 800 800 . 600 . 5,600 y:::::::: 5,000 1 600 ...... 1, 500 1,500 3,300 | 3, 000 3,000 480 480 800 ! . 800 521 626 626 1,650 500 1 1, 150 12,850 i 12, 850; 971 . 971 200 | . 200 £0 50 75 75 Object of benefaction and remarks. 12 For physiological apparatus. Two gold medals, for best examinations in mathematics. Two silver medals. One silver medal. For library, apparatus, and cabinet-organ. For dictionary, &c. For books for prizes. For prizes. For repairs. To pay debt. In land. To build a new academy and principal’s house Fora chapel. To aid in lake-shore protection. Valuable shells, corals, sea-mosses, ferns, &C. from South Sea Islands. For annual scholarships. To support one scholar. 884 REPORT OF THE COMMISSIONER OF EDUCAXION. I Table XXV. — Statistics of educational Organization to which intrusted. Benefactor. Harno. Location. Hamc. Residence. V 1 2 s 4 Libraries— Concluded . Public Library of Burlington . . Davenport Library Association State Historical Society of Iowa Richmond Library Association Burlington, Iowa . Davenport, Iowa.. Richmond, Me - Countess of Aberdeen . . . . Scotland . Public Library of the City of Boston. General Theological Library . . . Boston Athenaeum Library .... Massachusetts Historical So¬ ciety. Boston, Mass _ Boston, Mass . Boston, Mass . Boston, Mass . Concord Free 'Public Library .. Library of the American Anti¬ quarian Society. "Worcester Free Public Library Minnesota Historical Society . . Library of the Hew Hampshire . Historical Society. Hew Hampshire State Library. Juvenile and Social Library. - - - Hollis Social Library . . Concord, Mass _ Worcester, Mass.. Worcester, Mass.. St. Paul, Minn .. . Concord, H. H . Concord, H. H . Bublin, H. H . Hollis, H. H . Portsmouth Athenaeum . Portsmouth, H. H. Hewark, H. J . Hew Jersey Historical Society Library. Young Men’s Christian Asso¬ ciation Library. Young Men’s Christian Asso¬ ciation Library. Buffalo Historical Society Li¬ brary. Flushing Library Association.. Wadsworth Library _ _ Hew Brunswick, H. J. Brooklyn, H. Y. . . . Buffalo, H.Y . Flushing, H. Y _ _ Geneseo, H. Y . . . . A stnr T.i bra r y Hew York, H. Y . . Hew York, H. Y .. W. B. Aster . Hew York, H. Y . . . . "Washington Heights Library.. Young Men’s Christian Asso¬ ciation Library. Library of the Court of Appeals Library of the Historical and Philosophical Society of Ohio. Mercantile Library Association Fallsington Library Company. . Apprentices’ Library Company Baptist Historical Society . Hew York, H.Y .. Syracuse, H. Y _ Cincinnati, Ohio . . Cincinnati, Ohio . . Fallsington, Pa _ Philadelphia, Pa . . Philadelphia, Pa . . Pawtucket Library Association Libr’y of the Association of Me¬ chanics and Manufacturers. Providence Athenaeum . Pawtucket, R. I . .. Providence, R. I . . Gideon L. Spencer, esq _ Pawtucket, R. I . Providence, R. I Bowdon Literary Society . Tyler, Texas . Peabody Library . Post Mills Village Library of the State Historical Society of "Wisconsin. Young Men’s Association Li¬ brary. INSTITUTIONS FOE THE DEAF AND DUMB. Institution for the Education of the Deaf and Dumb. Institution for the Improved Instruction of Deaf Mutes. Vt. Madison, Wis _ Milwaukee, Wis i Frederick, Md .... Heir Verb H V Mrs. J oannaBitzenberger. Frederick, Md . 1 1 STATISTICAL TABLES, 885 benefactions for 1874, — Continued. Benefactions. Object of benefaction and remarks. Total. tc . _ ■» 'S i; = X a o a 5 S ® 3 of U P ~ — — o u . •3 O 93 93 <2 Ph 'o * "T s ® 8 af ^ 33 > s I ^ X o 'S 5 *3 o H Library and museum. 5 6 7 8 9 10 11 12 $485 $485 400 400 $15 163 163 875 5,000 5 000 For endowment fond. 4, 155 3, 000 1, 842 1,842 Towards printing tbe catalogue. 5^000 5, 000 460 460 1,000 . 1, 000 1,750 . 1,750 1,133 1, 108 25 685 685 125 125| 1, COO 1, OOOi 300 ’ ! 300 50 i . 50 150 . 150 3,140 3, 140 1 . 150 150; 200 . ! 200 New book-case and library, furniture worth $200. 1, 000 1,000 654 6o4 35 Ld 35 2,000 2, OCOj 2,000 . t . ...... 2, 000 50 50 3, 100 3, 100 1, 000 i, ooo : 672 . . 672 480 480 5,071 5,000 71 2,794 500 2,294 $1,729 given to assist in commencing a reading- room. 315 315 T.phqa "a* © © _o © S o'© ooo oo rr oo ci o S© n © n a I* I * S: 'O O ? © S. JC/2 >3 2>s>-a £a ^ a © a u t S so a ^ g g ro S' -“.a © g = g §R gl^S Sft ©• .2 © S' ISOS* ft = -*3 -ft Pi ft « ft « ft t> 1 I £ H ft >5 2 5 I 3 OT S|gf .1 °P ’2W- Sfe = = §2l €.11 J£g *i| p O H a™ r~ O Pi tO ci H Og oO tv© ft_© s'! ii ci . S g S§ pK o - 5 a-ft S oT J o < S ■ >i i-g * © s &M ft ? 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O CO 00 Cl d O £ O O asaa 255 ©» > > ri oo ay 00 00 > > >■ h- oo ao 00 00 a a 00^^00- s a © 2 a a ? a o o w > > 1-1 aooo 000 a a a o)W« ci « 0 6 6 6 &a a a w d dd ii •8 fcC ^ M .§ g^g£ >5 .’ft a fl x * a &§g« w 3 SI a Or-j ® p S Ilia ■3 .•ft.a'3 © (2 *si 1 K-| oP^ to P|o£j -3 : dS a ? a £2 02 ifts- *«f§9 cl *1 o .qa >>b,2 ^ ^ .5 ^ cl 5-= ° >>_- 8 . fti “ rj C\g Ss q 5i5<§2 a H’P r-i 1 Ifil3 § x M!sJ^g aj-SF&J©© . 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P t'-.acC'" S-Sj-g ■ S.S^P- P^ 3 t£© >»-g*T> 2 « :|^1 •SS%3j . ^-st wo^sog . ro „JL 05 k; -H <§ - 2i5.2©©S . e3 • "ci >-“p^ © 3 >s > ^ cS cj - © ^ .©W >5.2 p.2 o-s 2 M •Ss5^§S-sJ,a| © o g §.2^ >-.h ^ >5r® .2 ^ ^ S gV.S^sbS-J '©^XJ 0d3i2 g Sg 3 *s fl ©•SdPc £=3^8 >-_d S C3 O ^'43 © o £^p^H ^^>52feP tt®oq,a«^ d©,-^1 ©,^-02 a M©1^ ©qq'aP 1_3 >-. . - © ©.2p £ © 2 © ©p © iiit°!j 1 gp rt i^jO'd 2 © 03(2 "£|3,go« K 2 £ S I Offl a to S^43 o PftpypHP O o m P - A^ S ^.5 rr c gP< o o o o o o fippppp 3 - j j j j ;j£ o .... • P3 • O O O O O 1 o s' 5 g p PPPPP &o *N ^ §1 PP STATISTICAL TABLES. 893 jft3S3S£S8Si3 § S3SI33S 888 88288 H 51 H H Ci HH lH ;;'::: Is : : g B|§SgS ji ISS35388 ! § . lGmo . lCmo . jl~jjjij . 12mo _ 8vo . . . 12mo . 13mo . lGmo . 12mo . lGmo . 8vo . 12mo . ; ji i © ; Hi o • £ ! y 12rao . 12ruo . 8vo . Square 8vo. . 8vo . lGmo . Crown 8 vo.. 12mo . 1 i . 12mo . 12mo . 8 8§80?? ~sf S m ££££££ g llllllllll : }• ^•§r§r§'2^f§'§r2,§ ,2 r§ •§ -§ r2 ,§ ,§ ,§ ,§ ,2 ,§ ,§ g ,2 £ ,2 ,§ ,2 .§ ^ ,§ ,§ ,§ ,§ S 'S S S S £ S £ *0 'S S 'S 'O i s £ 6 isasssijisa a s^3tf||^ssa|a«aa|aaa |gaa&5 ass gssas Table XXVI. — Publications, educational, historical, $c.,for 1874, nH r-» i-i 00 ooc £ £ 5 o © o o £ s a £ Cl Cl Cl Cl o o o o © o o g g g g g g g ci d ci co o ci ci 1 H PT III SSg -5 E?s 5|| ;u |5a CC o ”3 c5 C3 £ a 5 0 -s 1 .3 gtj) © a "S '©■© P^cc i-1 a <3- c « O - d<3 Si? ce: ■£‘o at: 5 '= 5 ® £<3 rt I* o ©C/2 •o 2 big [=< ® , t/f 9! S ° '£ I illlsi §1- g^ifcbg GS,S53J»> ft S-= © 2 § ■s^ g£3^ rtoiff ^,5.23 a Sr* s ■o ® >, gas ft - o fe ® - • pft as © © : ^£3 o so£ | J? e « S^ls ■ toft © © s.2^ 2 as ° ©.-2^?;o S.-saBifto® , nr " ~ ^ o - tip* be ” P tr-y © £ © - ©3 kj +-> c Fi - © £ £2 22 c < . 75 a m o .5 s i_. ga - a £2 © © Fr? © 0 © u 2 « , o ^cd'slj ls-el.1 a s’©p sl off ® ! o'! si te?l g 2 &H* IIoro8io8, and School 8 of Thought, edited by Iiov. J. If STATISTICAL TABLES, 895 Table XXVI. — Publications, educational, Mstoi'ical , $c., for 1874, — Continued. 896 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 897 833 § £3 8 83 38 33 83 8338883338 33? 33833 388 388 m § ii ~T s 8' SS ES 81881 "sf \ is ip in ii|s|i i j t ^i\ m ii ~r - . . . i . ji j j j j § ill i H i \i ii Crown 4 to. .. 12mo . ixino . 12ino . lOino . IGino . iik 12mo . 12mo . ; : : o o ; ill Hi !!!!!!! Ill Hi lilllii ill Ii Prance, by J. 0. O'Callnghan Table XXVI —Publications, educational, historical, #c., for 1874, Qc.— Continued. 898 REPORT OF THE COMMISSIONER OF EDUCATION. >» ftg< ooo 0®0 1©0©00 0 nonsiowon c» C)«HHHn051C< •g a> s a a ft £ c o 00 DO Tj< '~ > .-i oo co o o s Sag o o c ass 51 51 d IQ - - . o o o o o o S & > > > >^Q rt O >54^ Ci twig 0 S of .2 a o 1-1 tltw &© rO -aft' a 2 a si: a j o ® (3«g a 9 s > - BH • n> *3 qm °;§ §>& Jm ? b§ © . .2 A H H ,fi y p £ ©» co © o£ u © A.STft > a ^ o A ■fe-a l-S 3fi 5- bJ®S -SH2S § as. =3g?- >5 : © e 5 a « g a c* 0 © ©|-1 H SO® a ^ j K Hb a ■33S ^I3lli§»l?l3-^1'J2 1 glgwill n I's 51 j *a &* a is- 235 2|h|3>2 i555i-s5|'Pl| ftHfi fi fi fi H H . ba? -g-g-grS fi.2i ^ I „ a a ^ OOO-gr-'lS-g . aaa §a J 2^ 3a :^c?- <•5 :B ■ ' ‘a > 3 gSz5 CM.2.2.5O .'fjp M Cw ^ V— 4 MH *-H o 3 Q o ^ ^ ^ o c o O ^ O o o .2 .©'S'S’S £ O p C4 fifio 00000 000 fififi 1° < r leg III uimo 2 c c" _o © s © g-Bfiog-an I II £ OO o o fifi by J olm Foster tlio French of M. STATISTICAL TABLES. 899 g 88 8 8 88 8 888 88 88 8 8888 88888 8 8 88 8888 8 1H rH^ Ct CO «-( LO CJ Ci CO ■'r 5=Cl 'e* t- t- SO CO t- CO CO to t- J- CO SO t~ it Table XXVI.— Publications, educational, historical, <$c., for 1874, <$c.— Contiuuod. 900 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 901 O OrtLO o o o © o o o o o o o o • ^ 00 O OOO OOO OO O OOO OOO OO r-l C17ZG* COO ^ CO CO I- Cl t- o S3SS OOO ass OO OO O O O O J? OO ooco i-H-li-l oo xi ao co ooooooaoft ooco oooooooo £ ft d . -_i © . ©ft I'SH «S£ s t> • .S '-a ft 3? © P -p o Sr- S - — O . pL * x c fcc- © c- P.2 ft 3 § : \ o © a o ® S- M > = O * P si •III ■£« :ft Eox ■gij a — C c/2 ft • §M o c - g . . p ft 2 o Stl'C o » © (L^tCs-Sc-r $ - m as s era? 533. c o a S o o o So ci ci > t* > ci > i-l rl 00 00 00 l-H 00 2 a fe “o . a -=i" ,-*5 a: „ftft e-<3 ft g S S’ H a S3 .3 a ~ ^ ■g §*£■ O o”.2 , . w fl-^.0^ p ' ^ 8 ll ! 6 9 p6|a?f P J III aS 3^ § °5* § w^' •JvJ3fl3i2.2CCC O c- p3 >1-3 S® p~3 cjP-'S.o-t3 P _© Sofl!S©-aEl^o‘SpT;?;si'o. r.’S O O ft | '© ^ B ^ft £ aft oft ^*.2t>ft £ftp § £ft 2-g §-" >3 O 2ft S" I— .2 >-j-3 P x S_= © 3 £„-£■- 3 o— ci P rt lllftl fcC ©t>j 1ft §1* >ri . o &® ■a >,& la |5! ®K >3ig - • ft ft a JsftpE” 11 ^ 30 p's p &a;3 3 a * OSft ^ u A Sp=iS 51 I CO- ’ri oc h w — rn — o ”2 ftj=-r ft PI ?ftft 2 - M ®.g >> -c£§S® S © 1—1 0J ll^I ©!i 1 B ft § 3 § "Im s-^s .O “ a a 2'-i-a a: S - O'*; °3-23ft S2; §ft ° a^ft 2 © ® «3b,5s- 2g®Sj3 “-S’fl ®2ft - b < BPS- ■ d S^gSBni§||ll,S-g®”§fe c*"io S®""- ",'5Hr ^ § c ® a fft’S-ft “ fftl-p ^rfl mr c a C3 o ^ B 13 ft Jf a a o ft 3 3ft > —i . ® — "ft r • M m 2 >=®fl ^ftft ft tx-a ,-'at_J r«M .2=— ®ft^ CrS^ o, S O feBftft ftm-0 aj? §ft~ r=w o25— -£ r w -r1 d’ic2-Jft 2 o^1 — ft ft ° ft '3 ^ o-gP5aa-ooa:qwr-i'^fta!>ft-p—Or;Mo a< ^ c3 t^ift Table XXVI. — Publications, educational, historical, $c.,for 1874, fyc. — Continued. 902 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 903 Table XXVI Publications; educational, historical, <$c.,for 1874, Continued. 904 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 905 Table XXVI .—Publications, educational, historical, $c.,for 1874, tyc.— Continued. ♦ 906 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 907 g8§ §88888 88888” gg r-( r-( M 'f C! ■«< rt II n CM O Ci ro ri 1 8”8 § § §”§””§ §8 §88 § £888 Table XXVI .—PuUicaUons, educational, historical, $c.,for 1874, Continued. 908 REPORT -OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 903 Table XXVI .—Publications, educational, historical, $c., for 1874, Continued. 910 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 911 § 8S3833 33 Cl r-HH COtH HH 88383883 3 §3 § 83888S333S 8838883 Cl " ~ <3 5 &>! 13 c £>© 455 ssjg I 3C GC — 3C — ! Table XXVI. — Publications ? educational, historical, cjx., for 1874, $c. — Continued. 912 REPORT OF THE COMMISSIONER OF EDUCATION. u b O«««rtOO0 ir. c~ d cl t- 10 o ft rg S) | ft 6 lomtoin I ft CO CO • QO ,OOM •00 05 00 CO Cl • — I o o o o a a a a o s o CO CO Cl Cl Cl > o o o o o o o a a a a a a a -r -c Cl Cl co ci Cl WWHr.Hr.H £ .ft «« ^ ' SP ►bo1 (M > . >s a P -.43 += © lop.2. S w> o a «r. « >5 O.® a. - C l’ 03 2 n LJ © a ® aft£ ■gliiSl - »rk P oO Q o . 3 t^H®5 'a J® C|H ft o a ® O 43 a toft a a ^ J J*5 >3 3 P Cft C3 g u -w" o? c2 ®" mm o' fj£ P 2-2® § ft § gf>P P 03 g €8 H q O ®5 > ® 1 E*-"® © S toft’1® 2 S! o' 1 fl O cj _ Pi i p| -g-2 S'p &>-~ i-Jp-® 2 Sftlft 2-3 £pfi 5 a 2 a ° o » ® ® d 3 2 § a a-g^^ft ®^ « £ • « SftftccaicHSog oh'k a^Soft-ao®.2 £ft-S 5sl^!lgSSI| "It Srt7'-® “ ft ^ ^ ft OH & SsSMft^ -S^a. s .p 2S,-gJ“b3ft2|ps^^ Hh O H ^ | P M •g ft § O ® >5 ftfe a 2^P o b| . • © |h P o oP 5 Ph grP ^ 03 £ ^ ^p >, ® ro-.®^ 12 .ft 0 ^P» £2 cn^l® „ g a a & . g 3 a b^ ® 'o^ cs — ’S Ci W. P COO PP rt p p*P :o O ~ iS 02 P- P 8 .2 o CO r~J a i a p ^ a o a i ° o ® o § Oft o 3.fcfl c\5 # oft . 00 Dft! >5 ft £2ft d C ;p <1 STATISTICAL TABLES. 913 88 S8SSS §a • O r-t CO -c Ci 914 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXVII. — Showing improvements in school-furniture, apparatus, ventilation, patented in the United States for the year ended June 30, 1874. Names of patentees. Residence. Horton, Pemberton B . Seward, Lewis A . Muldaur, Elizabeth H . Poore, Charles . Ketchum, Nathaniel S . Higgins, Charles J . Higgins, Charles J . Higgins, Charles J . Wilkens, John A . Grant, George H . "Wilber, Erancis A . Paries, Henry V . . Elderton, William J . Knight, J ohn A . Merrill, Thomas . . . Heymann, Jacob . Soper, Philo O . Spalding, Cyrus G . Mihan, Patrick . Rice, William A., and George. Meigs, Joe V. . Brown, Obadiah B., and Henry G. Carey. Robinson, Luther . Curtis, Edwin T . Ruckel, Samuel R . . Goohnan, William P . . . Stackpole, Greenleaf . Schecfler, Joseph . Allen, Campbell . Cooley, James . Browne, James W . . . Fowler, George B . Holly, Henry 'W . J oy, “William A . Valk, Lawrence B . Whitman, Samuel . Baade, William P . Hunt, Prank G . Lyon, Comfort B . Bates, JohnC . Love, Samuel G . Murphy, John G . Blunck, Gustar . Cremin, Joseph W . Harrington, Isaac . Jocelyn, Albert H . Moller, Peter W . Moore, Charles C. and Jacob B. Muller, Nicholas . McVicar, Malcolm . Pool, Solomon . . Combes, Prank A . Reber, James . Bookwalter, George W. M — Russell, Eli P . Austin, Robert M . Barker, George R . Harden, John H . Holman, D. Shepherd . Pullinger, Collin . Uhlinger, William P . Roenigk, JohnP . Sharp" Richard . Ball, HughS . Schafer, Daniel . . . - .. - San Francisco, Cal . . San Francisco, Cal Dover, Del . Lexington, Ill - Rock Palls, HI.... Indianapolis, Ind Indianapolis, Ind . . Indianapolis, Ind . . . Indianapolis, Ind . . . Richmond, ind . . W abash, Ind . Topeka, Kans - Henderson, Ky . . Auburn, Me . Portland, Me .... Boston, Mass . Boston, Mass . Boston, Mass . Cambridgeport,Mass Framingham, Mass . Lowell, Mass . Malden, Mass - :. . IN ewton, Mass . Calumet, Mich . Jackson County, Mo. Kansas City, Mo - Elizabeth, N. J . Jersey City Heights, N.J. Albany, N. Y . Albany, N. Y . Brooklyn, N.Y - ---- Brooklyn, N. Y - Brooklyn, N.Y - Brooklyn, N. T - Brooklyn, N. Y - Brooklyn, N.Y _ Buffalo, N. Y . Buffalo, N. Y . Buffalo, N.Y . Cold Spring, N. Y . . J amestown, N. Y . . . Matteawan, N. Y. . . New York, N. Y ... New York, N. Y . . . New York, N.Y ... New York, N. Y ... New York, N. Y . . . New York, N. Y ... New York, N. Y . . . Potsdam, N. Y . Chapel Hill.N.C... Cleveland, Ohio .... Nebraska, Ohio .... Winchester, Ohio . . Portland, Oreg . Philadelphia, Pa . . . Philadelphia, Pa . . . Philadelphia, Pa . . . Philadelphia, Pa . . . Philadelphia, Pa . . . Philadelphia, Pa . . . Pittsburg, Pa . Pittsburg, Pa . Spartanburg, S. C . . Parkersburg, W. Va Number. Titles of patents. 3 4 144, 674 *5, 63-2 140, 722 15?, 303 148, 712 142, 338 143, 760 148, 698 145, 378 151, 873 140, 979 150, 311 146, 891 147, 504 145, 068 144,027 151, 928 146, 407 151, 997 143, 717 151, 898 Blackboard-rubber . Apparatus for teaching music. Alphabet block. Drawing-board. School desk. Dissected map. School desk. Slate and blackboard rubber. Combined drawing table and desk. School, hall, and church scat. School desk. Slate-frame. Device for teaching music transposition. Drawing or writing table. Combined ruler and blotter. Desk-cover. Parallel-ruler. Adding-machine. Means for ventilating buildings. Map exhibiter and cabinet. School furniture. I 145, 622 • 144, 413 ! 142,151 151, 245 | 152, 224 144, 364 | 143,934 Music blackboard. W indo w- ven til ator. Arithmetical frame. School seat. School desk. Rubber eraser. Apparatus for teaching geography. 146,631 145, 930 ! 150,463 j 148,291 144, 764 i 147,943 ! 142,598 I 150,920 146,565 147,267 144,212 141,254 ! 149,235 ! 144,280 j 141,029 j 151, 535 151,971 I 144,104 I 144,917 152,670 143, 835 141, 369 143, 134 145, 555 144, 289 148, 170 149, 884 140, 989 143, 868 145. 174 143, 347 142, 941 151, 177 147, 520 149, 636 145, 778 144, 636, Syllabification of words. Seat for school desks. Window-ventilator. Drawing-tablet for children. Rubber "for slates and blackboards. Parallel-ruler. Ventilating buildings. Cooling and ventilating buildings. Alphabet case. Blackboard. Revolving blackboard. Window-sash ventilator. Apparatus for torching arithmetic. Slate-washer. Parallel-ruler. Slate-frame. Means for teaching fractions. Slate-frame. Adjustable blackboard. Adding-machine. Toy-block for object-teaching. Apparatus for teaching in schools. Adding-machine. Ruler. . Blackboard. Composition for slates, &c. Map-exhibit or. Combined ruler and blotter. Ventilator for buildings. Drawing-board trestle. Marking-pen. Ventilating window-sash. School desk. Blackboard-rubber. Composition for blackboards. Pen-wiper. ^Writing-desk, &c. * Reissue. INDEX TO REPORT FOR 1874, [The report proper of the Commissioner has been indexed with minuteness ; the appendix has been indexed by general topics. Plentiful cross-references have been inserted. Education, teaching, instruction, school, and a few other words of like character, will not be found ?mong the topics; e. g., instead of “Relation of art to education, ’’ look for “Art to education, Rela¬ tion of.” In indexing the abstracts of State school reports (pp. 3-505,} the schedule on p. 3 has been followed for the arrangement as nearly as possible.] A. Abbott, Gorham D., LL. D., obituary notice, 199, 200, 314. Absenteeism and truancy : (See Attendance and Compulsory attendance.) Academies : In Arkansas, 13 ; in Delaware, 58 ; in District of Columbia, 476 ; in Dlinois, 90 : in Kentucky, 137 ; in Maine, 162 : in Maryland, 173 ; in Massachusetts, 190 ; in Minnesota, 223 ; in Mississippi, 231 : in Maryland, 244 ; in Xew Jersey, 282 ; in Xew Mexico, 495 ; in !New York, 302, 303 : in Xortli Caro¬ lina, *320 : in Ohio, 336, 337 ; in Oregon, 351 : in Pennsylvania. 364, 365 ; in Rhode Island, 383 ; in Texas, 412 ; in Vermont, 418, 419 ; in Virginia, 429 ; in Wisconsin, 453. Diminution of, xlviii. Scantiness of statistics concerning same, xlviii. Importance of well-being of colleges, xlix. Statistical summary of, 1-1 v. (See, also, Table VI.) Academy, Military : (See Military Academy.) Academy, Xaval : (See Xaval Academy.) Age of the scholastic population in the several States and Territories, xiv. Agriculture, colleges of : In Alabama, 9, 10 ; in Kansas, 123 ; in Kentucky, 140 ; in Louisiana, 152 : in Maryland, 175 ; in Michigan, 214, 215 ; in Minnesota. 225, 226 : in Mississippi, 233 ; in Missouri, 246, 247 ; in Xebraskn. 257, 258 ; in Xew York, 304, 305; in Ohio, 341, 342 ; in Oregon, 353 ,■ in Pennsylvania. 366, 367 : in Rhode Island, 384: in Tennessee, 404; in Vermont, 421: in West Virginia, 445; in Wisconsin. 456. (See. also Tables IX, X.) Akron, Ohio ; Schools of, noticed, 331. Alabama, State of : Elementary instruction— receipts and expenditures on account of public schools, 5 ; past binderances to success enumerated, 5 ; additional difficulties, and remedies suggested, 6 ; city system of Mobile, 7 ; general statistics, (see Tables L II.) Xormal instruction— appropriations for, 5 ; normal schools, 7 ; teachers’ institute, 7, 8 ; statistics, (see Table ILL) Secondary instruction — remarks respecting, 8 ; statistics, (see Table VI.) Superior instruction — the University of Alabama, the Southern University, 8 : Howard College, 8, 9 ; Spring Hill College. Talladega College, colleges for women, 9 ; statistical summary, 9 : statistics, (see Tables VHI, IX.) Scientific and professional instruction— the Agricultural and Mechanical College, 9, 10; statistical . summary of professional schools, 10 ; statistics, (see Tables X-XIII.) Special schools— Institution for the Deaf. Dumb, and Blind, 10. (See, also, Tables XX, XXI.) Officials — State superintendent and State board of education, 10 ; city and county superintendents, 11, Summary of educational condition, xxv. Alaska, Territory of: Views of school interests in, 459, 460. Alexandria, Virginia : Schools of, noticed, 427. Allegheny. Pennsylvania : Schools of, noticed, 362. Angele, Prof. Louis, obituary notice, 373. Ann Arbor, Michigan : Schools of, noticed, 207. Arizona, Territory of : Elementary instruction— receipts and expenditures on account of public schools, school population, number of schools, public and private, 461; condition of the schools, 461; taxes levied, *461, 462; school laws, 462 ; compulsory law advocated, 462 ; statistics, (see Table I.) Officials — the territorial board* of education and county superintendents, 462. Summary of educational condition, xxix. Arkansas, State of : Elementary instruction — temporary cessation of the public schools, 12 ; the new constitution respect¬ ing educatiou, 12. Xormal instruction— normal department of the Industrial University, 12 ; statistics, (see Table I.) Secondary instruction— academies, 13 : statistics of, (s«e Table VI.) Superior instruction— the Industrial University, 13 ; statistical snmmarv of colleges, 13 : statistics, (sec Table IX.) Special schools — for the deaf-mute and the blind, 14 ; statistics, (see Tables XX, XXL) Officials— State and county superintendents, 14, 15. Summary of educational condition, xxv. INDEX, ai6 Art education : The San Francisco Art Association, 32 ; San Francisco School of Design. 32 ; San Francisco Graphic Club, San Francisco Literary and Dramatic Society, 33 ; Yale School of the Fine Arts, 47 ; the Cor¬ coran Art Gallery, 461, 482 ; Massachusetts State Normal Art School, 188, 169 ; Cooper Union, 311 ; University of Cincinnati School of Drawing and Design, Mechanics' Institute School of Design, 344. (See Table XIX, and, also, Art to education, Relation of.) Art, Museums of : Statistics of, 802-813. Art to education, Relation of, xciii-xcvii ; Classification of the art museums and art collections in the several States and Territories, with t&eir incomes, the Boston Museum of Fine Arts, the Pennsylvania Academy of Fine Arts, the intro¬ duction of industrial drawing into the public school curriculum, xciii ; exhibition of engravings, xoiii, xciv ; the Yew York Metropolitan Museum of Art, increased facilities afforded students by art museums, &c., xciv : the Corcoran Art Gallery, xciv, xcv ; State Historical Societies of New York. Pennsylvania, Maryland, the National Academy of Design, Yale School of Fine Arts, rapidity of the growth of art schools during the past few years, xcv ; resume of the contents of various museums, xevi ; details concerning the institutions affording art instruction, xevi, xeviij effect of the Vienna Exposition and approaching Centennial on stimulating art study. (See. also, Table XIX.) Atlanta, Georgia : Schools of, noticed, 72. Attendance in schools : In California, 16. 17 ; in Colorado, 463 ; in Connecticut, 39, 41 : in Dakota, 466 ; in District of Colum¬ bia, 470, 471, 472 ; in Florida, ‘61 ; in Georgia, 70 ; in Idaho, 486 ; in Illinois, SO ; in Indiana, 99, 101 ; in Iowa, 113 ; in Kansas, 123 ; in Kentucky, 133 ; in Louisiana. 146 ; in Maine, 155 ; in Maryland, 167 ; in Massachusetts, 160 ; in Michigan, 203 ; in Minnesota, 219 : in Mississippi, 228 : in Missouri, 235; in Montana, 469; in Nebraska, 250; in Nevada, 261; in New Jersey, 274 ; in New Mexico, 493 ; in New York, 286, 292. 293; in Ohio, 324, 327 ; in Oregon, 348 ; in Pennsylvania, S55 ; in Rhode Island, 376, 378 : in South Carolina, 387 ; in Tennessee, 396 ; in Texas, 408 ; in Utah, 500 ; in Ver¬ mont, 415; in Virginia, 423,425; in Washington Territory, 503 ; in West Virginia, 438 ; in Wis¬ consin, 447, 449 ; in Wyoming. 405. Compulsory, (see Compulsory education.) Increased, in Connecticut, 41. Summary of, xxi. Austria : Recent educational stat istics, cxxxiii. Belgium: Recont educational statistics, cxxxiv. Benefactions: To Yale College, Connecticut, 46, 47; to various public schools of Florida, from Peabody fund, 66, 67; to various public schools of Georgia, from Peabody fund, 72 ; to various public schools of Louisiana, from Peabody fund, 14S;\to the Massachusetts institute of Technology, to Boston Asylum and Farm for Indigent Boys, to Female Orphan Asylum, Boston, to Industrial Aid Society for Preven¬ tion of Pauperism, to Massachusetts Asylum for the Blind, South Boston, and other institutions, hv Mrs. Ann White Vose; to Williston Seminary, Amherst and Iowa Colleges, by Mr. Samuel Willis- ton; to Rogers High School, Newport, by Mr. S. A. Rogers: to the finishing of Memorial Hall, by Mr.. Charles Saunders: to Episcopal Theological School, Boston, by Mr. Benjamin T. Reed: to Amherst, Harvard, Tufts, and Williams Colleges, by Mr. Moses Day ; to Agassiz memorial, 196, 197; to various public schools of Mississippi, from Peabody fund. 230; to various public schools of North Carolina, from Peabody fund, 319, 320; to the University of Pennsylvania, from J. W. Towne, esq., and others. 367 ; to a "public school in Spartanburg, South Carolina, from Peabody" fund, 389 ; to various public schools in Tennessee, from Peabody fund, 398; to four schools in Texas, from Peabody fund, 410: to various public schools and teachers’ institutes in Virginia, from Peabody fund, 426: statistical summary of, by institutions, cxi, cxii ; summary of benefactions to different classes of institutions, by States, cxii, cxiv. Baltimore, Maryland: Schools of, noticed, 170, 171. Binghamton, New York: Schools of, noticed, 299. Blaney, Dr. James Y. Z., obituary notice, 95, 96. Blind, Instruction of the : In Alabama, 10: in Arkansas, 14: in California, 36; in Georgia, 77; in Indiana, 108, 109: in Iowa, 118, 119: in Kansas, 129 ; in Kentucky, 141: in Maryland, 177; in Michigan, 216; in Mississippi, 233, 234; in Missouri, 248 : in New York, 310; in North Carolina,. 322, 323; in Oregon, 354; in Pennsylvania, 371; in South Carolina, 395; in Tennessee, 405 ; in Texas, 414; in Virginia, 435; in Wisconsin, 456; statistics of institutions for, 818, 819; summary of, c. ci. Boise City, Idaho: Schools of, noticed, 487. Boston, Massachusetts: Schools of, noticed, 183, 184. Boston Public Library, xci, xcii. Brazil : Recent educational statistics, cxliii. Briggs, Mr. George W., obituary notice, 314. British Columbia : Recent educational statistics, cxiv. Brown, Amos, obituary notice, 314. Buckingham, William A., obituary notice, 53. Buildings for schools : In Connecticut, 40; in Dakota, 466; in District of Columbia, 469; in Florida, 64; in Idaho, 486; iu Hli- nois, 80, 81 ; in Indiana, 99-101; in Iowa, 113; in Kansas, 124; in Kentucky, 132, 134, 135; in Louisiana, 146,148; in Maine, 158, 159; in Massachusetts, 181 ; in Michigan, 204; in Minnesota, 219, 221 : in Mis¬ sissippi, 228; in Missouri, 236, 237; in Montana, 489; in Nebraska, 250; in Nevada, 261; in New Jersey, 274,276; in New Mexico, 493; in New York, 290; in Ohio, 326; in Oregon, 348, 349; in Pennsylvania, 356; in South Carolina, 388; in Texas, 408, 410, 411 ; in Vermont, 415; in Virginia, 421 ; in Washing, ton Territory. 503; in West Virginia, 438; in Wisconsin, 447; in Wyoming, 505. Burnham, Calvin, obituary notice, 218. INDEX. 917 Business colleges: In California, 32: in District of Columbia, 4 TG; in Georgia. 74; in Illinois, 90; in Indiana, 105; in Iowa, 117: in Kansas, 127; in Kentucky, 137 : in Louisiana. 150; in Maine, 162; in Michigan. 211 : in Min¬ nesota, 224; in Missouri. 244: in Nebraska, 255: in New Jersey, 283; in New York, 303: in North Carolina, 320 : in Ohio, 337: in Oregon. 352; in Pennsylvania. 355; in Bhode Island, 383; in Tennes¬ see, 400; in Texas, 412: in Virginia, 429: in Wisconsin, 453; statistics of, 5GS-573; comparative table of, 'xlvi: summary of, xlvi. Butts, Miss Catharine, obituary notice, 52, 53. C. California, State of: ^Elementary instruction— race and sex of the school population, attendance on public and private schools, receipts on account of public schools. 10 : expenditures for same, 17 ; remarks on the new school census as to attendance and non-attendance. 17 ; finances, Ac.. 17, 18: new laws respecting apportionment of school fund, district school taxes, the eligibility of women as school officers, com- pulsorv attendance, the salaries of female teachers, experienced teachers for beginners, 18 ; in¬ struction of colored and Indian children, A c.. 18, 19 ; quotations respecting non-atteDdance, truancy, and compulsory education. 19.20; schools in San Praucisco, 20-24; in Oakland, 24: statistics of State and citv systems, (see Tables I, II.) Normal training— State normal schools, 24; teachers’ institutes, 24, 25; urgent need for trained teachers, 25 ; statistics, (see Table III.) Secondary instruction— the State Military Academy and other schools. 25-27; connection of high schools' with the university, 27 : Heald'. s' Business College, 32: statistics, (see Tables VI, VII.) Superior instruction — College of St. Augustine. 27 : St. Vincent s College, Pacific Methodist College, St. Ignatius College, St. Mary’s College, Santa Clara College, Franciscan College, Christian Col¬ lege, California College. University of the Pacific. 28 : the University of California. 28-31 ; statis¬ tical summary of colleges, 31 ; statistics, (see Tables VIII, IX.) Scientific and professional instruction — theological seminaries, 31 : College of Pharmacy, 32 ; statis¬ tical snmmarv, 32 : statistics, (see Tables X-NTII.) Special training— Academy of Sciences. 32 ; San Francisco Art Association. 32 : School of Design, ’32, 33 : historical, literary, and scientific societies. 33 ; cosmopolitan schools, 33 : the school-ship, 33, 34; educational work among the Chinese, 34. 35: orphan schools, 35; Institution for the Deaf, Dumb. aDd Blind, 36; the State prison school, 36 : Industrial School, 36: statistics, (see Tables XIX-XXIY.) Noteworthy benefactions — by J ames Lick, 36. 37. (See, also, Table XXV.) Obituary record — Henry Durant. 37, 38. Officials— State superintendent, State board of education, city and county superintendents, 38. Summary of educational condition, xxix. Cambridge, Massachusetts : Schools of, noticed, 184, 135. Capron, Samnel W., obituary notice, 52. Centennial Exhibition : Eemarks on the representation of education at the. cxxvii-cxxx. Central America : Eecent educational statistics, cxlv. Chapman, William Ik, obituary notice, 346. Charleston, South Carolina : Schools of, noticed, 390, 391. Chattanooga, Tennessee : Schools of, noticed, 399. Chicago, Illinois : Schools of, noticed, 86, 87. Chili : Eecent educational statistics, cxliv, cxlv. Chinese : Educational work among the, 34, 35. Cincinnati, Ohio : Schools of, noticed, 329, 330. Cities containing 10,000 inhabitants or over : Statistics of school systems of, 534-558 : deductions from table of statistics of, xxix ; statistical sum¬ mary, xxx-xxxv. Co-education of the sexes : In Colorado College and Evans University, Colorado, 464 : in Howard University. District of Colum¬ bia, 477 ; in Atlanta University. Georgia. 74; in Abingdon College, Blackbum'University, Chicago University. Eureka College, Lincoln University. Lombard University, Northwestern College. Shurtlefi' College. Westfield College, niinois. 90~ 91 : in the State University, Bedford Male and Female College, Fort Wayne College, Franklin College, Indiana Asbury University, Hartsville University. Northwestern Christian University. Union Christian College, Moore's'Hill College, Earlham College, Eidgeville College, Indiana. 105, 106 ; in the State University, Iowa, 117 : in Baker University. Kansas, 127 ; Concord College. Eminence College, Berea College, Kentucky. 138, 139 : in Straight University, Leland University, New Orleans University, Louisiana, 151 ; in Bates College, Colby University, Maine State College, Maine, 163, 164: Western Maryland College. Maryland. 174: Boston University, Massachusetts, 191. 192: in University of Michigan, Adrian College, Albion College, Hillsdale College, Kalamazoo College. Olivet College. Michigan, 2L2-214 ; in Lniversity of Minnesota, Carleton College, Minnesota, 224, 225; in University of State of Mis¬ souri, Lincoln College, McGee College, Woodland College, and Drury College. Missouri. 244, 245 ; in Doane College, Nebraska, 256 : in Eutherford College and Shaw University, North Carolina. 321 : in Antioch College, Baldwin University. Bucbtel College, Ohio, 337 : in Cincinnati Wesleyan College, and Mt. Union College, Ohio, 338 : in Muskingum, Oberlin. Bichmond, and Berea Colleges, Ohio University, Ohio. 339 T in Western Eeserve and Xenia Colleges, Wilberforce University, Univer¬ sity of Cincinnati, Ohio. 340 ; in Willamette University, Christian College, McMinnville College, Pacific University. Philomath College, Oregon, 352 ; in Allegheny College, Pennsylvania, 366 ; in Swarthmore College and University at Lewisburg, Pennsylvania. 367 ; in Central Tennessee College, Tennessee, 401 : in Bethel and Maryville Colleges. Tennessee, 402 ; in Waco and Trinity Universi¬ ties and in Marvin and Salado Colleges, Texas. 413 ; in elementary schools, Virginia, 425 ; in the University of Vermont, 419 : in University of Wisconsin, 454. Clarke, Aslrar, obituary notice, 178. Classification and grading: Eesumc of the views of various superintendents and educators concern* ing, xxxvii-xxxix. Cleveland, Ohio : Schools of, noticed, 330. 918 INDEX, Collections, zoological, for educational purposes, cxvi, cxvii. Colleges and universities : Notices of, in Alabama, 8, 9 ; in Arkansas, 18 ; in California, 27-31 ; in Colorado, 464 ; in Ccnnecticnt, 46-48 ; in Delaware, 58-60 ; in District of Columbia, 476, 477 ; in Florida, 67, 68 ; in Georgia, 75 ; in Illinois, 90-92 ; in Indiana, 105, 106 ; in Iowa, 117, 118 ; in Kansas, 127, 128 ; in Kentucky, 137-130 ; in Louisiana, 150-152 ; in Maine, 163, 164 ; in Maryland, 174 ; in Massachusetts, 190-193 ; in Michi¬ gan, 211-214 ; in Minnesota, 224, 225 ; in Mississippi, 231, 232 ; in Missouri, 244, 245 ; in Nebraska, 256, 257 ; in New Jersey, 283 ; in New York, 304-306 ; in North Carolina, 321 ; in Ohio, 337-340 : in Oregon, 352, 353 ; in Pennsylvania, 366-368 ; in Khoda Island, 383, 384 ; in South Carolina, 392, 303 ; in Tennessee, 401-403 ; in Texas, 412, 413 ; in Utah, 502 ; in Vermont, 419, 420 ; in Virginia, 429-433 ; in Washington Territory, 503, 504, 443, 444 ; in Wisconsin, 454, 455 ; statistics of, G73-702 ; summary of, lxi-lxiii ; comparative table of number of, lx ; summary of number of students in, lxiv. Colorado, Territory of : Elementary instruction — summary of income and expenditures, of school population, enrollment and attendance, of teachers and their salary, of private schools, 463 ; comparative statistics for 1873 and 1874, 464, (See, also, Table I.) Secondary instruction — remarks, 464. Superior instruction — institutions reported, 464 ; territorial school of mines and St, Matthew's Hall, 465. (See, also, Tables VIII, IX.) Officials— State and county superintendents, 465. Summary of educational condition, xxix. Colored children, Schools for : In California, 18, 19 ; in District of Columbia, 472 in Illinois, 81, 82 ; in Indiana, 102 ; in Kentucky, 133, 134 ; in Maryland, 165 ; in Missouri, 237, 238 ; in Ohio, 328. Not entitled to admission to public schools of Indiana, 102. Columbus, Ohio : Schools of, noticed, 330, 331. Compulsory attendance : In California, 19, 20 : in Massachusetts, 182 ; in Michigan, 206 ; in Mississippi, 230 ; in Missouri, 238; in Nebraska, 253 ; in Nevada, 262 ; in New Jersey, 277 ; in New York, 292, 293 ; in Wisconsin, 451. Commissioner of Education, Keport of the : Progress of education during the year, v. Importance of a general summary of education, v, vi. General view of the proper work of the Office, vi, vii. Sources of material — similar in character to those mentioned last year, vii ; action of the National Educational Association respecting statistical forms, vii, viii. Comparative summary of institutions, instructors, and students for five years, viii. Science and education, their relations to each other, ix ; importance to the educator of understanding these relations, ix, x ; future development of these subjects, x. Itemarks on State systems of public instruction— school population of United States, xi ; remarks on enrollment in schools, xii ; table of school age, school population, school enrollment, average daily attendance, and average duration of school in days in the States and Territories, xiii, xiv ; table of school ages in the several States and Territories, xiv ; estimated number between 6 and 16 years of age in the several States and Territories, xv, xvi ; table showing the number of teachers employed in public schools and average monthly salary in the several States and Terri¬ tories, xvi, xvii ; graduated table of teachers’ salaries, xviii ; table showing the income and ex¬ penditure for public schools and the value of school property in the several States and Territories, xviii, xix ; expenditure in certain States and Territories per capita of the school population, enroll¬ ment, average attendance, and of the population between 6 and 16, xx ; summary showing the aggregate school population, enrollment, attendance, income, expenditure, &c., for four years, xxi; summary of educational condition for 1874— in the New England States, xxi-xxiii; in the Middle States, xxiii, xxiv ; in tho Southern States, xxiv-xxvi ; in the central Northern States, xxvi-xxviii ; in the Missouri Eiver States, xxviii ; in the States on the Pacific slope, xxviii, xxix; in the Territories, xxix. School statistics of cities — general summary, 29 ; summary of population, enrollment, attendance, receipts, expenditures, &c., for 127 principal cities, 30-35. Classification and grading — resume of the views of various superintendents and educators, 37-39. Normal schools — comparative exhibit for five years, 39; statistical summary, 40-42: names of normal schools and per capita appropriation for same, xliii ; comparative exhibit of normal instruction in Saxony, xliv, xiv ; pedagogics at the German universities, xiv. Commercial and business colleges — comparative exhibit for five years, statistical summary, xlvL Kindergarten— comparative exhibit for two years, xlvii ; names, location, number of teachers and pupils of Kindergarten, xlvii, xlviii. Secondary instruction— comparative exhibit for five years, meagerness of information concerning same, xlviii ; its importance, xlix; statistical summary of boys^ schools for, 1, li; of girls’ schools, lii, liii ; of schools for boys and girls, liv, Iv ; comparison of preparatory schools for two years, lvi ; preparatory schools, Ivii, lxv. Superior instruction of women — comparative table of schools for superior instruction of women for five years, lvii : statistical summary, lviii, lix ; degrees conferred by institutions for, lx. Universities and colleges— comparative table of same for five years, lx ; statistical summary, lxi, lxiii ; number of students in, lxiv ; college entranco examinations in 1874, lxvii ; entrance examinations in Harvard College for five years, lxviii. Schools of s c ien e c— c o ui par ati ve exhibit for five years, lxviii ; statistical summaries, lxix-ixxi ; result of investigation by a committee of the House of Representatives of colleges of agriculture and tho mechanic arts established under act of July 2, 1862, lxxii, lxxv; signal-service stations at, recom¬ mended. Ixxv. Theological schools — comparative exhibit for five years, lxxvi ; statistical summary, lxxvi, lxxvii. Law schools — comparative exhibit for five years, lxxvii i ; statistical summary, lxxviii. Medical, dental, and pharmaceutical schools — comparative exhibit for five years, lxxix; remarks on preliminary education of students in, lxxix ; statistical summaries, lxxx, lxxxi. National Military and Naval Academies — mentioned, lxvi, lxxxi ; statistical summary of, lxix, lxx. Degrees— classification of, lxxxii ; statistical summary of, by courses and States, lxxxii-lxxxvi ; numbers conferred by institutions authorized, lxxxvi. Libraries — statistical summary of additional, lxxxvii ; statistical summary of increase in libraries previously reported, Ixxxviii ; the Library of Congress, lxxxviii, lxxxix, (note ;) libraries in relation to public education, lxxxix, xci ; proposed special report on, xci; the Boston Public Library INDEX. 913 Commissioner of Education, Report of the — Concluded. Museums of natural history referred to, xciii. Art in its relations to education— notices of art galleries, xciii-xcvii. Deaf-mute schools — statistical summary of. xcviii-xeix. Blind, schools for tbs— statistical summary of, c, ci. Reform schools— remarks respecting, ei-ciii ; statistical summary of, ciii, civ. Orphan asylums, industrial schoolsT jcc. — statistical summary of. cv, cvi : remarks respecting, cvii, cviii. Industrial schools— account of various, cviii, cix. Nurses — training-schools for, cix, cx. Crime and ignorance — their relations, ex-cxx ; Pennsylvania prison reports, cxi-cxviii ; the case of "s-“ Margaret, mother of criminals. " cxix. cxx. Feeble-minded — statistical summary of schools for the, cxxi. Benefactions — statistical summary of, by institutions, for 1874 and 1873, cxxii ; summary of benefac¬ tions to different classes of institutions, by States, cxxiii, cxxiv. Publications, educational — summary of, cxxv. Patents for improvement in school furniture — statistical summary of, cxxv, cxxvi. Conventions, educational — their increasing importance noted, cxxvi. Zoological collections for educational purposes commended, cxxvi. exxvii. Centennial International Exhibition— remarks on the representation of education at the, cxxvii-cxxx. Memorials of men and events as educators, feasibility of collecting same, cxxix ; letter of Hon. G. F. Hoar in relation to College of William and Mary, cxxix, cxxx. Public land sales — appropriation of net proceeds from, recommended for educational purposes, cxxL International exchange in educational work, cxxxii, cxxxiii. Foreign educational statistics : Europe, Asia, and Africa — Austria, exxxiii; Hungary, cxxxiii. cxxxiv; Belgium, Denmark, Egypt, cxxxiv; France, cxxxiv, exxxv ; Germany, cxxxv. e'xxxvi ; England and Wales, cxxxvi: Scotland, cxxxvi, cxxxvii ; Ireland, cxxxvii : Italy, exxxvii. cxxxviii ; Japan, cxxxviii-cxli ; Norway, Por- .tugal, cxli ; Roumania, oxli. cxlii: Russia, cxlii; Servia, cxlii, cxliii : Switzerland, cxliii. The Americas — Brazil, cxliii, cxliv ; British Columbia, Central America, cxliv ; Chili, cxliv. cxlv : United States of Colombia, Jamaica cxlv; Mexico, cxlv, exlvi: New Brunswick, cxlvi; Nova Scotia, cxlvi, cxlvii; Ontario, cxlvii. cxlviii : Prince Edward Island, Quebec, exlix. Australasia — New South Wales, New Zealand, exlix; Queensland, exlix, cl ; South Australia, Tas¬ mania, cl; Victoria, cl, cli. /Payment of teachers in the District of Columbia — report on, eli. Recommendations, clii. Conclusion, clii. Connecticut, State of : Elementary instruction — amount of school fund, financial statement, attendance, 39 : number and pay of teachers, school districts, school-houses, progress during last six years, 40 ; school fund, 40, 41 .- increase of attendance, children illegally detained from school. 41 ; legal prevention of illiteracy, 41, 42 ; uniformity of text-books, district libraries, effect of schools in stimulating invention, 42 :'city school system' of Hartford, 42, 43 ; of Meriden, of Middletown, 43; of New Haven, 44: general sta tistics, (see Tables I, II.) Normal training — State normal school, 44 : educational journals, teachers' institutes, 45 ; statistics, (see Table lli.) Secondary instruction — city kick schools. 45 : other secondary schools, 45, 4G ; statistics, (see Tables VI, VII.) Superior instruction — Vale College, 4G, 47 ; Trinity College, 47, 45 : Wesleyan University, colleges for women, statistical summary. 45: general statistics, (see Tables VUL IX.) Scientific and professional instruction — Sheffield Scientific School. Vale Theological Seminary. Theo¬ logical Institute, Berkeley Divinity School. Vale Law School. Medical Institution of Vale "College, 49 : statistical summary, 50 .- general statistics, (see Tables X. XI, NIT, XIII.) Special instruction — industrial training, 50 ; American Asylum for Deaf and Dumb. Whipple- Home for Deaf-Mutes, 51. Benefactions — various important donations to Vale College, 46, 47. Obituary record — Rev. Abner Jackson, 51. 52: Samuel M. Capron. Dr. Edward W. Hatch. 52; Miss Lottie' A. Riggs. Miss Catharine Butts. 52, 53 ; Mary W. Lovell, William A. Buckingham. 53. School officials— State board of education and secretary, city and town superintendents, 54. Summary of educational condition, xxiii. Conventions and institutes : Increasing importance of. cxxvi. General — the National Educational Association. 517, 518 ; the American Association for Advance¬ ment of Science, 515. 519; the American Philological Association. 519,520: American Oriental Society, 520 American Antiquarian Society. 520 ; American Institute of Instruction, 520. 521 : the Centennial of Chemistry. 521 ; General Meeting of College Presidents. 521 : American Social Sci¬ ence Association, 521. 522 : Association of Normal School Teachers. 522. Local— in Illinois, 94. 95 ; in Indiana. 109. 110 ; in Iowa, 120, 121 : in Kentucky. 141-143 : in Maine, 105, 166 ; iu Maryland, 177. 178: in Massachusetts. 197-199 : iu Michigan. 216-215 : in Missouri. 248. 249 : in Montana', 489 ; in Nebraska, 258, 259: in New Vork. 311-313: in North Carolina. 323 : in Ohio. 344. 340 : in Pennsylvania. 372. 373 ; in Rhode Island. 354. 385 : in Tennessee. 405, 406 ; in Ver¬ mont, 42i, 422 ; in Virginia. 436 ; in West Virginia, 445 ; in Wisconsin, 457, 458. Cornell, Hon. Ezra, obituary notice, 314, 315. • Cost per capita for public school instruction, xx. Cotcher, Miss Jennie, obituary notice, 218. Courses of elementary instruction : In Delaware, 55 ; in Kansas. 125 ; in Kentucky. 133 ; in Maryland, 163 : in Ohio, 325 : in Pennsylvania, 358, 359. Creery, William R., obituary notice, 173. Crime and ignorance : Their relations, cx, cxi : statistics gathered from the reports of the Eastern State Penitentiary of Pennsylvania, from 1850 to 1859, and inferences therefrom, cxi-cxviii : the case of Margaret, the mother of criminals, and its lessons, cxix, cxx. Crosby, Prof. Alpheus, obituary notice. 199. Cruttenden, Prof. David H., obituary notice, 314. 920 INDEX. l>. Dakota, Territory of : Elementary instruction— summary of school population, attendance, teachers, expenditures, value of school property,