1- U.s>, ; /i//r i>.. -iREPORT v-T OF THS THE YEA.R 1875 WASHIXGTOK: aOYERNMENT TBINTINa OFFIC.E. |IC.TA.X.>03 '.0 WM « • p^Lr^ _ L 111 .A3 1875 United States. Bureau of Education . Report of the Commissioner of Education made to the HEFORT TTTE COMMISSIONER OF EDUCATION. I K^. r4^ < ■4I; y:\5' ti EERATA. Page 75, last line of “Secondary Instruction,” 6,662 should be 7,276. Page 88, “ Other Secondary Schools,” second paragraph, first line, 2,707 should be 2,913. Page 154, “Preparatory Departments of Colleges,” first line, 294 should he 156. Page 248, “ Preparatory Departments of Colleges,” first line, 1,956 should be 1,999. Page 322, last line, 183 should he 426. Page 448, fourth line, for 9,668, read 8,668. m,iv COHTENTS. Page. Report of the Commissioner of Education . ,vii~clxxiii Work and needs of the Office, vii-xi ; records of education, xi, xii ; records improved by the Centennial celebration, xii-xiii ; learning the lesson of our own educational experience, xiii-xix ; condition of education at the time of the Declaration of Independence, xix-xxiv ; remarks on tables of statistics, xxvi-cxxvi ; condition of education in other countries, cxxv-cxliii ; education at the International Exhi¬ bition, cxliv-cliii ; educational exhibit at Vienna in 1873, cliii, cliv ; health and education, cliv-clxiii ; typhoid fever in schools, clxiii, elxiv; unpublished information, clxiv; medical jurisprudence, clxv- clxxi conclusion, clxxiii. - Appendix . 1-997 Abstracts of the official reports of school officers of States, Territories, and cities, with other additional information . 5-518 Education among the Indians . . . 519-528 Educational conventions and associations . 529-544 Education in Sunday schools and mission schools . 545 Statistics of education for the year 1875 . 548-997 Table I. Statistics of the school systems of the States and Territories for 1875 . 548-555 II. School statistics of cities containing 7,500 inhabitants and over for 1875 . 556-586 III. Statistics of normal schools for 1875 . 587-595 TV. Statistics of commercial and business colleges for 1875 . 596-605 Y. Statistics of Kindergarten for 1875 . 606-615 VI. Statistics of institutions for secondary instruction for 1875.. 616-688 VII, Statistics of preparatory schools for 1875 . 694-701 VIII. Statistics of institutions for the superior instruction of women for 1875 . 702-715 IX. Statistics of universities and colleges for 1875 . 717-747, X. Statistics of schools of science for 1875 . 752-757 XI. Statistics of schools of theology for 1875 . 758-767 XII. Statistics of schools of law for 1875 . 768-771 XIII. Statistics of schools of medicine, of dentistry, and of phar¬ macy for 1875 . - . 772-779 XIV. Summary of examinations for admission to the United States Military and Naval Academies for the year 1875 . 780, 781 XV. Degrees conferred in 1875 by universities, colleges, scientific and other professional schools, and by schools for the supe¬ rior instruction of women . 782-796 XVI. Statistics of public libraries numbering 300 volumes and up¬ ward . 797-883 XVII. Statistics of museums of natural history for 1875 . 884-891 XVIII. Statistics of museums of art for 1875 . 892-903 XIX. Statistics of institutions for the deaf and dumb for 1875 _ 904-907 XX. Statistics of institutions for the blind for 1875 . 908,909 V VI CONTENTS. Page. Table XXI. Statistics of orphan asylums, miscellaneous charities, and in¬ dustrial schools for 1875 . 910-946 XXII. Statistics of reform schools for 1875 . 952-957 XXIII. Statistics of schools and asylums for feeble-minded children for 1875 . 959 XXIV. Statistics of educational benefactions for 1875 . 960-981 XXV. Publications, educational, historical, &c., for 1875 . 982-996 XXVI. Improvement in school furniture, apparatus, &c., patented for the year ended June 30, 1875 . • . 997 Index . , . . . . . . . . 999-1016 REPORT. Department of the Interior, Bureau of Education, Washington, D. C,, yovemher, 1875. Sir : I have the honor to submit my sixth annual report. The appropriation for the Bureau for the fiscal year ending June 30, 1875, was $35,570 ; the same amount was ap¬ propriated for the year ending June 30, 1876. This is entirely inadequate to the de¬ mands of the country upon the Office. No private business firm carries on the corre¬ spondence and accomplishes the tasks imposed upon this Office with so small an ex¬ penditure ; yet, in spite of the lack of adequate means, the increased skill of my assist¬ ants, the improvement in methods of business, and, above all, the hearty and universal cooperation of the educators of the country, have enabled the Office to accomplish more during the year now drawing to a close than in any previous year of its history. WORK AND needs OF THE OFFICE. Attention is invited to its special needs, and in order to render the statement more efLCctive, I beg to recall and submit a few illustrative facts. This Office was estab¬ lished on the petition and at the request of the educators of the country, a few years since, “ for the purpose,” as detailed in the law, “ of collecting such statistics and facts as shall show the condition and progress of education in the several States and Territories, and of diffusing such information respecting the organization and manage¬ ment of schools and school systems, and methods of teaching, as shall aid the people of the United States in the establishment and maintenance of efficient school systems, and otherwise promote the cause of education throughout the country.” As a means of executing this purpose, the Oommissioner is required — 1st. To collect statistics and information in regard to education ; 2d. To prepare annual and special reports ; 3d. To publish circulars of information. It was hardly possible at that time to anticipate in detail the work that would be required in the administration of the law. A Commissioner and three clerks were provided, and the experiment set on foot. Subsequently, by law, the clerks were reduced to two, and for the year ending June 30, 1870, only $6,000 were appropriated for salaries and other expenses of the Office. At first the fear was expressed that the officers of State and city educational systems, and those charged with the care of institutions of education, might naturally be sus¬ picious of such an office, fearing that some governmental control or supervision was contemplated. Indeed, it is not an uncommon declaration that all Americans are educated, and know enough most certainly to direct anything in regard to education. “Why,” the question is asked, “ should a national office be created or sustained to consider a sub¬ ject on which additional information is altogether superfluous ? ” The reply to this might have been found in the fact that the Office had been created at the request of those most familiar with educational needs. No opposition from State or other educational officers has been experienced; on the contrary, the Office has been largely indebted for its usefulness and efficiency to their cordial and constant co¬ operation. These officers, engaged in the various grades and phases of instruction, from that of vn VIII REPORT OF THE COMMISSIONER OF EDUCATION. the Kiudergarten to that of the university, freely furnish the information in their posses¬ sion, sometimes at the cost of considerable effort to themselves, and with no other return than the receipt of copies of the publications of the Office and the satisfaction of having in this manner contributed to the general progress of education. Only that information is sought which is deemed important in the field of education, and which educational officers wish to give. When the work of collecting educational statistics was begun by the Office, it was found that there was no authentic list of the colleges in the United States, or of acad¬ emies, or normal schools, or schools of science, law, or medicine, or of any other class of educational institutions. The lists of nearly all grades of schools are now nearly complete. Information on all other matters relating to educational systems was equally incomplete and difficult of access. Starting with a nomenclature that well-nigh precluded the possibility of any satis¬ factory comparison, either for use in our own country or elsewhere, now, year by year, purely on the voluntary principle, these institutions and systems of education, num¬ bering in all more than 6,000, report the facts most indicative of their successor failure in terms susceptible of substantially correct inference and comparison. The work to be provided for, therefore, is no longer a matter of conjecture. It can be seen and described. Work of the Commissioner. — It is the work of the Commissioner to supervise and direct the business of the Office ; to keep himself informed of all details in the progress of education at home and abroad ; to receive the cbnstantly increasing number of vis¬ itors seeking information on particular phases of education ; to visit educational institutions and to attend educational associations, and to read and answer all commu¬ nications needing his personal attention. The work of answering the large and increas¬ ing number of the class of communications just mentioned cannot be performed with¬ out the aid of one skilful and well-informed stenograxihic clerk, and at times two are required. Duties of the chief clerk. — Under the chief clerk comes the general work of the Office, such as the opening, recording, and answering of the mail matter ; briefing and recording of the letters received ; writing and recording of letters sent ; distribution of the mail to the proper sections in the Office ; keeping a record of all expenditures and duplicate vouchers of the same ; folding, directing, and stamxriug jiarcels or documents sent, &c. During the year 1875 more than 4,000 letters were written ; 3,500 acknowledgments were made, and a large number of printed letters on routine business sent out. The four copyists allowed by the law are engaged in this work when not detailed to copy statistics or manuscript for the several divisions preparatory to printing. So numerous have been the interruptions in this wmrk, caused by the various details just mentioned, that it has been impossible to keex) up the permanent record of letters sent or jiermauent record of briefs on letters received; and the regular work of the Office has been much delayed on this account. Only press coxiies of letters sent have been taken, and letters received have not been recorded in books, as is usual. The number of documents sent out during the year 1875 numbered over 7,000 bound volumes, and 95,000 pam^ffilets on educational subjects, published by the Office. For the discharge of these duties, though absolutely essential to the administration of the Office in answering the demands of the public, there is no force specifically xmovided. This Office occupies seventeen rooms : six in the basement, four on the first floor, six on the second floor, and one on the third floor. Four rooms in the basement are occux>ied by furnaces, which have to be attended to in winter. Twenty-six large wnn- dows must be washed, and the wood work of at least thirteen has to be kept clean. These rooms have also to be swept, dusted, &c. For this work the law makes no ju’esent provision, and the laborer to do it is requested in my estimates. Division of ahsiracts. — In the division in which the annual abstract of education in the States and Territories is made out, so great an amount of matter is received that the one clerk to whom that work is assigned is overtasked with the labor of properly condensing it. From fifty to sixty thousand pages of printed matter additional to WORK AND NEEDS OF THE OFFICE. IX tbousauds of written returns have here to be r;one over in order to jirepare 400 pages of annual abstract. In addition, 200 letters conveying information drawn from these sources, and answering inquiries not answerable directly by printed documents at the command of the Office, were written in this division during the past year. Of these letters a considerable number are quite extensive discussions of the subjects treated in them. Two additional clerks of class one are needed for this work. Statistical division. — The value of the reports of the Office largely depends on the fulness, accuracy, and systematic arrangement of the statistical material embodied in them. Hence it is necessary that the force of the statistical branch should be sufficient to do its work well and thoroughly. While no adequate idea of the extent and variety of this work can be conveyed by a mere statement of the number of educational institutions which directly report their statistics to the Bureau, a glance at the following figures may indicate in some measure the annual increase therein since my first report was issued, in 1870 : Statement of educational institutions in correspondence with the Bureau of Education in the years named. 1870. ■ 1S71. 1872. 1 1873. 1 1874. 1875. States and Territories . 37 37 44 1 i 48 43 Cities . 249 325 1 533 ! 127 i 241 Normal scliooLs . 53 65 98 1 i 114 1 124 1 1 140 Business colleces . 26 60 53 112 ; 126 1 ]44 Elinderirarten . 42 55 i 95 Academies . 63S 811 j 944 ! 1, 031 1 i li -167 Pi’eparatorr schools . 86 i 91 105 Colleges for women . 33 136 * 175 ! 205 ! 209 249 Collejos . 266 290 298 ! 32:3 1 343 385 Schools of science . 17 41 70 1 70 72 76 Schools of theology . SO 94 1C4 1 140 ; 113 123 Schools of law . 28 39 37 37 38 42 Schools of medicine . 63 82 87 1 94 99 104 Libraries, (public) . 156 180 306 ■ 377 j 676 2, 200 Museums of natural history . 50 43 i 44 53 Museums of art . . 22 1 27 27 Art .schools . . . - I 1 1 26 29 Deaf and dumb asvlums . 34 36 37 40 40 42 Blind asvlums . 10 i 26 27 28 28 j 29 Orphan asrlums . 7“ 180 ■ 269 i 408 Beform schools . 1 23 20 20 34 1 56 ^ 67 Schools for feeble-minded . j 8 1 7 9 9 Total . i 831 2, 001 2, 619 j 3, 449 j ! 3,651 i 1 6, 085 The above statement relates solely to the statistical labor on the annual report. There has been a like increase of work, not shown in the annual or special reports of the Office, in answer to special and individual demands for educational statistics. These requests come from all classes of educators and school officers and fifom all parts of the United States and from many foreign countries, and relate to every grade of in¬ struction and to every class of institutions. The usefulness of the Office largely de¬ pends on its ability to meet these appeals, and is diminished by inability to do so as fully as their importance merits. In a vrord, while the work of the statistical branch has increased more than fourfold since 1S70, there has been no corresponding increase in its clerical force under the law. While the quantity of statistical work has necessarily increased so largely, its qual¬ ity has also improved, as a comparison of the earlier with the later reports shows. As the sphere of statistics enlarges in the discussion of educational questions, the demand X REPORT OF THE COMMISSIONER OF EDUCATION. for specific statements of results and experiences increases ; and as the study of such knowledge becomes more thorough, all statistics are more closely and intelligently scrutinized and their conclusions challenged. To keep pace with the more rigorous requirements of the present, it is clearly necessary that the clerical force should be increased. The law recognizing this branch of the service provides only for a statistician. I have added, by detail, a clerk of class two authorized by law. This work on no fair estimate can be performed with less than the addition of another second class clerk and two copyists. Work of the translator. — The foreign correspondence and the documents received from foreign countries contain matters of very great interest, and this Office in the nature of the case is the only medium through which their contents beconie generally known among American educators. Over 32,000 pages of foreign periodicals, reports, and works on education have been examined by the translator, 500 printed pages were translated in full, as well as a large number of letters in German, French, Spanish, Italian, and other languages, in a single year. The law provides for only one trans¬ lator for this work, with a salary of ^1,600. Puhlications. — It will appear from the above statement that the labor of editing and proof-reading demanded annually imposes no small task upon the Office. In this con¬ nection it should be remembered that the utmost exactness is required in the very nature of these publications. Each figure put down against the name of a place or institution or individual is liable to be questioned at once. A librarian needed. — Nothing is more essential to the efficiency of the Office than a well ordered collection of all publications upon education, whether in the form of peri¬ odicals, reports, catalogues, or treatises relating to its various phases. By purchase and exchange, during the past five years, the library has attained a growth of 4,500 volumes and thrice that number of pamphlets. It is hardly necessary to add that it needs the services of an expert, or that, without the aid of a competent librarian, two-thirds of the usefulness of the library is lost. There is in this country no other collection similar in character of equal extent. It therefore affords the only opportu¬ nity within the reach of American citizens for investigating many phases of this subject. But the law provides no librarian, and the volumes, so far, are only put on the shelves, entered in a list, and used in the current work. There is no catalogue. The character of the works and subjects treated requires a librarian of special qualifications, familiar with educational topics, and competent to classify, catalogue, and index the additions as they are received. This would save much time in all the departments of the work that require the use of the library, and greatly increase its usefulness to the country. The working value of such a technical library depends almost wholly on its classification and the efficiency of its librarian. The collection and publication fund. — Recurring now to the extracts from the law, it will be seen that the only relief from these embarrassments is the temporary employment, as assistants, of persons paid to collect information and statistics. I have found that, by using the information in my possession, (thus imposing addi¬ tional demands on the increased skill of my trained assistants, but involviug no ex¬ pense,) I have been enabled, by employing clerks at moderate pay, to accomplish much more than would be possible with the same amount of money if only experts were em¬ ployed, eminent for their qualifications in the special subjects investigated; both of which courses are understood to be authorized in the appropriation for collecting and publishing information. If we have not the best methods, in every particular, for doing the work required by law with the means provided, it is simply because we have not been able to devise them, and others have not suggested them. It should be noticed that while in this way only could the regular work of the Office pro¬ per be performed at all, much in addition has been accomplished in the way of special investigation and the treatment of particular subjects by persons specially qualified. records of education. XI “ The relation of education to labor,” “ The value of common school education to com¬ mon labor,” Ignorance and pauperism,” “ Ignorance and crime,” and “ The constitu¬ tional provisions for education made by the several States,” and numerous other sub¬ jects which have been treated in this way, in the reports and circulars of the Office, may be mentioned as instances. I should state here that putting the 811,000 in a single item was not at my sugges¬ tion. But gentlemen in Congress overruled my specific requests, and preferred to include the whole amount of the estimates for the various details of the work in one sum. It will be seen from these facts that experience has shown theirs to be the wiser plan, and that the Bureau has been enabled to expend this money far more effectively than if it had been limited to specific items, to be expended without any discretion on the part of the Commissioner. This will be appreciated when the character of the work is regarded ; and it is seen that intelligence, accuracy, and culture are specially' required. The advisability of making the appropriation in one sum rather than in specific items, was inferred from the experience of the Department of Agriculture, where the sum of 1 15,000 apiDropriated in this way had been found necessary. Never before has there been manifested such a spirit of inquiry and investigation in. regard to every phase of education, or such a desire for specific and accurate knowledge of our educational condition. The Office is in almost daily receipt, from university and college professors, public school officials and teachers, and eminent private citi¬ zens, of suggestions for the preparation and dissemination of documents on important educational topics of present interest, which bear witness to this spirit, to the growing usefulness of the Office, and to the expediency of increasing its efficiency. Much mate¬ rial for such documents — which would be of the greatest value to educators were the means afibrded to prepare and irlace it before them — ^has already been gathered ; and there would seem to be no question of the expediency of so increasing the Office force that such material may be made available to the educators of the country. So deeply have I felt this, and so fully have I been confirmed in this view by all educators who have looked carefully into the work ; so fully have I become aware that the Office could not accomplish what is reasonably expected of it without a larger sum for these special reports — subjects of earnest, widespread inquiry — that I have asked that this amount should not only be retained but increased, and the other items specified added. RECORDS OF EDUCATION. No person can at any time study any phase of social science and not be impressed with the need of greater accuracy and fulness of records. The lessons of ancient and medieval history are, on this account, largely lost to mankind. This is especially true in the field of education. Only here and there do we get glimpses of school life in ancient times; as, for example, that allusion by Aristophanes in his “Clouds,’^ to the fixed attention and determination of youth under instruction in Athens, which Mitchell translates as follows : No babbling then was suffered in our schools : The scholar’s test was silence. The whole group In orderly procession sallied forth Eight onwards, without straggling, to attend Their teacher in harmonics. Though the snow Fell on them thick as meal, the hardy brood Breasted the storm uncloaked. Their harps were strung Not to ignoble strains, for they were taught A loftier key. Or like the following direction to pupils on the road to school in Sparta : When they were on the public roads to walk along in silence, not to look around in any direction, but to keep their eyes on what was before their feet. You would hear no more the sound of a voice from them than from stone statues. You would have as much difficulty in turning their eyes as if they were made of brass. XII EEPORT OF THE COMMISSIONS ER ‘OF EDUCATION. Thus, in literature, and occasionally on memorials, are found expressions descriptive of the principles and methods employed in caring for the young among those ancients who rose to eminence and live in history. The passages of this character in ancient literature have never been brought together and made available for general use. Although a collection of such references would necessarily be unsatisfactory from its incompleteness, the high character, of the intellectual life to which some ancient states attained suggests the great value such a work would have. How invaluable to us would be the essential facts in the child’s family, school, and social life, which have determined the character and career of the adult among the Egyptians, the Hebrews, the Assyrians, the Chinese, the Greeks, and the Romans. If we were living only for the lessons to be communicated to a remote future by our experience, full records would be due. But more than this, the current life of a repub¬ lic cannot be guided aright without them. Nor is it sufficient to place the facts within the reach of the student only. There must be present to the minds of all citizens the fulness and correctness of view which guard each against misconduct and niis- government, and inspire all with a choice and appreciation of what is good for them¬ selves and their country, and a disposition to preserve and defend it. EECOEDS IMPEOVED BY THE CEXTEXNIAL CELEBEATION. The centennial commemorations are quickening the historical spirit. Anniversaries ■of battles or other important events in our national history are increasing in frequency. Orations and newspapers are full of history. We may expect histories, national and local, already published, to be revised ; and records of families, societies, churches, in¬ stitutions, towns, and states to be searched out, studied, and published. Amid all this, it would be most anomalous, as well as perversive of the relation of facts to individual and public weal, were the quarter of a million of teachers now engaged in training the nine millions of youth in the schools of the land to be forgotten and ignored. What ■could more certainly foreshadow a century of darkness and evil ? There is among the workers in the educational held a clear appreciation of the truth that the value of generalization respecting education depends upon the correctness and Tulness with which all essential details are embraced. Institutions and localities enter into the work with a lively sense of the fact that they, in each case, are part of the whole, and seek to discharge their responsibility with the same fidelity which they expect from this Office in working ux) the general results. All who attempt to comjiare 1776 with 1876 in matters pertaining to the intellectual and moral training of youth are made deeply sensible of the x>aucity of our records. Till recently there has been little opportunity for studying, year by year, our educa¬ tional condition as a nation. The best effort of an institution or system, whether of a city or State, reached little beyond itself or the circle of those directly interested. Now, each may be studied as a part of a whole. Fortunately, the aiiproaching Centennial Exhibition is international, and we shall be called upon to compare ourselves, not with each other only, but with the rest of the world. Our fathers, in their Declaration of Independence, “ out of a decent respect to the opinion's of mankind,” submitted the facts in their case to a candid world.” Now that a century has passed, we, their children, invite the world to gather at the city w'here their declaration was made, to put to test the results of our experiment. Those engaged in the pursuit of art, science, education, manufactures, &c., will assemble to learn the lessons there taught relating to their several callings. Other nations Avill come, but not merely to study what we have to jiresent : they will show us their triumx)hs, in art, science, and education, and challenge ours. Attention will not be limited to the present ; the past will come in for its share of consideration. It will be a study of cause and effect; of all the main forces which are shax)ing civilization. However much the instructors of the young in these United States may congratulate themselves upon their oj)portunities and the results of their labors, they are as yet pre¬ pared to furnish but little of the exact and detailed history of their i)rofession. How EDUCATIONAL RETROSPECT. XIII mo.'igre is all that the fathers of 177G have left of this record, thus greatly reducing the value of all comparisons between their period and ours ! Shall we leave the students- of 'lur history at the close of the coming century in similar embarrassment ? Rather slamld it be our especial endeavor to bring up to date all educational history so fully aid correctly that no revision maybe required in the future, either near or remote., Tim Ofifice has especially addressed itself to this end. Gathering information from all available sources, it has sought, for the benefit of our descendants, to bring it within reach of those undertaking this task. When we have traced the educational causes in the past to their personal, social, civil, and religious efiects, we shall have the best clew to the future that human experi¬ ence can furnish us in this field of inquiry. LEARNING THE LESSON OF OUR OWN EDUCATIONAL EXPERIENCE. In order to a correct appreciation of the lessons of our educational history, we need to study the contributions made thereto by the early colonists — the Spaniards and Por¬ tuguese, the English Churchmen at Jamestown, the English Puritans and Pilgrims in Massachusetts, the English Catholics in Maryland, the English Quakers in Pennsylva¬ nia, the Dutch in New York, and the Swedes on the Delaware. We need to trace the condition of instruction in its different methods and forms through the several nations that contributed most to our early settlements. The period of discovery and settle¬ ment was one of increasing activity of the intellectual forces, as is evidenced by the invention of printing, the multiplication of books, the increase in the facilities of commerce, the discoveries in geography, and the multiplication of the forms of in¬ dustry, and articles of trade and comfort. The great attainments made in civilization in the Iberian peninsula, from which im¬ portant colonies came to sections now embraced in tne United States, would lead us- to look for large contributions from that quarter. From A. D. 912 to A.' D. 97(3, the struggles for education and progress in science were specially marked. Medicine, natural science, mathematics, and astronomy were favoiite studies. The library of Alhakem II was said to contain 400,000 volumes. Education in all grades received encouragement. Abderrahman established high schools for girls which were taught by female teachers. In Andalusia, it has been atfirmed that it was difficult to find a person who could not read and write. Alhakem is said to have es¬ tablished at his own expense 27 schools in Cordova, where the children of indigent parents were instructed free of charge. But the eximlsiou of the Jews, the introduc¬ tion of the inquisition, and. the interual struggles which followed, witnessed a general decadence before any contributions were made from Spain to our civilization. Schools had closed, the attendance upon the universities had diminished, and education was almost entirely in the control of the church, and was directed toward its ends as then and there understood by church leaders. These seemed to have no idea of the duty of enlightening the entire people, and education was limited in all its higher benefits to the priesthood organizations controlled by the church and the wealthy families. There are, therefore, few traces of culture or efforts at teaching, and books were rare among the early Spaniards in America, while the priesthood was most active in striving for the diffusion of their religious tenets among the natives. Very different were the educational ideas and practices of the Swedes who settled on the Delaware.* The art of printing was introduced in Sweden in 1482. The Swedes who came over (even the very first) all brought their ministers with them. May 31, 1693, the Swedes in America wrote a letter to .John Thelin, postmaster at Gottenburg, Sweden, in which the following occurs : “ Further, it is our humble desire that you would be pleased to send us 3 books of sermons, 12 Bibles 42 psalm-books, 100 tracts, 200 catechisms, and 200 primers.” In 1696 a much larger number of books was sent from Sweden to America ; among the rest, 400 primers and 500 catechisms. — (Swedish Annals, by Eev. John Curtis Clay, Philadelphia, 1335.) Extract from Instructions given to .John Printz, governor of New Sweden, Stockholm, August 15, 1642, “ to urge instruction and virtuous education of youth and childreu.” In 1693 the total number of Swedes on the Delaware was 945. — (History of the Original Settlements on the Delaware, &c., by Ben¬ jamin Ferris, Wilmington, 1846.) XIV EEPORT OF THE COMMISSIONER OF EDUCATION. Charles X, between 1604 and 1611, established a great many popular schools, espe¬ cially in Worinlaud, the central portion of Sweden. Gustavus Adolphus (1611-1632) decieed that the bishops should direct the work of royal schools and seminaries where needful in the kingdom, and what course of education was most desirable to be given, how good teachers might be obtained, and that one general method of instruction be introduced.* Schmidt quotes an old chronicler as affirming in 1637 that there was not in this province a single peasant’s child unable to read and write.” Queen Christina, in 1640, decreed that a school should be established in every town of the Swedish dominions. These schools, called Pedagogia,” were originally primary schools, each with an a & ■c class, but were in course of time either abolished or became higher schools.! The distinctive ideas and practices in regard to education among the settlers in New Amsterdam t or on the Hudson were no less gratifying. The struggles over the princi- ,ples of the Reformation in their mother country were an immense stimulus to thought on both sides, while the appeal to the word of God made more and more necessary a knowledge of letters. Here, as elsewhere in that period, the first steps are obscure : Rut we fiud the preacher always a teacher, and the school springing up by the church, lu 1575, William established the University of Leyden as a reward of the unshaken per- •severance of the city, and, as the letter of foundation says, ^ in order that not through the iaek of good education of youth in the provinces of Holland and Zealand, all mo¬ rality, science, and learning should be lost, thus decreasing the honor of God and injur¬ ing the commonwealth.” Ten years later the University of Frankfort was established. So great was the zeal for learning that, in the midst of war, schools were founded at Groningen, Utrecht, Harder wijk, Deventer, and Amsterdam. Schools were known as higher and lower schools, Latin schools, public schools, or great and small schools. The records of the reform ecclesiastical authorities show the deep interest taken by these or¬ ganizations. In 1574 one of these resolves “that good schools are very necessary; wicked schools do a great deal of harm ; that the servants of the church shall determine when schools shall be established; the schoolmaster of these schools shall receive a fixed sal¬ ary; the schoolmaster shall sign a pledge to submit to the discipline of the church and to teach children the catechism and all other knowledge which is useful to them.” Early after the union of Utrecht in 1579, it was resolved “ that the inhabitants of towns and villages should within six weeks find good and competent schoolmasters ; and that such towns and villages as should neglect to do this should be bound to re¬ ceive the schoolmasters that were sent them, (1582,) and that as far as possible a suffi- -cient annual salary shall be paid such schoolmasters,” (1584.) The states of Holland and Friesland showed no less zeal in the cause of education, as is seen from the resolutions of 1581 and 1589. As early as March, 1581, they discussed the school question, and, in the month of December following, it was resolved to order the appointment of schoolmasters. All, either men or women, before keeping school or teaching children, were to pass an examination to show that they were com¬ petent. In the Zealand school law of 1583, education is called “ the foundation of the oommonwealth,” so that “ for the building up of a good republic and for the general well-being of the country, it is of no little importance to educate young people from their infancy in the fear of God and all useful knowledge.” The preliminary order regulating education became a law in 1590. One paragraph iirescribed specially that no one, either man or woman, should be allowed to teach Latin, Greek, German, French, or any other language, without having been previously examined as to competency before the magistrate. The province of Utrecht was s^Decially careful on these several points. Perhai^s the fullest school law is that of 1612. Its first article affirms that “ the authorities of the city and all the towns of Utrecht shall have special care that the public or primary schools are supplied with good teachers, and that they must give good instruction.” In the province of Gelderlaud, in 1693, a law enacted * History of the Swedes by E. G. Geijer, translated by J. H. Tnruer, London, 1845. t Schmidt’s Educational Encyclopedia, Toi. Till, Gotha, 1870. 1 History of Education and Instruction in the Netherlands, by D. Bnddingh. The Hague, 1842. EDUCATIONAL RETROSPECT. XV that “ uo scbooluiasler should be appointed unless ho had been examined by the cler¬ gyman in the catechism, and God’s AVord, and primary knowledge, and is found to have a good moral character.” The Netherlands not only sent emigrants directly to America, taking their own institutions with them, but the founders of New England, who landed on Plymouth Rock, while they were English by birth, had, du ring the period of their residence in the Netherlands, been taking lessons of their Dutch brethren. The charter of the West ludia Company of the Netherlands, with which the work of colonization commenced, bound itself to maintain good and fit preachers, school¬ masters, and comforters of the sick. In the contract made with Rev. Gideon Shaets, when engaged as minister of Reusselaerwick, he was “ to use all prox)er zeal there to bring both heathens and their children in the Christian religion, to pay attentiou to the oflice of schoolmaster for old and young.” Again we find in another colony, that of New Austel, that Evart Paetersen was approved, after examination before the classis as schoolmaster and zieken-irooater, to read God’s word and lead in singing.' In 1633, Adam Roelansen is mentioned as the first schoolmaster at New Amsterdam. The first direct mention that we find in the history of this colony of a j)ublic tax for the support of ^hools occurs in the projposed articles for the colonization and trade of New Netherlands, 1638. “ Each householder and inhabitant shall bear such tax and public charge as shall hereafter be considered proper for the maintenance of school¬ masters.” As an evidence of the value set upon education, it should be noted that in 164*2 it was common in marriage contracts for the parties to promise to bring up their children decently, according to their ability ; to keep them at school ; to let them learn reading, writing, and a good trade. A record of expense in 1644 mentions a schoolmaster who should also act as precentor and sexton, at 360 florins a year. In 1647, Governor Stuyvesant calls the attention of the council to the state of public education, to the want of x)rox)er combinations, and the absence of a school during the last three months, (evidently of public schools, for private schools had already been established.) We find in numerous instances the civil authorities of these Dutch colo¬ nies acknowledging (1) the duty of educating the young, (2) the care for the qualifica¬ tion of the teacher, (3) provision for the payment of his services, and (4) the j)rovis- ion of the school-house. When in 1653 municipal jprivileges were granted to New Amsterdam, the support of schools was included. lu the following year, in connection with the grant of municipal privileges to Dutch towns on Long Island, a superior dis¬ trict court was organized, with general authority to establish schools, giving clear evi¬ dence of the purpose of the people, although we have no knowledge that schools were established. In the spring of 1656, the first survey of New Amsterdam, or New York, was made, and it was ascertained that there were 120 houses, and 1,000 souls, and the number of children attending public schools having greatly increased, further accommodations were allowed. In compliance with the request of the colonies, the AYest India Company sent, in 1659, Alexander Carolus Curtins, a Latin schoolmaster, to open an academy. He was paid a salary from the city treasury, and allowed the use of a house and garden, and permitted to charge 6 guilders x)er quarter for each scholar.^ Curtius became very * The following singular agreement, cited from Thompson’s History of Long Island, vol. I, pp. 285-286, made between the town of Hlatbush and Johannes Van Eckkelen, accepted schoolmaster and choris¬ ter, is in many respects cniious and interesting : Art. 1. The school shall begit again at 8 o’clock, and go out at 11 ; shall begin again at 1 o’clock and end at 4. The bell shall be rung before the school commences. Art. 2. tVTien school begins, one of the children shall read the morning prayer as it stands in the catechism, and close with the prayer before dinner ; and in the afternoon, the same. The evening school shall begin with the Lord’s Prayer, and close by singing a psalm. Art. 3. He shall instruct the children in the common prayers ; and the questions and answers of the catechism, onTTeduesdays and Saturdays, to enable them to say them better on Sunday in the church. Art. 4. He shall be required to keep his school nine months in succession, from September to June, one year with another ; and shall always be present himself. Art. 5. He shall be chorister of the church, keep the church clean, ring the bell three times before XVI REPORT OF THE COMMISSIONER OF EDUCATION, unpopular, but under his successor, Tuych, this high school, or academy, gained such reputation that children were sent to it from Virginia, Fort Orange, and the Delaware. It may be set down that, in the colony, elementary instruction was furnished at the pub¬ lic expense, free ; that the public, as we have seen, aided, by furnishing salary and house for the high school, while tuition was also charged. In other parts of New Netherlands, the colonies regulated the qualifications of the teacher and shared in the support, allowing tuition to be charged.^ The foregoing action on the part of the governor and council seems to have fully settled and confirmed the policy of the Dutch administration in regard to free public schools supported solely by taxation, and which, but for the reconquest by the English, might, perhaps, have continued without interruption to this day. (Annals of Public Education in New York, pp. 60 and 61.) Prior to 1700, the license to teach school had uniformly been issued by the authority of the colonial officers, but, after 1700, the municipal officers began to issue these licenses. The first indication of school legislation by the colony of New York bears date November 27, 1702, though there is no evidence that it resulted in any school. The free school act of 1702 expired by limitation in 1709, and there appears but little, if any, colonial action in behalf of education from that. time forward, till the revolu¬ tionary war. The Society for the Propagation of the Gospel in Foreign Parts, however, contributed a number of schoolmasters. The so-called Trinity School of New York City, it is believed, traces its origin to this society. In 1732 a public school to teach Latin, Greek, and mathematics was established in the city of New York. the people assemble, and read a chapter of the Bible in the church between the second and third ring¬ ing of the bell ; after the thh-d ringing, he shall read the ten commandments, and the twelve articles of oar faith, and then set the psalm. In the afternoon, after the third ringing of the bell, he shall read a short chapter, or one of the psalms of David, as the congregation are assembling; afterwards he shall again sing a psalm or hymn. Aut. 6. When the minister shall preach at Brooklyn or Utrecht, he shall be bound to read twice be¬ fore the congregation, from the book used for the purpose. Ke shall bear the children recite the ques¬ tions and answers out of the catechism on Sunday, and instruct them therein. Art. 7. He shall provide a basin of water for the administration of Holy Baptism, and furnish the minister with the name of the child to be baptized, for which he shall receive twelve stivers in wam¬ pum for every baptism, from the parents or sponsors. He shall furnish bread and wine for the com¬ munion, at the charge of the church. He shall also serve as messenger for the consistory. Art. 8. He shall give the funeral invitations, dig the grave, and toll the bell ; and for which he shall receive, for persons of fifteen years of age and upwards, twelve guilders; and for persons under fif¬ teen, eight guilders ; and if he shall cross the river to Xew York, he shall have four guilders more. The school money. — Ist. He shall receive, for a speller or reader, three guilders a quarter ; and for a writer, four guilders, for the day school. In the evening, four guilders for a speller or reader, and five guilders for a writer, per quarter. •2d. The residue of his salary shall be four hundred guilders in wheat, (of wampum value,) delivera¬ ble at Brooklyn Ferry, with the dwelling, pasturage, and meadow appertaining to the school. Done and agreed upon in consistory, imder the inspection of the honorable constable and overseers, this 8th day of October, 1682. Signed by Casper Van Zuren and the consistory. I agree to the above articles, and promise to observe them. JOHAYXES VAX ECKKELEX. *The following action of the governor and council, during the temporary reoccupancy of the govern¬ ment of the province by the Dutch, indicates the purpose of the Dutch administration as regards the support of public schools. At a council held in Fort William Hendrick, May 24, 1674, was considered a petition from the schont and magistrates of the town of Bergen, complaining that some of the inhabitants of their dependent hamlets “obstinately refuse to pay their quota to the supi^ort of the precentor and schoolmaster;’’ concerning which it was ordered that the schont “ proceed to immediate execution against all un¬ willing debtors.” At a council held June 15, 1674, there was presented a petition from the inhabitants of Mingagquy and Pemrepogh, “ requesting to be excused from contributing to the support of the Schoolmaster at Bergen.” In answer to this petition, the council issued the following : “* * * * it is after due inquiry resolved and ordered, that the inhabitants of Pemrepogh and Mingagquy shall promptly pay their share for the support aforesaid, on pain of proceeding against them with immediate execu¬ tion.” 'educational retrospect. XVII Tbo opinions and practices prevalent in regard to education in England up to the time of English immigration to these shores are obscure or ill-defined. There was no general acknowledgment of the duty of universal education. Oxford and Cambridge were chartered early in the thirteenth century. Eton was founded by Henry VI in 1440. During his reign and that of Elizabeth, many grammar schools were established; Rugby, by Lawrence, sherifl', in 1.567, and Harrow, by John Lyon, in 1571. Nearly 2,000 parochial charity schools are said to have been founded, by the Society for the Promotion of Christian Knowledge, from 1693 to 1741. There was action, first, by the church ; second, by the state ; third, by the family ; fourth, in large personal benefactions to education. The result is, first, family training here excellent, there inditierent, and again entirely wanting ; second, church or parochial instruction ; and, third, the magnificent work of the great foundations of various grades already mentioned, from which has come the perpetual flow of cultured minds that have given skill to English industry, scope to English commerce, learning to English statesman¬ ship, and eminence to her literature and science. But with all this there was a noted limitation of culture to the few, no knowledge of even letters among the great masses, and no general belief in the idea of the obligation of the state to assume the universal education of its subjects. Taking the English colonists out of this condition of things at home and visiting them in Virginia, New England, Maryland, and Pennsylvania, we find their home ideas and practices undergoing certain modifications, and no two col¬ onies, though coming from the same source, starting out on the work of education on exactly the same methods or precisely the same principles. There is more general ac¬ cord in the characteristics exhibited in Virginia, Maryland, and Pennsylvania, at least so far as acknowledging in terms the importance of educating the young, and the action by the church and family, but in which there is wanting a comprehensive scheme, put in force by the civil power, embracing every child. The earliest historical fragments relating to the settlement of Virginia at Jamestown indicate interest in education. Fifteen thousand acres were appropriated at the instance of Sir Edwin Sandys, president of the company, toward the endowment of a college at Henrico for the colonists and Indians. In 1619 collections in the churches of England amounted to £1,500 sterling. In 1621, persons homeward bound on the Royal James, from East India, gave over £70 toward founding a free school in Vir¬ ginia, to be called the East India School. Other benefactions followed, and Mr. George Thorpe came over as superintendent of the college, or East India School, which was situated at Charlotte. In 1621, car¬ penters were sent to erect buildings, and Rev. Patrick Copeland was placed at its head. But in March, 1622, the massacre followed, when Thorpe and nearly 350 men, women, and children were barbarously slain, and the efforts for the school terminated. The next movement of a general and public character was that of Rev. James Blair, D. D.,. which resulted in the establishment of the College of William and Mary. lu the Maryland settlement there were earnest friends of education, but they strug¬ gled against circumstances which rendered the full realization of the fruits of their efforts impossible. In April, 1671, thirty-seven years after the arrival of Lord Balti¬ more, the upper house of the assembly passed an act for the establishment of a school or college. This act was returned from the lower house with an amendment to the effect that the tutors or schoolmasters may be qualified according to the Reformed Church of England, or that there be two schoolmasters, one for Catholic and the other for the Protestant children, which was so unsatisfactory that twenty-three years elapsed before any further attempt at legislation was made. In 1694 an effort was commenced which in seven years resulted in the establishment of a school near the site of the State House. It will be seen that the people began to rely almost entirely upon the private tuition of their children. William Penn found the Swedes and their school already on the Delaware. His ideas were well expressed in his declaration, “That which makes a good constitution must keep it, viz, men of wisdom and virtue, qualities that, because they descend not 1— n XVIII EEPORT OF THE COMMISSIONER OF EDUCATION. ^vith -worldly mlieritance, miist be carefully propagated by virtuous education of youtb, for wbicb spare no cost ; for by such parsimony all that is saved is lost.” The reliance of the Quaker upon the inner light for guidance in life necessarily made the training of the young to act in accordance with that light of paramount impor¬ tance. Education was confined chiefly to the family and the pay school ; but history with hardly a dissenting voice accords to the English colonists of New England the credit of having developed those forms of action in reference to the education of chil¬ dren containing more distinct features to be adopted in the systems of the country than any others. In Luther’s robust treatment of the issues of his day, he placed great stress upon home government, the duty of the family, the duty of the church to children, crit¬ icizing the mistakes of the period as he understood them ; and in his address to mag¬ istrates he brings up with conspicuous force the duty of the state to guarantee the care of the young. He observed : “ Beloved rulers, if we find it necessary to expend such large sums as we do yearly upon artillery, roads, bridges, dikes, and a thousand other things of the sort in order that a city may be assured of continued order, peace, and tranquillity, ought we not to expend on the poor suffering youth therein at least enough to provide them with a schoolmaster?” We have seen how these remarkable words of Luther were wrought into the family, the church, and the state in Holland. Here the Pilgrims met them. They had left their homes for conscience’ sake ; for the sake of certain beliefs in which they differed from their neighbors. These opinions bore upon the destiny of the human soul. They were most concerned about God and man¬ kind. Man created in the image of his God received for his descendants equal privi¬ leges. Each humau soul was of infinite value, and all were guaranteed in their very nature equality of privileges. The state, the church, the family, the order of Provi¬ dence, existed in their judgment to give to each soul an opportunity of eternal blessed¬ ness. Their Bible was the divine guide to that end. Nothing was more natural, there fore, than that they should seek the best way for the training of their children. They were themselves to a remarkable degree educated. They all were especially taught in the divine word and the idea of correct conduct, aud an rmusual proportion of their men were educated in the schools and universities of England. They were willing to find new things. It cannot be doubted that they got important suggestions in matters of education from Holland, but they did not imitate blindly. They adapted their ac¬ tion to their circumstances. Sixteen years after the settlement of Boston, the colony of Massachusetts Bay appro¬ priated £400 for the establishment of Harvard College, in which also the element of private benefactions appeared. In 1642 it was ordered “ that the officers of every town should have a vigilant eye over their brethren that none of them should suffer so much barbarism in any of their families as not to endeavor to teach by themselves or others their children and apprentices perfectly to read the English tongue and knowledge of the capital laws.” Here is civil action to secure universal education. Soon after they enacted, “ To the end that learning may not be buried in the graves of our fathers, that every township increased to the number of fifty householders should bind one to teach the children;” and soon further, “that any town increased to one hundred families shall set up a grammar school, where youths can be fitted for the university.” In case of neglect the penalty was affixed. Here is a philosophical recognition of the subdi¬ vision of instruction into elementary, secondary, and superior. The whole State or colony through its legislative power provides the method and makes the duty obliga¬ tory upon the town to sustain elementary and secondary instruction, while the State itself makes appropriation and requires proper aid for the university. The whole prop¬ erty is taxed for all the children in the different grades. It is not amiss here to note 4he wide effect of this action. Maine, as is well known, was a part of Massachusetts uutk it became a State. The methods of the colonies of Connecticut were closely in harmony with those of (the Bay ; and Roger Williams, though escaping to Rhode Island, did not leave behind EDUCATIONAL RETROSPECT. XIX the excellencies of the institutions already founded ; so that it is simply a statement of the truth to affirm that this action of Massachusetts colony substantially shaped the educational institutions of Nevr England. CONDITION OF EDUCATION AT THE TIME OF THE DECLARATION OF INDEPENDENCE. Previously American institutions had been affected by (1) foreign legislation, (2) by continued immigration, and (3) general interchange of communication. Hereafter the power of direct legislation ceases. The effect of the Old World upon the New is to be that of one nation upon another, or of several upon each other : first, by immigration ; second, by intercommunication. What influence may have come from the Spanish peninsula at this period is suffi¬ ciently indicated by the following extract from a report made to the King by the min¬ ister of state. Marquis de Asinada. He affirms, “ In the whole kingdom there is not a professorship of law, of natural sciences, of anatomy, and of botany. We have no good map of Spain and its provinces, and no man who could draw such a map, and we are obliged to use the very imperfect maps of Spain which we receive from the Netherlands and other provinces ; so that we, to our great disgrace, do not know the right location and true distances of our cities.” Though Sweden had contributed such valuable ideas to the settlements on the Dela¬ ware, they had not fulfilled the expectations of progress. In England, methods and administration had made little progress, and had certainly in no way kept pace with her literature and commerce. The sun of the Dutch republic was to set in darkness as that of the American republic arose. The Huguenots, or French Pilgrims, escaping from persecution at home, brought most valuable contributions ; so also the Scotch, who came bringing ideas, customs, and schools, so deeply impressed by the influence of John Knox. Reviewing the period which elapsed between the time the colonists left their old for their new homes, to the date of the opening of the war with the mother country, and looking into the details of the coudition of intelligence and the instrumentalities for education, it would be interesting to bring out fully the fragmentary records which remain. A careful study will, I think, leave the impression that, though the religious sentiments of the people made the interests of the Church prominent in education ; though the interest in civil affairs encouraged the study of politics and statesmanship, so that at an early date it was declared in England that more copies of Blackstone were sold in the colonies than at home; though generally in the colonies there was felt a deep sense of the parental obligation to train up the child in the way he should go, and the home was made specially active to this end, and though there was a large number, comparatively speaking, eminent for their cultured minds, yet I think the most careful survey will leave the impression that the progress of educational im¬ provement did not on the average keep pace with the increase of population, and that the intelligence of the generation at the opening of the War of Independence, so far as dependent upon books and schools, would not average so high as the intelligence of the first colonists. It should be remembered that church and state were substantially united in colonial action south of the Hudson. The struggle for separation being the most severe in Virginia, and not ended until some time after the period of Independence, this union of church and state had no small effect upon the ideas and customs that prevailed in regard to training the young. The changes in what remained of the Spanish colonies require no note. In Virginia, the successful establishment of William and Mary College exercised a most salutary iufluence in training the sons of the higher classes. The first building was planned by the great architect, Christopher Wren. The first commencement, in 1700, was a noted event. Several planters came in their coaches, others in sloops, from New York, Pennsylvania, and Maryland. Even Indians had the curiosity to visit Williamsburg. The College of William and Mary sent forth, together with many others prominent in the revolutionary movement, Peyton Randolph, Edmund Randolph, John Marshall, Thomas Jefferson, James Monroe, and John Tyler, governor of Virginia. XX REPORT OF THE - COMMISSIONER OF EDUCATION. The Society for the Propagation of the Gospel was specially active in furnishing teachers in Virginia as elsewhere. The ignorance of the lowest classes was as extreme as in England. This was specially true of the several colonies in which the institutions more exactly accorded with those at home. In Maryland a statement signed by twenty- one clergymen in 1714 affirms that the case of schools is very bad. In 1717, there was an effort made to establish a school in every county. Taxes were to be levied chieffy upon furs, tobacco, and liquors; and in one law the following sources were specified: “ For every Irish papist servant and every negro imported into the provinces, there were required to be paid 20 shillings each,” in addition to what was paid before, to go to the establishment of such schools. Most meritorious efforts were made by individ¬ uals to found schools. Large benefactions were bestowed in lands and otherwise. In 1750, a charity work school was founded near Easton, in Talbot County, the first manual labor school in the State. In 1754, an order of the council requiring an oath of schoolmasters brought out some curious facts. For instance, in Prince George’s County there were 13 teachers, one the rector of the parish, one register of wills, four convicted servants, and three indented servants. In 1763, a project to establish the college was revived without success, and among the items of revenue was to be a tax from 3 shill¬ ings to 20 shillings on bachelors. Amid these difficulties instruction was widely con¬ ducted by tutors in private families, or for the children of adjacent families. Some¬ times the teachers were men of eminence and graduates of the best European univer¬ sities. There was no absolute security against their ignorance, their incompetency or immorality, as is seen by an advertisement in the Maryland Gazette, of February 28, 1771 : “Ran away: a servant man from Dorchester County, who had followed the occupa¬ tion of a schoolmaster; much given to drink and gambling.” And again in the same paper in February 17, 1774 : “ To be sold, a schoolmaster and indented servant who haa got two years to serve. Signed John Hammond, near Annapolis.” To which the following N. B. was added : “ He is sold for no fault any more than we are done with him. He can learn bookkeeping, and is an excellent good scholar.” As an illustration of the pains and difficulties those encountered who sought culture for their children, I wish to instance the community at Dorchester, S. C. An act of the assembly was secured in 1724 for the establishment of a free school in the parish of St. George ; and this act w^as transmitted to Great Britain for royal assent, some of the leading men of the colonies affirming that “the chief source of irreligion and im¬ morality here is the want of schools; and we may justly be apprehensive that if our children continue longer to be deprived of being instructed, Christianity will of course decay insensibly, and we shall have a generation of our own as ignorant as the native Indians.” In 1776 there were 11 colleges that are still in existence. Harvard College, founded in 163S, had graduated 2,557 students. The College of William and Mary, founded in 1693, had graduated 496 students. Yale College, whose foundation dates back to 1701, had graduated, in 1776, 1,405 students. The College of New Jersey, founded in 1746, numbered its graduates up to the time of the Revolution at 567. Washington and Lee College, founded in 1749, had graduated 30; Columbia College, founded in 1754, had graduated 124 ; Brown University, founded in 1764, had sent ou1;54 graduates ; Dart¬ mouth College, founded in 1769, had graduated 43, and Rutgers, founded in 1770, num¬ bered 13 graduates. The University of Pennsylvania was founded in 1747. Hampden Sidney College was founded in 1775. Of the academies existing at that time there are at present nine : The Latin Gram¬ mar School, Boston, founded in 1635 ; the Hopkins Grammar School, New Haven, founded in 1660; Germantown Academy, 1760 ; Durham Academy, Byfield, Mass., 1763; Columbia Grammar School, New York, 1763 ; University Grammar School, Providence, 1764; Rutgers College Grammar School, 1770; Charlotte Hall School, Maryland, 1774 ; and Kingston Academy, 1774. Before 1800 a dozen more colleges were founded that are still in existence, and also 28 academies. EDUCATIONAL RETROSPECT. XXI The existence of *29 libraries in 1776 has been traced, containing 3,632 volumes. In January, 1776, there ^vere published the following newspapers in the thirteen colo¬ nies : In Massachusetts, 7 ; New Hampshire, 1 ; Rhode Island, 2 ; Connecticut, 4 ; New York, 4 ; Peunsylvania, 9— of these 2 were German and one German and English — Mary¬ land, 2; Virginia, 2; North Carolina, 2; South Carolina, 3; Georgia, 1. There were no daily newspapers. In 1800 it is believed that 150 newspapers were published in the United States. In 1704 the Boston News-Letter, the first newspaper iu the colony, was published by John Campbell, bookseller and postmaster.* With reference to the development of principles and methods among ourselves, we must confess that the century hits not been one of uninterrupted and universal progress. Unnatural parents, indifterent citizens and rulers, incompetent teachers, selfishness, vice, and crime, have here and there at times done effective work. We cannot read the declaration of Washington, of Adams, of Jefferson, of Hamilton, and of others, their eminent compeers, without a profound impression of their thor¬ ough appreciation of the duty of education, and their conviction that the perpetuity of the blessings they sought for their country depended upon its success. We can never forget Washington’s admonition to promote as an object of primary importance insti¬ tutions for the general diffusion of knowledge. “ In proportion as the structure of gov¬ ernment gives force to public opinion, it is essential that public opinion should be en¬ lightened.” Jefferson sought for Virginia a system of education that should embrace, fiiist, elementary schools; second, colleges; third, an ultimate grade for teaching the sciences in their highest degree. Though failing in part, he succeeded in the establish¬ ment of a university, which he cherished as one of the greatest honors to his name ; while Hamilton, in addition to his emphatic words, was one of the first to participate in the organization of the board of regents for the State of New York, as a part of a scheme for the universal education of the people of New York. The first great national educational act that we shall meet in the beginning of the century now closing, and the one that overshadows all others, is found in the ordinances of the Confederate Congress of 1785 to 1787. Liberty was decreed for that vast terri¬ tory north of the Ohio River, the duty of education was enforced, and from the public domain sections were given for elementary and superior instruction, thus, in some meas¬ ure, providing the means for the end proposed. On these acts, we may say, the history of the country turns as on a hinge. Had slavery gone into this territory and education been excluded, this last experiment in the interest of man as such, irrespective of all dis¬ tinctions, free from all adventitious circumstances, would perhaps have proved a failure. The War of Independence had dealt harshly with education. The young men had been called to the field, as well as the old.t The seven years of conflict had deprived many of those who sursuved of all other culture save that of the march, the camp, and the battle in defence of their country. The most marked efforts observable in the early years of the century were put forth in the form and in the direction of existing instrumentalities. Before the close of the eighteenth century 23 colleges were founded, 37 academies were established, and 49 libraries, containing between 75,000 and 80,000 volumes. Slavery, which had generally existed in the country, in the more Northern States never succeeded * It was coatiniied by different pablishers nntil 1TT6, or 72 years. It was the only paper published in. Boston during the siege. In 1719 the Boston Gazette was published, and 1721 the Xew England Con- rant, by James Franklin. t G. tv. Xesmith, LL. D., an aged and eminent lawyer and friend of education, of Franklin, X. H., the weU known confidential friend of Daniel Webster, furnishes the following interesting items in regard to a schoolmaster who served in the war of Independence : Daniel Parkinson, bom in Ireland in 1741, landed in Xew York, graduated from Princeton College in 1765, went to Yew Hampshire and became a teacher ; in 1765 enlisted in Colonel Stark's regiment and was promoted to quartermaster. His meritorious services were well kno^. After the war he resumed teaching, and di^ in Canter¬ bury in 1820, a short time before his death preparing his own epitaph, which may still be seen on a slate head-stone and reads as follows : “ Hibernia me genuit. . America nutrivit. Yassau Hall educavit. Docui, militavi, atqne maniboa laboravl Sic cursuin meum finivi. Yunc terra me occuparit, et quiete in pulvere dorinio, quasi in gremio materno meo. Hue ades, amice mi I Aspice, et memento, ut moriendum qnoquo certe sit tibi. Ergo vale ei cave.” XXII REPORT OF THE COMMISSIONER OF EDUCATION in overcoming the belief that education is the duty aud privilege of all men, and, on the more sterile soils, it gradually began to disappear. In the warmer climate and on the fertile soils of the South it was more prolitable, and, gaining larger sway, soon began to be sensitive at the approach of intelligence to the slave. Facts and sentiments, however, remained much the same until between 1830 and 1840, when the series of State constitutional conventions occurred in which the guarantees of slavery secured stronger expression in the several constitutions, and then followed in a few decades the series of legislative enactments forbidding instruction to the slave and exerting the power of the state to keep him in darkness. While there were in these States individuals who struggled for the universal education of the white population, they labored at a disadvantage; and although here and there, in spite of untold adverse circumstances, systems of elementary instruction and schools of some efficiency were established, generally educational schemes were partially started, lacked efficiency, and resulted in schools known as pauper schools ; those who had wealth relying upon instruction in the family, in the private or incorporated academy, in the college and university, for the education of their children. This supremacy of the influence of slavery seeking to strengthen and guard itself, became sensitive to any thought or action in the national councils which might, according to the judgment of its friends, in any way imperil its existence and progress. There¬ fore, for this period education was rarely broached in Congress, and this cooperative influence, save in the carrying out of the policy of land grants, was substantially shut off. But while in the Southern States the educators were being put to disadvantage, in some of the Northern States a revival of education was beginning, .destined to create a new era. There was a struggle to know the facts. Especially in New York and Massa¬ chusetts was it sought to secure reports from towns and cities. The national census in 1840 for the first time recognized the items of intelligence.^ Something more than action by the church or the family, or legislation by the State, was seen to be neces¬ sary. That great force among us represented by voluntary organizations was brought into requisition. The subject of education was discussed in conventions and in the press. The Lancasterian impulse, which had so profoundly moved in behalf of the lower classes in England, reached to our shores, and Lancaster himself died among us, I regret to say, in poverty, and few even of our teachers know his resting place. Light was sought from the experience of other peoples. The ideas and methods adopted in some German states had attracted attention. Prussia, that had been so terribly crushed, was seen to be rising in its rank among the nations. The secret was discovered to be education, taking to itself something of the military form, according to the ideas of the times. Every child was to be educated ; every man was to be a soldier. Notable visits to Europe were made by Americans. Three reports, that by Mann, that by Bache, and that by Stowe, the one first published by Massachusetts, the other by Girard College, and the last by Ohio, have been much quoted. Another visit, however, which did not result in a report so often mentioned in our literature, yet one that had great effect upon the history of education in the country, was that of Dr. Henry Barnard, of Connecticut, especially as it enlarged his own views, and added important elements to their character and adaptation in his long course of educational labor. Not only did our own great reformers in education study foreign countries, aud our teachers visit them, but our schools and colleges steadily drew on them for instruc¬ tors. Germany furnished us many teachers. A marked change manifested itself in the organization of education. State supervision was inaugurated. Gideon Hawley became State superintendent of common schools for New York in 1813 ; Hon. Horace Mann, secretary of the board of education, Massachusetts, in 1837. Now the idea of State supervision is embodied in the educational administration of every State in the Union, some of them guarding it by the requirements of the constitution. And this idea has *Tlie items inquiring in regard to intelligence were inserted in the schedules by the Secretary of State on the suggestion of Hon. Henry Barnard, the first Commissioner of the United States Bureau of Education. EDUCATIONAL RETROSPECT. XXIII sought to perfect itself by adding here county supervision, there city supervisiou, and there town. A second important element which manifested itself was the care for the qualification of teachers. The first State normal school was opened by Father Pierce, in Lexing¬ ton, Mass., with three pupils. The normal school has been supplemented by teachers' institutes. A third element to be noted is the attention to educational literature, school journals, and works on the philosophy and methods of education. Whatever literature we have on the subject of education has almost entirely sprung up in the last forty years. A fourth important change is the introduction of high schools, org.auized, supported, and directed by civil action, which is in a certain sense going back to the original grammar school of the Massachusetts colonial education act, that had been allowed to pass measurably into desuetude, trusting to supply its place by the tuition of the academy. Another element was the introduction of State colleges or universities. This, too, is only a return to the method adopted by Massachusetts in the establishment of Har¬ vard College. Another element is the introduction of technical, industrial, and scientific education. This has received an immense impulse from the act of Congress donating lands for tho establishment of colleges of agriculture and the mechanic arts, the passage of which is largely due to the persistent efibrts of Hon. Justin S. Morrill, of Vermont. Still anothS^r element is thd enlargement of the sphere of woman in education. Here the change is no less than a revolution, whether we consider the instruction she receives or the work she does in educational literature, or as instructor or officer. In recounting these special elements contributive to the greater efficiency of educa¬ tion, we should not omit the private benefactions of on citizens to this cause. Another and most effective element in the progress of education among us is the preparation of educational information, particularly of statistics, for use in the guidance of teachers and officers, institutions and systems. In towns. States, and the nation, we can be more certain what we are doing and what we are not doing, what we do well and what we do ill, what corrections are needed and how they are to be applied. M. Buisson, an impartial and very competent judge, in a report to the French minis¬ ter of public instruction on the educational features of the exhibition at Vienna, in 1873, observes that “ the United States Bureau of Education commenced a few years ago the organization of educational statistics for the entire Union. Not one country in Europe has offered such complete and carefully prepared reports. America shows that all difficulties in preparing statistical works can be overcome by uniformity in the system.” Slavery, too, having been abolished, the slave has become both teaeher and pupil. The barriers set up by slavery against universal intelligence are passing away. Statutes do not prohibit but enforce the education of colored children ; the nation by the terms of the Constitution has committed its fortunes to universal male suffrage, and all national interests are now bound up with universal intelligence. Other interests, religious and patriotic, commercial and industrial, will see this fact more and more, and from sheer selfishness, if from no other motive, seek to devise the best educational measures. Constitutions may be amended, statutes enacted, officers changed, agencies for the promotion of intelligence abolished, funds perverted or cut off, teachers’ salaries reduced, schools closed on the demand of ignorance, but universal education is the watchword of the party which, notwithstanding temporary drawbacks, must ultimately and completely triumph. The voice of our country’s history declares to any in these extremities, let no one despair, let no one doubt ; all the success of ignorance will be temporary. Education that a century ago in so many places was compelled to hide its head in the monastery, or under the shadow of the church, or could go only where there was wealth and was not considered in the reckoning of national forces, now is coming to the front in every progressive nation. _ True, the term is not always used to des- XXIV REPORT OF THE COMMISSIONER OF EDUCATION. iguate the same idea in all its fulness and robustness, naturally including every force and circumstance that unfolds, informs, nourishes, trains, directs, and strengthens the entire man from the cradle to the grave, and is, when normal and true, adapted to lift him up and draw him toward the divine and perfect, and to bring forward those cus¬ toms and institutions cooperating to this result. Considering the space in this report possible for such allusions to the past, and their necessary brevity and imperfection, the desire for completeness has constantly sug¬ gested that it would be better to omit than insert them in this unsatisfactory shape ; but a sense of their possible good in any form has prevailed. Those who have time for research can omit them, or use them only as hints and complete the studies sug¬ gested by them, and thus, fully informed of the past in education, come to the exam¬ ination of the condition of education in 1875.* The provisions made for the education of the deaf and dumb and the blind, for the feeble-minded and for the reformatories for juvenile offenders are of comparatively recent origin. SmniAEIES OF IXPOEMATIOX EEPORTED TO THE BUEEAU FOE THE YEAR 1875. The plan of collecting and presenting this information is substantially the same as in previous years. The brief space already given for showing the growth of educational systems and institutions will necessarily exclude much matter usually presented in connection with the summaries drawn from the several tables in the appendix. Statistical summary of institutions, instructors, and students, as collected iy the United States Bureau of Education, for 1870, 1871,1872, 1873, 1874, and 1875. 1870. 1871. 1872. Schools. Teachers. Pupils. Schools. Teachers. Pupils. Schools. Teachers. I Pupils. City schools . . . 19, 448 1, 417, 172 23, 194 1, 215, 897 normal schools . 53 178 1, 028 65 445 10, 922 98 773 11, 778 Business colleges . 26 154 5, 824 60 168 6, 460 53 263 8, 451 A cademies . . . . 638 3, 171 80, 227 811 4,501 98, 929 Preparatory schools por| . . - _ _ 6-18 394, 037 *354, 633 156, 394 96, 680 Dliftois .... 6-21 958, 003 *718, 502 685, 676 Indiana . 6-21 667, 711 *500, 783 502, 362 300, 743 120 5-21 533, 903 341, 713 334, 012 136 Kansas . . 5-21 199, 986 129, 331 142, 606 85, 580 102 Kentucky a . 6-20 437, 100 *349, 680 228, 000 159, 000 100 IjOTli si 9' 6-21 274, 688 *206, 016 74, 846 Maine . . 4-21 221, 477 *143, 960 157, 323 100, 641 117 Maryland . 5-206 276, 120 *207, 090 142, 992 69, 259 187 Massachusetts . . . . 5-15 294, 708 *294, 708 302, 118 216, 861 177 Michigan . 5-20 448, 784 *336, 588 343, 619 200, 000 138 Minnesota . 5-21 218, 641 *153, 048 130, 230 71, 292 120 Mississippi . 5-21 318, 459 *222, 921 168, 217 106, 894 149 Missouri . 5-21 738. 431 *516, 901 394, 780 192, 904 99 5-21 80, 122 *56, 085 55, 423 96 jSTevada . 6-18 6, 315 *5,683 4,811 2,884 b The legal school age is from 16 to 21. SCHOOL STATISTICS OF STATES, XXIX Table I. — Part 1. — Summary (B) of school age, population, 4'c. — Concluded. States and Territories. 6 *0 o *3 School population. Number between 6 and 16 years of ago. 'p 2 S *3 S ® u o o S 2 -*3 1 3 i c *2 1 f i i “s ! 1 t .3 1 2 b •3 > =• Xew Hampshire . 4-21 76,272 a55, 665 68, 751 48,238 1 100 New Jersey . 5-18 312, 694 *265, 790 191, 731 98,069 j 194 New York . 5-21 1, 583, 064 *1, 108, 144 1, 059, 233 531,835 176 North Carolina . 6-21 343, 603 *261, 452 146, 737 97,830 j 50 Ohio . 6-21 1, 017, 726 757,133 712, 129 435,349 140 4-20 44 661 *31, 262 21, 518 105. 5 Pennsylvania . 6-21 61,200,000 *900, 000 890, 073 551,648 ^ 151 Ehode Island . 5-15 53, 316 c48, 321 38,554 26,163 173 6-16 239,264 ! 239, 264 110, 416 100 Tennessee . 6-18 426, 612 1 *333, 950 199, 058 . ! 136.805 100 Texas . 6-18 313, 061 *281,754 cl84, 705 cl23,224 73 Vermont . 5-20 89, 541 I *67, 155 78, 139 50,0-23 i 111 Virginia . 5-21 452, 789 1 307, 230 18-4,486 103, 9-27 j 112 "West Virginia . . 6-21 179, 897 i *134, 922 115, 300 79, 002 92.5 Wisconsin . . . 4-20 461, 829 ; *323,230 ' 279, 854 £fl49 Total . 13, 889, 837 10,463,854 8,678,737 1 4,215,380 Arizona . 6-21 2, 508 *1,831 568 1 i 180 Colorado . 5-21 23, 275 *16,292 12, 552 1 1, 343 116 Dakota . 5-21 8, 343 *5,840 . 4, 428 District of Columbia . i 1 6-17 31, 671 29, 133 18, 785 1 13, 494 191 Idaho . . . 5-21 4, 020 *2, 814 3, 270 j ■JJontana . 4-21 3, 822 2,250 j 2, 215 1 i,~io 92 New Mexico . . . ." . 7-18 1 5, 151 132 Utah . 4-16 35, 696 ‘ 29,747 ' ' 19, 278 1 13, 462 140 "W ashingtou _ ....... . . . 4-21 8, 350 *5,427 6, 699 70 1 . Wyoming . . . 5-20 1 1, 222 1 Indian . . . . . ! 6-16 i ’ 3. 754 Total . 1 . 1 17. 655 1. . j 93, 334 77, 922 36, 423 Grand total . . ; 14,007,5->^ 1 10,557,238 8, 756, 659 ! 4. 251, 808 * Estimated by the Bureau. a Xumber enrolled in public schools. 6 In 1S73. cEstimated. d In the country; in 26 cities it ■«'as 195 days. Having given the facts as furnished, for the purpose of aiding many inquirers, the Bureau, using the ratio of the several States that report their school popu¬ lation between 6 and 16 to the whole school population of those several States and other data, has inserted here the estimates for the several States and Territories of the school population between 6 and 16. These figures will not only aid the investi¬ gation mentioned, but serve to illustrate the importance of this line of comparison. These extended generalizations bring out with great clearness the importance of in¬ cluding all facts not only in public schools, but in connection with all other instruc¬ tion afforded. XXX REPORT OF THE COMMISSIONER OF EDUCATION, Table I. — Part Summary (C) of the number of teachers employed in the public schools, and the average salary of teachers per month, in the respective States and Territories. States and Territories. Xumber of teachers employed in pub¬ lic schools. Average salary of teachers per month. Male. Female. Male. Female. Alabama . 2,702 1,297 (62- ' 20) 1, 582 740 California . 1,033 1, 660 $84 93 $68 01 Connecticut . . 721 2, 324 70 05 37 35 Delaware . . (430) (28 ' 00) ^79fii 50 00 30 00 9, 288 12, 330 48 21 33 32 7, 670 5, 463 65 00 40 00 6, 500 11, 645 36 68 28 33 Kansas . . 2, 484 2,899 33 98 27 25 Kentucky . 4, 236 1,732 (49 40) Louisiana . 797 760 37 00 37 00 1, 984 4, 475 37 00 18 00 Maryland . . . 1, 129 1, 594 41 73 41 73 Massachusetts . 1, 169 8,047 88 37 35 35 Michigan . 3, 285 ’ 9, 182 51 29 28 19 Minnesota . 1, 372 1, 591 41 38 28 91 Mississippi . 2, 989 1, 979 55 47 55 47 Missouri . . . - . 5, 904 3, 747 38 00 29 50 Xebraska . . 1,504 1, 587 38 60 33 10 Xeva.da . - _ _ 35 80 (10( ) 56) Xew Hampshire . 503 3, 166 42 61 25 54 Xew Jersey . . . . 946 2, 307 67 65 37 75 Xew "Vork _ _ _ _ _ _ _ 7, 428 22, 585 Xorth Carolina . (■2,6 90) 30 00 25 00 12, 306 10, 186 60 00 44 00 Oregon . . . . . . . . . 496 457 51 45 45 50 Pennsylvania . . . 8; 585 11, 295 41 07 34 09 Rhode Island . 195 861 58 18 46 17 South Carolina . 1,773 1, 032 31 64 29 21 Tennessee . . . 3. 125 al, 040 30 85 30 85 Texas . . . . . (bi, 030) (53 00) V erm nnt . . _ _ _ 667 3, 739 45 62 25 65 Virginia . 2,711 1,551 33 52 28 71 West Virginia . . 2, 677 784 35 03 30 77 Wisconsin . (9,4 51) 1 c43 50 c27 13 Te+jil TiTimbeT’ ef teachers . _ _ (247, 423) A ri zona _ J. _ _ _ _ _ 6 8 100 00 100 00 Colorado . . . . . . . . 172 205 60 00 48 00 Dakota . . . .......... . . 54 154 35 00 25 00 District of Columbia . 22 271 113 00 75 00 Tdalm _ _ _ 55 00 55 00 M on tan a _ _ 43 56 65 00 se 00 Xew MeTieo . _ _ . . - _ _ 132 15 Utah . . . . . 220 233 47 00 1 23 00 "W'a.ftTii'ncrf.on . ... 02 201 1 a There are also 45 teachers, sex not reported, b Estimated 1. c In the country. In t',0 cities the average salaries are — males, $109 ; females, $39. 40. SCHOOL STATISTICS OF STATES. XXXI Table I. — Part I. — Summary (C) of teachers in the imhlic schools, <^'C. — Concluded. States and Territories. Number , of teachers employed in pub¬ lic schools. Average salary of teachers per month. Male. Female. Male. Female. W voming ... _ _ _ _ _ _ _ _ _ 7 16 Indian . _ _ ...... _ _ _ .... _ _ _ ... _ _ Tntnl TiTimbor nf teachers _ _ 1 (1, 839) 1 ■ 0 Grand total _ _ ... _ ............ _ ... _ ...... _ ■ -t ■ ■ - (249, 262) 1 The State of Georgia, and the Indian Territory, and Idaho are unable to report the number of teachers employed in public schools. Texas gives only an estimate. All the other States and Territories except Delaware, Florida, North Carolina, Texas, and Wisconsin, and the Territory of Washington, are able to report both the number of men and women teachers in their public schools. The total number of teachers reported in the public schools is 249,262. But, large as this number is, it is 100,000 short of the number required to teach the entire school population reported, allowing 40 scholars on the average to the teacher. No figures are more indicative of woman’s triumph in spheres outside of the family. It will be noticed that in the Southern States more men are employed than women ; that in the Northern Cen¬ tral States, the number of women is greater than the number of men, while the excess of women teachers is much the greatest iu New England, especially in Massachusetts, where some are already beginning to tbink the interests of education have suffered by the too exclusive surrender of the work of instruction to one sex. In Massachusetts it will be noticed that there are 1,169 men and 8,047 women teachers. It will be ob¬ served that some of the States, Alabama, Delaware, Kentucky, Nevada, and Texas, re¬ port the payment of the same salaries for the same work to men and women teachers. Statement shotcmg monthly compensation of teachers in puhlic schools. States and Territories. District of Columbia. Nevada . Arizona . Massachusetts . California . Connecticut . . New Jersey . . Montana . Indiana . Colorado . . Ohio . . Rhode Island . Mississippi . Idaho . Texas . Oregon . Michigan . Florida . Kentucky . _ Dlinois . . Utah . Male. Female. States and Territories. Male. Female. 0113 00 $75 00 Vermont . . . $45 62 $25 65 (100 56) Wisconsin . . .43 50 27 13 100 00 100 00 New Hampshire . 42 61 25 54 88 37 35 35 Maryland . 41 73 41 73 84 93 68 01 Minnesota . 41 36 28 91 70 05 37 35 Pennsylvania . . . 41 07 34 09 67 65 37 75 Nebraska . 38 60 33 10 65 00 57 00 Missouri . 38 00 29 50 65 00 40 00 Louisiana . 37 00 37 00 60 00 48 00 Maine . . . 37 00 18 00 60 00 44 00 Iowa . 36 68 28 33 58 18 46 17 West Virginia . . 35 03 30 77 '55 47 55 47 Dakota . 35 00 25 00 55 00 55 00 Kansas . 33 98 27 25 (53 00) Virginia . . 33 52 28 71 51 45 45 50 South Carolina . 31 64 29 21 51 29 28 19 Tennessee . 30 85 30 85 50 00 30 00 North Carolina . 30 00 25 00 (49 40) Delaware . (28 00) 48 21 33 32 Alabama . (27 20) 47 00 1 23 00 XXXII REPORT OF THE COMMISSIONER OF EDUCATION. The fact that the District of Columbia gives the highest average in the preceding table, is due to the limited number of country schools ; the teachers are nearly all in city schools, and, therefore, their compensation should be brought into comparison with that paid in other cities. Table I. — Part 2. — Summary (A) of annual income and expenditure, 4'C. Annual expenditure. States and Terri¬ tories. Annual income. Sites, buildings, furni¬ ture, libraries, and apparatus. Salaries of superin¬ tendents. Salaries of teachers. Miscellaneous. Total. Estimated real value of buildings, and all school property. $553, 014 $100 $34 187 $489, 492 $523, 779 789, 536 54, 912 24, 100 259, 747 a 750, 009 $355, 000 California . 3, 390, 359 465, 955 43, 622 1, 810, 479 $381, 803 2, 701, 863 5, 068, 67)6 1, .592, 749 220, 942 20, 000 1, 057, 242 254, 399 1, 552, 583 192, 735 188, 952 15 600 15, 600 435, 319 7, 860, 553 1, 090, 574 5, 326, 780 971, 854 7, 389, 208 Indiana . 5, 041, 517 700, 000 50, 000 2. 830, 747 949, 457 4, 530, 204 10, 870, 3;i8 Iowa . .5, 035, 498 1, 114, 683 (&) 2, 598, 440 892, 626 4, 605, 749 8, 617, 9.56 Kansas . 1, 042, 298 182, 886 34, 100 689, 907 113, 208 1, 020, 101 4, 140, 090 Kentucky . 1, 438, 146 111, 406 1, 559, 452 cl, 624, 000 Louisiana . 699, 665 60, 182 24, 000 573, 144 42, 339 699, 665 896, 100 Maine . 1, 313, 303 110, 725 29, 668 1, 046, 766 126, 144 1,313, 303 3, 019, 549 M.aryland _ . 1, 376, 046 d272, 539 25, 440 1, 035, 755 307, 313 1, 641,047 Massachusetts . 6, 410, 514 1, 533, 142 7, 000, 000 oc d Oi Michigan . 4, 173, 551 j 571, 109 1, 950, 928 994, 745 3, 516, 782 ' 9, 355, 894 Minnesota . 1, 861, 158 208, 030 702, 662 247, 755 1, 158, 447 2, 808, 156 Mississippi . 1,110, 248 55, 000 48, 650 856, 950 80, 000 1, 040, 600 1, 000, 000 ^liasoTiri _ 3, 013, 595 6, 771, 163 Kebraska . 292, 475 /327, 406 18, 916 414, 827 167, 039 928, 188 1, 848, 239 Kevada . 146, 181 22, 723 83, 548 18, 030 124, 301 121, 011 New Hampshire. ... 621, 649 264, 244 424,889 g53, 721 742, 854 2, 2.58, 000 New Jersey . 2, 311, 465 549, 619 28, 770 1,731,816 30, 780 2, 340, 985 6, 287, 267 New York . 11, 601, 256 2, 181, 927 7, 849, 667 1, 569, 662 11, 601,256 29, 928, 626 A 408 794 25, 100 158, 129 8, 445 h 191, 674 Ohio . 8, 711, 411 1, 313, 515 158, 773 4, 787, 964 1, 391, 704 7, 651, 956 19, 876, 504 Oi’ccrrm 86, 673 3, 125 2, 000 5, 125 350, 000 Pennsylvania . 8, 798, 816 2, 059, 465 106, 050 4, 640, 825 2, 557, 587 9, 363, 927 ■ 24, 260, 789 Khode Island . 761, 796 275, 835 11, 681 383, 284 77, 059 % 747, 859 2, 360, 017 South Carolina . 489, 542 22, 222 36.0, 685 34, 554 426, 461 313, 289 T’ A n T1 P .<3 .Q P. k 740 316 44, 406 60 081 19 385 582 918 42, 420 1 703, 358 T'p'VTQ.a 244 879 9 233 630 334 26, 588 726, 236 Vermont . 516, 252 89, 789 12, 643 440, 536 82, 089 625, 057 1, 339, 864 Virginia . .*... 1, 215, 353 97, 278 48, 668 726, 300 151, 150 1, 023, 396 757, 181 West Virginia . 753, 477 123, 844 2, 500 541, 359 47, 457 715, 160 1, 605, 627 Wisconsin . 2, 308, 187 371, 490 50, 000 1, 350, 384 241, 777 2, 014, 157 4, 979, 169 Total . 87, 527, 278 14, 584, 260 — 817, 986 46, 346, 004 11, 861, 709 80, 950, 333 171, 669, 284 o a Items not all reported. & Included in teachers’ salaries. c Value of school-houses, d Includes repairs in part, e Sites and buildings only. /Includes debts. Estimated. h In 1873. i $16,784 was expended for evening schools, (not included.) i Includes $14,918 from sources not reported. J Includes $14,229 from sources not reported. SCHOOL STATISTICS OF STATES. XXXIII Table I.— Part 2. — Summary (A) of annual income and expenditure, tfc. — Concluded. States and Terri¬ tories. Annual income. Annual expenditure. otT c z; *3 o Cm "p ^ ^ ^ o ^ ^ — JT § 2 c ^ a: r- CO W c: i a; fcc 'C =1 • -jj 5 cT K § " 1 1 .1 ^ w Salaries of ioachors. Miscellaneous. Total. Arizona _ i . 28,759 254, 679 32, 602 517, 610 24, 151 218, 313 32, 603 366, 579 20, 000 474, COS 24. 926 1, 114, 162 Colorado . 76, 215 9, 985 61, 123 7,500 1 ! 102, 783 18, 046 209, 368 31, 815 4, 572 86, 568 Dakota . Dist. of Columbia . . Idaho . . 9, 520 0 4, 500 Montana . 31, 821 25,473 130, 799 28, 726 33, 921 15, 432 130, 800 54, 720 16, 400 67, 147 18, 890 18.3, 818 54, 720 16, 400 60, 000 New Mexico _ _ 3, 453 Utah . . 49, 563 3,450 438, 665 'W^ashiu«i:on . Wyoming . . o32, 509 Indian . . . 99, 929 Total . i ! 1, 121, 672 225, 617 24,970 531, 470 126, 413 982, 621 2, 164, 261 Grand total . . 83,618, 950 14, 809, 877 842,956 1 46,927,474 11, 988, 122 81, 932, 954 173, 833, 543 a Value of school-houses. In this summary is shown the large financial business transacted in connection with education in the country, representing a total income for the public schools of 088,648,950, and a total expenditure of 014,809,877 on account of buildings, furniture, libraries, and apparatus, 0842,959 for supervision ; for teachers’ salaries, 047,927,474 ; for miscellane¬ ous items, 011,988,122, and a grand total expenditure of 081,932,954, as far as can be reported ; the total valuation of school property employed in this work is reported at 0173,833,545. It will be noted that North Carolina has been unable to give school in¬ come for 1874 and 1875, and that Idaho, Washington, and Wyoming do not give it for 1875. The States of Delaware, Florida, Georgia, and Missouri, and the Territories of Idaho, New Mexico, Washington, Wyoming, and the Indian Territory, cannot give the expenditure for buildings; Delaware, Georgia, Illinois, Iowa, Kentucky, Massachusetts, Michigan, Minnesota, Missouri, Nevada, New Hampshire, New York, North Carolina, South Carolina, and the Territories of Arizona, Dakota, Idaho, New Mexico, Washing¬ ton, Wyoming, and the Indian Territory, do not report the amount paid for supervis¬ ion ; and Delaware, Florida, Georgia, Kentucky, Massachusetts, ilissouri, Oregon, and the Territories of Arizona and Idaho, and the Indian Territory, do not report the amount paid to teachers ; while neither Delaware, Georgia, Missouri, nor Idaho, nor the Indian Territory, report the total expenditures ; and Alabama, Connecticut, Flor¬ ida, Georgia, Illinois, Maryland, North Carolina, Tennessee, Texas, the Indian Terri¬ tory, and the Territories of Idaho, New Mexico, and Washington, neither report nor esti¬ mate the money value of sites, buildings, and other school property. This is the busi- aess of dollars and cents in which all are expected to keep an account for themselves or their employers. Can educators do their work well and do less ? It should at this point be remembered that Delaware has had a State superintendent for only a single year, and that there are not a few communities that select their school officers with the notion that anybody knows enough to manage schools. The absurdity and evil consequences of this opinion become conspicuous from a glance at these generalizations, I - III ‘ XXXIV REPORT OF THE COMMISSIONER OF EDUCATION. if in view of no other consideration. But what shall we say of those who believe that these figures should not be collated, and school work thus corrected and stimulated throughout the land ? Table I. — Part 2— Summary (B) of per capita expenditure. States and Territories. Expenditure in the year per capita of the school population. Expenditure in the year per capita of pupils enrolled in public schools. Expenditure in the year per capita of average attendance in public schools. Expenditure in the yaar per capita of population between 6 .and 16. Expenditure in the year 2^er capita of population between 6 and 16, including interest on the value of all school property. 822 00 820 00 |30 00 11 80 12 92 22 50 813 80 District of Columbia . 11 57 19 51 27 16 12 58 814 87 9 62 42 41 57 66 9 38 17 39 29 73 Rhode Island . 9 37 12 96 19 09 10 34 15 22 Montana . 8 42 14 36 18 60 13 96 15 00 Rebraaka . . . . 7 76 11 42 Obio . 7 76 10 57 17 29 8 06 9 94 Yermont . 7 04 8 89 12 60 10 02 11 11 Indiana . . . . 6 78 9 01 15 06 Iowa . 6 75 9 33 15 99 10 53 13 67 Michigan . . . . 6 67 11 97 14 97 Rew Hampshire . 6 57 7 31 10 41 8 81 11 25 New Jersey.. . . . 5 85 9 55 17 97 Minnesota . . . . . . 5 74 9 29 16 98 "Nf nine _ _ _ _ . 5 41 7 68 12 01 Utah . 5 15 9 53 13 69 6 18 7 63 Maryland _ _ _ 5 01 9 68 19 99 Kansas . 4 28 5 93 9 99 6 61 9 67 Arkansas . . . . 4 06 10 15 17 57 Dakota _ _ _ 3 92 7 36 "VViscnnsin _ _ _ _ 3 64 6 05 W Ast, Virorinip, 2 92 4 68 7 19 Mississippi 2 84 5 38 6 83 Lonisiana. _ _ _ _ 2 45 9 40 'Florida . _ _ 1 99 5 83 6 69 Yirginia . 1 93 5 05 8 96 3 03 3 15 Sonth Carolina 1 78 3 86 1 78 'Tennossee 1 64 3 53 5 14 frporfna 1 10 2 78 4 50 California . . . 17 09 25 82 al5 75 al8 70 *Op.1 n.WQTA 9 64 a Per capita of population between 5 and 17. It w’ill he observed that Massachusetts expends $22, the highest sum, per capita to the school population, and Georgia $1.10, the lowest; that Arizona expends the most, or $42.41 per capita of pupils enrolled in the public schools, and Georgia, again, the least, $2.78. Here again it is seen that if we could fill out the two columns on the ba¬ sis of population between 6 and 16, we should have a more satisfactory ground of comparison. SCHOOL STATISTICS OF THE NATION. XXXV GENERALIZATIONS BY YEARS AND BY TOPICS WITHOUT REFERENCE TO STATES. Statistical siimmary showing the school population, enrolment, attendance, income, expendi¬ ture, <^'c.,for 1871, 1872, 1873, 1874, and 1875, as collected hy the United States Bureau of Education. Year. Number report¬ ing. In States. In Terii tories. States. Territo¬ ries. (■ 1871 29 9, 632, 969 1 ! 1872 37 7 12, 740, 751 ^8, 097 School population . : 5, * £ i > 2 c * i . I X ^ X JZ X ^ ? X i I t E 5j -r X Expenditures. | Average expen-! ses per capita of enrolment i n public schools. r ^ 2 ® 1 1 6 > X S C P ^ I 3 X c X ; E 1 i •X > ; I X 1 i 11 Vi 13 14 15 16 17 1 IS 1 19 i 20 j $82,000 $56, OCO $3, 448 $53, OOO $56, 448 $15 25 i $8 57j 306 $10, 000, 000 60,900 1 22, 7S5 1,625 15,037 19,4i6 19 SO 3 62; 6,094 360, COO, 000 2,367,000 2.6 790, 181 30, 762 467,639 700, 147 24 7o! 7 15; 134, COO 74,846 15, 237 21930 5.3, 325^ ' 19 14 10 lo! . i 6 000 OOC 140 85:i 3 5 71 802 3, 088 26,204 52, 563 . i . 250 4,500,000 13,350 4 1150C 13,099 14, 024 13 iJ 1 070 50C 189 872 96,773 122,364 . 1 1 . 1 . 145 000 37, 248 23, 690 2>, 700 56, 270 i 1 100 6, 000,000 87, 950 20 32,947 774 19, 059 27,487 10 00 3 Ooj 1,500 77, 124, 217 497, 40C 15 188, 185 1,200 1-29, 186 169, 322 19 00| i Sis! 136 12, 000, 000 132, 000 4. 5 46, 125 350 21 505 42, 457 I . 1 j 500' . 1 ' 67, 761, 513 1 . 2.5 22, 307 1 '22, 307 . 1 82, 308 15, 111 40, 494 ; 80, 9-27 11 55 7 -22' 200 13, 000, 000 88,200 2.5 49,788 6 37, 5C0 1 49, 463’ 15 21 4 46' 30oI ! 23, 524, 757 76. 500 12, OOC' 2, 460 1 1-2,000 1 1 TOO' 24,000 9,684 290 8, 513 i 9, 654 200’ ' 8,000,600 34,650 ' 2 29, 891 100 17,235 1 21, 042 ' 18 9-2' 1 2 69j 300 ' 14, 000, 000 84,000 1 56, 40? 305 43,225 57, 4-23 ' 15 12 ’ 1 891 420 12, 000, 000 69,000 ^ 5.25 22,451 2,38C 9,238 I 22, 408 11 62 ' 2 63 560 5,800,203 104,600 10 29,30C 867 17, 772 1 32,140 j 11 -25 ' 8 37* 600 10, COO, 000 230. 471 76, 765 859 25,537 ; 70, 114 17 16 4 5l' 20, 000 450, 000, 00^. 2,602,756 ■1.83 680, 34.C 152, 628 567,656 ; 859. 303 17 20 ; 4 -21' 100 6, 944, 000 ! 101, 251 ' 11 i 48,035 1,385 15,266 1 3-2, 786 12 74 3 6SI 1 6. COO. 000 i . 1 6. 1 52, 187 4, 278 1 25,627 1 500 5, 597, 551 1 169, 200 ; 9.e i 42, 247 4, 511 19, 475 310-^ 18 54 1 4 00 657 ! 65, 400 24, 925 2,842 26,000 ! (17. 90) 2,040 1 24, 015, 405 168,680 : 2.5 j 61 131 993 31280 61 131 i ' 14 10 5 24 19, 000, 000 234,500 1 47, 206 3,273 21196 41892 ■ 13 42 4 32 X 6S9 6, 400, 000 100,300 6.5 j 27, 316 1, 031 11908 23,588 13 24 4 34 24, 859, 120 1 ; 162, 215 62,000 36, 800 113, 100 11 -28 2 99 2,000 ' 13, 250, 000 ! 190, 000 ! 11 91, 032 29, 174 32,202 69,902 1 17 80 5 49 1,500 ! 80, 000, COO : 801,339 1 304, 728 61,859 112, 054 •260, 145 16 91 6 75 350 : 4, 000, 000 ; 62, 000 ! ' 15,319 1, 689 7. 055 j 700 * 66, 669, 310 ‘ 159, 500 3.5 ! 84. 789 10, 575 i 99, 474 ' 12 69 2 37 2,000 j 6, 500, 000 '! 60,000 i 3. 5 1 . ) 906 1 j 35. 585 4, 994 16, 574 i 28, 862 14 60 4 36 1 11, 463, 450 ' 151500 ! 5.1 ! 28,000 28,000 i 435 ' 612, ^27, 675 ' 167, 550 '! 14 ' 85, 788 11, 512 37,532 1 69,563 ' 15 66 _ .... 3 60 1,500 11, 000, 000 ij 163, 000 1 11 71 100 11,906 31,000 56,4C0 16 41 4 56 . 16, 000, OOC K 263, 30Ci ' 23 120, 345 46,655 40,321 110, 653 I 17 96 3 74 300 6, 698, 432 S 217, 400 14 59, 51C 21 228 18, 017 72,636 l| 16 51 7 19 1,705 1 9, 275, 655 j 173,000 J . 58,340 6,923 31, 724 1 55, 655 I 12 54 4 75 HI 1 2 3 4 5 6 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 23 30 31 32 33 34 35 36 37 33 39 40 41 42 b Assessed valiiatioii. KL g £ 43 44 45 4C 47 48 49 50 51 52 53 54 55 56 58 59 60 61 62 63 64 65 66 67 63 69 70 71 72 73 74 75 76 77 78 79 80 81 EEPORT OF THE COMMISSIONER OF Table II.— iSjj Cities. Estimated j>i'e8ent population. Legal school age. School population. Humber of school buildings. 03 U a .5 *5 c s s Number of teachers. c 33 S 'c 1 3 3 4 5 s Keoknk, Iowa* . 13, COO 5-21 4, 876 9 2, 325 49 190 10, 927 5-21 3, 901 5 • 19 170 Covington, Ky . 30, o;;o 6-20 10, 182 5 3, 360 58 212 15, 000 a 6-20 5, 115 9 30 190 120, 000 6-20 44, 827 26 317 •201 18, 000 6-20 5 42 218 195, 000 6-21 70, 093 73 442 187 21, 000 4-21 6, 479 3, 100 68 183 36, 000 4^21 10, 101 5, 695 111 210 Baltimore, Md . 302, 839 6-18 77, 737 125 706 180 Adams, Mass . dl5, 600 5-15 3, 322 18 2, 740 53 190 Boston, Mass . d341,919 5-15 60, 255 148 56, 111 1,296 •237 Fall River, Mass . 45, 000 5-15 9, 100 29 6,283 151 195 Fitchhurgh, Mass . 13, 000 5-15 2, 357 18 3, 060 58 190 Haverhill, Mass . dl4, 628 5-15 2, 598 28 2, 700 81 196 Holyoke, Mass . 15, 750 5-15 3,23i 17 1, 976 46 197 La-wrence, Mass . 35, 000 5-15 5, 648 22 4, 185 112 194 Lowell, Mass . 49, 677 5-15 6, 944 34 6, 528 133 •237 Lvnn, Mass * . 30, 500 5-15 7, 373 32 158 248 Marlborough, Mass . 8, 355 5-15 2,018 11 1, 750 38 195 Hewburyport, Mass . 13, 000 5-15 2, 603 18 2, 044 55 251 Hewton, Mass . 16, 500 5-15 2, 845 17 3, 108 88 194 Pittsfield, Mass . 12, 255 5-15 2, 384 25 3, 098 59 189 Salem, Mass . 26, 000 5-15 4, 688 18 1, 561 99 192 Springfield, Mass . 31, 026 5-15 5, 668 29 5, 774 147 198 Taunton, Mass . 20, 429 5-15 3, 846 17 3,311 87 200 “W obum, Mass . . 10, 000 5-15 2, 200 14 2, 300 51 200 Worcester, Mass . d49, 317 5-15 8, 000 34 8, 822 182 199A Bay City, Mich . 16, 000 5-20 3, 988 14 2, 424 37 192 Detroit, Mich . 110, 000 5-21 34, 59.3 26 11, 1.31 221 195* East Saginaw, Mich . 17, 000 5-20 5, 130 10 2, 919 50 194 Grand Rapids, Mich . 29, 400 5-20 8, 400 13 4, 210 73 194 Saginaw, Mich . 10, 080 5-20 2,789 6 1,526 34 195 Minneapolis, Minn . 26, 000 5-21 3, 072 57 195 St. Paul, Minn . 33, 600 5-21 15, 114 14 3, 625 87 198 Vicksburgh, Miss . 13, 000 .5-18 3, 000 4 1, 018 25 190 Hannibal, Mo . 12, 000 5-20 3, 133 6 1,575 27 173 j Tvansas City, Mo _ 40, 000 5-21 8, 144 60 198 1 St. Joseph, Mo . 28, 000 5-21 6. 859 16 2, 802 53 193 ■ ■‘■From Report of Commissioner of Edncation for 1874. a The legal school age for colored children is from 6 to 16. & Assessed valuation. STATISTICS OF CITY SCHOOLS. XLIX statistics of cities, 4'C. — Continued. Pupils. Estimated cash value of taxable property in the city. Estimated real value of property used for school purposes. Tax for school purposes on assess¬ ed valuation — mills per dollar. Total receipts. Expenditures. Average expen¬ ses per capita of enrolment i n public schools. Estinuited enrolment in private schools. Permanent impi'ove- raeuts. Teachers’ salaries. Total expenditure. Instruction and su¬ pervision. Incidental expenses. 11 13 13 14 15 16 ir IS 19 30 100 $8, 000, 000 $160 500 9 $46 000 $30, 000 $33, 835 325 2, 385, 396 78, 260 8 18, 280 $143 8,820 18, 275 $10 98 $1 39 1, 500 15, 000, 000 231, 000 2.5 86,615 37, 267 73, 011 (23. 11) &.5, 143, 610 34, 500 3. 5 16 895 14, 130 16, 983 75, 024, 649 847, 300 4.5 279, 919 14, 681 c230, 906 269, 26.3 19 99 2 05 57, 000, 000 149, 000 3 52 957 24, 657 52, 518 13 42 14, 235 5130, 913, 356 686, 950 2.25 290, 368 30, 000 375, 595 516, 053 22 22 6 04 11, 873, 558 178, 700 3. 62 38, 010 24, 779 43, 043 12 32 7 46 1,337 45, 000, 000 297, 300 2.68 101, 081 50 59, 150 83, 155 13 51 4 77 231, 242, 513 1, 485, 150 2.1 633, 631 147, 352 401, 719 701, 182 16 12 6 10 56, 679, 320 181,550 3. 83 24, 675 31, 828 12 72 3 68 793, 767, 900 7, 900, 200 2, 061, 043 393, 086 1, 2J7, 009 2, 081, 043 26 30 10 55 600 51, 401, 467 1, 223, 000 1.85 111, 000 54, 893 54, 153 146, 897 12 54 7 87 0 512, 518, 742 207, 289 2.9 37, 221 8, 024 31, 572 53, 037 19 41 6 30 38 13, 000, 000 284, 500 5. 05 54, 000 41, 148 54,123 18 16 5 23 1,400 18, 488, 000 150, 510 2.48 30, 193 1, 517 17, 286 27, 553 18 82 7 12 1, 200 30, 000, 000 266, 000 3.9 90, 799 20, 023 54, 359 90, 697 16 58 3 36 550 50, 000, 000 437, 200 .65 140, 854 38, 133 93, 432 164, 872 17 24 6 16 300 452, 800 107, 920 1, 901 81, 038 106, 755 18 84 59, 000 24, 139 820 16, 650 23, 358 320 58, 044, 913 105, 100 29, 473 25,036 32, 204 28, 081, 445 438, 900 3.5 126, 525 25, 900 67, 701 125, 320 27 00 100 58, 392, 127 125, 000 3. 09 27, 507 27, 730 28, 863 764 27, 515, 400 , 313, '500 3.2 87, 193 8, 500 61, 057 95, 693 20 34 7 57 375 539, 524, 572 554, 483 3.4 139, 800 32, 235 90, 668 155, 045 22 41 6 91 216 25, COO, 000 186, 000 2.54 60, 189 9, 341 37, 626 60, 189 14 60 4 13 100 8, 756, 893 175, 000 4. 11 45, 121 8, 400 28, 254 45, 121 20 06 4 45 1, 200 65, 689, 441 899, 316 3.11 153, 210 9, 233 110, 345 153, 210 17 25 4 60 580 8, 750, 000 120, 000 25.7 54, 448 16, 773 > 18, 300 51, 177 13 62 3 61 *4, 000 92, 582, 100 735, 192 277, 329 72, 581 cl20, 376 239, 697 el2 68 200 9, 770, 874 160, 000 12.1 48, 497 4, 316 2.5, 391 44, 322 13 24 7 45 1, 046 30, 000, 000 342, 500 7.13 111, 059 36, 575 37, 461 104, 152 12 37 5 08 300 5, 671,665 135, 000 15 ■44,488 250 17, 400 33, 321 19 22 4 62 1,000 26, 020, 000 191, 000 2.2 83, 049 9, 200 36, 781 64, 856 18 40 4 50 2, 500 300, 000 27, 000 52, 700 108; 600 21 00 400 6, 000, 000 30, 000 3.5 22,000 15, 693 23, 016 16 80 3 87 300 5, 000, 000 44, 700 6 21, 726 1, 030 14, 478 20, 636 11 76 2 60 56, 900, 000 200, 000 10 77, 686 7, 299 42, 850 87,023 16 21 4 87 805 12, 000, 000 117, 896 7 61, 484 35, 989 61, 397 16 96 6 06 c Includes cost of supervision. d State census of 1875. e Per capita of average number belonging. r— TY o s 'A 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 L REPORT OF THE COMMISSIONER OF EDUCATION. Table II. — Summary of school Cities. Estimated present population. Legal school ago. School population. Number of school buildings. Number of sittings for study. Number of teachers. No. of days schools were taught. 1 Pupils. Whole number en¬ rolled. Average daily at¬ tendance. 1 a 3 4 5 6 7 8 9 10 82 St Louis, Mo . 450, 000 5-21 153, 128 52 35, 020 821 196 41, 692 27, 082 83 Omaha, Uebr . 20, 000 5-21 4,138 10 1, 741 42 191 2, 486 1, 507 84 Manchester, E". H . 25, 000 5-15 5,200 22 3, 335 73 190 2,618 2,295 85 Nashua, N. H . 12, 600 4-17 2, 754 17 2, 780 54 192 2, 354 1, 731 86 36, 000 5-18 9, 000 100 230 5, 000 4, 500 87 Eliz.abeth, N, J . 25,000 5-18 7, 145 13 2, 513 48 201 2, 720 2,168 88 Jersey City, N. J . 6116, 883 5-18 38, 068 20 11, 133 263 199 18,827 9, 583 89 Newark, N. J . 120, 000 5-18 35, 125 25 12, 400 280 206 18, 197 10, 940 90 New Brunswick, N. J . . . . 18, 000 5-18 5, 075 6 2, 004 41 206 2, 395 1,562 91 Orange, N. J . 10, 500 5-18 3, 151 4 1,T00 29 200 1,515 954 92 Paterson, N. J . 39, 000 5-18 14, 028 10 5,470 100 214 5, 733 4, 378 93 Trenton, N. J. * . 25, 000 5-18 8, 332 10 2, 300 50 190 2, 500 2,129 94 Albany, N. Y. *..... . c76, 216 25 8, 831 12, 460 7, 095 95 Auburn, N. Y . 20, 000 5-21 5, 021 9 2,744 46 190 2,419 1, 664 96 Binghamton, N. Y . 16, 000 5-21 5, 059 8 2,481 53 205 2, 686 1, 880 97 Buffalo, N. Y . 150, 000 5-21 42, 000 50 18, 000 414 201 21,200 12, 560 98 Cohoes, N. Y . 20, 000 5-21 9,607 8 1, 650 32 199 3. 175 1,239 99 Elmira, N. Y . 23, 000 5-21 5, 884 7 4,200 78 196 4, 167 3, 088 100 Ithaca, N. Y . 10, 058 5-21 2, 589 9 1, 497 31 193 dl, 40S 1,259 101 Kingston, N. Y. * _ _ _ 22, 000 5-21 2, 658 26 215 1, 800 102 Lockport, N. Y. * . 13, 500 5-21 3, 945 8 41 202 3, 053 1, 538 103 Long Island City, N. Y . . 15, 735 5-21 4, 874 4 2, 000 38 204 3, 152 1,766 104 Newhurgh, N. Y . 17, 400 5-21 5,765 6 2, 557 51 201 2,348 1, 887 105 New York, N, Y. . . 1, 200, 000 4-21 126 151, 818 3, 257 203 157, 298 119, 700 106 Ogdensburgh, N. Y. 10, 370 5-21 4, 159 206 1, 690 107 Oswego, N. Y . 22, 455 5-21 8, 845 14 4. 322 71 196 4,134 2,770 108 Poughkeepsie, N. Y . 20, 000 5-21 6, 077 9 1 58 196 3,859 2,150 109 Eochester, N. Y . hB3, 578 5-21 36, 532 23 10, 228 214 195 12, 103 7,344 110 Eome, N. Y . 12, 000 5-21 3, 216 7 1, 500 27 194 2, 001 1, 103 111 Saratoga Springs, N. Y. . 9, 000 5-21 2, 600 8 1, 800 27 190 1, 713 900 112 Schenectady, N. Y . . 12, 900 5-21 4, 431 8 ' 1,744 34 202 2, 155 1, 371 113 Syracuse, N. Y . 54, 099 5-21 16, 552 45 8, 230 204 197 7, 409 5,981 114 Troy, N. Y . 50.. 000 5-21 17, 720 19 7,220 140 200 7, 925 5, 050 115 Utica, N.Y . 32, 500 5-21 10, 409 18 4, 086 83 196 4, 711 3, 072 116 "Watertown, N. Y . 10, 500 5-21 3, 031 9 2, 073 43 182 2, 032 1,409 117 Yonkers, N. Y* . 20, 000 5-21 6, 326 7 1, 500 47 200 2,840 1, 600 118 Wilmington, N. C* . 18, 000 6-21 4,000 6 1, 000 20 156 1, 252 700 119 Akron, Ohio . 16, 000 6-21 3, 809 14 ! 2, 091 41 194 2,318 1,755 * From Eeport of Commissioner of Education for 1874. a Assessed raluation. b Census of 1875. c United States Census of 1870. d Present enrolment. STATISTICS OF CITY SCHOOLS. LI staiisiics of cities, cfc. — Contiuned. Pupils. O a § 2 ^ rt « 3 5 'S i a X m Estimated real value of property used for school purposes. Tax for school purposes on assess¬ ed valuation — mills per dollar. *s o P 73 0 H Expenditures. Average expen¬ ses capita of enrolment i u public schools. Number. Estimated oiirolinent in i)rivato schools. rcrmanent improve¬ ments. Teachers’ salaries. Total expenditure. CO 1 i a ’S a V 1 ® 1 X a Incidental expenses. 11 12 13 14 15 16 17 18 19 20 22, 654 §250, 499, 490 '§2, 385, 736 4 §1, 183, 720 i| §64, 009 §479, 850 ' §1, 171, 093 1 §19 28 i §8 15 32 389 21, 000, 000 413, 900 7 96, 072 1, 411 29, 573 66, 556 i 22 07 ’ 10 79 83 1, 311 21, 000, 000 260, 000 3.5 52, 610 707 39, 436 52, 517 17 97 ' 5 39 84 145 a6, 334, 632 213, 600 32, 966 24, 128 32, 257 13 94 4 75 85 1,000 25, 000, 000 410, 000 4 152, 273 1 59, 850 45, 749 138, 059 ' 10 36 1 5 91 86 2. 300 30, 000, 000 116, 500 1.5 46, 177 1, 512 28, 953 42, 552 1 13 51 5 41 87 7,530 120, 041, 438 697, 100 3.7 235, 150 1, 000 152, 717 262, 310 20 55 6 71 88 7, 056 158, 435, 565 855, 000 2 209, 677 2,200 122, 980 261, 616 14 15 4 82 89 1,234 14, 000, 000 137, 300 3.9 38, 993 5, 356 17, 610 38, 993 12 81 3 44 90 750 ao, 100, 000 100, 000 23, 325 398 12, 925 22, 901 17 95 5 77 91 1, 200 33, 588, 000 226, 700 1.8 94, 957 19, 997 53, 755 94, 957 13 09 4 41 92 1,000 23, 000, 000 130, 500 2 51, 892 30, 546 26, 000 62, 428 12 21 2 76 93 343, 005 30, 493 115, 130 186, 985 94 1, 300 13, 650, 000 131, 000 1. 95 50, 401 2, 642 23, 219 35, 777 14 85 5 05 95 510 12, 527, 000 222, 006 16 50, 503 10, 839 26, 851 46, 311 17 52 3 64 96 10, 000 112, 000, 000 1, 091, 000 2 312, 000 61, 925 312, 000 97 435 10, 819, 257 113, 000 7.5 64, 092 5,379 20,022 33, 963 16 16 6 91 98 145 14, 000, 000 326, 000 161, 116 47, 502 39, 651 118, 396 14 70 8 25 99 125 5, 500, 000 39, 500 6.4 33, 079 17, 601 10, 640 32, 443 10 82 4 27 100 150 a3, 936, 901 34, 566 40, 000 101 358 10, 000, 000 199, 300 6. 25 48, 996 2, 654 21, 218 30, 807 14 57 3 73 102 3221 20, 000, 000 49, 000 7.5 36, 993 1,448 26, 700 36,993 16 42 4 53 103 1, 121| 25, 000, 000 156, 000 7.1 51, 625 6, 440 27, 603 46, 557 15 58 5 67 104 o o al, 100, 943, 699 10, 575, 000 2.5 3, 653, 000 e94, 489 482, 817 g3, 371, 094 22 41 6 23 105 1, 265; 6, 182, 775 56, 414 23, 287 121 . 9, 253 15, 078 106 1,685 a7, 001, 720 146, 791 7 75, 154 15, 285 36, 354 70, 194 13 12 6 71 107 650 16, 500, 000 117, 900 4.9 42, 627 276 24, 791 35, 797! 11 53 5 77 108 5, 902 61, 351, 700 526, 500 .25 324, 383 75, 409 109, 253 235, 036 16 03 6 65! 109 495 4, 840, 596 61, 600 11 29, 122 10, 306 12, 117 29, 123 12 43 3 03 110 300 15, 223, 691 55, 500 15 43,719 8,’791 12, .265 25, 987| 15 63 2 44 111 500 72, COO 27, 707 5, 503 13, 871 27, 7081 11 57 4 61! 112 1, 525 37, 277, 019 1, 157, 000 9.4 202, 410 25, 996 88, 337 146, 192! 15 11 7 65j 113 2, 500 48, 000, 000 120, 000 5. 5 141, 029 19, 099 73, 088 121, 112 14 93 5 27 114 1, 000 39, 8S7, 000 416, 970 7.1 108, 183 21, 585 42, 463 78, 718 14 66 3 961 115 180 20, 000, 000 89, 631 2.6 33, 722 8, 944 17, 998 36, 996 13 47 6 23 116 700 30, 000, 000 157, 950 7 66, 094 8, 322 42, 705 63, 379 27 00 6 78 117 11, 200 8 . i 118 450 18, 861, 582 163, 000 6 64, 216 23, 144 24, 169 57, 489 15 19 3 ool 119 e Includes repairs. /Includes cost of supervision. g Includes §103,112 for corporate scliools. h State census of 1875. c ® 5 'A 120 121 122 123 124 125 126 127 128 129 130 131 132 133 ]34 135 136 137 133 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 EEPORT OF THE COMMISSIONER OF Table II.— Cities. Estimated present population. \ <£) fcJD cS 'o O 1 'S feJC © School population. Number of school buildings. Number of sittings fot study. 1 o5 u 2 1 © o © S . ^ ^ ! y cr i I © ' X 'c X X 'o 1 3 4 5 6 7 8 Canton, Ohio . 11, 500 6-21 3,155 6 1,355 34 194 Chillicothe, Ohio . 12, 000 6-21 3, 344 4 1, 650 41 185 Cincinnati, Ohio . 270, 000 6-21 88, 842 40 27, 457 612 1204 Cleveland, Ohio . 140, 341 6-21 44, 363 36 16, 368 316 192 42, 707 6-21 12, 198 24 139 190 Dayton, Ohio . 33, 400 6-21 11, 253 11 5, 098 103 197 Hamilton, Ohio . 13, 000 6-21 5, 451 5 1, 703 30 194 Mansfield, Ohio . 12, 000 6-21 2, 800 5 1,8C0 30 180 Hewark, Ohio . 12, 000 6-21 3, 384 6 34 185 Portsmouth, Ohio . 14, 000 6-21 4, 242 6 2, 108 36 198 Sandusky, Ohio . 16, 000 6-21 6,363 12 2, 250 42 195 Springfield, Ohio . 18, 000 6-21 4, 536 6 43 197 Steubenville, Ohio . 14, 000 6-21 4, 732 6 1, 700 ! 34 197 Toledo, Ohio . 54, 000 6-21 14, 541 22 6, 344 126 198 Zanesville, Ohio . 18, 000 6-21 .5, 370 19 2, 800 68 |196 Portland, Oregon . 12, 500 4-20 3,256 6 416 29 ;208 Allegheny, Pa _ 70, 000 6-18 18 8, 500 172 L... Allentown, Pa _ 18, 000 6-21 8 3, 500 59 Altoona, Pa . . 15, 000 6-21 2, 855 27 40 172 Carbondale, Pa* . 10, 000 6-21 3, 500 7 20' 156 Chester, Pa . . 14, 000 6-21 3, 300 13 1, 875 37 186 Danville, Pa _ 8, 200 6-21 8 28, 154 Erie, Pa . 27, 000 6-21 8, 402 15 , 3, 190 1 79 195 Harrisbnrgh, Pa . 30, 000 6-21 23 5,011 91 204 Lancaster, Pa . ‘ 25, 000 6-21 4, 200 22 3, 150 59* 197 T^orristnwn, Pa _ 14, 000 6-21 5 2, 160 38 201 Philadolpbia., Pa _ 750, 000 1, 878| PittsburorTi Pa 130, 000 6-21 53 25, 000 416' 193 Penflimr Pa* 42, 000 6-18 122 220 TitusviHe, Pa . 10, 000 6-21 2, 600 4 1, 308, 25' 196 Wilkesbarre, (3d dist.,) Pa 6-21 3 1, 367 26, 189 VViniflTnspnrt, Pa 18, 000 6-21 16 1 57' 156 York, Pa . 13, 000 6-21 2, 600 9 2,180 42 179 Yewport, E. I . 14, 000 5-16 2, 800 9 2, 001 55 194 Prn vi lienee P, T clOO, 675 5-16 19, 177 277: 194 Warwiek P. T _ Ik 614 4-16 25' 196 "Woonsocket, E. I . 14, 000 5-16 3,236 11 1,295 25I197 1 Chattanooga, Tenn . 12, 000 6-18 2, 286 23I195 Knoxville, Tenn . (Z8, 682 6-18 1, 992 3 840 20 200 Hashville, Tenn . 23, 000 6-18 8, 950 8 3. 620 71 195 * From Eeport of Commissioner of Education for 1874. a Assessed valuation. h Includes cost of supervision. STATISTICS OF CITY SCHOOLS. LIII staVistics of cities, cf'C. — Continued. Pupils. -2 3 s a . 11 ^ = • ii s B la S- E ® i 2 S ^ 'S "3 > 2 i z H 's 1 ^ 3 1 X ^ c X X I ac &== I I m ? E 'S c; > rs H ® Total receipts. Expenditures. i Average expen¬ ses per capita of enrolment i n public schools. Number. Estimated enrolment in private schools. s > p c "c i 2 3 S s 5 Teachers’ salaries. Total expenditure. X C ’x 1 c T* : C 1 ? ^ 1 X o X & X o 11 12 13 14 15 16 17 IS 19 20 540 es, 000, 000 $75, 300 5. 5 $37, 942 $2, 695 $16, 591 $28, 154 ! $17 25 $5 23 ; 120 411 6, 000, 000 150, 000 6 61, 867 5, 050 18, 930 48,358 17 1C| 6 87 , 321 16, 454 360, 000, 900 1, 330, 000 3 520, 623 47,748 420, 234 650,676 21 10 3 64 ' 122 9, 260 219, 915, S31 1, 334, 742 4. 5 497, 173 60, 990 211, 411 350, 038 16 93' 537 : 123 1, 561 40, 000, 000 535, 643 5.1 263, 743 35, 271 81,229 170, 224 17 32^ 4 26 124 1, 703 26, 300, 000 326,500 5. 5 173, 099 14, 971 72, 826 126, 251 20 84 8 60 j 125 716 6, S05, 098 150, 300 6. 25 59, 623 3, 962 18,923 47,303 17 41; 1 5 60 126 300 15, 000, 000 171,000 5 28 000 100 14,295 23, 713 ‘ 127 200 10, 000, 000 80, 000 7 42, 244 15, 132 12,539 32, 909 !'•" . 1 12 os! 2 55 128 232 5, 762, 193 158, 500 5.5 38, 293 576 18, 041 36, 196 13 80 6 93 129 2,000 10, 800, 000 : 140, 290 7 65, 492 24, 966 17, 077 52, 443 10 64 3 86 ' 130 . 500 a9, 277, 3771 1 137,571 4. 5 65,999 29, 915 22,798 67, 055 15 70 7 20 ■ 131 360 6, 000, OOOj 165, 150 5.25 62,442 700 17, 623 39,996 11 33 4 93 132 2,500 7 222, 333 19, 537 70, 465 178, 202 16 02 I 7 31 133 400 10, 000, 000 172, 000 5 49, 077 809 34, 611 48,558 18 09 4 39 ■ 134 573 15, 253, 525 72, 100 3.5 53, 170 317 24,831 48,586 20 10 3 10 135 3,300 c56, 562, 571 962. SOS 4 359, (h25 123, 185 89, 971 335, 692 14 16 136 400 all, COO, 000 400, 000 4. 5 54, 000 26, 181 26, 181 137 750 6, 300, 000 61, 000 12 26, 781 3, 333 15,672 23,609 9 43 2 01 I ; 138 100 3, 750, 000 22, 700 12, 301 3, 450 6, 960 11, 156 7 36 45 ; 139 200 9, 136, 717 100, 451 5 40, 221 10, 109 15,386 39,916 11 35 9 94 i 140 92, 000 10 ! 141 1, 300 22, 439, 977 293,500 5 96, 046 23, 768 30,^ 77,369 12 90 5 43 142 450 17, 459, 565 334, 291 13 81, 474 8, 476 44,838 91, 040 36 20 4 75 143 400 al2, 000, OOO' 143, 000 4 87, 217 39, 021 24,637 71, 957 4 92 1 66 ' 144 260 7, 371, 3S9i 102, 057 7.5 41, 932 14,147 16, 975 41,779 11 60 5 50 ' 145 5,286,405 1 669, 636 73, 910 51. 029, 902 1 1, 634, 653 1 146 176, 000, 000; i 2, 000, 000 1. 75 751,533 116, 806 263, 995 I 678, 983 17 71 8 40 i 147 1,200 i . i 358, 000 10 119, 201 22, 862 49, 421 ! 119, 202 10 88 4 37 148 200 6, 200, OOOj 103, 400 15 44, 316 13, 259 35,762 14 54 6 47 ' 149 600 11, 000, 000 138, 000 14 39, 568 24, 225 16, 096 48,828 15 47 6 24 ; 150 425 12, 000, 000 142, 000 13 57, 267 1, 000 22,520 56,260 151 250 9, 000, 000 125,000 3 32,605 4, 476 17, 943 34, 544 10 35 8 22 * 152 592 30, 000, 000 197,006 1 40, 500 4, 818 25, 714 40,354 16 70 4 80 153 121, 954, 700 1,000,000 j . 398, 938 166, 116 179, 463 393, 545 154 20C alO, 621, 300 11, 509 11, 210 11, 510 9 35 155 750 all, 497, 562 137, 000 L3 19, 693 14,431 20, 177 14 95 5 26 156 225 4. 216, 432 1 16, 700 16, 481 1, 049 13, 722 18, 006 13 34 2 09 157 500 6, 000, 000 1 26, 880 2 20,637 8,900 8, 000 20,500 14 54 4 68 158 500 20, 203, 037 i 163, 300 4 64,947 0 49, 325 64, 917 19 23 3 41 159 c By census. d United States Census of 1870. « s p 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 EEPORT OF THE COMMISSIONER OF EDUCATION, Table II. — Summary of school Cities. Estimated present population. Legal school age. School population. Number of school buildings. Numher-of sittings for study. Number of teachers. No. of days schools were taught. Whole number en¬ rolled. hj P Average daily at¬ tendance. 1 2 3 4 5 6 7 8 9 10 Houston, Tex . 25, 000 6-18 6, 551 50 85 2,955 Rutland, Vt . 7, 500 5-20 1, 514 6 17 188 Alexandria, Va . 14, 000 5-21 4, 447 4 1,050 18 191 929 824 Lynchburssh, Va . 14, 000 5-21 4, 093 7 1,100 28 193 1, 486 873 Norfolk, Va . 26, 000 5-21 6, 244 6 1, 160 24 185 1,522 915 Petersburgh, Va . 20, 000 5-21 6, 758 8 1, 920 29 — 2, 168 1,280 Portsmouth, Va . 11, 000 5-21 3, 399 3 13 203 837 393 Richmond, Va . 72, 500 5-21 20, 754 13 5, 024 111 206 5,069 4, 297 Wheeling, W. Va . 26, 266 6-21 9, 015 9 3, 570 68 199 4, 099 2, 444 Pond du Lac, Wis . 16, 000 4-20 5, 993 16 2,790 47 196 3, 096 1, 916 fTanesville, Wis _ &8, 789 4-20 3, 571 5 1,482 30 195 1, 750 La Crosse, Wis _ 12, 000 4-20 3, 538 32 200 1, 401 1,313 Madison, Wis . . 10, 000 5-20 3, 766 8 1, 600 30 180 2,234 Milwaukee, Wis _ ..... clOO, 775 4-20 33, 919 20 190 197 12, 745 7,548 Racine, Wis . 13, 300 4-20 4, 449 7 1,850 36 199 2, 181 1, 464 Denver, Colo . . 20, 000 5-21 3, 000 1, 443 31 190 2,100 1,509 Georgetown, D. C.((2) .. ^ Washington, D. C.(d).. 5 103, 000 6-17 19, 489 47 9, 645 173 191 11, 241 8,520 Total . 8, 804, 654 . 1, 736, 430 2, 642 804, 066 22, 152 .... 1, 180, 880 799, 146 a Assessed valuation. b United States Census of 1870. STATISTICS OF CITY SCHOOLS. LV statistics of cities, — Concluded. Pupils. Estimated cash value of taxable property in the city. Estimated real value of property used for school purposes. Tax for school purposes on assess¬ ed valuation — mills per dollar. Total receipts. Expenditures, Average expen¬ ses per capita of enrolment i u public schools. o -2 s s Estimated enrolment in private schools. Permanent improve¬ ments. Teachers’ sal.aries. Total expenditure. Instruction and su¬ pervision. Incidental expenses. 11 12 13 14 15 16 17 18 19 30 a$8, 000, 000 2 ■ $20, 019 160 400 4, 000, 000 $31, 000 4 10, 725 $8, 244 $10, 669 161 852 4, 160, 000 49, 400 2.7 14, 369 $1, 271 7, 300 13, 579 $9 12 $2 88 162 416 8, 000, 000 43, 000 2 19, 116 250 14, 296 18, 696 17 43 3 70 163 1,475 al3, 458, 421 50. 000 19, 794 1. 329 13, 560 18, 419 15 43 32 164 600 08, 108, 000 69, 500 1. 85 44, 209 19, 165 14, 287 38, 695 12 33 2 92 165 850 3, 012, 115 12, 500 2 9, 792 6, 200 9, 006 16 70 6 00 166 4, 194 42, 018, 077 215, 000 70, 044 5 337 42, 518 70, 044 13 83 2 81 167 1,000 30, 000, 000 185, 000 3.5 72, 897 20, 275 34, 254 65, 065 11 76 3 31 168 6, 500, 000 118, 756 6.5 52, 706 2,462 18, 929 46, 420 10 66 3 57 169 500 4, 000, 000 108, 500 4 18, 999 0 10, 350 17, 020 9 11 3 97 170 2,390 3, 320, 000 65, 700 34, 255 76, 400 18, 000 100, 850 14 31 4 30 171 500 106, 800 4 29, 845 523 12, 703 27, 882 172 9,269 052, 585, 664 448, 035 1.85 217, 657 586 129, 805 157, 645 17 19 3 67 173 1, 000 10, 000, 000 69, 500 6.4 30, 695 10, 194 17, 187 36, 965 12 42 2 16 174 350 25, 000, 000 196, 500 6 59, 000 26, 000 22, 048 62, 018 14 61 9 25 175 .176 6, 837 88, 500, 000 801, 452 3.7 454, 906 58, 885 126, 302 e503, 978 15 60 7 20 (177 318, 096 7, 122, 490, 928 74, 231, 211 25, 693, 424 3, 421, 024 13, 732, 848 24, 416, 426 c City censns of 1875. d These statistics are for -white schools only. e Includes $80,818 for colored schools. LVI REPORT OF THE COMMISSIONER OF EDUCATION. TABLE III.— NORMAL SCHOOLS. The following is a comparative summary of schools, instructors, and pupils, reported to the Bureau for the years 1870, 1871, 1872, 1873, 1874, and 1875. 1870 1871. 1872. 1873. 1874, 1875, Number of institutions . 53 65 98 113 124 137 Number of instructors . 178 445 773 887 966 1, 031 Number of students . 10, 028 10, 922 11, 778 16, 620 24, 405 29, 105 The increase from year tq year in the number of teachers under training made appar¬ ent by this summary, is full of encouragement ; yet all that is accomplished is but a small fraction of what is necessary to furnish well trained teachers to all our schools. It is to be regretted that in some quarters the normal school work is so feeble and has had so limited opportunity to demonstrate its benefits, that legislation treats its demands with indifference or opposition. These figures should be studied in connection with those already given which show the school population to be educated and the amount of money involved in carrying on the public schools. STATISTICS OF NORMAL SCHOOLS. LVII Table III. — Summary of statistics of normal schools. Number of normal schools supported by — States. State. County. City. All other agencies. Cm O OQ ® "s 2 2 « B tc !zi Number of instructors. Number of students. Number of schools. Number of instructors. N umber of students. Number of schools. = i © © .o c 5 2 !z; O . CC sl s: 3 ;! " Number of schools. N umber of instructors. o . s- 2 3 '■3 B - 1 1 1 7 2 10 8 199 58 6390 175 0 0 0 0 0 0 2 al 11 3 163 153 2 2 3 3 2 19 3 13 22 7 240 334 292 1, 671 88 2 1 25 c603 2 1 13 2 320 100 1 5 164 1 10 142 3 20 d994 1 2 4 13 6 140 109 T.nnisiaTia _ . 4 2 6 1 3 2 5 1 1 1 8 19 13 62 13 24 9 50 7 9 10 116 543 453 1, 189 411 782 351 1, 407 282 155 269 3, 233 Iklaryland _ _ .... 1 8 25 Hlassachusetts ..... 1 8 76 AriehiofflTi _ Minnesota ........ Mississippi ........ Missouri . 1 14 254 2 8 210 Nebraska . New Hampshire. . . New Jersey . New York . 1 32 925 North Carolina .... e4 11 1 2 15 74 397 3, 170 4 143 Ohio _ _ _ _ 1 9 78 Oregon . Pennsylvania . . /lO 1 1 1 3 1 5 3 121 19 4 5 22 13 24 35 3, 869 159 39 4 Rhode Island . South Carolina .... Tennessee . 1 6 10 30 436 1, 056 Vermont . 482 243 560 gr847 Virginia . 1 1 2 2 1 5 6 18 7 1 103 174 180 144 76 "West Virginia . "Wisconsin . . DistrictofColumhia Utah . 1 3 20 Total . i 1 70 652 17, 698 3 15 i 420 8 i 1 81 1,659 j 56 283 9, 326 a Receives some aid from the city. 6 Also 390 in training school. c There are also 206 preparatory students and 373 in the model schools. d Also 86 in a model school. e One of these schools is temporarily suspended. /One school is not yet open. Also 215 in a model schooL LVIII EEPORT OF THE COMMISSIONER OF EDUCATION. This summary indicates that States maintain 70 normal schools, with 650 instruc¬ tors, aud 17,698 students ; counties, 3, with 15 instructors and 422 students ; cities, 8 normal schools with 81 instructors and 1,659 students ; and all other agencies, 56 nor¬ mal schools, with 283 teachers and 9,328 students. We see what diverse policy pre¬ vails in the different States and territories in respect to this branch of instruction. Table III. — Summary of statistics of normal scftoo?s— Continued. States. f Number of schools iu each State. | Number of instructors. Number of students. Graduates in the last year. Volumes in libraries. Total. Male. Female. Whole number. ■i 1“ ^ !•= ^ ® g S 0 g i 1 i Whole number. "3 3 3 ® =3 3 0 9 p ^ < 4 18 367 218 149 500 2 5 216 99 117 10 8 1 10 a390 46 44 1, 379 200 1 8 175 24 151 50 40 1,000 2 19 240 169 71 15 650 39 2 3 334 194 140 Illinois . 8 56 al, 379 410 502 134 99 8, 803 100 Indiana . 24 1,771 1, 032 739 26 25 3,000 800 Iowa . 3 17 230 108 122 17 13 1, 100 50 Kansas . 3 20 994 545 449 37 35 640 50 Kentuchy . . . 3 13 140 75 65 500 Louisiana . 4 6 109 5 104 28 15 65 5 "Maine _ _ 4 19 548 177 371 34 32 1, 850 ^Maryland . . . 3 21 478 132 346 25 24 3, 320 Massachusetts . 7 70 1, 265 160 1, 105 261 88 14, 659 250 Michigan . 1 13 411 222 189 60 54 1, 400 50 Minnesota . 3 24 782 223 559 66 61 1, 228 50 Mississippi . 2 9 351 213 138 39^ 39 762 70 Missouri . 8 72 1,871 930 941 §24' 164 4, 971 50 Kebraska . 1 7 282 120 162 4 500 50 Kew Hampshire . 1 9 155 44 111 33 30 416 20 Kew .Tersey . . . . 1 10 269 39 230 44 40 Kew York . 9 148 a4, 158 917 2,697 365 195 13, 463 28 "N’ortb Carnlina, _ _ _ 4 15 397 211 186 1, 300 Ohio . . 12 83 3, 248 2,191 1, 057 141 83 8, 634 234 Oregon-- . . . . 1 4 4 Pennsylvania . 12 125 4,017 2, 383 1, 634 166 147 11, 730 525 Khode Island . 1 19 159 10 149 33 27 600 20 Rnntb Oarnlina _ _ _ 2 14 a 475 7 32 15 500 Tennessee . . . . . . 7 35 al, 056 480 486 18 11 1, 700 Y ermont . . . . 3 22 432 180 302 96 30 1, 300 Virginia _ _ _ o 23 351 190 161 57 36 500 TVest Virginia . 6 30 734 424 310 89 60 2,925 120 Wisconsin . 5 53 1, 027 473 554 51 45 6, 508 50 District of Columbia . . . 3 10 164 69 95 27 27 200 TTtab _ _ _ _ _ 1 1 76 46 30 4 Total . 6137 1, 031 a29, 103 12, 724 14, 454 2,196 1, 495 96, 103 2,761 a Sex not reported in all cases. 6 From four of these schools no statistics have been received. In this table we have the distribution of the normal schools among the several States, the number of students of both sexes ; the number of graduates in the last year ; the number who engaged in teaching, and the aids possessed by these institu¬ tions in the way of libraries. STATISTICS -OF NORMAL -SCHOOLS. LIX Table III. — Summary of statistics of normal schools — Concluded. States. Number of schools in which draw¬ ing is taught. Number of collections of models, casts, apparatus, &c., for free¬ hand drawing. Number of schools in which vocal music is taught. Number in which instrumental music is taught. Number possessing chemical lab¬ oratory. “a c 2 l| .if S X nr o cs 5 o 2 -1 s s • Number posscssihg a museum of natural history. Number possessing a gymnasium. Number having model schools. Number in which students receive diplomas or certificates on com¬ pletion of course. 3 4 2 2 2 1 1 2 3 2 1 2 2 1 0 2 2 California . . 1 0 1 0 1 1 1 1 1 1 Connecticut . - . 1 1 1 0 1 1 1 0 0 1 Delaware . . 1 1 2 2 1 1 1 0 1 2 Georgia . 0 0 2 1 0 1 0 0 0 1 6 1 8 3 4 6 6 5 8 3 1 4 2 1 2 1 3 3 2 1 1 1 3 3 2 2 3 Elansas . . . 3 1 2 0 2 2 1 1 3 3 "KentiTiclry _ _ 0 0 2 2 1 1 1 2 Louisiana . . . . 1 0 2 1 0 0 0 0 1 2 Maine . . . . 4 2 3 1 4 3 2 1 3 4 Maryland . 3 2 2 2 2 2 1 1 3 3 Massachusetts .... . . 7 6 6 5 5 4 1 2 7 Michigan . . 1 0 1 0 1 1 1 0 1 1 Minnesota . . . . . . 3 2 3 3 2 1 1 3 2 Mississippi . . . 0 0 2 2 1 1 0 0 0 2 Missouri . 8 4 8 3 3 6 5 0 3 8 Xehrasha . . . . . 1 0 - 1 1 1 1 0 0 1 1 New Hampshire . 1 0 1 1 1 1 1 1 1 1 New Jersey . 1 1 1 1 1 1 0 1 1 1 New York . 9 4 9 2 9 9 7 3 9 9 North Carolina . . . . 2 1 3 2 1 1 1 2 Ohio . 8 4 10 10 9 9 4 1 4 9 Oregon . 1 1 1 1 1 1 0 1 1 Pennsylvania . . . 10 5 10 9 6 9 4 3 9 9 Rhode Island . 1 1 1 0 1 1 1 0 0 1 South Carolina . 2 1 2 0 0 0 2 Tennessee . . . . 5 1 5 4 2 3 3 4 5 Vermont . . . 3 0 2 2 2 3 2 1 2 3 Virginia . . . . 1 0 2 2 1 1 0 1 2 "West Virginia . . . 2 5 5 1 3 2 2 6 Wisconsin . 5 2 5 3 4 4 5 2 4 5 District of Columbia . 3 2 2 1 1 2 2 1 2 3 Utah . . . . 0 0 0 Total . 104 45 116 68 76 89 59 22 78 118 Here are presented some interesting special facts in regard to our normal scliools whicli it was not possible to include in tbe previous tables. The deficiency of the several institutions in these particulars demands the most careful attention from the friends of education. This is an interesting showing of these particulars, yet we can¬ not describe here how unwillingly some and how liberally others of these appropria- LX REPORT^ OF- THE COMMISSIONER OF EDUCATION. tions have been made. When twenty times this amount is bestowed and wisely ex¬ pended on the training of teachers in the several States and Territories many of our most serious school problems will be solved and some of the most threatening evils of ignorance will be averted without further trouUle. Name of schooL State Normal School, Floren ce, Ala . Lincoln Normal University, Marion, Ala . State Normal School, San Jos6, Cal. . . State Normal School, New Britain, Conn . Southern Illinois Normal University, Carhondale, Ill . Cook County Normal School, Englewood, HI . State Normal University, Normal, Ill . Peoria County Normal School, Peoria, lU . Eastern Iowa Normal School, Grandview, Iowa . Kansas State Normal School, Concordia, Kans . . State Normal School, Emporia, Kans . Leavenworth State Normal School, Leavenworth, Kans . Eastern State Normal School, Castine, Me . State Normal School, Farmington, Me . . . Normal department of Maine Central Institute, Pittsfield, Me . Normal department of Oak Grove Seminary, Vassalboro’, Me .. Maryland State Normal School, Baltimore, Md . State Normal School, Bridgewater, Mass . Framingham State Normal School, Framingham, Mass . State Normal School, Salem, Mass . . Westfield State Normal School, Westfield, Mass . Michigan State Normal School, Ypsilanti, Mich . State Normal School, Mankato, Minn . State Normal School, St. Cloud, Minn . First State Normal School, Winona, Minn . Mississippi State Normal School, Holly Springs, Miss . Tougaloo University and State Normal School, Tougaloo, Miss . Southeast Missouri State Normal School, Cape Girardeau, Mo.. Normal department of Lincoln Institute, Jefferson City, Mo _ North Missouri State Normal School, Kirksville, Mo . Normal School, St. Louis, Mo . State Normal School, District No. 2, Warrenshurg, Mo . Nebraska State Normal School, Peru, Nebr . New Hampshire State Normal School, Plymouth, N. H . State Normal School, Trenton, N. J . New York State Normal School, Albany, N. Y . State Normal School, Buffalo, N. Y . State Normal and Training School, Cortland, N. Y . State Normal and Training School, Fredonia, N. Y . State Normal and Training School, Geneseo, N. Y . Female Normal College, New York, N. Y . Oswego State Normal ami Training School, Oswego, N. Y . State Normal and Training School, Potsdam, N. Y . Northwestern State Normal School, Edinboro’, Pa . Keystone State Normal School, Kutztown, Pa . a Exclusive of appropriations for permanent objects, c City appropriation. d $500 of this were from the city. Appropriation, 1875 Appropriation per capita of pupils in the past year, a $5, 000 00 4, 000 00 $6 00 17, 500 00 70 00 12, 000 00 15, 000 00 37 20 &15, 000 00 28, 987 00 37 21 64, 900 00 , c2, 300 00 d5, 812 00 28 57 12, 440 00 28 00 6, 500 00 15 47 7, 562 00 26 85 6, 737 00 28 79 600 00 25 00 600 00 25 00 14, 000 00 50 52 13, 000 00 62 00 15, 000 00 70 00 13, 000 00 41 53 14, 000 00 17, 200 00 10, 000 00 35 00 9, 000 00 56 00 12, 000 00 30 00 4, 500 00 50 00 4, 500 00 20 00 10, 000 00 30 70 5, 000 00 52 08 10,000 00 14 14 cl5, 656 00 10, 000 00 24 51 12,000 00 30 00 e5, 600 00 15, 000 00 55 00 18, 000 00 18, 000 00 100 00 18, 000 00 20, 832 00 22 90 18, 000 00 51 88 c85, 000 00 19, 700 00 48 52 18, 000 00 5 20 11,500 00 3 00 6 County appropriation. e $600 of this were from the city. STATISTICS OF NO^IAL SCHOOLS. LXI Name of school. 12 cx. e Central l^onnal School Association, Lock Haven, Pa . State Xormal School, Millersville, Pa . "Westchester State Homial School, Westchester, Pa . Ehode Island State Homial School, Providence, R I . State Hormal School, Columhia, S. C . State Normal School, Castleton, Yt . Johnson Normal School, Johnson, Yt . State Normal School, Eandolph, Yt . Hampton Normal and Agricultural Institute, Hampton, Ya Fairmount State Normal School, Fairmount, W. Ya . Glenville State Nomial School, Glenville, W. Ya . Marshall College, State Normal School, Huntington, W. Ya. Shepherd College, Shepherdstown, W. Ya . West Liberty State Normal School, West Liberty, W. Ya .. State Normal School, Oshkosh, Wis . Wisconsin State Normal School, Platteville, Wis . Washington Normal School, Washington, I>, C . St. George Normal School, St. George, Utah . j- C oc ft 'a, o < - ^ §5, 000 00 18, 000 00 10, 000 00 10,000 00 1, 500 00 1, 500 00 1, 500 00 10, 339 00 1, 500 00 1, 500 00 1, 500 00 1, 500 00 1, 500 00 86 50 16 00 46 87 15 00 24 00 42 55 9 97 15 00 17 44 9 37 17, 782 00 27 75 17, 338 00 c2, 000 00 200 00 a Exclusive of appropriation for permanent objects. 6 City appropriation. TABLE lY. — COMMERCIAL AND BUSINESS COLLEGES. The following is a comparative exhibit of colleges for business training, as reported to'this Bureau from 1870 to 1875 : 1870. 1871. 1872. 1873. 1874. 1875. Number of institutions ............................ 26 60 53 112 126 131 Number of instructors . . . . 154 168 263 514 577 594 Number of students . . . . . . 5, 824 6, 460 8, 451 22, 397 25, 892 26, 109 LXII EEPORT OF THE COMMISSIONER OF EDUCATION. Table 1\.— Summary of commercial colleges. States and Territories. Number of schools. Number of instruc¬ tors. Number of students — Number of volumes in libraries. Average annual in¬ crease. Total. In day school. tx a 'o ® 2 O 03 A M 4 34 1, 054 803 251 600 2 6 223 188 35 lUinois . 15 56 a2, 770 2,290 575 2,850 410 8 34 1, 850 1, 409 441 1, 200 Iowa . 9 37 a2, 039 1, 475 199 527 55 2 4 a295 187 137 86 2 8 362 270 92 Louisiana . 2 13 363 280 83 520 Maine . 2 5 367 292 75 Maryland . 1 8 Massachusetts . 5 28 1, 281 830 200 Michigan . 9 32 al, 467 1,162 322 1, 650 40 Minnesota . 1 6 213 186 27 136 18 Mississippi . 1 8 100 100 0 800 25 Missouri . 6 48 1, 202 721 306 1,385 Nebraska . 1 3 o75 60 35 New Hampshire . . . . 1 2 333 New Jersey . 3 20 493 323 170 600 50 New York . 19 91 .4, 402 2,857 640 2,390 175 North Carolina . 1 1 12 12 Ohio . 13 50 3,019 2,464 555 2,115 25 Oregon . 1 1 64 64 Pennsylvani.a _ _ 10 38 1, 647 823 278 120 Hhode Ial.au d _ _ ■2 19 605 405 200 3, 120 Tennessee _ _ 2 6 346 75 28 584 Vireinia . . . . . 1 1 47 25 22 506 Wisconsin . 7 31 1, 333 813 220 510 10 DLstrict of Colnmbi.a _ . _ 1 4 147 93 54 i . Total . i 131 594 526, 109 18, 207 4,945 19, 699 808 a Some students are in both day and evening schools. 6 The students in day and evening schools are not reported separately in all cases. Hotyever severe the financial depression of the year, these institutions, generally directed by private individuals and supported hy tuition fees, show considerable increase. It is charged in some quarters that they do inferior work ; again, I am desired not to recognize them in the report. A considerable number are, however, it is believed, in¬ stitutions of groat merit and doing a thoroughly excellent work. Certainly the field is too important to he poorly worked, and I am confident that this gathering of the facts year by year will aid in time in securing some proper recognition of the instruction given in these institutions ,* when this just recognition comes, the public will deal with all shams as they deserve. Our public school systems will not do their whole duty until they supply the demand which this instruction is intended to meet. This is a kind of training which cannot be carried on properly without abundant apparatus and means of illustration. A teacher to furnish a business school thoroughly in this respect requires a fortune in his own right. STATISTICS OF KINDERGARTEN. LXIII Kindergarten — number of institutions, instructors, and pupils for 1873, 1874, and 1875. 1873. 1874. 1675. ‘NnTiihflr of iTistitnt.ioTia _ _ _ _ _ 42 55 95 ‘N’-nnibor of inatrnotora _ _ _ 73 125 216 Nnmhorof pnpila _ _ _ _ _ 1,252 1, 636 2, 809 Table V. — Summary of Kindergarten. States and Territories. Number of schools. Number of teachers. o -2 "S. S B a b 1 2 15 Conneoticnt _ _ _ _ _ _ _ 2 6 92 Tllinoia _ _ _ _ _ _ _ 5 8 109 Indiana . . . . . 1 25 Kentucky ...... . . . . . . . . . . . . . . . 2 4 53 2 2 45 Maryland . 3 5 91 Massachusetts . . . . . 12 20 204 Michigan . . . . . . . 3 5 SO Minnesota . . . . . . . . . 1 1 13 Missouri . . . . . . . . . . . 12 51 496 Kew Hampshire . . . . . . . . . 1 1 14 Kew Jersey . . . . . . . . 13 28 505 New York . . . . 16 33 424 4 6 78 Pennsylvania . . . 4 10 S3 "Wisconsin . . . 5 17 290 District of Columbia . 7 15 157 Washington Territory . . . . . . 1 1 25 Total . 95 216 2, S09 The increase in the number of these very interesting institutions is extremely grati¬ fying. Miss E. P. Peabody, the great expounder of Frobel’s principles and methods, is finding many warm and able coadjutors in various parts of the country. Eminent educators, who at first doubted or opposed, are now cordial supporters. They see in Frobel’s Kindergarten a promise of aid in correcting the evils so long common in deal¬ ing with the earliest years of human life. No school officer, no mother, no teacher, should be satisfied without this simple but charming method of instruction for the child. I am surprised that the managers of a single orphan asylum should suffer their children to be deprived of its benefits. Following is a comparative summary of the number of institutions for secondary instruction making returns from 1871 to 1875, inclusive : TABLE VI. — SECONDARY INSTRUCTION. 1870. 1871. 1872. 1873. 1874. Number of institutions . . . 633 3, 171 80, 227 811 4, 501 98, 929 944 5,058 118, 570 1, 031 5,466 98, 179 Number of instructors . Number of students . LXIV REPORT OF THE COMMISSIONER OF EDUCATION. The country has a much more distinct idea of these institutions than five years ago ; as a consequence, secondary instruction, long so feeble, is greatly increasing in strength. One would push it in the direction of academies ; another exclusively in the direction of high schools; another would have them only preparatory to the college course ; again, one would truncate the system of public schools below this grade ; another would per¬ mit high schools in the graded systems, but require tuition from the sons of the wealthy, and introduce the invidious distinction based on the wealth of the parent, which the prevailing spirit of our institutions so seduously seeks to avoid. Yet limited to no one form of organization, but giving free play to all, the great body of intelligent people in the country are growing in their disposition to make more of this grade of iustrue- tion ; and while they patronize the academy or private school or preparatory school, under whatever auspices of church or society it may be founded, it is manifest that the predominating tendency in all centres of population is toward the graded system which is crowned by the high school, which gives a good course of secondary instruction fit¬ ting for the college course, so called, or for active life, as the pupil may determine. The increasing disposition of college officers to connect their college curriculum more closely with the high school course is having a most salutary effect upon all grades of instruction — superior, secondary, and elementary. It gives to the whole unity and compactness, and, as a consequence, accords to each in its sphere greater consideration. Have not learning, science, and education a unity of methods and aims ? Why should not all the adherents of each be in accord and render each other mutual support? The opponents of the public high school should consider the fact that a republic like ours would be impossible with the forty-four millions of the present or the four hundred mill¬ ions of the future without it and that the grade of intelligence and virtue required in such a republic could be secured by no public system limited to elementary instruction, whatever scope might be given to institutions of higher grades separated from civil ad¬ ministration. Whoever wants to sink the ship of state can do it effectually if he can knock the high school out of the system of public instruction. Recognizing this, the people, from the first, have put the provisions for the high school in the bond. State judi¬ ciaries find the general course of legislation on the subject constitutional. It is specially unfortunate that in different localities the grade of instruction is so dependent upon an occasional term, taught by any one who happens to be seeking such employment. Would it not be worth the while of such localities to inquire whether their interests do not demand a permanent organization by which a provision of this grade for instruction can be made constant and receive proper safeguards ? The report of State Superintendent Briggs, of Michigan, for 1873-’74, contained an important decision of Judge Cooley, in the supreme court of the State, confirmatory of a previous one of Judge Brown, in favor of the right of the school board at Kala¬ mazoo to establish and maintain a high school for instruction in branches beyond the ordinary grades in grammar schools. And as this was meant to be a test case for the State, as to the general right to have such schools— as the ruling i^, moreover, further confirmed by the decidedly expressed opinion of Chancellor Hammond, of Iowa, to much the same effect — it may be taken as, for the time, practically ending, at the West, the long debated question as to the right of high schools to a place in both State and city systems of instruction, a thing generally admitted at the East. Henceforth, then, these links between the teaching in the lower public schools and the advanced instruc¬ tion given in the colleges are likely to take a conceded place in our school systems, with only occasional questionings respecting the proportion of the school funds to be spent on them and the extent to which the studies in them may be pushed. And if the friends of high schools are discreet enough to avoid any needless excitement of such questionings, conducting the schools with as moderate expense as is consistent with effective thoroughness and allowing a generous flexibility with reference to the studies in their course, there can hardly be a doubt as to their eventual very general establishment. Already they have in Michigan and Indiana a recognized position as the proper feeders of the freshman classes in the universities of these two States, and SECONDARY INSTRUCTION. LXV several other of the Western States are making movements in the same direction ; while generally throughout the eastern ones the public high school is supplying a de¬ mand which it is beyond the power of the endowed or tuition schools, generally known as academies, to meet. Academies, that have attained a reputation for great thorongh- ness, will survive and flourish, and others will be established. Still others may continue, through an alliance with the State and city systems, such as has been eflected in New York and Maine, and is being attempted now in Texas. But unless some new and now un¬ looked for hinderance should arise, the public high school, from its greater openness and cheapness, and from the likelihood of full equipment and firm permanence which comes out of public wealth that lies behind it, must become the ordinary means of prei>- aration alike for the more elevated walks of business and for the advanced culture of the scientific school or nniversity. In proportion as it does become such, there ought to be full information given respecting the number of the pupils trained in it, the ratio of these that proceed to graduation, the course of study pursued within its walls, and th.e extent to which this course of study may be prosecuted. On these points there has been improvement in the last two years, in the reports of both State and city superintendents of instruction. But in many cases there is room for large im¬ provement still. A glance at the abstracts from reports of secondary training for the greater portion of our States and Territories will show in how very few of these is there any definite general information respecting either the nnmber of the public high schools, the attendance on them, or the studies prosecuted in them. Further light in these directions would be warmly welcomed, and would greatly help to round out a report which, fairly complete as to the lower and higher stages of instruction, is still deficient in the information needed as to this important link between the two I — V LXVI EEPORT OF THE COMMISSIONER OF EDUCATION. Table VI.— Part 1.— States and Territories. Number of schools. ' Instructors. Number of students. Male. Female. Total. Male. Female. In English course. In classical course. In modern languages. 3 6 212 205 7 152 81 15 California . 3 33 3 890 880 10 665 175 100 Connecticut . . . 10 21 12 369 364 5 263 106 61 Delaware . 2 12 2 191 169 22 121 100 40 10 13 463 457 6 329 210 8 Dlinois . 4 16 5 189 185 4 102 53 64 2 9 331 331 81 16 23 4 11 227 227 152 138 34 Louisiana . 5 17 1 591 582 9 469 34 272 Maine . . 1 1 1 37 37 31 8 5 Maryland . 20 71 6 1,007 1,000 7 626 373 298 Maiasachnaetita _ 8 21 7 229 229 138 90 34 TVT inn eanta, 1 9 105 105 83 22 18 Miaaiaaippi 5 12 228 228 114 50 9 i Miaannri . . . . 4 19 3 400 400 361 81 107 TTampabirA 1 2 12 12 4 8 8 'N’ew .Teraey . 9 38 10 624 624 403 195 63 Xew York . 44 210 49 3, 882 3,W 20 2, 653 983 854 North Carolina . 11 26 2 642 637 5 381 310 74 Ohio . . 7 35 1 476 476 455 39 362 Oregon . 2 9 1 145 145 90 37 26 Pennsylvania . 24 131 39 2, 136 2, 132 4 1, 448 543 516 South Carolina . 1 1 27 27 27 2 Tennessee . 4 9 301 301 228 109 2 Texas . 1 10 0 310 310 310 220 Vermont . 3 7 2 116 112 4 94 61 15 Virginia . 13 32 6 669 655 14 362 258 123 "West Virginia . 1 2 32 32 25 6 7 Wisconsin . 1 16 245 245 140 140 150 District of Columbia . 9 23 1 539 539 539 213 134 Indian Territory . 1 2 1 60 60 60 New Mexico . 1 6 0 108 108 0 90 6 19 Total, Part 1 . 215 830 152 15, 793 15, 676 117 10, 996 4, 447 3, 661 Total, Part 2 . 311 510 1, 943 22, 375 457 21, 918 15, 334 2,542 7, 211 Total, Part 3 . 617 1,239 1, 407 a70, 067 , 36, 978 31, 601 43, 613 9, 201 8, 157 Grand total . 1, 143 2, 579 3, 502 al08,235 53, 111 53, 636 69, 943 16, 190 19, 029 a Tho number of each sex of 1, 488 SECONDARY INSTRUCTION LXVII Schools for hoys. Number of students. | | Property, income, (fcc. X u s 'S © If £ i 1 o 5 a •r -2 x ^ u © * 1 i £ 2 >- ’x a -5 © sS ' :r © : t: "s P M c a 5 cj 1 w 2 “ ® M O 5 = J S X X “ p l| ■S f X C IS 1 ^ .5 ; [3 s X J 1 .2 'S .2 X X 'c 5 [3 i a .® I .2 ”3 2 1 « ® J '3 a - 2 ;! X 3 a • X © > 3 ( X ce © © 1 < 1 oc 1 ^ r 5 1 x”* c5 I rz u* - eg c i £ 5" i f 1 i > 1 ^ j cE i © > ! 2 1 © 1 -E: 1 © X eg ci' ! ^ - ’© ■ © 10 6 ; 1 1 1 900 1 $30 000 i 37 15 11 o 3 2 2 2, 200 ' 40 ■ 181,000 i . 1 $26, 000 35 15 7 f o 7 6 1, 400 15 169,000 $50, 000 $2. 800 j 24,700 3-2 27 2 ; 3 2 1 500 50, 900 i 7, 600 156 52 10 6 2 1 3, 350 55, 500 6,000 450 7, 884 83 13 18 i 7 3 3 3 1 ■'>50 i 50 90, 000 ; 26, 800 13 6 . 0 1 1 500 ' 25, 000 4, 175 07 13 12 4 1 190 26, 300 603 1-2, 451 24 89 36 i 26 2 3 1 780 i 250 70, 000 ' 4. 500 4 2 0 : 1 1 1 2,270 I 50, 000 0 0 1, 300 149 1 80 j 41 ' 26 1 12 : 6 6 18,250 250 I 404, 200 680, 000 40, 800 S3, 100 72 i 21 7 7 ^ - - 5 3,300 j 25 243, 600 1 64, 150 22 ; 10 ^ r 1 450 •25 100, 000 0 0 34,000 25 i 23 6 ! i 1 i 32, 000 j 60 4, 400 16 27 14 ' 4 3 2 1 2, 300 84, 000 20,000 j l,-200 ; 21,150 8 ; 0 1 ; 1 1 1 150 ■ 2, 500 1 1 3, 000 137 1 1 55 j 39 j 20 5 1 3 6 7,500 j 140 : 286, 000 10, 000 1, 000 60, 350 562 ; 139 83 ; 54 33 22 24 •21, 681 350 1,219,000 17,000 : 1,160 284,600 185 31 1 27 • 8 2 3 5, 700 ^ 175 106, 000 7,500 1 450 ■ 18, 250 30 i 31 ! 24 8 : 4 2 4 5,000 500 ! 203, 500 16, 700 35 i 60 ' 15 1 0 2 2 3, 700 20 ' 36 000 i 1, 300 246 1 124 j . 39 j 15 21 12 10 16, 715 295 : 3,517,000 i 100, 000 jl8-2, 060 * 124,390 i 94 i 15 i 17 1 1 i 14, 000 i 10, 142 j ! noi 1 I 1 1 1, 200 31 4 ! 2 (. . . : 2 3 3 3, 4C0 25 68,000 0 0 i . 16, 000 72 19 39 i 4 3 3 3 2, 150 100 114, 000 : 350 35 j 3-2, 312 3 0 1 0 1 0 1 1 0 0 40, 000 500 i 1,000 i 1 1 7,000 61 1 23 ■ 22 i 10 ! 3 1 380 ! vl 000 : 1 7, 700 i 0 j 1, 000 ] 1-2, 000 ! . 8, 000 5 j 0 i 8 i 0 0 i 1 1 600 i ! 18,000 0 0 7. 560 2, 174 900 j 492 j 207 j 121 91 89 114, 816 2, 260 7,268,600 j 890, 850 •239, 118 905, 514 98 38 25 j 23 1 274 259 273 1-22, 885 1, 645 6, 175, 605 j 35, 550 4, 735 895, 390 4, 019 1,841 j 877 1 353 1 323 372 383 266,316 5, 329 12,193,362 •2, 315, 543 214, 239 1,040,927 6, 291 2,779 i 1,394 1 583 j 718 j 722 745 I 504,017 , 9, -234 : i 25, 637, 567 ^ 3 241, 943 j 458, 092 ■2,841, ?31 of these is not reported LXVIII REPORT OF THE COMMISSIONER OF EDUCATION. Of the 1,143 institutions of this grade, it will he observed that 215 are exclusively for hoys, 311 for girls, and 617 for girls and hoys together. In those for hoys there are 830 men and 152 women instructors ; in those for girls, 510 men and 1,943 women instructors ; in those for girls and hoys, there are 1,239 men and 1,407 women teachers. Of the 108,235 students, the sex of 1,488 is not reported. The remaining number is nearly equally divided between the sexes, 53,111 being hoys and 53,636 being girls. Sixty- nine thousand nine hundred and forty-three are reported in the English course ; 16,190 in the classical ; 19,029 in modern languages. Preparing for the classical course in college there are 2,174 in the schools for hoys ; 98 in the girls’ schools, 4,019 in the mixed schools, or a total of 6,291. Preparing for the scientific course in colleges there are 900 in the hoys’ schools, 38 in the girls’ ^hools, and 1,841 in the so-called mixed schools, or a total of 2,779. In 718 of these institutions drawing is taught, in 722 vocal music, and in 745 instrumental music. They have 504,017 volumes in libraries. The value of grounds, buildings, and apparatus is reported as $25,637,567, the amount of pro¬ ductive funds as only $3,241,943. Here is where wealth may find ample room to confer its aid, to bestow its benefactions. The income from tuition is reported at $2,841,831. SECONDARY INSTRUCTION. LXIX Table VI.— Part 2. — Schools for girls. . Instructors.; Number of students. St.at€8 and Terri¬ tories. 1 X u 1 1 ! i C <3 S : 1 X 'x Tt C i X 1 .2 *x X 5c p X ^ 1 'x C i X O .2 .2 ^ y: o ' X 1 i 5 >i .E o X P:| o = b ’i 3 1 .2 1 1 T ^ X . rz 'o 9 o T » 1 2 2 85 20 : 65 75 10 5 5 1 12 27 102 1,432 40 ' 1,442 : 1,018 62 461 3 25 15 13 19 69 722 10 i 712 427 ' 51 198 ' 3 1 1 4 30 30 30 10 30 1 1 2 ^'> 353 ... 1 353 353 40 153 3 1 9 113 4 i i 109 113 33 36 5 5 8 21 91 1,235 21 1, 214 527 108 218 3 20 560 30 ! 550 530 35 46 1 0 4 70 1 20 ' 50 1 17 76 76 50 8 0 ! 0 0 0 12 16 976 23 943 835 ' 1 92 t 219 ; 2 Louisiana . 6 9 ' 35 312 ; 0 312 302 1 45 , 210 ilaine . . 4 3 16 146 ! 6 140 146 55 113 Maryland . 14 31 92 ■ 772 4 , 763 490 176 335 i Massachusetts .... IS 27 101 993 12 ■ 931 ' 505 84 405 9 2 Michigan . . . 1 2 , 12 160 ' 160 140 30 1 1 . Minnesota . i 1 3 2 15 170 170 170 ^ 6 18 ! O Mississippi . ' 1 ! 3 2 10 146 146 140 16 10 j i Missouri . ! 1 3 1 1 8 ' 19 320 ' 7 • 313 140 40 95 I Nebraska . i i 1 ! 6 ' 70 , 10 , 60 New Hampshire. . . 3 ' ' 5 12 92 ’ i i 92 72 15 i 31 , 2 New Jersey . 12 22 60 i 460 16 444 i 245 12 139 ' 6 New York . 64 163 ' 443 4,764 : 1 116 4, 646 ■ 3. 343 697 2,069 8 o North Carolina _ ' 4 S 16 285 I 9 276 266 50 53 Ohio _ _ 8 ' 2 53 ; 1,236 4 1,232 ' 310 79 62 2 1 Pennsvlyania ... _ i 33 51 215 ■ 1,870 i 1 37 1,833 ; 1,234 323 767 7 Rhode Island . : 2 1 1 ‘ 27 27 ' 20 . 12 25 South Carolina .... 4 ' 3 10 204 ' ! 8 196 204 56 11 Tennessee . 13 • 53 669 15 ' 654 ' 586 i 114 141 11 7 10 1 i . Texas . 4 ■ 4 24 267 » 287 ; . 237 i 22 84 Vermont . 4 2 20 , 206 ' 208 190 ■ 37 59 ; 1 1 . Virginia . : ! 9 55 ; 609 21 1 558 : 490 , '103 100 29 1 2 WpRt, ViroiTiia 3 1 6 : 96 96 96 1 2 ■Wisconsin . 5 1 “ 61 717 . 1 1 ! 717 617 « 48 521 1 Dist of Columbia. . ; 25 23 ! 136 1,258 1 10 1, 248 1,108 1 i 107 551 i j Colorado . ' 2 i 1 11 196 i 1 196 188 2 16 Tndi.'in Ter . . . i 2 2 5 ! 137 , 4 1 133 137 2 New Arpxien _ 1 12 : 160 160 ! .... "Washington . 1 i 1 ' 5 i 69 i . i 5 64 0 0 0 1 0 Total part 2... 311 1 510 1, 943 22. 375 i ' |457 |21, 913 1-5, 334 2, 542 7, 211 i 98 36 ; 25 1 LXX REPOET OF THE COMMISSIONER OF EDUCATION. Table VI. — Part 2.—Sc7iools for girls — Concluded. States and Territories. Number of schools in which drawing is taught. Number of schools in which vocal music is taught. Number of schools in which instru¬ mental music is taught. Volumes in libraries. Average annual increase. Value of grounds, buildings, and apparatus. 3 CD Amount of productive funds. o B Incpme from productive funds. -® Receipts for the last year from tuition fees. 0 1 1 $2, 000 $1, 500 California . 12 12 12 6, 700 160 313, 000 $5, 000 $500 114, 220 11 11 12 3, 975 244, 000 21, 340 1 1 1 1, 000 2 2 2 900 3, 313 2 3 3 16, 000 5, 600 6 8 8 4, 000 520, 000 64, 500 2 1 3 500 55, 000 6, 500 1 1 1 10, 000 510 1, 200 1 1 1 0 30, 000 4, 000 10 12 11 7 400 262 428, 150 2, 150 50, 906 Louisiana . c 6 6 3, 000 62 58, 100 24, 200 Maine . 3 4 4 900 84, 000 5, 000 Maryland . 14 11 u 3, 600 239, 600 75, 861 Massachusetts . 18 13 14 3, 075 50 125, 000 50 34, 064 Michigan . 2 2 2 500 25 2, 500 Minnesota . 3 2 3 175 20 78, 000 8, 275 Mississippi . 2 3 2 600 39, 000 2, 200 Missouri . 2 3 3 1, 500 100 13, 500 27, 900 l!sebraska . 1 1 1, 500 15, 000 8, 000 New Hampshire . 2 2 3 lOO 45, 000 750 New Jersey . 12 10 10 2, 250 80 200, 250 27, 240 New York . 61 54 58 24, 954 265 1, 736, 905 30, 500 1,575 157, 575 North Carolina . 3 3 4 400 6 78, 500 8, 500 Ohio . 7 6 7 5 800 100 130, 000 26, 750 Pennsylvania . 82 24 21 17, 550 300 580, 809 112, 570 Rhode Island . 2 2 2 500 1, 000 South Carolina . 3 4 700 37, 000 6, 200 Tennessee . . . 9 13 13 8 200 125, 500 33, 100 Texas . 3 4 4 921 10, 000 5, 500 Vermont . 4 3 4 2, 500 10, 000 3, 000 Virginia . 7 8 10 1, 900 92, 800 14, 984 Vest Virginia . 2 3 3 3, 700 110, 000 1,591 Wisconsin . 5 -5 5 5 250 115 235, 000 14, 551 District of Columbia . 22 10 19 7, 825 50 351, 000 2, 000 Colorado . . . 2 2 2 900 50 78, 000 16, 500 Indian Ter . 1 1 60 75, 000 New Mexico . 1 1 1 Washington . - 1 1 1 "" 50 8, 500 0 0 3, 500 Total part 2 . 274 259 273 , 122, 885 1, 645 6, 175, 605 35, 550 4, 735 895, 390 SECONDARY INSTRUCTION, LXXI Table VI. — Part 3. — Schools for hoys and girls. States and Terri¬ tories. Alabama . Arkansas . California . Connecticut . Delaware . Florida . G-eorgia . Illinois . Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine . Maryland . Massachusetts. . . Michigan . Minnesota . Mississippi . Missouri . Kew Hampshire. Kew Jersey . Kew York . Korth Carolina.. Ohio . Oregon . Pennsylrania . . . Ehode Island.... South Carolina . . Tennessee . Texas . Vfc«'mont . Virginia . Vest Virginia. .. Visconsin . Dist. of Columbia Kew Mexico . Utah . Vashir.gton . Total part 3. .. Number of schools. Instructors. Number of students. Male. Female. Total. ! Male. Female. * , In English course. In classical course. In modern languages. Preparing for classical course in college. Preparing for scientific course in college. Entered college since close of last academic year. Entered scientific school since close of last ffca- demic year. 7 1] 470 245 225 467 40 25 29 6 5 8 5 449 248 201 386 58 10 10 5 3 7 13 16 799 394 405 675 104 157 27 40 1 5 17 20 23 27 942 529 413 560 203 86 74 9 14 4 9 14 14 514 288 226 361 81 50 31 8 3 5 3 4 4 167 94 73 159 39 13 12 0 0 12 20 17 1, 007 539 468 873 290 71 119 25 31 11 16 39 39 2, 539 1,261 1, 278 1,437 317 573 169 69 39 1 19 10 16 25 1, 750 927 823 453 74 43 19 17 16 9 26 56 52 a3, 548 1, 733 1, 540 2, 228 403 183 260 124 91 13 2 4 1 122 56 66 16 3 2 3 25 41 52 62, 335 1, 175 1, 111 1, 555 358 316 • 191 105 26 4 2 7 10 296 157 139 296 19 155 19 0 1 0 27 46 40 c2, 420 1, 163 1, 157 1,504 363 272 155 25 23 4 8 32 15 1, 336 904 432 1, 242 94 985 53 6 12 30 50 61 2, 612 1, 333 1, 279 1,553 580 437 159 33 44 14 2 5 5 269 151 118 217 r~ 251 1 8 8 21 826 430 396 705 49 209 18 8 3 8 10 17 962 501 461 464 60 26 56 15 18 2 11 18 33 c827 390 337 510 73 41 51 4 31 59 57 d3, 340 1, 765 1, 513 2, 297 630 286 190 40 24! 1 20 26 66 76 e2, 314 1, 248 875 1,313 364 321 157 69 19 16 125 308 410 /19, 451 10, 490 8, 720 11, 350 1,876 1, 862: 842 328 190 71 16 20 19 900 502 398 607 162 76 74 50 15 9 32 64 60 3,216 1,678 1,538 1, 607 484 315 120 108 27 5 2 3 7 265 127 138 66 39 6 2 6 2 37 103 92 4, 455 2,620 1, 635 2, 761 753 403 228 104 45 22 3 11 7 269 164 105 154 130 46 32 1 1 4 6 10 532 229 303 449 59 11 4 7 46 69 55 p4,278 2, 270 1, 838 2, 875 575 144 397 403 129 75 8 17 12 1,166 601 565 1, 106 129 163 103 90 10 15 26 48 55 m, 617 1, 191 1,126 1, 548 591 96 278 39 31 5 5 8 2 347 220 127 229 40 15 30 20 12 3 4 25 111 285 492 777 421 6 23 23 965 571 394 82 118 56 34 31 17 1 3 7 95 58 37 95 15 1 1 2 58 29 29 55 3 0 3 0 6 9 22 808 402 406 581 33 27 38 15 1 3 1 24 10 14 617 1, 239 1,407 i70, 067 36, 978 31, 601 43, 613 9, 201 i 8, 157 4,019 1, 841 877 353 a The number of each sex of 275 of these is not reported. 6 The number of each sex of 49 of these is not reported. c The number of each sex of 100 of these is not reported. d The number of each sex of 62 of these is not reported. e The number of each sex of 191 of these is not reported. / The number of each sex of 241 of these is not reported. g The number of each sex of 170 of these is not reported. h The number of each sex of 300 of these is not reported. i The number of each sex of 1,488 of these is not reported. LXXII REPORT OF THE COMMISSIONER OF EDUCATION. Table YI. — Paet 3. — Schools for hoys and girls — Concluded. States and Terri¬ tories. > 1! It = 1 o B Niunhor of sohools in which vo¬ cal music is taught. Humber of schools in V'^hich in¬ strumental music is taught. Volumes in library. Average annual increase. Value of grounds, build¬ ings, and apparatus. roperty, income, &( p , p 1 * 1 1 . i 1 . ^ 1 ^ iS ^ 1 c .s t 5^ 1 ^ I 2 1 c p 1 V ^ ^ X -J ® J 1 P 1 o 2 4, 000 20 $13, 500 i S5, 200 1 3 3 26, 000 I . 6, 554 California . 6 6 4 1, 087 40 59, 200 §20, 000 §2, 000 19, 550 Counecticnt . 10 10 12 4,400 390 187, 500 101, 500 7, 820 20, 963 4 4 925 61,000 6,200 300 11, 050 1 1, 050 9, 500 1 1 1, Goe Georgia . 6 6 7 2, 440 309 105, 600 16, 200 1,800 40,'45C Illinois . 12 13 14 5, 340 110 636, 500 37, 100 3, 350 34, 021 Indiana . 3 6 5 6, 650 13 115, 000 45, 800 6, 450 17, 739 Iowa . 12 15 19 4,611 149 257, 832 98, 000 6, 540 35, 031 1 2 1 100 11, 500 75 8 18 19 3, 460 196, 500 4, 000 ISO 46, 313 Ijonisiana . 0 1 1 2, 000 100 35, 000 0 0 10, 000 Maine . 10 14 13 8, 248 100 317, 750 143, 267 7,514 18, 751 Maryland . 4 4 4 4, 300 70 190, COO 4, 000 16, 925 Massachusetts ... 22 16 11 15, 654 438 811, 100 621, 513 42, 439 59, 8^1 Michigan . •. 1 1 1 710 10 ' 40, 000 7,000 700 ; 7, 425 Minnesota . 4 6 5 1, 333 88, 500 8, 000 800 9, 290 Mississippi . 2 3 6 52, 200 2,000 5, 300 Missouri . 5 8 9 3, 750 12 166, 000 6, COO 6, 870 iN'ew Hampshire. . 14 1 * 18 16 14, 162 106 491, 400 167, 344 j 11,433 30, 484 Hew Jersey . 19 ! 20 20 16, 549 100 722, 635 182,000 11,790 ' 66, 328 Hew York . 91 : 1 79 90 111, 437 2, 304 4, 462, 521 450, 769 83, 365 243, 269 Horth Carolina . . . 6 ' 8 5,700 3 1 56, 300 10,000 1 600 i 14, 050 Ohio . 10 20 18 .5, 802 100 480, 639 117, 550 1 19,505 i 33, 373 Oregon . 2 ! 2 2 1, 250 1 28, 000 300 1 36 ' 3, 982 Pennsylvania .... 24 1 ! 26 27 19, 454 375 i 745, 935 2, 500 200 1 84, 700 Khode Island . 3 ‘ ^ ! 0 3, 500 75 710, 000 135, 000 8, 300 45, 054 South Carolina _ i 2 2 1 1 1, 700 t 51, 000 700 Tennessee . ‘ 10 I 25 24 5, 197 120 253, 900 17, 300 1, 230 i 46, 137 n'evps _ i 4 4 5 969 ! 55, 000 13, 699 Vermont . 1 i 12 18 5, 812 165 442, 560 68, 200 3, 937 25, 003 Yiro'inia . 1 0 1 1 1 13, 550 5,000 300 3, 050 \\' 0st Yiroinia .... 1 1 1 2 C) 1, 000 73, 000 5, 560 ■Wisconsin . 5 4 2, 273 150 i 153, 300 11,000 1, 650 18, 990 Dist. of C olnmhia . ! 2 2 2 Hp.w Arexicn. _ ! 0 ■ 0 0 0 5, 500 0 0 500 TTtcih 4 6 3 800 50 23, 000 11, 900 Washington . 1 1 1 150 45, 000 8, 000 1, 000 1, 5C0 Total part 3.... 323 372 383 266, 316 5,329 12, 193, 362 2, 315, 543 214, 239 1, 040, 927 PREPARATORY SCHOOLS. Lxxm TABLE YII.— PREPARATORY SCHOOLS. Detailed statistics of preparatory schools will be found in Table VII of tbe appendix. Prior to 1873 these schools were not separated from those for secondary instruction. The following is a comparative statement of the statistics of these schools as reported to the Bureau for 1873, 1874, and 1875 : 1873. 1874. 1875. Humber of institutions ................... _ _ _ ................. _ 86 91 102 'N’nmhpr of iriat, motors _ _ 690 697 746 Hnmhor of atnrlenta _ _ 12, 437 11,414 12, 954 These preiDaratory schools are another class also doing the work of secondary in¬ struction, but having special reference to the preparation of students for admission to our colleges. In some cases they are a part of the college organization. Table VII. — Pi’eparatory schools. States and Territories. Humber of schools. Humbor of instructors. Humber of students. Preparing for classical course in college. -2 .2 02 O 2 o =2 ^ o 5 1 ! CO a X 2 O Entered college since close of last academic year. Entered scientific school since close of last academic year. Alabama . 1 12 ; 15 1 216 California . 5 34 53 74 j 283 24 8 Connecticut . . 6 57 i 1 427 51 ! 586 57 20 Georgia . 1 2 i ' 4 2 80 2 1 Ilhnois . 2 23 1 109 40 88 15 Iowa . 2 Bi ' a78 ; 26 Maine . 7 34 i 263 22 484 36 1 Maryland . 2 16 19 2 284 2 Massachusetts . 23 152 1 1,194 120 I 61,247 164 52 Hew Hampshire . 5 40 406 4 333 70 2 Hew Jersey . 5 31 166 32 j 124 31 16 Hew York . . . . 17 167 563 218 1 1, 769 104 53 Ohio . 3 24 327 50 479 51 49 Pennsylvania . 7 49 119 47 i 751 25 11 Ehode Island . 5 45 230 24 538 16 3 South Carolina . . . 2 6 11 198 Texas . 1 3 10 20 240 . . Vermont . 2 18 65 17 116 13 4 Virginia . 3 9 57 23 46 20 3 Wisconsin . 2 12 36 32 * 116 13 3 Colorado . 1 4 6 8 6 2 Total . cl02 746 a4, 158 786 68, 010 645 226 a Includes 60 students in Burlington Collegiate Institute, unclassified. b Includes 349 students, unclassified. c The table contains the names of 6 schools from which no statistics Ifeve been received. LXXIV REPORT OF THE COMMISSIONER OF EDUCATION. Table YII. — Preparatory schools — Concluded. States and Territories. Libraries. | Property, income, &c. Number of volumes. Average annual in¬ crease. Value of grounds, buildings, and ap¬ paratus. Amount of produc¬ tive funds. Income from pro¬ ductive funds. Receipts for tho last year from tuitiou fees. 300 eo 10 5, 497 i 520 $208, 000 $13 300 Connecticut . 6, 900 240 410, 000 100, 000 6, 642 12, 443 10, 000 2,100 Illinois . 4, 600 i . 1 100 120, 000 1 . Iowa . . . . 2,300 1 170, 000 12, 500 i 1, 2.50 3, 150 Maine . 3,840 1 75 99, 000 10, 000 600 9, 050 Maryland . ■ 3,000 1 73, 000 1, 000 Massachusetts . 22,250 145 1, 097, 500 366,700 i 23, 980 149, 001 New Hampshire . 5, 325 71 299,000 173,000 11,500 11, 800 New Jersey.. . 2, 030 256, 000 6, 852 New York . 1 14, 214 455 1, 217, 757 1 200,393 15, 610 72, 986 Ohio . 1 500 i 50 50, 000 i 19,700 Pennsylvania . o o 340 354,000 1 60, 000 4,200 ■ 35, 228 Ehode Island . ' 4,500 1 125 ; 246, 000 100,000 7, 000 ! 28, 469 South Carolina . ! 882 : 40,000 1 ' 210 Texas . ! 1,200 1 . 1 ' . 1 Vermont . i 1,400 i 32, 000 40,000 ^ 2, 000 2, 000 Virorinia _ _ _ _ 1 1, 050 j 25 i 33,000 ; 8, 200 Wisconsin _ _ _ _ _ 1, 500 1 so, 000 7, 500 Colorado . ^ 2, 000 1 50 j 20, 000 1, 000 Total . i 86, 488 2, 196 4, 815, 257 1, 062, 593 1 72, 782 363, 989 It ATill be noticed that there are in these preparatory schools 4,158 reported preparing for a classical course in college, and 786 for the scientific course. These, increased by the number in the other secondary institutions reported preparing for these courses in college, gire 10,449 for the classical and 3,565 for the scientific, or a total of 14,014. The income of these preparatory schools is also chiefly from tuition. They are greatly in need of endowments. TABLE Tin. — SUPERIOR INSTRUCTION OF WOMEN. Statistics in detail of schools for the superior education of women will be found in Table YIII of the appendix. The following is a comparative summary of institutions, instructors, fpd pupils, from 1870 to 1375, inclusive : • 1870. 1871. 1872. isrs. 1 1874. Number of institutions . 33 1 136 175 205 ■ 209 Number of instructors . 378 ! 1, 163 1, 617 2, 120 2, 285 Number of students . 5, 337 1 12, 841 11, 288 24, 613 ' 23, 445 Connected with these institutions are some of the marked features of our educational progress. The demand whfch creates them is significant. The manner of supporting them, though not always the best, we believe is steadily improving. COLLEGES FOR WOMEN. LXXV Table VIII. — Superio}' instructio7i of women. States. Number of institutions. Corps of instruction. Preparatory department. Collegiate depart¬ ment. Total. Male. 1 Female. Instructors. | Students. Number of students in regular course. Number of students in special or partial course. Alabama . . 11 83 19 64 11 278 562 71 2 43 4 39 130 50 5 12 33 1 50 Georgia . 20 117 44 73 15 611 1,066 32 Illinois . 8 104 13 91 10 300 380 151 3 19 5 14 3 60 104 2 25 o 23 Kentucky . 18 127 38 89 23 502 864 21 Louisiana . 1 4 1 3 25 20 iMaine . 1 14 9 5 Maryland . 6 56 11 45 2 66 227 4 Massachusetts . 10 171 57 114 2 332 088 21 Michigan . 2 17 2 15 2 46 129 18 IVrinnosota, . . . 2 16 4 12 2 69 Mississippi . 7 44 13 31 10 318 405 15 Missouri . 11 a88 17 . 68 5 297. 463 5 Kew Hampshire . 3 26 4 22 3 135 41 23 Ke-w Jersey . 4 49 16 33 1 54 81 7 Hew Tork . 17 256 51 205 70 1, 155 529 93 Korth Carolina . 97 26 71 5 122 414 47 Ohio . 1 137 36 101 2 210 710 137 Or p cron . - . - . . j 1 1 10 10 Pennsylrania . 1 i 225 66 159 9 508 365 122 South Carolina . 4 35 13 22 3 87 335 29 Tennessee . 17 &119 38 74 16 451 916 104 Texas . 9 54 17 37 4 209 321 4 V p.rm out _ _ _ 1 8 4 4 34 52 Virginia . 13 138 56 82 17 249 585 81 V^est Virginia . 2 22 3 19 1 60 "Wisconsin . . . 3 38 4 1 ! ^ 125 216 6 Total . 222 1 c2, 187 585 L592 1 1 218 6, 416 9, 592 991 ! 1 ! \ a Includes 3, sex not reported. h Includes 7, sex not reported. c Includes 10, sex not reported. LXXVI EEPORT OF THE COMMISSIONER OF EDUCATION. Table VIII. — Superior insiruction of women — Concluded. States. Collegiate department. Humber of institutions authorized by law to confer collegiate de¬ grees. Libraries. Property, income, ^c. Humber of post-graduate students. Total number of students in collegiate department. Humber of volumes. Average annual increase. Value of grounds, build- ' ings, and apparatus. Amount of productive funds. Income from productive ! . funds. 1 Keceipts for the last year from tuition fees. Alabama . 22 787 10 11, 875 100 $486, 500 1 $3, 000 1 $300 $62, 335 1 200 1 2, 600 20, 000 8, 000 Connecticut . 1 275 5, 800 200 240, 000 11 1, 211 17 13, 750 150 437, 000 73, 627 Illinois . 3 734 6 12. 398 235 512, 000 4, 000 1 380 92, 360 4 182 2 1, 500 115, 000 L... 14, 953 238 2 1, 400 25, 000 Kentucky . 6 1, 321 14 8, 200 105 540, 000 89, 210 Louisiana . 20 1 300 30, 000 20, 000 1, 600 3, 500 Maine . . . 180 1 4, 500 ■ 50 150, 000 50, 000 5, 000 8, 000 Maryland . . 384 2 9, 253 196, 000 20, 000 800 22, 500 Massachusetts . 4 1,033 1 1 31, 650 275 1, 365, 000 400, 000 31, 000 155, 836 Michigan . 9 156 j ' 1,000 ! 03 100, 000 0 0 15, 000 Minnesota . 149 ! 1 COO 25, 000 3, 500 Mississippi . 2 422 1 7 3,700 GO 2.55, 000 1 38, 162 Missouri . 11 669 1 9 4, 100 75 307, 500 20, OCO 1, 200 62, 430 Kew Hampshire. . . . 17 177 i ^ . 1. 910 15 145, 000 161, 120 14, 150 5, 525 Hew Jersey . 3 326 1 2 4, 000 345, 000 26, 000 Hew York . . 19 . 1.661 * 31,041 430 2, 119, 200 40,400 2, 524 135, 172 Horth Carolina . 5 745 6 5, 300 317, 000 5, 500 15, 000 Ohio . 7 1, 235 6 12, 600 150 910,000 60, 657 Oregon . 120 20, 000 Pennsylvania . 10 1, 189 7 25, 1 15 425 795,000 41,950 2,675 104, 495 South Carolina . 2 406 4 1, 000 25 100, 000 15, 900 Tennessee . 28 1, 467 17 12, 230 230 389, 000 500 88, 150 Texas . . . 1 536 6 1, 800 137, 500 6, 000 600 21,500 Vermont . 166 80, 000 3, 500 Virginia . 8 1, 112 11 7, 150 100 458, 400 * 49, 400 West Virginia 50 1 600 1 30, 000 Wisconsin . 6 228 3 1,621 155, 000 6, 200 470 24, OOO Total . 180 al7,379 144 217,023 ; 1 2, 708 10, 805, 100 778, 670 60, 699 1, 198, 712 a Classification not reported in all cases. This table presents, in a considerable detail, the capacity and workings of these in¬ stitutions for the superior instruction of women. Looking doAvn the column of pro¬ ductive funds, it will be seen how feebly they are endowed. Observing the number of volumes in their libraries, we find how inadequately they are furnished with aids for research. The State of New York has the largest amount invested in grounds, buildings, and apparatus, the amount reported so invested being $2,119,200. Massa¬ chusetts is next in this particular, reporting $1,365,000, and is immediately to open two other important institutions of this character, the Smith College at Northampton,^ Mass., and Wellesley College at Wellesley, Mass. SUPERIOR INSTRUCTION. LXXVII Degrees conferred iy institniions for the superior instruction of women. States. Xo. of I degrees. | 1 1 States. Xo. of degrees. 25 Xebraska . . . . . Xevada . . . . Xew TTampahirft . . Xew Jersey . 12 Xew Xork . . Xortb Carolina . . . . . 11 49 Ohio . . - . . . 60 niiTiAia ... . . . 14 i Orecron . . . . . Tnriiana . . ..... 5 Pennsylvania. . . . . . 54 Iowa . . Rhode Island . . TTansaa _ South Carolina . . 43 E’pntnf'.Vy _ _ 21 Tennessee . 141 T.nniaiana _ _ 7 Texas . 3 Maino _ "Vermont.... . "Marylarnl - _ _ 1.3 "Vircnnia . _ _ _ _ _ 1 ’Xr.'issaf'hnsfttf.a . . j West Virfrinia _ Afiphitran . . . j "Vfisconsin . 3 ^finnfisota _ - - _ _ 5 ^Tississippi _ _ - _ -- 23 i 1 i Total . 490 Missouri . . . . ! 1 By this statement of degrees reported, it appears that out of the 17,379 in attend¬ ance upon the coUegiate departments of these institutions only 490 ^ere graduated or given diplomas. This fact should he considered in all its hearings hy the friends of woman’s education. TABLE IX. — UXIVEESITIES AXD COLLEGES. The following is a statement of the aggregate number of this class of institutions, with instructors and students, as reported to this Bureau each year from 1870 to 1875, inclusive. j 1870. 1871. 1872. 1 1 1873. 1874. 1875. Xumber of institutions . 266 290 i 296 323 343 1 355 Xumber of instructors . 1 2, 823 2, 962 3, 040 3, 106 3, 783 I 3, 999 Xumber of students . 1 49, 163 49, 827 45. 617 52, 053 56, 692 58, 894 In connection with these instructive summaries in regard to colleges and universities in the United States, the following quotations, having reference to Harvard College, the oldest and most renowned in the country, though dry in themselves, assume special interest, and are eminently fit to he recalled as we approach the close of the first cen¬ tury of our nation’s history. “ The court agreed to give £400 towards a school or college, whereof £200 t% he paid the next year, and £200 when the work is finished, and the next court to appoint where and what building.” — (Records of Massachusetts Colony, vol. I. Proceedings of October 28, 1636.) “The college is ordered to he at Newtown.” — (Records of Massachusetts Colony, vol. I. Proceedings of November 15, 1637.) “For the college, the governor, Mr. "Winthrop, the deputy, Mr. Dudley, the treasurer, Mr. Bellingham, Mr. Humfrey, Mr. Herlakenden, M MStaughton, Mr. Cotton, Mr. Wil¬ son, Mr. Dam port, 3klr. Wells, Mr. Sheopard, and Mr. Peters, these or the greater part LXXVm EEPORT OF THE COMMISSIONER OF EDUCATION. of them, whereof Mr. Winthrop, Mr. Dudley, or Mr. Bellingham, to he always one, to take order for a college at Newtown.” — (Vol. I. Proceedings of November 20, 1637.) “It is ordered, that the college agreed upon formerly to be built at Cambridge shall be called Harvard College.” — (Vol. I. Proceedings of March 13, 1638-9.) “ The ferry between Boston and Charlestown is granted to the college.”— (Vol. I. Proceedings of October 7, 1640.) “ It was ordered that a letter should be sent to Mr. Humfrey to send in the £100 which is in his hand to fnrther the college. “Mr. Endecot, Mr. Downing, and Mr. Hawthorne are to dispose of the house which Mr. Peters bought, as they can, and return the money for the college.” — (Vol. I. Pro¬ ceedings of June 6, 1639.) Gradual elevation of standard.— The elevation of the standard for admission referred to in the report for 1873, as proposed by several of the leading colleges, has gone gradually forward in 1874 and 1875. Thus Yale, since 1874, has required the candi¬ dates for admission to her course to be prepared in algebra up to the table of loga¬ rithms, instead of merely to quadratic equations, as before. The University of Michi¬ gan has added to its previous requirements, which were substantially equivalent to those of Yale, a considerable knowledge of important matters in composition and rhetoric; in physical, political, and ancient geography; a full acquaintance with Olney’s Complete School Algebra and the first two parts of his geometry, including plane, spherical, and solid ; with an outline of Roman history down to the battle of Actium, and of the history of the United States to the close of the revolutionary war, as well as the chief points of Creek history. Harvard in 1874 added to her demands a reasonable knowledge of English composition, and in 1875 the elements of French or German, while in 1876 the rudiments of botany, physics, chemistry, and astronomy are also to be required. Brown also proposes to raise considerably her standard of admis¬ sion for that year. These advances in the terms on which students may enter college classes — not confined to the institutions mentioned, but only prominent in them — im¬ ply a correspondent advance throughout the course, prepares for it, and naturally lead to it. Mo)'€ freedom in study. — A gradual increase of liberty of choice as to the studies that .shall be pursued is another noticeable feature in the colleges. The old inflexible cur¬ riculum, from the Procrustean rigidity of which no one could be allowed to vary, is now rarely found. Where it exists, in some department of an institution it is generally either flanked by correlated courses, any one of which may be prosecuted by a stu¬ dent, or is to be held to only up to a certain stated point, beyond which some measure of election is allowed as respects the studies to be followed. In southern colleges, where certain schools go to make up a full collegiate course, an almost entire freedom of choice exists as to the schools to be attended, the only restriction being that the student must exhibit proficiency in the studies of a given number in order to secure a specified degree. In western colleges, different parallel courses, any one of which may be pursued, offer the same freedom. In eastern institutions, scientific and other schools, standing beside the colleges, often give a like liberty of choice, while into the college curriculum itself it enters more and more. At Harvard, for example, an effort has been on foot to get into the freshman year all the required studies of the course, and such progress has been made in this direction that the president, in his report for 1874-75 of the sophomore, junior, and senior years, says, “ Apart from exercises in writing there now remain in those years but a few fragments of required work, namely, bits of rhetoric, history, philosophy, and political economy.” By certain an¬ ticipatory examinations, too, in studies of the freshman year, a ffeedom from further attention to these studies is secured, with liberty to devote the time thus gained to electives not in the ordinary course. And where Harvard leads in these directions other colleges are pretty sure to follow. Intercollegiate contests.— Correspondent with these efforts on the part of collegiate authorities to elevate their standards and increase the freedom of their youthful charge, SUPERIOR INSTRUCTION. LXXIX is a matter set on foot by college students for the promotion of literary and oratorio culture among themselves. This is a holding of intercollegiate contests in oratory, involving comparisons of excellence in thought, composition, and delivery. The first of these contests occurred at Galesburg, Ill., February 27, 1874, under the auspices of the Adelphi Society, of Knox College, the representatives of five colleges, in Illinois, Wisconsin, and Iowa, competing for two prizes offered. The first prize here was as¬ signed to Mr. T. B. Egbert, of the Chicago University, the second to Mr. G. T. Foster, of Beloit College, Wisconsin. The same day a permanent organization, with a view to annual contests of this kind among the western colleges, was formed, and under it, in May, 1875, representatives from the colleges of six States held a second competitive ex¬ hibition, at Indianapolis, Mr. M. J. Coultas, of Illinois, taking the first prize, and Mr. T. M. Graydon, of Iowa, the second. A kindred association, aiming at improvement, not in oratory only, but in essay writing also, was formed among the students of some eastern colleges, and prizes of considerable value offered for excellence in either of these lines. The initial contest of this association was held at the Academy of Music in New York, January 7, 1875, eleven representatives, from Cornell, Lafayette, Princeton, Rutgers, and Williams Col¬ leges, and the University of the City of New York, participating. Dr. John Hall pre¬ sided, a brilliant audience was present, and six men of high literary distinction acted as judges of the excellence attained. Mr. John C. Tomlinson, of the New York University, was awarded the first prize in oratory for an oration on “The Cid,’’ Walter D. Ed¬ monds, of Williams College, taking the second ; while in essays the successful contest¬ ants were Mr. Allen Marquand, of Princeton, and Mr. George H. Fitch, of Cornell, the former treating quite effectively the case of “ Simeon Stylites.” It was subsequently arranged that a wider field should be covered in the future, a competitive examination in mathematics preceding the contest in essay writing and in oratory, the place being again the city of New York, and the time for the public exercise the 4th of January, 1876. At that time Hamilton College took the first prize for oratory, in the person of Mr. Julian M. Elliot, while Cornell carried off the lion’s share throughout, taking the second place in oratory, and the first in essay writing, in mathematics, and in Greek. It may well be hoped, as Dr. Hall said, at the first of these exhibitions in New York, that out of such healthy literary rivalry between the colleges will come “ wider and more comprehensive efforts on fields of exact study and culture, by which the intelli¬ gence of the country as well as the standard of the colleges will be advanced.” LXXX REPORT OF THE COMMISSIONER OF EDUCATION. T.U5LE IX. — Universities States and Territories. Alabama . Arkansas . California . Connecticut . Dela-vrare . Georgia . Illinois . Indiana . lo-wa . Kansas . Kentucky . Louisiana . Maine . Maryland . Massachusetts . Michigan . Minnesota . Mississippi . Missouri . . Nebraska . Nevada . Nevr Hampshire . New Jersey . New York . North Carolina . Ohio . Oregon . Pennsylvania . Khode Island . South Carolina . Tennessee . Texas . Vermont . Virginia . West Virginia . Wisconsin . District of Columbia Colorado . Utah . Washington . Total . c > H ) J ? JO 3 3 > ! 2 1 Number reporting date of charter. Number not reporting date of charter. Number reporting only pre¬ paratory students. Number reporting collegiate students. Number not reporting stu- • dents by classes. Number not reporting. Number not reporting libra¬ ries. Tears in course. Number not reporting. Number four years. Number three years. s o p -5 © % Number over four years, j 4 4 0 0 2 1 1 0 1 2 i i 1 4 4 0 3 1 3 1 2 ! 1 13 13 0 2 8 1 2 2 3 8 1 2 3 3 0 3 0 3 1 1 0 1 0 1 6 6 0 . i 6 1 1 4 1 26 24 2 2 23 1 7 1 23 j.... !.... 2 19 16 3 19 3 12 ! 7 18 16 2 3 14 1 2 18 j.... 6 6 0 1 3 2 2 2 3 1 1 14 14 0 13 1 3 9 1 1.... 5 6 6 0 2 ^ i 4 2 1 4 1 3 3 0 3 0 3 i 8 8 0 6 2 2 1 5 2 7 7 0 7 1 6 1 8 8 0 8 1 7 1 1 3 3 0 3 0 2 1 4 4 0 3 1 0 1 3 i - - • . 20 18 2 2 17 1 6 1 17 1 2 3 3 0 3 0 3 1 0 1 1 1 1 i 1 1 0 1 0 1 4 4 0 4 0 2 1 1 26 22 4 2 24 3 2 22 2 7 7 0 1 6 1 1 5 1 33 33 0 2 30 1 7 2 28 3 6 6 0 2 4 1 5 I"*’ 1 29 28 1 1 26 1 1 7 4 21 j 1 4 1 1 0 1 0 1 1 6 6 0 6 1 G I"" 21 21 0 1 19 1 7 2 18 I- 1 12 9 3 4 7 1 2 1 10 1 1 3 3 0 3 1 ■ 0 3 I"" 8 8 0 8 0 3 3 2 3 3 0 3 0 3 i”" 10 9 1 1 9 0 9 1 4 4 0 4 0 4 2 2 0 1 1 2 2 1 1 0 1 0 1 L... 1 0 1 1 0 1 ! 1 355 335 20 32 304 1 ^ 1 “ 67 |31 278 1 ^ 1 “ 1 42 STATISTICS OF SUPERIOR INSTRUCTION. LXXXl and colleges. States and Terri¬ tories. Alabama . Arkansas . Galilbruia . Connecticut . Delaware . . Georgia . minois . ; Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine . Maryland . Massachusetts . . . Michigan . Minnesota . Mississippi . Missouri . Kebraska . Nevada . New Hampshire . New Jersey . New York . North Carolina . . Ohio . Oregon . Pennsylvania . . . . Rhode Island . . . . South Carolina. .. Tennessee . Texas . Vermont . Virginia . W est Virginia . . . Wisconsin . Disk of Columbia Colorado . Utah . Washington . Total Number of col¬ leges reporting. Preparatory department. Students. Collegiate department. Students in Students in classical scientific Sl s Number of instructors. 0 a m 'a 0 CO "o 0 pO 5 ll Corps of instruction. Whole number of studci course. course. S 50 0 3 rs ei Ss "o <11 .a 3 s Total. Male. d S *30 c3 O c ^ X 1 i '5 3 .0 9 y 2 S s Male. 2 I Male. d 'S a S 4 1 25 25 10 131 48 148 4 a243 142 75 23 16 62 i 13 11 c895 578 207 176 378 675 168 764 167 46 91 47 u| 3 57 847 827 6 14 61^ ll 1 0 0 0 0 0 0 7 40 6 1 188 174 14 60 25 46 528, 260 12 I 54 d 26 45 a3, 103 1, 924 737 657 650 150 297; 1, 663 586 116 329 163 37; 19 50 1, 840 1, 434 406 839 316 95 139 1,529 741 120 ' 342 121 4 16 52 2,939 1,800 1, 139 640 462 200 151 725 336 152 ‘ 121 101 4 6 5 279 151 126 55 84 36 , 138 20 6 36 26 1 14 13 825 659 166 235 207 166 93 862 174 16 48 60 3 6 3 294 196 98 44 82 42 62 46 5 3 . 1 3 2 48 45 3 43 5 • 30 335 274 11 50 i 8 37 359 347 12 195 88' 558 205 35 1 5 205 205 205 127 1, 558 1, 507 20 22 9 60 8 21 1, 410 737 673 177 193 94 741 314 73 188 97 15 3 3 303 206 97 96 123 41 183 91 3 70 5 4 6 186 151 35 78 17 75 25 177 64 6 14 9 4 20 47 1,956 1, 555 401 694 143 271 204 890 222 71 121 57 7 3 1 a260 154 44 73 53 21 46 IS 11 10 1 1 1 31 15 16 1 0 0 0 0 0 0 37 357 281 76 0 4 3 93 93 42 38 51 712 613 99 61' 26 75 2, 830 2, 299 531 1, 456 612 411 3, 122 1, 528 352 660 105 60^ a426 274 69 168 130 50 433 •264 84 i - -! 33 58 3, 415 2, 411 1,004 1, 203 640 106 241 2, 409 1, 317 177 447 394 23| 6 10 761 429 332 45 97 29 166 50 27 48 41 ...1 1 29 45 al, 727 1, 484 218 674 346 310 309 2, 087 1, 257 51 409 42 20’ 1 0 0 0 0 0 0 15 255 255 0! 6 4 322 3^2 224' ej 36 357 290 67 1 -- J 21 34 1,442 1, 176 266 1 553 1 3351 186 137 1,354 482 83 71 7 35 12 24 1, 080 646 434 224 343! 62 635 293 140 54 53 ! 3 10 10 ...1 22 184 115! 9 13 6 1 . . 8 5 158 158 40 ‘1 25 75 1, 259 290 4! 3 3 148 141 7 .32! 30 24 205 125| 75 10 35 1, 359 1, 007 352 327' 338 98 742 413 38 160 108 7 4 9 304 304 117 74i 45 147 97 2 2 52 31 21 22 9 7 17 6 3 5 3 ... 1 4 291 172 119 i 4 1 3 56 613 a29, 807 21, 455^ 7, 604 9, 432: 5, 880| to a 3, 386 26, 353 13, 526 1, 589 3, 783 1,455 3691 - £. - ■"i a Sex not reported in aU cases. I— VI LXXXII REPORT OF THE COMMISSIONER OF EDUCATION. Table IX. — Univei'sities and colleges— Concluded. Volnraes in libraries. Property, in Lcome, &c. Number in college libraries. Average annu.al increase. Number in society libraries. oT tJO 1 1 c O ® s t> ' Amount of productive funds. Income from productive funds. Eeceipts for the last year from tuition fees. C3 . C 0 ^•.2 cc .5 2 ? I| 1 1 Aggregate amount of scholar- sliij) funds. 12, 000 300 2, 300 $405, 000 $320, 000 ^ $26, 000 $55, 500 400 96, 000 21, 500 2, 150 5, 100 39, 325 45 7, 280 1, 524, 745 844, 900 236, 015 150, 4G3 $84, 800 122, 000 19, 000 1, 233, 700 985 83° 68 496 68 008 non 6, 000 50 1,200 75, 000 83, 000 5, 000 1, 090 3, 000 0 25,300 10, 600 555, 600 543, 000 41, 500 19, 000 8, 000 300 98, 552 76 13, 991 2, 817, 400 1, 562, 000 114, 193 105, 730 55. 500 64, 025 400 20, 292 1, 392, 500 1, 087, 000 75,960 39, 523 23, 000 40, 7.50 35, 095 510 7,619 960, 548 737, 585 62, 145 48, 554 23, 000 38, 032 7, 558 236 150 425, 000 50, 500 5, 553 13, 242 IS, 201 35, 350 274 10, 150 761, 000 768, 000 32, 272 60, 877 278 100, 000 18, 700 200 2, 350 136, 000 14, 849 33, 545 1,100 17, 150 648, 8.50 520, 500 33, 400 36, 000 0 85, 060 40, 500 275 5, 205 410, 000 3, 000, 000 190, 000 57, 788 25, OCO 243, 584 9, 290 28, 000 a4, 025, 000 2, 276, 234 161, 057: 191, 025 681, 258 39, 300 2, 075 640, 250 586, 426 47, 377 39, 076 83, 150 85, 000 14, 175 622 983 190, 877 319, 537 16, 899 4, 560 19, 000 3,000 7, 797 3, 655 374, 000 48, OOO 4, 400 6, 000 28, 000 68, 025 1, 600 9,520 1, 206, 850 696, 000 114, 447 144, 680 75,(00 3, 150 200 200 181, 000 33, 785 2,478 8,614 20, 000 30, 000 700 27, 000 160, 000 350, 000 21, 000 15, 000 0 100, 000 42, 714 . 1, 100 16, 700 1. 60S, 400 1, 252, 405 77, 750 24, 987 92, 185 221, 132 3, 565 19, 700 6, 545, 332 8, 877, 018 563, 152 338, 313 193, 987 420, 392 24, 700 350 • 32, 300 450, 000 330, 450 7,200 30, 930 7, 500 101, 907 2, 425 56, 558 2, 807, 512 1, 875, 145 148, 185 78, 002 21, 730 218, 662 7,881 500 195, 861 163, 349 15, 494 13, 232 5, 000 67, 000 123, 643 2, 742 66, 055 4, 401, 000 2, 034, 300 148, 180 231, 588 72, 000 45, 000 1, 000 0 1, 500, 000 642, 555 43, 043 31. 265 0 57, 725 50, 500 200 9, 750 784, 000 484, 000 26,600 7, 498 • 41, 050 48, 600 33, 620 775 6, 600 1, 327, 500 948, 200 55, 387 60, 590 125 24, 000 12, 400 280 4, 161 390, 600 129, 000 3, 500 53, 540 420 31, 200 28, 521 450 4, 400 274, 400 209, 250 13, 981 9, 200 64, 500 83, 580 1, 250 33, 600 672, 000 393, 000 25, 780 38, 878 20,000 92, 485 8, 080 3, 150 286, 000 180, 000 11, 410 5, 873 22, 477 0 37, 470 1, 930 4,643 943, 125 762, 107 53, 332 123, 377 17, 303 15,000 47, 750 3, 100 420, 000 529 30, COO 2,394 94 1, 500 3, 571 2, 500 500 1, 806, 173 32, 039 449, 937 41, 076, 105 33, 252, 585 2, 453, 336 2, 136, 062 667, 521 2, 527, 649 288 97 159 321 189 181 254 * 29 65 a Includes 01,000,000, total valuation of the property of Tofts College. STATISTICS OF SUPERIOR INSTRUCTION. LXXXIII This table brings into a single conspicuous view leading generalizations drawn from a large number of details found in the statistics given elsewhere in reference to these institutions. Here we see whether they have or have not preparatory departments, students in the collegiate course, graduates, students, productive funds, apparatus libraries, or aid from the State. Three hundred and fifty-five institutions are re¬ ported. Those having preparatory courses have in them 613 instructors and 29,807 students. In collegiate departments there are reported 3,386 instructors, and 26,353 students. Among the whole there are 369 graduate students. Of these, 61 are in Con¬ necticut, 37 in Illinois, 60 in Massachusetts, 15 in Michigan, 60 in New York, 35 in Ten¬ nessee, 23 in Ohio, and 20 in Pennsylvania. These institutions report $41,076,105 invested in buildings and apparatus ; $33,252,585 in permanent funds. Their receipts from tuition fees, $2,136,062 ; their receipts from State aid, $667,521. They report in college libraries 1,806,173 volumes; in society libraries, 449,937 volumes. These insti¬ tutions are in a special sense American. The church, the state, and private individu¬ als have made them the object of their large benefactions to education. On them has been concentrated from the earliest times the labors of our ablest educators. They have imparted eminence to our scholarship, literature, science, and statesmanship. They have been centres of learning, honesty, patriotism, and piety. As a nation we owe them for the past a debt of gratitude that future generations alone can repay. Those at work in them, and those studying in them, profoundly know best their great needs. They should have more funds with less trammel ; more students, larger and better libraries, more and better apparatus ; especially should they be held responsible to revise and improve their methods of instruction. It should not be true of any pro¬ fessor in college that his methods are inferior to those of a well trained elementary teacher. Friends and managers of these institutions would do well to see to it that a public sentiment is created which will not permit a millionaire to die without making some suitable gift to some institution of this grade. LXXXIV REPORT OF THE COMMISSIONER OF EDUCATION. Statistical summary of number of students in institutions for supei'ior instruction, (not includ¬ ing students in preparatory departments.^ States and Territories, Number of students in colleges. Number of students in schools of science. Number of students in schools for the superior instruction of women. ToLil number of stu¬ dents reported in these institutions. 148 55 787 990 62 11 73 California... . . . 775 154 200 1, 129 Connecticut . . . 908 224 275 1, 407 41 34 75 533 87 1, 211 1, 831 1, 700 413 734 2, 847 1, 533 1 182 1, 716 7*29 306 238. 1, 273 139 237 376 Kentucky . * . 865 140 1, 321 2, 326 Louisiana . 63 68 20 151 335 115 180 630 Maryland . 558 386 384 1,328 Massachusetts . 1, 618 540 1, 033 3, 191 Michigan . 756 156 156 1, 068 Miniiesot.a . . . 183 7 149 339 Mississippi . 181 32 422 635 Missouri . . . 897 115 669 1, 631 Kehraska . 46 18 64 Nevada . New Hampshire . 357 113 177 647 New Jersey . 718 192 326 1, 236 New York . 3, 182 876 1, 661 5, 719 North Carolina . 433 10 745 1, 188 Ohio . 2, 432 382 1,235 4, 049 Oregon . 166 150 120 436 Pennsylvania . 2, 107 442 1,189 3, 738 Rhode Tsland _ . . , . 255 255 South Carolina . 357 35 406 798 Tennessee . 1, 389 44 1,467 2, 900 Texas . . 635 536 1, 171 V ermont . 184 20 166 370 Virginia . 1, 263 687 1,112 3,062 West Virginia . 205 50 255 Wisconsin . 749 15 228 992 District of Colnmhi a _ * _ 147 147 Colorado . . . . . . . 17 45 62 TJt.ah . W ashington . . . 56 56 Total . . 26, 722 6, no 17, 379 50, 211 PREPARATIOX FOR SUPERIOR IXSTRUCTIOX. LXXXV In connection with the statistics of superior instruction is presented the following summary of students in classical and scientific preparatory courses : Xumber preparing for classical course in college. Xumber preparing for scientific course in college. States and Territories. r2 X* — ^ c ^ 1 5 3 O X ^ t > = ^ ■i ^ X ~ > i = St ■ 1 ^ af X H >. > ■i A s ^ > i" ’= & ^ o — • S § ^ h « Total reported. 44 15 15 11 10 33 128 10 23 5 33 6T 53 176 80 378 828 112 427 i ... 24 51 0 614 63 0 35 0 0 93 12 12 Georgia . 2S0 4 60 t 1 2 25 245 693 Illmois . 252 109 657 82 40 650 134 1,924 32 639 23 316 1 210 263 78 640 124 462 29 1, 593 3 55 84 142 220 235 118 207 40 820 Louisiana . . . . 43 44 89 82 22 280 Maine . . . . 159 263 43 27 22 5 519 Maryland . 202 19 195 66 o 97 601 Massachusetts . 240 1, 194 205 54 120 1, 813 Michigan . 1 177 193 371 Minnesota . 42 96 IS 123 279 Missi.ssippi . . 91 78 33 17 39 263 Missouri . . 91 694 78 143 224 1 230 ebraska . . 73 * 53 15 146 Xeyada . New Hampshire . 200 406 0 40 4 0 650 New Jersey . 300 166 42 124 32 38 702 New York . 1, 412 563 1, 456 ! 467 218 612 56 4,784 North Carolina . 259 163 61 130 638 Ohio . . . 152 327 1, 203 139 50 640 2, 511 Oregon . 37 45 60 97 "“5 314 Pennsvlyania . 474 119 674 228 47 346 95 h 9Si Rhode Island . 32 230 0 24 0 ' 286 South Carolina . 11 11 224 4 1- 6 1 256 Tennessee . 502 553 425 ; 335 1, 815 Texas . 103 10 224 90 20 343 790 Vermont . 310 65 43 17 j ! 442 Virginia . 131 57 40 40 23 : * 25 35 351 V'est Virginia . 3 32 30 65 ■VTisconsin . 34 36 327 31 32 . 333 798 District of Columbia . 61 117 23 74 275 Colorado . . . 6 22 g 1 g 5 50 New Mexico . 8 8 Utah . 33 15 53 Total . 6,291 4,158 1 9,432 2,779 736 . 5,850 1, 047 30, 373 LXXXVI REPORT OP THE COMMISSIONER OF EDUCATION. Summary of college entrance examinations in 1875. Name. Location. Total number of candidates. Number admitted. Number rejected for deficiency in — Without conditions. Conditioned in — cS 1-^ t,t, Oi ty TVT fl 150 63 Amherst Cnlleve _ Amherst, Mass . 94 18 38 34 47 26 5 TTarvard Colleve _ Cambridge, Mass .... 316 98 97 no 120 49 38 Tufts College . . College Hill, Maas .... 31 3 9 6 11 5 3 '3 0 0 3 Williams College _ Williamstown, Mass .. 64 19 16 17 11 15 4 University of Michigan Ann A rhnr Minh 140 70 Hope College _ Holland City, Micli _ 8 6 2 Kalmnavoo Collecro "R" n.l Am Jj.Tinn IVf i iC.li 5 4 1 Carleton College . Northfield, Minn. _ 7 3 2 1 2 4 0 0 0 0 0 St. Uouis University St. T.onis Mo 36 30 6 Washington University St. Louis, Mo . 10 3 1 3 2 0 2 2 2 0 2 Eutgers College . New Brunswick, N. J 70 42 1 3 15 12 2 3 5 4 5 St. Stephen’s College. .. Annandale, N, Y . 17 13 0 1 2 0 1 1 1 0 1 St. Lawrence Univer¬ Canton, N, Y . 23 17 0 0 1 0 0 0 5 2 5 sity. Hohart College . Geneva, N. Y . 7 1 4 4 0 0 2 0 0 0 0 lyrnfliaoTi XJnivcrsity* TTomilfnii 7'3' "V 30 21 4 3 4 1 College of tlie City of ‘NTpiW 'Vnv'lr "V" 625 461 33 6 125 New York. College of St. Francis New York, N. Y . 73 27 1 4 3 1 37 37 3 1 37 Xavier. Columbia College . New York, N. Y . 68 20 7 7 20 16 18 16 18 15 18 Davidson College . Davidson College, N. C 26 12 4 7 3 3 5 5 5 3 6 Trinity College . Trinity College, N. C . . 49 22 19 5 8 0 8 German Wallace Col¬ Berea, Ohio _ ... - 24 24 0 0 0 0 0 0 0 •0 0 lege. St. Xavier College . Cincinnati, Ohio . 300 260 4 4 6 0 14 14 16 12 10 Kenyon College . . Gamhier, Ohio . 17 8 4 6 5 0 0 0 0 0 a Twenty-sis were conditioned in grammar. COLLEGE EXAMINATIONS. LXXXVII Summary of college entrance examinations in 1875 — Conclnded. Name. Location. Total number of candidates. Number admitted. Number rejected for deficiency in— DO a _o a o o 0 o Conditioned in — C3 <£> O .£ £ tx c o C£ s o o "3 o ii ii « >i o o o .9 ci 1-1 i o O 33 .2 'ct 5 £ s tX3 C o o tn R 36 16 9 10 4 2 4 0 0 2 lege. 26 12 8 5 7 0 1 1 0 0 1 47 15 9 10 7 15 3 4 1 3 TJrbana University _ 9 5 3 2 60 6 100 100 0 0 0 0 0 12 3 2 0 Pennsylvania College.. Gettysburg, Pa . 29 22 4 5 5 0 1 1 1 0 2 Thiel College . 13 3 3 3 1 2 4 4 6 11 7 2 o 2 2 2 "Westminster College... 19 14 2 3 2 o 1 2 Tillanova College . Villanova P. 0., Pa _ 112 70 20 20 10 8 8 4 12 52 18 4 7 11 1 1 10 son College. Bro-wm University . Providence, B. I . 64 21 17 11 14 5 7 10 5 College of Charleston.. Charleston, S. C . 12 12 University of South Columbia, S. C _ 73 51 .. 10 12 12 Carolina. Erskine College . Due West, S. C . j : 26 24 2 Ne'wberry College _ Walhalla, S. C . IS s! 2 2 6 6 6 6 Greeneville and Tuscu- Greeneville, Tenn ... 102 90 4 .0 6 2 3 0 5 0 1 lum College. Southwestern Baptist Jackson, Tenn . 56 43 38 49 26 0 0 0 0 0 University. East Tennessee Uni¬ TT'no-vt'ine, Term . 41 2 9 6 4 versity. Mosheim Male and Ee- Mosheim, Tenn _ 50 10 15 12 40 5 male Institute. University of Vermont Burlington, Vt . 23 21 3 3 0 1 1 1 0 0 1 and State Agricultu¬ ral College. Middlebnry College .... Middlebnry, Vt . 12 8 2 2 1 0 2 2 0 0 2 Hampden Sidney Col¬ Hampden Sidney, Va. 83 82 1 1 1 .... 1 lege. William and Mary Col¬ WiUiamsburg, Va _ 43 0 30 10 37 0 3 .... 6 0 3 lege. West Va. University. . . Morgantown, W. Va .. 11 7 1 0 2 0 1 0 0 0 1 Beloit College . "Reloit, Wia . _ 36 15 5 6 16 3 1 U niversity of W isconsin Madison, Wis . 91 63 10 3 8 1 3 0 6 0 7 St. John’s College . Prairie dn Chien, Wis. ISO 0 100 12 180 180 0 0 0 0 0 Bipon College . Bipon, Wis . 11 4 3 1 al 1 0 0 0 0 0 Northwestern Univer¬ Watertown ) Wis . 15 13 2 2 2 sity. National Deaf- Mute Washington, D. C . 7 5 0 0 2 0 0 0 0 0 0 College. Total . 4, 876 2, 775 ,689 472 1837 545 197 148 47 366 a One -was conditioned in German. LXXXVIII REPORT OF THE COMMISSIONER OF EDUCATION, It will be noted that out of the 4,876 candidates here reported for admission to col¬ leges, 2,775 were admitted without conditions ; more were conditioned in Greek than Latin, and more in mathematics than in any other subject ; while 545 were conditioned in history and geography. It is unfortunate that our English is not included in these examinations. The manner of conducting these examinations has much to do with the sympathy and cooperation of the preparatory school and college. TABLE X.— SCHOOLS OF SCIENCE. The following statement shows the number of institutions and departments of this class, with instructors and students, as reported to this OfiBce, in each year from 1870 to 1875, inclusive. The numbers under 1873, 1874, and 1875 include the National Mil¬ itary and Naval Academies. 1870. 1871. 1872. 1873. 1874. 1875. Number of institutions . 17 41 70 70 72 74 Number of instructors . 144 303 724 749 609 758 Number of students . 1, 413 3, 303 5,395 8, 950 7, 244 7,157 SCHOOLS OF SCIENCE. LXXXIX Table X. — Part 1. — Schools of science. States. Nunibor. | 1 Preparatory meut. depart- Scientific department. 1 t 1 j £ -2 f j 1 i ^ 1 X o p U 2 c "a X o £ Students. s, O X X o Students. Male. 6 I o In regular course, In partial course. S "I c; ^ -2 o 1 1 33 1 6 50 5 0 42 i 20 1 1 9 8 3 0 219 ! 1 39 139 15 0 i 0 Counecticnt . 1 0 . 0 0 30 1S7 10 27 27 1 1 0 0 0 7 ' 33 1 30 aO 2 9 86 1 219 1 0 0 0 28 332 3 0 1 0 1 8 1 1 4 20 9 i i 17 273 33 0 1 . 0 1 15 237 0 0 1 1 40 140 0 300 0 I/Onisiana . 1 1 22 5 55 13 0 0 ilaine _ _ _ _ _ - 1 0 0 0 110 5 Maryland . . 1 0 0 0 6 47 17 0 30 0 Massachusetts . . 2 45 246 120 27 0 7 Michisan . i 0 0 0 13 140 11 5 0 0 ^linnesota . . . i 1 ; 14 Mississippi . j 2 2 39 ' 6 32 1 65 hlissouri . 2 IS i 19 18 65 1 ^ Xebraska . . i 1 15 3 18 1 XeTada . ■ 1 (&) (&) (&) 1 . i . Xew Hampshire _ _ 1 14 29 0 0 i 12 i 30 Xew Jersey . 1 3 11 44 o 0 i 40 i 0 Xew York . i 1 1 0 0 0 34 187 ! 0 Xorth Carolina . 1 1 (6) 10 1 . Ohio . 1 1 0 0 0 11 100 0 j . 1 . Oregon . 1 1 1 50 25 4 150 60 PennsYlTania . ! 1 2 74 16 0 54 5 1 0 1 Rhode Island . . . i 1 (&) (6) 0 30 South Carolina . 1 2 3.5 Tennessee . . 1 . 1 (6) (&) 44 Texas . 1 Vermont . 1 0 0 0 7 19 1 0 0 17 Virginia . 2 3 14 21 24 430 3 100 "West Virginia . 1 (&) {&) 'Visconsin . 1 6 15 0 0 0 0 Total . 41 16 (6 41) ■ 415 3, 275 305 69 1, 109 141 TJ. S. Military Acad’y. 1 45 307 H. S. Xaval Academy. 1 0 0 0 63 322 0 0 0 Grand total . 43 16 (6- 11) 1 523 3. 904 305 69 1, 109 141 aXot yet established. 6 Reported mth classical department. (See Table IX.) XC REPOET OF THE COMMISSIONER OF EDUCATION. Table X. — Part 1. — Schools of science — Concluded. States. Alabama . Arkausas . 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 . Libraiies. 1, 720 300 (a) 5, 000 {a) 2 .® 260 53 Property, income, &c. 2 ^ I - 1100, 000 140, OOO (a) (a) $250, 300 130, 000 (a) 280, 123 (a) $16, 224 10, 400 (a) 17, 000 (a) $600 2, 000 0 (a) p. If (a) (a) 1,000 10, 600 800 3, 540 3. 000 500 300 2,200 0 4, 500 3, 700 (a) 50 1,478 150 500 100 1,500 300 500 370 200 120, 000 359, 411 300, 000 400, 000 117, 591 250, 000 25, 000 100, 000 100, 000 250, 000 231, 407 (a) 28, 905 35, 000 (a) 319, 360, 500, 225, 165, 196, 134, 500, 231, (a) 198, 150 (a) 20, 500 29, 410 21, 000 40,.000 19, 799 9, 900 13, 754 8, 264 6, 000 32, 500 16, 196 (a) 15, 852 7, 000 (a) 1,300 (a) (a) 50 146 106, 000 68, 000 (a) 110, 000 116, 000 30, 000 6, 960 2,100 1, 000 200 1, 800 (a) 500, 000 5, 000 532, 000 (a) 500, 000 30, 000 (a) (a) (a) 500, 000 50, 000 191, 800 (a) 30, 000 cll, 508 fa) ' 350 6, 748 0 0 0 2, 600 0 3, 000 0 (a) (a) 180 1, 2( (a) 0 2, 000 0 (a) 5, 000 7, 500 60, 000 0 13, 675 0 0 12, 50O 6, 000 0 28, 602 (a) 15, COO 5, 000 (a) 5, 000 0 (a) 0 5, 000 0 5, 000 (a) Total. (a) 1, 289 (a) (a) (a) (a) 306, 087 (a) (a) 43, 727 1, 854 7, 090 5, 591, 128 O'. S. Military Acad’y . O'. S. Naval Academy Grand total . 25, 000 17, 678 900 ;6, 405 2,754 0 To96 (a) 33, 008 (a) (a) 403, 975 855 560 (a) (a) 70, 093 (a) (a) 168, 277 0 403, 975 0 168, 277 a Deported with classical department. (See Table IX.) b College farm for experimental purposes. c Interest annually due on State bonds ; only $5,000 were received during the year. SCHOOLS OF SCIENCE. XCI Table X. — Part 2. — Schools of science. States, c 2 Preparatory depart¬ ment. Scientific department. Number of State scholarslups o o QQ o p S .B* C 2 * =5 3 3 3 Instructors. Students. Corps of instruction. Sludents. d Female. In regular course. In partial course. Number of grad¬ uate students. Illinois . - . . . 1 1 77 57 4 8 70 8 0 Indiana . al Dlaine . &1 Klassacbusetts _ _ _ _ 3 30 137 8 2 20 7 Missouri . 1 7 206 12 30 2 Xew Hampshire . 2 0 0 0 21 83 1 0 1 Xp.w .Tprsp.y _ 2 4 20 139 1 6 32 Hew Xork . 4 56 53 336 32 14 Ohio . . . 3 1 282 Orefiron . . - . . Pennsylvania . 6 1 5 32 293 86 3 47 Viroinia . . . . . 4 25 250 4 50 51 Colorado . . 2 5 8 42 3 Total . ■31 13 349 57 206 1,600 203 29 78 138 States, Libraries. Property, income, &c. Number of volumes. Average annual in¬ crease. Number of volumes in society librai ies. Value of grounds, buildings, and ap¬ paratus. Amount of produc¬ tive funds. 6 o '^4 9 5 C o s ^ o 2 Ileceipl s for the last - year from tuition ''' fees. x 5^ '7 p r ^ 3 o c .2 III - U' Hbnois . . . 500 §25, OCO 5)30, 000 186, 000 §1, 200 Si, 950 eo Indiana . . . . Maine . Massachusetts . 2, 800 80 250, 000 401, 733 45, 766 5, 520 i . Missouri . . . New Hampshire . 2,000 5, 000 11, 998 100 1, 200 10, 000 650, 000 76, 000 20, 000 155, 000 700,000 25, 000 10, 000 54, 000 5, 312 6,700 38, 000 400 0 New Jersey . 200 New York . Ohio . . Oregon . . . . . Pennsylvania . 31,000 5, 000 100 450, 000 330, 000 9, 030 SO, 000 40, 000 5, 000 2,200 15, 000 17, 000 2.00 Virginia . 500 500 15, 000 .5, 000 Colorado . Tot al . . 58, 498 780 1,700 1, 820, 030 1,617, 733 118, 1C6 90, 172 20, 000 a Buildings not completed ; classes not yet organized. & Beported Trith classical department. (See Table IX.) In studying this table, it should be observed how many items have been reported with the classical departments. Many blanks may thus be filled. So far as these institu¬ tions depend upon the grant made by Congress to establish colleges of agriculture and XCIt REPORT OF THE COMMISSIONER OF EDUCATION. mechanic arts, it would seem desirable that the conduct and manner of keeping accounts should enable its officers to present separately an exact statement, annually, with re¬ gard to the disposition and results of that grant. Could anything less meet their legal responsibility? They still ne*ed large funds; without them they can hardly attain their highest success ; but what can be a better ground for securing more than clear and satisfactory evidence of the judgment with which the grants already made have been administered ? There is a growing disposition to secure to these institutions abundant endowment ; the great industries of the country, when clear sighted, will demand it. Another agricultural college. — The report of the congressional Committee on Educa¬ tion and Labor, presented to the House in January, 1875, with reference to the agri¬ cultural colleges, bore fruit before the year was out. North Carolina — especially charged by the committee with bad faith to the Government in suffering the funds of her agricultural college to lie locked up in State securities, on which no interest was paid — in September, 1875, revived her university, and with it the long-dormant agricultural department. Ten students entered on its course of three years, in which the usual studies of such institutions are to be prosecuted. And doubtless other years will bring in successive classes, to be trained for a scientific and profitable develop¬ ment of the resources of that fine, but hitherto neglected, State. The scientific schools in general. — The reports for the year indicate fair progress in most of the established scientific schools, including in these the agricultural colleges. All seem, at least, to hold their ground. Some have increased their apparatus and other means of illustration and of work. Several have added considerably to their lists of students. A few have been favored with considerable additions to their funds. Thus the Toledo University of Arts and Trades has had $2,000 given it to aid in founding a school of design for the instruction of its students. The mechanical department at Cornell University rejoices in an endowment of $30,000 from Hon. Hiram Sibley, of Rochester, for the support of the Sibley College of Mechanic Arts. The John C., Green School, Princeton, has received as a bequest from its liberal founder another $100,000 to endow a department of civil engineering. The Towne Scientific School of the Uni¬ versity of Pennsylvania gets an assured $300,000 from the estate of the late John H. Towne for a general endowment, with a prospect of $600,000 to $700,000 more, and from Asa Whitney, esq., $50,000 to endow a Whitney professorship of dynamical engi¬ neering. And the Rose Polytechnic Institute at Terre Haute, Ind., reports the near completion of the building meant for it, which will enable it to enter fully on its work in 1876. Summer instruction in science. — Good service was done during the summer of 1875, by professors connected with the scientific departments of Harvard, Cornell, and other colleges, in the institution of summer schools of science for the benefit of teachers and such others as could not well attend the winter schools. Harvard had three such in operation: one in chemistry, at Cambridge, under Prof. J. P. Cooke; one in botany, partly at Cambridge and partly at the sea-shore, under Assistant Professors Good ale and Farlow; and one in geology, at a camp near Cumberland Gap, in the mountains of Kentucky. Cornell, represented by Professors Comstock, Barnard, and Wilder, with the efficient aid of Dr. Wm. K. Brooks, Professor Alphonso Wood, the botanist, and others, had one at Cleveland, Ohio, called “ The Kirtland School of Natural History,’^ because the Kirtland Society of Natural Science, in Cleveland, looked after the ex¬ penses ; one at Peoria, Ill., a,nd one at Normal, in the same State, called, respectively, “ The Peoria ” and “ Normal Summer Schools of Natural History.” Each of these three was designed to give instruction in geology, botany, and zoology, and to illus¬ trate the proper methods of studying such sciences. The idea carried out, with refer¬ ence to this last, was that of Agassiz, that observation and analysis are the great doors to certain knowledge. Hence, while lectures were given daily on the sciences pursued, and every effort made to impart needed information on all points respecting them, reliance was especially based on careful study of specimens that illustrated each SCHOOLS OF THEOLOGY. XCIII particular line. The earths and rocks and minerals examined were subjected to the test uot of the eye and hand alone, but of the microscope, the chemical bath, aud the xetort. Plants were analyzed from root and stalk to capsule, flower, and seed. And land and water animals were observed alike in their great general characteristic fea¬ tures and in their internal organizations, which only a thorough anatomy would show. The result was a hearty enthusiasm in the stndy on the part of all concerned, a great enlargement of existing knowledge, and the impartation of an insight into the means of improvement in that knowledge which may result in almost any measnre of advance desired. So great was the encouragement in nearly all these summer schools, that others in the same or other lines have been projected for the vacation months of 1S76, though for most teachers the great school of that year must be the Centennial Exposition in Philadelphia. SCHOOLS OF THEOLOGY. The following is a comparative statement of the number of schools of theology (in¬ cluding theological departments) reporting to this Bureau each year from 1670 to 1675, inclusive, with the number of professors and number of students : 1 157L ; 1572. 1573. 1574. 1 1575. Xumber of institutions . . . ...... . . so i 94 ; 104 110 113 ! 579 123 Xnmher of instmetors _ _ _ _ _ _ 339 ; 369 1 435 573 ! 615 Xumber of students . i 3,254 ' 3,201 * 3,351 3,S35 ' 4,356 5,234 Table XI. — Statistical summary of theological seminaries. Z X * • ? T ^ — ^ aa -r 13 124 ' L319 16 SO 655 15 66 733 15 63 311 14 49 443 3 51 334 3 73 : 372 3 5 91 3 g ■ 69 3 13 ; 34 2 : 5 105 2 ■ 3 49 2 7 63 2 9 52 2 11 51 2 10 366 1 , 5 22 1 3 16 1 3 1 3 33 1 ; 2 • o 1 3 ; 25 1 7 ■ 10 1 3 i 24 123 615 5,234 Denomination. Do man Catholic . .• Preshyterian . Baptist . Protestant Episcopal . Lutheran . . Congregational . . . . . Methodist Episcopal . . Christian . . . . Be formed . . . TTnited Presbyterian . Cumberland Presbyterian . . Tree Baptist . . Methodist Episcopal (South) . . Beformed (Dutch) . . . TJniversalist . . ITnsectarian . . . African Methodist Episcopal . . Mennonite . Methodist . Moravian . 2s ew Jerusalem . Dnion Evangelical . . . . Dnitarian . . . . . . . . . . United Brethren. . Total- XCIV REPORT OF THE COMMISSIONER OF EDUCATION. Table XI. — Summary of schools of theology. States and Territories 6 1 C.0 u A mount of productive funds. Income I'rom productive ' funds. o >> » X -S .2 s 1 ’S 2 4-j 4 13 84 18 8, 000 1, 500 3 47 14 12 600 THiTmia 4 183 37 36 2, 000 75 §6, 000 1 3 40 18 700 75 3 25 136 25 72 2, 123 100 5, 620 'R’pTitTiP.lrY - • 2 7 20 2, 000 T.nm'siflTia. _ 1 4 36 7 §15, COO 2,0CO ATarvlanfl _ 1 3 59 24 14 0 0 §0 0 3, 000 Massachusetts . 2 22 326 179 89 17, 100 1, 000 i . 47, 701 11, 845 17, 820 Arir^hicrnn . _ . 1 5 321 159 3, 500 "Xfia^nriTi 2 16 86 69 26 4, 000 500 50 3, .500 'Vfi'w' Wnrlr _ _ 4 12 6T8 255 124 10, 300 50 3, 500 "Vrirth P.firnlina _ _ 2 1 16 Ohio - _ _ _ 3 10 61 18 36 988 2,853 FfiTiTisylvnTiifl. _ _ o 15 66 3 400 j 630 Snnth Carolina _ 1 1 24 3 6 T'ftTmftasPft _ 3 9 90 1 55 j 10,000 2 4 1 110 20 "tVisconsiu _ _ _ 1 7 25 8 36 300 i 1, 050 District of Columhia . . . 4 13 293 1 95 300 20, 000 10, 000 1, 800 6. 971 Total . 43 224 623 823 52, 311 2,800 ! 45, 000 1 53, 201 1 i 17,695 1 52, 944 TABLE xn. — SCHOOLS OF 2IEDICIXE. The following is a comparative statement of the nnmher of schools of medicine, dentistry, and pharmacy reported to the Office each year from 1370 to 1875, inclusive, with the number of instructors and students : 1870. 1671. 1872. 1873. 1874. 1875. Number of institutions . 63 82 87 94 99 106 Number of instructors . 583 750 726 1, 148 1, 121 1, 172 Number of students . 6, 943 7, 045 1 5, 995 1 8,681 9, 095 9, 971 The following extract from a report made to the French minister of public instruc¬ tion a few years since deserves special attention : “ The time required for medical studies is nominally three years, but is in reality re¬ duced to two ; for the student must spend the third year in following the civil practice of some physician in good standing, and must bring proof, by a certificate from his preceptor, that he has complied with this formality. Besides this, the year is limited to the winter session of four months. During the course of his studies the student is XCVI REPORT OF THE COMMISSIONER OF EDUCATION. not subjected to any examination. To be admitted to the degree of doctor he must be 21 years of age, and transmit to the dean of the faculty a thesis Trritten by him¬ self. If the thesis is considered satisfactory, the student is examined by each professor separately. The examination is not public, and is often given during a tete-a-tete at the residence of the professor. When all the students have been interrogated in this way, the faculty assemble, and confer on all those that have received less than three black balls the diploma of doctor. The number of candidates rejected is insignifi¬ cant.” A good step well taken. — While the professional schools in general have gone on in their accustomed way, doing good work with fair fidelity, those of three prominent institutions have set an example of a most desirable advance. The Boston University, since 1874, has required from candidates for admission to its schools of theology, medicine, and law either a collegiate degree, or such examination as shall satisfy the faculty that there is an educational preparation for profitable entrance on the studies of these schools ; and then, to its honor, carries them through a three-years’ course in each. The University of Michigan, after some years of previous debate upon the matter, takes now the same stand with reference to admission to both its medical and dental colleges, and requires three years of study from its students in these lines in order to a certificate of graduation. And Harvard — not wont to fall behind in such reforms, while often leading — announces that from and after the beginning of the academic year 1877-’78, all candidates for the degree of Bachelor of Laws or Doctor of Medicine, who have not a collegiate diploma, must submit to an entrance examination and give evidence of some academic training. The faculty of the dental school, too, with the approval of thd corporation, decided in February, 1875, that the course of instruction in the school should be enlarged; that instruction should be given through¬ out the academic year; that the standard of the degree should be raised, and that every candidate for it must have spent at least one continuous -J^ar in this school. President Eliot, speaking of these changes, says, justly, “The university, in taking this action, is only doing its duty to the learned professions of law and medicine, which have been for fifty years in process of degradation, through the barbarous prac¬ tice of admitting to them persons wholly destitute of academic culture.” It is refreshing to find institutions so well established as these three taking unitedly so desirable a stand. And it is greatly to be hoped that other professional schools throughout the country will follow, in this particular, the lead of these ; for, as Presi¬ dent Angell truly urges, if they alone take this action, they may shut the ignorant out of their halls, but cannot shut them out of the professions. The training school for nurses of Bellevue Hospital, New York. — In their annual report for 1876, the managers claim that “ the experiment begun in May, 1873, has proved a success, and that the hope then expressed, of training respectable, intelligent women into educated, skilful nurses, has grown into a reality.” The school opened with but five pupils. The course of training requires two years, and few of the applicants were willing to give so much time to the acquisition of a profession. This, one of the most serious of the early difficulties, no longer exists. As the object of the school came gradually to be understood throughout the country, applications from women, deliberately choos¬ ing tnis profession, and desiring to learn it thoroughly, were more numerous than could be accepted. At the date of the report there were forty pupils in the school, and others waiting for vacancies to enter. During the year more than two hundred applications for admission have been received. In May, 1875, the first class of six was graduated. A second class of seven passed their medical and surgical examination, and was grad¬ uated January 31, 1876. From this time forth the school hopes to send out, every six months, a class of trained women, who will either establish themselves in private nursing or be added by the training school (as nurses) to its corps of pupils who, dur¬ ing their second year, are sent out to private cases. That one of the announced aims of the founders of the training school, i. e., the improvement of nursing generally throughout the country, has been accomplished, would seem to be established by the fact that the managers are constantly in receipt of communications from other cities asking for advice and help, and that trained women from the school at Bellevue have alrendy been sent to act as head nurses in hospitals in Boston, Brooklyn, and New York. SCHOOLS OF MEDICINE. XCVII Table XIII. — Schools of medicine. States. 5 « g Coii)8 of instruction. Students. Libraries. Property, income, &c. 1 5 £ X c 5 IN l"l IK S ® lO g 1 3 - ! c 1 « 1 1 ai 3 1 i s s 5 ^ 5 qC > Cm ac ? 5 o fcJD c? o > '5 2 of Sc 'S ^ s 2 ^ Amount of productive furnks. Income froin productive funds. 1 5 1 -i-3 X ^ X -3 .zr 5 X I. Medical and i SUKGICAL. ! . ! 1 1. Begular. i 2 14 50 36 500 8175,000 O 39 1 27 75, 000 I 10 80 84, 000 1 9 42 14 2, 200 a200, 000 : 25,000 3 37 216 12 9, 300 1 1x5, 000 i 0 0 1 7, 000 3 59 S74 11 134 50 : 49,000 i 7, 968 Cj 913 33 500 25 ^ 9, 500 ^ 10, coo 2,000 10, 500 2 24 275 105 • 75, COO 9, 000 .5 49 56.S 57 ! 11,000 18, 500 ! 14,900 2 19- 2 53 j 3, 500 ' 135, 000 i 0 0 ! 16, 585 1 s 97 9 ! 4, 000 1 ; 25, 000 i 2, 500 150 j 5, 297 3 35 254 2 119 ' 125, COO j 15, OCO A Tfi R'l.'i nil n sptta 1 35 192 78 1 2, 000 48,184 4, 309 35, 028 ArirhicraTi _ 1 2 ' 26 ! 411 1 17 111 ' 40, 000 ! 6:.s7 Missouri . i 4 36 396 20 136 j 1, 500 , 1, 230 25 1 111,200 1, 000 100 ! 24, 575 Xe'\r Hampsliire . . . ! 1 1 10, ; 84 18 25 ! 1, 030 100 1 40, 003 0 0 6, 000 TCpw Mnrlr _ _ _ ! 9 162 'l, 729 106 549 ! 8, 6C0 ' 435, 750 9, 332 55, 575 Obi.a _ . SI 1 7S8 6 315 i 7, 900 ! 130 i 291, 000 10, 000 OTpcrnn 1 8 ! 23 3 1 50 2, COO PennsylTania . 3 44 1, 057 ' 182 ; 3,000 , 120, 000 64, 250 4, 612 i 43, 195 Smith n.arnlinn. _ 2 8 63 20 I 15, 000 ! 150 TfiTinpssp.H . . 1 12 210 1 250, 000 1 ^'fivas _ 1 7 23 i ! 8 i 60 500 1 3, 190 Vermont . . 1 12 i 62 5 30 1 0 15, 500 0 0 4, 2C0 Virorinia . . 2 19 87 ' 37 i ^ 1, 000 60, 000 1, 500 5, OCO IDist. of Columbia . . 3 35 ! Ill I 27 77, 000 5, CCO I Total . 65 809 ■7, 518 1 291 2, 082 1 57, 390 i 280 2, 457, 950 :i60, 263 12, 671 I 296, 050 2. Eclectic. Georgia . 1 1- 30 16 500 ’ 10, 000 0 0 j 2, SCO miiiois . . 1 12 80 i 25 23 500 ICO : 100, 000 j 5, OCO ^e'w York . 1 10 100 1 20 29 400 26, 000 0 0 ' 3, OGO Ohio . 1 7 188 63 80,000 0 0 14, P2S 1 . Total . 1 4 36 398 .j 1 45 141 1 1,400 : 100 ‘ 216,000 1 . 1 25,423 3. Somceopathw. 1 j 1 1 Illinois . 1 14 92 1 ' 0 60, 000 f 6, 5G0 Massachusetts . 1 27 170 . i i 30 ■ 1, 500 200 150,000 1 . 50,000 2, 500 6, 000 Michigan . 1 2 24 1 Missouri . 3 1 22 19 37 16 400 2, 600 Xew York . 2 1 35 165 1 1 1 47 200 145, 000 10, 000 600 14, 929 Ohio . 2 23 54 s 23 480 120 75, 000 3, 500 Pennsylvania . 1 13 140 12 52 2 000 50, 000 9, 545 Total . 1 llll 1 136 1 664 i 58 1 188 i 4,180 320 ! i 480, 400 1 ! 60, 000 1 3, 100 43, 074 a Talue of buildings and apparatus. I— YII XCVIII EEPORT OF THE COMMISSIONER OF EDUCATION. Table XIII. — Schools of medicine — Concluded. States. H. Dental. Louisi.ana . Miiryland . Massachusetts . Michigan . Missouri . New York . Ohio . Pennsylvania . Texas . Total III, Pharimaceu- TICAL. California . Diinois . Iowa . Kentucky . Maryland . Massachusetts . « Michigan . Missouri . New York . Ohio . Pennsylvania . Tennessee . District of Columbia Total . Kegulor . . Eclectic . . Somoeopathic. .. Dental . . Pharmaceutic.al . 12 Grand total.. j 106 Students. cS — < C II Hi ^ Ti m 9 u 4^ O n ® oo ® o ® ffl ® ® Sh s ® ^ a 135 809 36 136 135 56 1, 172 59 19 14 66 28 195 13 469 170 84 316 8 26 7, 518 469 922 9, 971 65 16 151 291 45 58 65 2 208 2, 082 141 168 151 208 2, 750 Libraries. 0 1, 000 163 300 50 1, 513 100 2, 500 30 330 850 100 1,200 100 2, 350 200 50 250 3 50 '0 7,760 I 373 57, 390 1,400 4, 180 1,513 7, 760 Property, income, &c. p a $500 10, 000 20, 000 1,000 4, 000 20, COO 12, 500 68, 000 1,000 15, 000 5, 000 8, 000 500 4, 000 1, 000 76, 000 750 500 111, 750 $0 $0 o .o ^ $550 10, 500 7, 433 1. 500 6, 471 3, 000 19, 784 49, 238 1, 350 2, 500 590 0 2, 000 1, 690 175 3, 975 19, 7C0 16, 000 0 1,400 1, 520 0 1,500 9, 151 2, 700 500 1,200 39,5.50 I 3,205 | 23, 3C6 280 2,457,950 216, 000 480, 400 68, 000 111, 750 100 320 50 373 160, 266 60, 000 3,100 39, 550 I 3, 205 296, 050 25, 428 43, 074 49, 238 23, 306 72,243 ,1,123 3,334,100 i259, 816 j 18,976 j 437,096 TABLE XIV. — 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 1875. COLLEGE DEGREES. XCIX TABLE XV. — DEGREES. The table of the appendix shows the number and kind of degrees conferred in course Fnid honoris causa hy the universities, colleges, and professional schools in 1875. The following summary exhibits the number of degrees of each kiud 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 7,577 ; honorary, 393. These were distributed as follows : In letters, 2,853 in course, 146 honorary; in science, 765 in course, 11 honorary; in philosophy, 173 in course, 20 honorary ; in art, 1 in course, 4 honorary ; in theology, in course 158, honorary, 133; in medicine, 2,666 in course, 7 honorary; in law, 841 in course, 63 honorary. Table XV. — Statistical summary of all degrees confei'red. 1 ! ^ i X i g £ i - i ■ 1 1 < i ' 9 s > < i X ? * c > X ^ ^ r 1 173| 20 * ? X b' ? 65 C3 1 1 Gsaxd total . Total ia classical and scientific j colleges . Total in colleges for women. . . .| Total in professional schools. . . Alabvma . i al, 577 i E>395 2, S5S 146l 735 1: i ]55‘ 135 1 2.666 ' 7 541 a 5, (hlS : 490 2, 064' b393 5 2, 409 i J i ....1 !J, 1 35 . l' 167 -i ^ 20, 1 ■ 4 93 i ; . c65 135 751 : 1, 555 , r) 5 114 1 SJ 3 1 39 ! 2' 1 1 2 36 . Classical and scientific colleges . Colleges for women . i *'"^5 I 25; ; 36! 3 i 11 i "" i 2 0 ! Professional schools . . 1 . 36 . Alkaasas . '=.= = 3 3 3 Classical and scientific colleges . Colleges for women . Professional schools . Califorxia . Classical and scientific colleges Colleges for women . 5: i i 3 5 3 ; ' i i 1 = = - 98] 3 i 32 1 15 . ., 17 1 J o 1 32 . : 9i; i ^ : 32 ! ' 15 . 1 . 11 ; 1 1 27 Professional schools . ; 7 i I i i COXXECTICUT . Classical and scientific colleges. Colleges for women . ; 251 1 20 127 ! 14 .i 55 v .\J4 ; 3 14.. . 17 3 3 251 , 20 1 ij 127 14 :! 4- . 55 --- .1 34 1 14 - - 17 Profp.^sional schools 1 Dnt^WiRP. ; _ ^ ' 1 1 ; 10 i 1 ! 6 4 1 r 1 Classical and scientific colleges . Colleges for wdmen . . 10 1 6 1 4 .... r’i ( Professional schools . i j _ ' ' - a Includes 95 de^ees not specified. & Includes 4 degrees not specified. c The number of graduates reported in schools of theology was 558. but in most cases diplomas only wei e conieri efi. C REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Statistical summary of all degrees covf erred — Continued. CC 'J1 < < 2 P ' : < < D Ji D J > c c j 3 i H 5 < 1 6 ? ! 3 3 6 ■ 3C cS O c 0 a ? 1 1 s c 6 s 0 X c c 0 ■ £ '3 0 , 0 « ' 5 1 1 i “1 j Classical and scientific colleges. Colleges for women . ....l Professional schools . 1 . =i i Georgia . 170 •2 99 1 9 1 1 1 49^ 12 .. • i 1 _ :j 1 _ 1:1 l' * Classical and scientific coUeges- 105 2 50 1 1 9' 1 1 ' 33i 12 .. Colleges for women . 49 1 49 ; ...i r ! Professional schools . . . Ifi 1 . 16l 46-2 17 133 1 3 63 9 29i 13 165 63 1 ! _ : Classical and scientific colleges. 270 17 119 1 3 63 i-- 9 2 13 40i 37 1 Colleges for women . 14 14 1 1 1 173 1 27 i 125 .. 26 .. 1 1 - Indiana . dioo [ el3 ' 38 1 i 7 1 1 ' 34 16 2 Classical and scientific colleges . 1 dll5 el3 i 33 - 1 27 1 1 i 1 13 2 Colleges for women . j 1 5 j 5 1 Professional schools . I 1 33 1 33 Iowa . 356 10 ; 89 3 i 81 1 9 1 - =: 5 i 105 r 72 . . I 111 Classical and scientific colleges . 1 270 10 ' 89 3 1 Si: i 1 9 1 5 19 Colleges for women . 1 1 1 Professional schools . . 1 86 ! 66 Kansas . . . 1 9 1 5 4 ill mi i"i iimi-i Classical and scientific colleges. ! 9 1 5 1 ^ ....| 1 Colleges for women . 1 1 1 Professional schools . j 1 1 i , i” 1 i Kextucky . j 150 78 1 6 6 1 1.. 5 j 3 6 1 1 ... 1 1 Classical and scientific colleges 125 ! 10 57 6 6 i 5 3 57 .... 1 Colleges for women . ■ 21 21 I" Professional schools . . ’ 4 1" 1-- ; 4 _ j _ Louisiana . i 70 11 i”i 54 ^ ~ 1 . Classical and scientific colleges. 5-2 4 i..!.... ii 7~ ririllpcrps fnr wnmpn i' i Professional schools . 13 ! 13 Maine . 126 14 85 4 1 26 ■ r 5 15 1 - 5 Classical and scientific colleges . 126 i 14 i 85 4 26 15 L - . 5 Colleges for women . 1 1 .... 1...' ! Professional schools . 1.::.!.: 1= : — — 1= — — - — d Includes 35 degrees not specified. e Includes 3 degrees not specified. COLLEGE DEGREES. Cl Tabl^: XV. — Statistical su7nmary of all dtgrees coy^ferred — Continued. All classes. Letters. Science. Philosophy. Theology. Medicine. < In course. 1 Honorary. In course. 1 Honorary. 1 In course. 1 Honorary. | In course. Honorary. [ In course. | Honorary. | In course. Honorary. In course. Hi © 1 QC ! Hi 0 ' © 14’ 3 1 1 e205 4 26 1 .1 2 160 Classical and scientific colleges. el8 13 174 4 13 13 1 2 2 160 14 - - 492 9 231 1 74 5 1 35 .... 551 7 7 Classical and scientific colleges . 469 9 231 1 74 -- 5 1 32 .... 35 92 23 3 .... 20 1 503 8 109 5 81 i - - 2 1 129 I59 Classical and scientific colleges. 474 8 109 5 81 23 1 2 1 100 159 1 29 29 = = = 27 .... 15 .... 8 4 Classical and scientific colleges Colleges for women . - 18 5 4! .... 13 2 .... 5 3 T*rnfessinTial schools _ _ 4 lIlSSISSIPPI . . 45j 1 42 .... 3 Classical and scientific colleges . Colleges for women . . "• 1 22j 23| 1 19 23 3 1 1 Professional schools . Missouri . : . 45 _ = 246j 3 .... 1 3 158 26 Classical and scientific colleges. Colleges for women . - 94 ! 3 45 .... 16 -- 1 3 6 26 Professional schools . . . 152 152 Nebraska . 1 1 ~l i Classical and scientific colleges. Colleces for women . . - 1 1.... 1 i 1 Professional schools . I": Nevada . _ _ _ = rrr L 1 Classical and scientific colleges. Collo'Tes for women . . - Professional schools . . . New HAilBSHIRE . 39 1 19 12 14 3 25 1^! niassical and scientific, cnllecrps i SQ 19 12 14 3 25 1 |.... 3 Colleges for women _ .. j _ ProfpssinTipl sp.Tionla _ i _ New Jersey . 1 _ _ _ _ _ _ _ i 112 , 20 . 65 6 29 1 1 18 6 ”6 Classical and scientific colleges. Colleges for women _ 82 12 18 ;| 20 53 12 6 29 1 1 6 Professional schools 18 [— I _ = = e Includes 3 degrees not specified. CII REPORT OF THE COMMISSIOXER OF EDUCATIOX. Table XY. — Statistical summary of all degrees covferi'ed — Continued. m X 3 j > ! c a C 5 5 > 5 i ' < i 5 xn 1 < : ! Laa i c CC i || ^ 0 : ^ X X 1 7- § c 1 i O % o = J S i ^ % 0 1 i 5 M - ; a s /l, 144 34 264 12 82' ; ~| 1 3 11 643 4 124 5 Classical and scientific colleges. /T53 30 264j 12 82 ; 1 sj 1 1 _ 2 253 . 1 124 5 391 4 1 1 39o| 4 _ 67 5 66^ li 1 . . 1 4 _ 1 f Classical and scientific colleges . 1 1 . 4 11 . 11 i .... i _ ^894 Ml 351 ~Io ~80;~ zTTT.l -....| li ~n ~n; 399 1 36 ^9 _ ! Classical and scientifi.c colleges. gr430 60 7i40 318 10 59 ! 2 ....i 1! 11 17 31 3 9 33 . 1 27I. ..i 404 1 1.'": 1 1 368 1 36 Oeegox . 24; ....1 1 16 . 1 1 pjl ~ 1 Classical and scientific colleges. Colleges for ■n'omen . ~l 1 .... Professional scliools . 1 | _ . _ PEXXSYLV.tXIA . 1 i82T 53| 358 lA! 56 . 7|~i2; 8 1 2 ;~10 23 382 0 1 ■ 4 Classical and scientific colleges. 1 i38l' 53 315 1 “ 51 . - 6 8 1 1 ^ 2' 23 4 Colleges for Aromen _ _ _ ... 54 '....I 43 1 . 1 5 . . ' 6 1 i 1 . i 1 *P‘pnfA«ainnnl .«ir/hnnlA . . 1 1 392 '....1 j 1 i 10 1 1 ! PFrnnn Tst.avd . . . 1 10 1 ^ ' 70 5 2 iTTT 2 1 . 111 1 . I Classical and scientific colleges - Collcg^63 for TTotncn . 70 ! 9 70 5 2 j 2 Professional schools _ _ 1 1 - 1 11.11 > _ _ _ _ _ ; _ Rot’th C Aunr.TVA _ _ _ ! AlOT 1 63 1 2 j_J0 6 1 1 ^ '1 "• Classical and scientific colleges. Colleorea for Avomen . : 1-44 \ 5 ' 20 \ 2 2 6 1 1 ' 43 43 1 i i i . Professional .schools .. . 20 1 1 ! ! 20 1 1.. Tewessee . . ' 293 ; 213 1 1 12 2 ,1“ 5 1 ® 55 5 i 1 Classical and scientific colleges . Colleges for Avomen _ _ ; 144 1 " : 72 i '' 12' 2 5 11 55 5 1 141 1 8 141 i . 1 - - Professional schools . j.... L... 1 . .L... 8 i ]iii_ Texas . . . 1 40 ' 4 17 1 . 7 2 16 1 1 Classical and scientific colleges. Colleges for Anomen . i 1 3 1 4 14 1 . .i 7 2 1 2 i! 3 .... j 1 1 1 . Profe.ssional schools.. . ! 16 i - 1 ! 1 1 = = 11 rj - = = /Includes 20 degrees not specified. i Includes 8 degrees not specified, g Includes 11 degrees not specified. i Includes 18 degrees not specified. h Includes 1 degree not specified. COLLEGE DEGREES. cm Table XV. — StatistiGal summary of all degrees conferred — Couclude'd. Vermokt . Classical and scientific colleges. Colleges for Avomen . Professional schools . VlRGDOA . Classical and scientific colleges. Colleges for women . Professional schools . VTrst Yiegisia . Classical and scientific colleges. Colleges for women . Professional scliools . Wisconsin- . Classical and scientific coUeges. Colleges for women . Professional schools . District of Columbia . Classical and scientific colleges Colleges for women . Professional schools . X u X X 3 < X K SCIKNC'E. o i as q 1 Art. < 5 Medicine. < In course. c 1 5 h c c o M O' p c 1 oc ! i o i ^ Honorary, j . o £ i 1^- ; C ! c 1 X ■ S i 1 s G 02 C G 5 o c 1 G O C g 3 2 o 60 15 29 5 3 4 1 ' 30 1 66 i 15 29 5 7 3 ! 1 1 30 i 1 .... j ! 1.... i . 2 2 1.37 14 49 . " ; 30 ; 1 1 i 1 |, 37 ; 1 119 1 17* 14 43 1 1 ^ 30 1 i”" 7* 1 1 20 1 20 M IT ' _ 1 = = - ' = 24; 6 19 ; 5 5* _ 1 - 24 6 19 , 5 i 5 1 1..' j I"" t--i 1.... 6 135 12 61 ; 4 23; ....1 1 1 132 3 12 58 3 4 1 23 1 1 1 6 15 1 ^ 36 "i 1 1 1 1 - ! "1 ’ * "1 133 7 17 * 3 ! 1 1 1 32 84 2 2 .... 90 7 17 3 1 1 27 46 43 5 ! 38 = 1— =' 1“ 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, 238 ; degrees conferred in course, 3,262 ; honoris causa, 393. Colleges of agriculture and the mechanic arts and schools of science, 20 ; degrees conferred in course, 160. Colleges, &c., for the superior instruction of women, 61 ; degrees conferred in course, 490 ; honoi'is causa, none. Total number of degrees conferred on women in institutions embraced in Tables VIII and IX of the ap¬ pendix, 821 ; honoris causa, none. Schools and departments of theology, 63 ; degrees* and diplomas conferred in course, 651. Schools and departments of law, 26 ; degrees conferred in course, 841. Schools and departments of medicine and pharmacy, 82 j de¬ grees conferred in course, 2,666. It is impossible to indicate here the courses of study upon the completion of which these degrees or diplomas are conferred. The great difference existing between these courses appears from year to year in other parts of these annual reports, and may be found for any year by consulting the several catalogues. The material is abundant for a treatise of no small size upon the degrees annually given by these institutions in the United States. This table has special value in showing how far the various courses of study offered to students in these institutions are completed. Taken in connection with the exhibit of the students admitted and in attendance, it shows how large a number fall out by the way. It should quicken among the friends of learning a public sentiment which will encourage and demand more thorough training before the duties nre assumed or the honors enjoyed which these degrees confer. * The number of degrees was 158. CIV BEPORT OF THE COMMISSIONER OF EDUCATION. • TABLE XVI. — LIBRAEIES. The Special Report on Public Libraries in the United States which was announced in my last annual report as in preparation by this office is well advanced toward comple¬ tion, and will soon be published and ready for distribution. The Centennial Commis¬ sion having recognized the importance of libraries as a part of the educational repre¬ sentation at the International Exhibition at Philadelphia, and having designated them as a separate class, the original plan of the work was considerably enlarged, with a view of presenting as full a survey as time and means would permit of all classes of public libraries, from the time of the establishment of the first public library in the colonies to the present. It is believed that the additional historical and statistical matter which it has thus been possible to include will add much to the usefulness and permanent value of the work, and fully compensate for the consequent delay in its publication. The report will be issued in two parts : Part I will comprise the history and statistics of the several classes of public libraries, with essays and discussions on the more important questions of library economy and management, by eminent libra¬ rians and others interested in enhancingdhe usefulness of libraries ; Part II constitutes a practical treatise on cataloguing, entitled “ Rules for a Dictionary Catalogue,” pre¬ pared expressly for the report by Mr. Charles A. Cutter, librarian of the Boston Athe¬ naeum. It is deemed proper to present here an outline of the report, with some statistics- drawn from the tables showing the growth of public libraries in the country during the last one hundred years. Outline of the Special Eeport on Public Libraries. — The first chapter consists of an histori¬ cal survey of American public or semi-public libraries, which were established in the colonial period down to the Revolution. It has been prepared after thorough investi¬ gation, and affords a striking contrast between the literary resources of the country a century ago and those of the present, and will be read with interest by all students of our history. Libraries are next treated of as adjuncts of common schools ; the history and for¬ tunes of common school libraries in each State where they have been established are described, and the causes pointed out which in some of the States have operated ta impair their usefulness as factors in the school systems. Separate chapters are devoted to the libraries of colleges and professional schools — theological, law, medical, and scientific — the development of each class being traced, and individual sketches given of the principal collegiate and theological libraries in the country. The history of the origin and growth of prison and reformatory libraries in the United States is sketched ; their present number, means of support, regulations, char¬ acter, and extent of use described, and facts presented which testify to their impor¬ tance as auxiliaries in the moral and intellectual improvement of the unfortunate, and in the reclamation of the vicious and criminal. The institution of professorships of books and reading in our colleges, for the system¬ atic and scientific instruction of students in the art and methods of reading and in the choice and valuation of books, is discussed, and the creation of such professorships advocated as in accordance with the spirit of the present educational movement. A chapter is given to fhe libraries of the General Government, the history and con¬ dition of the Library of Congress, or National Library, being fully described by its librarian, Mr. A. R. Spofford, and sketches presented of the libraries of the several Executive Departments, and of the system of libraries of military posts, national homes for disabled volunteer soldiers, and the American Seamen’s Friend Society, followed by an outline of legislation respecting copyrights and duties on books imported for public use, the distribution of public documents, and exchange of publications with foreign governments, and a description of the Smithsonian system of foreign and domestic exchanges. An interesting chapter on historical societies is next presented, treating of their LIBRARIES. CV origin, history, and present condition, educational inlluence and aims, and including sketches of the libraries, publications, and work of individual societies. Free public libraries, established under general laws and sustained by town or municipal taxation, are then considered, the relations of the citizen and the State and of special communities and classes to them discussed, and a description given of their history and development in each of the States in which such libraries have been formed. A chapter is devoted to the discussion of the educational and industrial benefits which would undoubtedly result from the establishment of art museums in connection with our public libraries, on the plan of such museums in many of the free libraries in Great Britain. Next in order will be found contributions by librarians of wide experience on leading topics relating to the economy and administration of public libraries. These are emi¬ nently practical in their bearings, and will, it is hoped, meet the frequent applications to this Office for information on many of the subjects discussed, and lead to the estab¬ lishment of libraries in communities not at present enjoying these means of cultivation and intellectual improvement. The following are the subjects treated of in this part of the report : (1) Library build¬ ings, with XDlans and descriptions for a library of one million volumes’ capacity ; (2) The organization and management of public libraries ; (3) College library administra¬ tion; (4) Library catalogues, comprising an essay on the subject, by Mr. C. A. Cutter, of the Boston Athenaeum, and a chronological table of printed catalogues of American libraries, followed by descriptions of the plan of indexing and arranging a library, devised by Mr. Melvil Dewey, and in use in Amherst College Library, and of the cata¬ logues of the Brooklyn Mercantile and New York Apprentices’ Libraries, which are now in press, and an outline of the system of classification adopted in the Public School Library of St. Louis ; (5) Indexing periodical and miscellaneous literature ; (6) Bind¬ ing and x)reservation of books; (7) Periodical literature and socieity publications; (8) Works of reference for libraries; (9) Library memoranda; (10) Titles of books ; (11) Book indexes ; (12) Library bibliograiDhy. Following the subject of library reports and statistics will be found a chapter com¬ prising sketches, prepared in the main by resident librarians, of the more important libraries of Baltimore, Boston, Brooklyn, Charleston, Chicago, Cincinnati, New York, Philadelxffiia, St. Louis, and San Francisco. The paj^er on the libraries of Charles¬ ton also notices other important libraries in the Southern States, and that on the libra¬ ries of San Francisco is followed by notices of several flourishing libraries in other places on the Pacific coast. Library rejyorts and statistics. — Under this head null be presented (1) a table of public or semi-public libraries iii the country in the years 1776, 1800, and 1876; (2) a table showing the number and extent of public libraries, which now contain 10,000 volumes or more, in the years 1836, 1846, 1856, 1857-58, 1863, 1874, and 1875; (3) a table show¬ ing the increase in the number of public libraries during the last one hundred years, by periods of twenty-five years each, and the number of volumes they contained in 1875 ; (4) a table of libraries graded according to number of volumes, showing the number of libraries in each State and Territory numbering 500 volumes and upward, classified by sizes ; (5) a summary table of all public libraries in the United States numbering 300 volumes and upward, by classes and States ; besides tables respecting library funds, circulation of books, &c., &c. Growth of public libraries. — The remarkable growth of public libraries in the country is strikingly illustrated by the following items ga,thered from the table already men¬ tioned : In 1776 there were, so far as known, 29 public or semi-public libraries in the thirteen American colonies, numbering in the aggregate 45,623 volumes ; in 1800 the number had increased to 49, numbering in all about 80,000 volumes ; now there are, including students’ society libraries in colleges, 3,682 public libraries, numbering in the aggregate 12,276,964 volumes. It is to be noted that the above totals do not include (except in a few instances, CVI EEPORT OF THE COMMISSIONER OF EDUCATION. which do not materially modify the figures given) the libraries of common schools, which contain so far as reported, a total of 1,365,407 * volumes, nor the libraries of churches and Sunday schools.! It appears from the table showing the number of public libraries established in the country during the last one hundred years, by periods of twenty-five years each, that 20 libraries were established between 1775 and 1800 ; 179 between 1800 and 1825 ; 551 between 1825 and 1850 ; and 2,240 between 1850 and 1875. The date of organization of more than 600 libraries which famished statistics was not given ; hut it is safe to assume that most of these were established within the last twenty-five years. Gifts and 'benefactions to libraries. — An effort was made to ascertain the amount of gifts and bequests by individuals to public libraries in the last one hundred years. The returns were very incomplete, but about $15,000,000 of such gifts and bequests were reported, mostly from the Easteru and Middle States. It is estimated that the total amount of benefactions to libraries by individuals in the period named would not fall short of $30,000,000, not including the value of a great number of private collec¬ tions of books which have been dedicated to the public. Illustrations of library buildings. — The report will contain illustrations of the Logan¬ ian Library, the first buildiug in the country devoted to the uses of a public library ; of the Redwood Library at Newport, R. L, built between 1748-’50; of the Wellesley College Library, (interior,) at Wellesley, Mass. ; of the new library building of the College of Now Jersey; of the Public Library at Concord, Mass. ; of the Eoxbury Branch of the Boston Public Library ; of the Public Library at Northampton, Mass. ; of the Public Library at Worcester,. Mass. ; of the Cornell Library at Ithaca, N. Y. ; of the Boston Public Library, (exterior) ; of Bates Hall and the Reading Room for Peri¬ odicals of the Boston Public Library; of the exterior and interior of the Cincinnati Public Library ; of the Lenox Library at New York, recently completed ; of the Li¬ brary Company of Philadelphia; of the Ridgway Library at Philadelphia, now approaching completion ; and of the Apprentices’ Library at Philadelphia. The following is the table of contents of Part I of the report : Letter of the Commissioner of Education to the Secretary of the Interior. Introduc¬ tion : Chapter I, Public libraries a hundred years ago, Horace E. Scudder ; II, School and asylum libraries, editors; III, College libraries, editors; lY, Theological libraries in the United States — part 1, a librarian ; 2, Prof. John S. Sumner, S. J. ; 3, editors ; Y, Law libraries, Stephen B. Griswold, LL. B. ; YI, Medical libraries in the United States, J. S. Billings, assistant surgeon, U. S. A. ; YII, Scientific libraries in the United States, Prof. Theodore Gill, M. D., Ph. D. ; YIII, Libraries in prisons and reforma tories, editors ; IX, Professorships of books and reading — part 1, F. B. Perkins ; 2, William Mathews, A. M. ; X, Libraries of the General Government, editors ; XI, Coj)yright, dis¬ tribution, exchanges, and duties, editors ; XII, State and territorial libraries, Henry A. Homes, LL. D. ; XIII, Historical societies in the United States — part 1, Henry A Homes, LL. D. ; 2, W. I. Fletcher ; 3, editors ; XIY, Young men’s mercantile libraries, F. B. Perkins ; XY, Young Men’s Christian Associations, Cephas Brainerd ; XYI, Free libraries, J. P. Quincy ; XYII, Public libraries in manufacturing communities, W. I. Fletcher; XVIII, Public libraries and the young, W. I. Fletcher; XIX, How to make town libraries successful, F. B. Perkins ; XX, Reading in i^opular libraries, Justin Winsor ; XXI, Art museums and iheir connection with public libraries. Prof. H. S. Frieze, LL. D. ; XXII, Free town libraries, editors; XXIII, Free reading rooms, W. C. Todd ; XXIY, Library buildings, Justin Winsor ; XXY, The organization and manage¬ ment of public libraries, William F. Poole ; XXYI, College library administration. Prof. Otis H. Robinson ; XXYII, Library catalogues, C. A. Cutter ; XXYIII, Catalogues *The reports of fhe State snperiutendents of public instruction of California, Connecticut, and JSTew Jersey do not give the number of volumes in school libraries, consequently the school libraries of those States are not included in the above total for this class. t According to the United States census of 1870, the church and Sunday school libraries of the country contained in the aggregate about 10,000,000 volumes. MUSEUMS OF NATURAL HISTORY. evil and cataloguing — part 1, Melvil Dewey ; 2, S. B. Noyes ; 3, Jacob Schwartz ; 4, John J. Bailey; XXIX, On indexing periodical and miscellaneous literature, Prof. Otis H. Robinson ; XXX, Binding and preservation of books, A. R. Spofford ; XXXI, Periodical literature and society publications, A. R. Spotford ; XXXII, Works of reference for libraries, A. R. Spofford ; XXXIII, Library memoranda, Justin Winsor ; XXXIV, Titles of books. Prof. Otis H. Robinson ; XXXV, Book indexes, F. B. Perkins ; XXXVI, Li¬ brary bibliography, A. R. Spofford; XXXVII, Library reports and statistics, editors ; XXXVIII, Public libraries of ten principal cities, several contributors ; XXXIX, Gen¬ eral statistics of all public libraries in the United States, editors ; Index. Buies for a Dictionary Catalogue. — Part II of the report, entitled “ Rules for a Diction¬ ary Catalogue,” is designed especially for the use of librarians and cataloguers, and will be published in a separate volume. The pages of the general statistical table of libraries included in the special library report having been preserved, it is deemed expedient to reproduce them in this my annual report, in order to give the information they embody a wider circulation than would otherwise be possible. In preparing the table it was found advisable to combine in most instances the society libraries of each college and to make but one entry for all, so that the number of libraries is apparently though not really reduced from 3,632 to 3,647, a difference of 35. The omissions in the table are as follows : 653 libraries do not report the date of organiza¬ tion ; 2,172 libraries do not report the average annual increase of books ; 2,940 do not report the extent of yearly use of the library ; 1,960 do not report whether they have a permanent fund or not ; 2,852 do not report a yearly income ; 2,913 do not report the yearly expenditure for books, periodicals, and binding ; and 3,039 do not report the amount paid yearly for salaries and incidental expenses. The totals given below do not include the statistics of eight libraries embraced in the table from which reports were received after the summary was completed. The following is a summary of the table : Total number of volumes . 12, 276, 964 Total yearly additions, (1,510 libraries reporting) . 434, 339 Total yearly use of books, (742 libraries reporting) . 8, 879, 869 Total amount of permanent fund, (1,722 libraries reporting) . . . $6, 105, 581 Total amount of yearly income, (830 libraries reporting) . 1, 303, 756 Total yearly expenditures for books, periodicals, and binding, (769 libraries reporting) . . 562, 407 Total yearly expenditures for salaries and incidental expenses, (643 libra¬ ries reporting) . 632, 165 The number of pamphlets reported was over 1,500,000. It should be stated, how¬ ever, that a large proportion of the libraries made no return of this item. ^ TABLE XVII. — MUSEUZMS OF XATLTI.AL HISTORY. Forty-four of these important aids to culture are reported. A just balancing of studies, or proper use of Kindergarten methods in modifying the present abstract method of instruction, would greatly increase the demand upon these museums and the disposition on the part of persons of wealth to endow them. The establishment of zoological gardens by many of the larger cities is an important step, calculated to add new.interest and value to the study of natural history. Those at Cincinnati have made excellent progress. The zoological garden at Philadelphia, now undoubtedly the best in the United States, will attract the attention of multitudes in attendance upon the International Centennial Exhibition and greatly increase the interest in these collections among the people throughout the country.* * The board of directors, in their report of April 27, 1876, observe : “ The anticipations of the di¬ rectors in regard to the increase in the number of visitors at the society’s garden have been fully realized. From the Ist of March, 1875, to the Ist of March, 1876, the very large number of 419,776 persons have passed through the gates ; an increase of 63,972 ever the preceding year. The very great CVIII EEPORT OF THE COMMISSIONER OF EDUCATION. EELATION OF ART TO EDUCATION. In Table XVIII, Part 1, will befonnd a list of the art museums and art collections of colleges, historical societies, &c., in the United States. A careful analysis of these collections was given in my last annual insport, pages xciii-xcvii. The collections re¬ main substantially as then reported. In Table XVIII, Part 2, a list of the institutions affording instruction in art is given. An abstract of the statistics of these schools was also given in my last report. The subject of the introduction of the systematic study of drawing into the public schools of the United States, with especial reference to its bearing upon industry, which was brought prominently before the educators of the country by the legislation of the State of Massachusetts in 1870, and subsequently by that of the State of New York, continues to attract attention. In several of the States there is a movement toward legislation upon the subject similar to that of the States named. Besides, in some single cities and towns the sys¬ tematic study of drawing has been successfully introduced as a required study in the public schools for a sufficient length of time to test its feasibility, and with highly satisfactory results. An examination of the following abstracts of the several State reports will show that the introduction of this study is rapidly extending and becom¬ ing quite general. In several of the State and city reports much space is given to its consideration, though in the limited space of this report it is impossible to do more than note the fact that drawing is taught in individual cities and towns. A marked increase of interest in all matters pertaining to art education is shown throughout the country; several already possessing museums of art are making valuable additions to them, and others are forming them, while some instruction in the history of art is now given in most of the higher institutions of learning. The value of art loan exhibitions is more generally recognized. Such exhibitions are beginning to form a regular feature in most of the larger cities, and it is to be hoped that they may be adopted by smaller cities and villages. The wealth of any community in art treasures, scattered as they are among many owners, is never realized until an effort is made to concentrate them in one collection. This was notably demonstrated in England at the time of the Man¬ chester art loan exhibition in 1857, and similar surprise has been felt at every loan exhibition in this country. The coming Centennial Exhibition at Philadelphia may be confidently relied on both to increase the general information upon the possible application of art to industries, and to demonstrate in the case of Great Britain, Russia, and other countries the great results to be obtained by systematic, intelligent art training. The direct relation be- tvreen the systematic instruction of children and youth in elementary drawing and the attractions of tho garden and its collection, added to its immediate proximity to the main railroad .approaches of our city, have caused its availability as a resort for excursions from .adjacent counties to become generally recognized. To .add to the accommod.ation of this class of visitors, a pl.ace of deposit for packages, bundles, &c., has been provided, and a handsome restaurant, under the society’s control, has been erected. It is expected that a siding and st.ation will shortly be erected on the Junction rail¬ road, directly at the southern entrance, so that excursionists can be landed directly at our gates.” Dr. ■William Camac, secretary, remarks, in a private note, that “ the success of our g.arden is unparalleled in the history of similar institutions, and shows how much such a resort was needed. The urgent de¬ mand of the public for the immediate opening of the garden in its very infancy, and the strain upon the managers to keep up with the increasing patron.age by affording additional attractions and preparing the necessarily costly buildings to accommodate the rapidly accumulating stock, h.avo rendered it al¬ most impossible to give that attention to the scientific and educational features, which, after all, should be the main object of such an institution. We will, however, in a short time, I trust, be able to issue periodically a scientific journal, devoted to the announcement of matters of zoological interest, as noted in the g.arden and elsewhere, and to inaugur.ate a series of popular lectures on the same subject. In listening to conversation held at times by visitors, app.arentlyotherwise well-informed people, I have been amazed at the ignorance displayed by them, not only as to the habits of the various animals, but as to their very existence. Many of these persons, I was glad to find, who came at first to be oniy amused, returned, and, buying a guide book, made a careful tour of the garden, and studied zoology and geogra¬ phy at the same time, gaining thus a degree of practical information which no extended coTirse of reading could ever impart.” SCHOOLS FOR THE DEAF AND DUMB. CIX maDiiiactures of a country can there be studied. If the collections there demonstrate the existence of such a connection, the economic question as to the value of the study of drawing will probably be affirmatively settled. In Boston, it is expected that the new art museum will be ready to ojjen in 1676. In Philadelphia, the Pennsylvania Academy expects to take possession of its new building and to reopen its art schools, so long closed while the new palace of art has been in process of construction. A new institution, modelled after the famous South Kensington Art Schools and Museum, is planned in Philadelphia, to succeed the great Centennial Exhibition, just as South Kensington was the outcome of the first World’s Fair in Hyde Park. This project is in the hands of enthusiastic public spirited citizens of Philadelphia, and its success may be considered as certain. In New York, a begin¬ ning has been made in Central Park toward the x^ermanent building that is to be the home of the Metropolitan Museum, which, it is to be hoped, will, in time, develop into a school similar to that of South Kensington. In Washington, the Corcoran Aart Gal¬ lery already finds its s])acious rooms too small, and the trustees are contemjilating additional buildings. Here also it is hox)ed that art instruction will eventually be given to students. In my last report the announcement was made that tiie circular relating to this sub¬ ject already published (Circular No. 2, 1874) was to be followed by a similar publication. The scope of the proposed publication has been enlarged, and there is now in prepara¬ tion a sx)ecial report upon the subject of art in the United States and its relations to education.* This is intended to comprise a brief history of the progress of art in this country, together with special and liistorical accounts of all the public art collections and of the institutions affording instruction in art. In addition, a survey of the action in other countries in this matter of art education in its relation to industries, and the influence of the various world’s fairs upon these relations, is designed. It is hoped in this report to comprise a clear statement of the efforts made in the United States in the direction of high and industrial art education up to 1576, and also to show what has been attempted and what accomplished iu this direction by the countries of Europe. This report wiU seek to place in the hands of its readers a statement of what industrial art education is, what part it bears to-day in the economy of European states, and how its advantages, if it has any, are to be secured to the citizens of the United States. The publication of this special report may be expected soon after the close of the Centennial Exhibition. TABLE xrx. — SCHOOLS FOR THE DEAF AZS'D DUMB. Under Table XIX of the appendix will be found the details from which the fol¬ lowing 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 do of the 2934 present instructors in these institutions are known as semi-mutes, and that of the graduates, 233 have been teachers therein. * The -^vork is stih in charge of I. Edwards Clarke, A. M., who, in the use of the facilities of the office, is receiving most valuable material for its completion. cx REPORT OF THE COMMISSIONER OF EDUCATION, Table XIX— Statistical summary of institutions for the instruction of the deaf and dumb. States and Territories. Number in each State, Instructerrs. Number under instruc¬ tion during the year. Total number who have received instruction. Number of graduates who tiavo become tcacliers. Total number. s o ^ i 5 S 3 Total. Male. i t 1 f2 ! "3 1 2 i ^ Alabama . 1 4 0 52 24 28 120 2 Arkansas . 1 4 0 69 38 '31 112 0 California . 1 4 1 74 48 26 139 1 Connecticut . 2 21 2 286 172 114 2,079 60 1 5 1 60 37 23 3 Illinois . 2 20 1 448 262 186 1, 098 10 Indiana . 1 15 3 340 203 137 1, 096 18 Iowa . 1 9 0 i 178 94 84 415 4 Kansas . 1 5 0 100 50 50 136 0 Kentucky . A . 1 5 108 55 53 632 10 Louisiana . 1 4 0 47 28 19 250 3 Maryland . . 2 8 1 105 70 35 178 2 Massachusetts . 1 2 14| 0 i 157 81 '.6 229 Michigan . | 1 10 3 1 197 107 90 569 Minnesota . i 1 4 110 70 40 165 3 Mississippi . ' 1 4 1 j 43 21 22 1 69 1 Missouri . 2 1 11 1 I 220 1 523 4 'Vobrask.a _ _ _ _ 1 ! 3 . 1 44 24 20 i 58 Xew York . i 5 i 43 831 1 458 373 2, 934 71 Xorth Carolina . . . . 1 1 132 74 58 500 Ohio . . . . ' 1 1 23 2 488 1 281 207 ], 512 Oregon . ; 1 3 I 0 1 27 15 12 37 1 Pennsylvania . i 2 19 2 338 183 155 1, 566 11 South Cnroliua, . _ - _ _ _ - ' 1 . j Tennessee . ‘ 1 7 . 1 1 ! 129 73 56 a275 0 a . . . . ! 1 3 46 2C 20 121 3 Virginia . 1 1 1 1 1 100 57 43 431 5 West Virginia . ■ c 5 1 63 39 24 99 0 IVisconsin . . . j 1 j 9 1 181 112 69 350 Colorado . ' 1 1 1 2 0 18 10 8 18 0 District of Columbia . ! 1 12 3 90 83 13 307 22 Total . 41 ! ! 293i 36 2, 795 2, 072 j 16, 018 , 233 a Since reorganization in 1866. SCHOOLS FOR THE DEAF AND DUMB, CXI Table XIX. — Statistical summary of institutions for the instruction of the deaf and dumb — Concluded. States aud Territories. Libraries. | Property, income, &c. 1 2 1 P C 1 X 1 ^ es ii 1 1 aT tx 'S = 2 .c: > .2 b c" 2 Incoiiio for the year from tuition fees. :r ^ S' Alabama . 300 $40, 000 a$18, 000 $0 1 a|10, 210 Arkansas . 55 40, 000 56, 000 0 California . 0 alOO, 000 a36, 000 900 i 59, 424 Connecticut . 2, 000 50 ' 250, 000 (c) 47, 250 65, 948 Georgia . 1,000 30, 000 16, 500 0 : 16, 387 1, 450 300 i 400, 000 75, 000 , 70, 000 Indiana . 3,025 150 650, OCO 63, 000 0 62, 569 Iowa . 450 . 175, 000 34, 000 0 34, 000 Kansas _ _ _ _ _ _ _ _ 13 31, 500 13, 400 i 13, 400 Kentucky . ; 750 175, 000 I i 17, 877 • 0 21, 444 Louisiana . I 300 250, 000 1 10, OOO 0 6, 000 ilarvland _ _ _ ... _ i 2, 000 225, 000 1 30, COO 27, 583 Massachusetts . 1 470 95, 000 11, 030 3, 292 i 22, 732 Michigan . 811 375, 315 a51, 872 0 1 a48, 364 Minnesota . . ! 700 70 100, 000 36,000 0 1 29, 500 Mississippi . 50,000 * 15, OCO 0 ; 11, 000 Missouri _ ..... _ ... _ _ _ _ 600 140, 000 d9, 500 ! 43, 699 Kehraska . . . . . 150 18, 000 30, 000 i 7, 000 Xcw York . 3, 379 j 225 545, 000 197, 097 5, 265 ! 201, 030 Korth Carolina . 75, 000 a45, 000 0 i a45, 000 Ohio . 3, 000 ! 100 800, • 000 83, 000 0 i 79, 915 OrpcTfiTi _ 47 i 0 ; 5, 000 i Pennsvlvania . ! 5, 000 425, 000 1 e26, 748 j S4, 558 : 233, 657 South Cnrolina . . i . 50, 000 Tennessee . j 200 i . 125, 000 28, 500 225 26, 600 Texas . 55, 000 i 10, 000 0 10, 350 Yirginia _ _ _ _ ; al, 600 al75, 000 1 a40, 000 al, 065 a36, 037 West YirciTiia _ _ i 300 , a70, 000 ' a25, 000 a25, 310 tVisconsin . 100, 000 36, COO 0 36, 000 Colorado . 40 12, 000 8, 000 1 0 6, 983 District of Columbia . 2,000 : 560, 000 f!l, 000 1 1, 935 80, 625 Total .- . 29, 640 1 895 : 6, 136, 815 1, 049, 524 j 94. 520 1 1, 335, 817 a For both tlepartments. 5 For salaries and contingent expenses 81S0 are allowed for each pupil in attendance, c The State pays $175 annually for each pupil who is a resident of the State. d Also $150 per annum for each pupiL e For six months. /Congressional appropriation. The condition of these institutions, on the whole, is gratifying. The quality of in¬ struction is not excelled. Originally founded as charities, the instruction they afford is coming to he acknowledged as a part of that debt owed hy the present to future generations. It is an honor not to he forgotten that the Xational Congress, hy the appropriation of public funds, established the first deaf-mute college in the world. The career of this college, under E. M. Gallandet, its able and skilful president, fully deserves the universal commendation it receives. CXII REPORT OF THE COMMISSIOXEE OF EDUCATION. The general efficiency of these institutions is greatly promoted by the publication of a journal in the interests of deaf-mutes, and an organization including the officers of institutions for their instruction in the United States and Canada. It is unfor.tunate that the table indicates in any locality a deficiency in appropriation for this instruction. The facts brought out by these figures should suffice to bring any intelligent and fair-minded person to grant any just demand in this behalf. TABLE XX. — SCHOOLS FOR THE BLIXD. Additional statistics in reference to blind asylums '^’ill be found in Table XX of the appendix, from which this summary is drawn. Table XX. — Statistical summary of schools for the Viind. Alabama . Ai'iiaiisas . California . Georgia . Illinois . Indiana . lovra . Kansas . Kentucky . . Louisiana . . Mary land a.... Massackusetts Michigan . Minnesota . Mississippi . Missouri . Kew York _ North Carolina. Ohio . Oregon . Pennsylvania .. South Carolina . Tennessee . Texas . Virginia . Mest Virginia . Vise on sin . Total _ States. ! 1 1 = 1 If 1 .1 1 '= s ii 5 ! ^ !i .= 'V c “ i' ! § ■ 2 1 'o 1 1 i § 1 !.= ! 1 1 Ii ; 5 Libraries. 1 E "z > j !.= ! 1 I ;= i; I 1 1 < i r 1 1 9 0 10 ■ 40 40 1 13 3 35 ; 107 650 , . - . . ' 1 3 0 1 29 34 ^ • 1 ! ■ 3 : 54 144 ' 300 40 1 : 29 10 I 93 506 1 961 1 : 25 4 103 521 2, 5C0 1 i 23 14 i 120 317 400 20 1 11 1 40 I---- 1 : 20 6 I 353 : 300 1 200 1 ' 6 1 21 63 2 ! 23 17 31 191 130 I- 10 1 43 29 , 150 339 ^ 735 1 (&) 1 26 1 4 1 20 32 314 35 1 1 6 1 36 ISO Ij 1 23 4 110 333 500 i 2 77 1 ' 34 351 1, 431 ■ 1,000 50 1 5 ' 2 76 300 ■. 1 50 , 4 1.52 863 i 100 i . 1 • 3 ^ 6 12 150 1 63 67 207 335 ' 300 1 1 ' 9 ; 16 ! 52 ' 175 1, 033 1 ' 10 0 53 ^ 150 15 1 : 5 3 42 203 (b) 1 1 3 1 : 20 1 29 ■ 50 1 i 21 82 236 I 200 .9| 498 224 1 2, 054 1 7. 734 , 11, 493 37 0 a Includes both departments of the Institution for the Colored Blind .and Deaf-Mutes. b Reported with deaf and dumb department. (See Table XIX and summary.) CXIII ORPHAN ASYLUMS, ETC. Table XX.Statistical summary of schools for the hlind — Concluded. Property, income, &c. States. f 15 92, 094 99, 146 Peimsylvania . 23 129 13,472 a2, 507 1, 408 787 9, 220 200 828, S36 294, 993 Hhode Island . 2 16 i 2, 850 199 115 84 400 1 18, 051 17, 807 South Carolina . 3 12 255 121 65 56 146 3, 800 20, 500 Tennessee . 3 2 700 112 39 73 800 25, 017 23, 001 Yp.rmnnt _ _ _ _ _ 1 13 I 783 89 37 52 150 6, 376 5, 843 Yirginia . 2 l| 46 23 4 19 50 Wisconsin . 4 35 1 [ l,"-2 368 138 230 300 24 9, 699 22, 901 District of Columbia. _ 1 4! 684 100 62 38 1 4 10, 400 10, 400 Indian Territory . 6| 162 110 55 55 0 23, 678 12, 000 Total . 154 864 116,306 al4, 118 7, 375 6, 261 33, 505 883 1, 739, 284 1, 303, 078 Part 2.— Soldiers' orphans' homes. Connecticut . 1 147 Illinois . 1 7 1,200 242 104 138 1,200 250 51, 250 51,250 Indiana . . . . 1 7 • 560 250 150 100 500 35, 000 Iowa ... . . . . . . . 2 46 1, 976 291 156 135' 2, 300 225 2, 500 Pennsylvania . 12 124 4, 811 1,599 957 642 4, 700 740 152, 980 129, 480 Total . 17 1^4 8, 694 2, 382 1, 367 1,015 8, 700 1,215 206, 730 215, 730 Part 3.— Infant asylums. ininoia _ _ 1 27 1, 300 58 30 28 4,000 _ - . _ _ 2 1, 600 62 28 34 'N’a'W YnTlr _ _ 5 27 25, 411 2,231 1, 124 1, 107 1, 001, 990 PATiTisyl'ePTiia, _ 1 307 Khode Island . . 1 6 175 40 24 16 2,451 a Sex not reported in all cases. cxv ORPHAN ASYLUMS, ETC. Table XXI. — Statistical summary of orphan asylums, 4'C. — Concluded. States. 1 Number in each State. | Number of teachers and officers. Total number of inmates since foundation. Present inmates. Libraries. Income. Expenditure. Total. r2 cs 'S s Number of vol¬ umes. Avoiugo annual in¬ crease. 1 4 63 0 63 1 55 15 40 Total . 12 64 28, 486 a2, 816 1, 221 1, 288 $1, 008, 441 _ ^ABT Miscellaneous char- ities. 3 10 200 19 375 50 $13, 796 7,572 1 3 32 0 22 100 2,179 Illinois . 3 51 2,322 444 64 380 700 200 16, 007 16, 566 1 30 1 3 820 26 4 .22 20 3,800 3, 503 1 1 28 14 0 14 1, 185 2, 243 2 10 1, 530 262 262 500 10 12, 500 12,500 1 1 330 43 10 33 200 4, 000 4, 000 4 13 686 72 53 19 1, 000 13. 079 : 19, 367 Massachusetts . 6 17 8, 062 229 164 65 1, 600 50 46, 215 i 45, 978 1 265 178 145 33 460 25, 000 150, 000 2 2 500 13 9 4 8, 000 3, 000 Xe^w York . 26 289 70, 737 a26, 750 1,121 1,361 6, 683 295 579, 019 693, 728 Ohio _ _ 5 2, 479 888 385 503 300 30 17, 412 17, 412 Pennsylvania . . • 8 21 2, 310 285 32 253 200 4, 113 Phode Island ................ 1 4 451 46 20 26 South Carolina . . . 2 11 1, 250 226 204 22 17, 000 ' 17, 000 Virginia . 1 6 6 0 6 1 . 600 400 "West Virginia . 1 10 76 13 63 7, 000 Wisconsin . . 1 132 21 8 13 1, 639 ' 1, 762 Total . 71 461 92, 170 1 a29, 620 2,232 3, 101 12,118 j 655 766, 252 j 1, 001, 323 Part o.— Industrial schools. 1 1 Connecticut . 1 17 1 9 9 1 1 1 Illinois . 1 7 130 1 130 0 130 1 . 1, 500 j 1, 500 Maryland . 2 16 1,094 232 196 36 540 40 Massachusetts . 1 2 23 0 23 2, 500 ! 5, 500 Michigan . 1 2 130 5, 050 3, 910 Missouri . 1 10 2. 000 75 0 75 100 4, 150 4 150 Xew York . . 11 149 76, 486 4 410 3 928 3, 070 63, 428 78, 118 Ohio . . 1 180 40 40 6, 046 Pennsylvania . 1 15 800 90 0 90 South Carolina . 1 ' 8 60 0 60 Tennessee . 1 27 13 0 ....13 30 1, 772 1 615 District of Columbia . 2 405 56 15 41 3, 598 4, 276 Total . 1 24 1 216 81, 139 5, 268 693 4,445 3, 815 40 i 81, 998 1 . . 105, 115 Total Part 1 . 154 864 116, 306 al4, 118 7,375 6, 261 33, 505 883 1, 739, 284 1,303,078 Total Part 2 . 17 184 8, 694 2,382 1, 367 1,015 8,700 1, 215 206, 730 215, 730 Total Part 3 . 12 64 28, 486 a2, 816 1, 221 1, 288 1, 008, 441 Total Part 4 . 71 461 92, 170 a29, 620 2, 232 3, 101 12, 118 655 766, 252 : 1,001,323 Total Part 5 . 24 216 81, 139 .5,268 693 4, 445 3, 815 40 ‘ 81, 998 105,115 Grand total . 273 1,789 326, 795 a54, 204 .12, 888 16, 110 58, 138 2,793 1 2, 794, 264 i 3, 633, 687 a Sex not reported in all cases. CXYI REPOET OF THE COMMISSIONER OF EDUCATION. Orphan asylums are the most numerous of all the charitable institutions devoted to the care of children. Their object and work has been stated in previous reports. The following additional information has been received from institutions in the South and West since the issue of our last report, or the publication of Circular No. 6. The Union Society, of Savannah, was organized in 1750. This, it is now believed, was the first orphan asylum established in this country. The name Betbesda was adopted by its founders, but it was better known as the Whitefield Orphan Home. The idea first existed in the minds of Oglethorpe and Wesley, but to Whitefield, in 1739, a grant of five hundred acres of land was formally made, upon which, a few years later, buildings were erected and opened to admit the orphans of Savannah. The early records of the institution were lost during the war of the Revolution, but the v/ork con¬ tinued, and is still in successful operation. The Protestant Orphan Asylum Society, of Mobile, Ala., among the time-honored institutions of that city, was founded in 1839, and immediately received under its con¬ trol 17 destitute orphans under the age of ten years. D’Evereux Hall, a home for Catholic orphans at Natchez, Miss., is worthy of men¬ tion. Special attention is given to gardening and farming. The Death Orphan Asylum, of Memphis, Tenn., has admitted 700 children since 1852, and during the past year has expended $22,000 in the erection of an additional building. The Oxford Orphan Home, North Carolina, is under the control of the Masonic Grand Lodge of that State, and is doing a good work. The Roman Catholic Female Orphan Asylum, of San Francisco, and St. YincenPs Male Orphan Asylum, Sau Rafael, California, have, during the past year, cared for nearly 700 children ; the former, since 1852, has admitted 3,161. The Synod of Alabama have an Orphans’ Home at Tuskegee, with 222 inmates. The Savannah Female Orphan Asylum is an old institution, organized in 1801. All that are admitted are retained until they are eighteen years of age. This plan was adopted by many of the asylums of an early date, but the modern idea is to retain the child in the institution no longer than may be required to find for it a more suitable home. The State Orphan Asylum, of Columbia, S. C., was established in 1863, in Charleston, for the benefit of colored orphan and destitute children. Previous to its removal a building and grounds were iturchased' with an appropriation of $20,000, made by the general assembly during the session of 1872-’73. From the Indian Territory is reported the Cherokee Orphan Asylum, established by the Cherokee Nation in 1871, for all the tribes that choose to avail themselves of its privileges. Agriculture and the mechanic arts are taught, with female industries ; as many as can be are prepared for teaching. All are taught to read and write both Eng¬ lish and Cherokee. Among the more recent organizations in the South are the Thornwell Orphanage, Clinton, S. C. ; German Baptist Bethesda, Louisville, Ky. ; Protestant Orphan Asylum, New Orleans, La. ; St. . Alphousus’ Orphan Asylum, New Orleans, La. ; La Teche Asylum, St. Mary’s, La. ; the Orphan Home, Decatur, Georgia, and the Appleton Church Home, Macon, Ga. The last named home is under the care of several Protestant sisters, directed by the bishop of the diocese. Soldiers' and sailor's’ orphan homes. — These institutions, as indicative of their true character, are called by the sacred name of “ home.” The schools connected with them still continue to be, as heretofore, the most important feature and priucip)al at¬ traction. The necessity for these institutions is rapidly diminishing, and the question arises as to the best use to make of the buildings and property now and heretofore ai)propriated to this use. It has been suggested that these homes be opened to the orphan poor generally. Y"e quote from the Iowa report ; “ We believe, by the natural love and sympathy we bear to the orphan child, that we would be recreant to our duty if we omitted at this time and in this manner to press the following subject upon your serious attention. The State of Iowa, above all the ORPHAN ASYLUMS, ETC. CXVII States of the Union, mainly hecause of her freedom from debt, can well afford to provide for and foster her indigent orphan children. The sentiment is not claimed as new. The trustees, in their biennial report of 1674, called the attention of the last legislature to it. “ The true wealth of a community is not in its storehouses of wheat and corn, nor in its factories and mechanic arts alone, but in the proper culture of its children, and in their preparation for the real and useful duties of life. It will not be denied that truancy exists to a fearful extent everywhere, and that truancy begets idleness and crime. ‘‘ Let us ask ourselves the question, how can this condition of moral delinquency be stayed? M'ill the constituted authorities of the State take hold of it ? We believe that they should, and that they will.” The Michigan State Public School is .designed for the education of those children who would otherwise be sent to the county poorhouse, and is sustained by the public school funds of the State. Infant asylums. — These institutions are increasing in numbers and usefulness. Some admit foundlings and young mothers with their infants, others receive the infant for the day, the mother returning for it at evening and paying a small compensation for the care of the child. Some are admitted for a longer time, the time and terms agreed npon by the parties interested. Nearly every institution has some feature pecu¬ liar to itself; the main object of each is to prevent the crime of infanticide and save the lives of the children to the world. Miscellaneous charities.— Under this head are included institutions which cannot properly be classed with the other divisions. Many of them are important and efficient instrumentalities for the amelioration of the condition of the young, both pecuniarily and educationally. A majority of these, perhaps, are sustained by the various Christian churches, while others are supported by private charity and are undenominational. Among these miscellaneous societies, institutions, and schools not mentioned in the re¬ port of this Bureau for the year 1874, are women’s Christian associations, which are to be found in almost every city and town of any considerable importance. Some of these associations confine themselves to the work of providing homes and employment for friendless women and children, while others add to this labor efforts to secure their intellectual and moral improvement. Another organization, known as “ Boffin’s Bower,” in Boston, Mass., similar to the Workingwoman’s Protective Union and kindred socie¬ ties in New Y'ork and elsewhere, provides employment for workingwomen through the means of an employment office or exchange, to which resort both employer and those seek¬ ing employment. The Boston institution, however, adds to this an educational and a social feature, undertaking, as it does, to organize wholesome amusements and provide a free reading room for workingwomen and girls. During the winter months warm dinners are given to all who ask for them, the number varying from seventy-five to eighty-five at the noon meal.. How wide a field is offered in Boston for the laborers in this important and very necessary work is apparent ffiom the fact that there are in the city 30,000 shop girls — nearly one-tenth of the entire population — who are engaged in more than seventy different occupations. This work was originated by a lady, and has been successfully carried on under her direction for the past six years. The Home of the Good Shex)herd, in Chicago, like institutions of the same name in other cities, sustained by the Roman Catholic Church, includes a sisterhood, an indus¬ trial school, and a reformatory. The Holy Communion Church Institute, at Charleston, S. C., an Episcopal asylum and school for orphan and destitute boys, has in the nine years of its quite remarkable history accomplished an excellent work. Among the newsboys’ lodging-houses, which now exist in various large cities of the country, is one at New Orleans, La., founded by the Protestant Episcopal Church. Tt reports that it furnishes on an average 6,500 lodgings every year to white boys under twenty-one years of age, who sustain themselves by selling newspapers and other kin¬ dred occupations. The great work carried on in New York City by the Children’s Aid Society,* C. L. Brace, esq., secretary, has continued to meet greater and greater demands, and has received new assurances of its great usefulness. CXVIII EEPORT OF THE COMMISSIONER OF EDUCATION. Industrial schools. — Many of the reform scliools are called industrial, but there is still another class of institutions, known as in dustrial schools, in which worthy but poor children and young women are taught useful trades and various branches of industry, to enable them to be self-supporting. The Industrial Relief Society and Home for the Friendless, in Savannah, Ga., affords a temporary home to friendless women and girls, where they are trained by the matron in all the branches of housework and sewing. They are also taught reading, writing, and arithmetic. The Sisters of Mercy, at Greenbush, N. Y., have opened a free industrial school, in which they teach young girls, in a practical and scientific manner, useful trades and various branches of remunerative industry, such as vest, dress, and shirt making, ornamental needle work, embroidery, &c. The Industrial School for Girls, Boston, removes children from their miserable homes, trains them to good personal habits, and instructs them in household labor. Its object is to provide channels through which the energies and capacities of these children may turn to the profit rather than to the injury of society, and to cut off some of the sources of supply to jails and houses of correction. ^ St. Mary’s Industrial School for Boys, near Baltimore, receives orphans and other homeless boys, and trains them to industry on its farm ; also in school studies, and in- the business of printing, shoemaking, tailoring, baking, domestic service, and gar¬ dening. TABLE xxn. — REFORM SCHOOLS. For detailed statistics of these schools reference is made to Table XXII of the ap¬ pendix. * As this report goes to press the Office has received a circTilar letter addressed by Mr. Brace to Dr. Wines, secretary of the Is ational Priso n Association, calling attention to objections made at a meeting of the association to the sending of homeless children to the West, on the ground that, vhile it was re¬ lieving Xew York City of vicious elements, it was pouring them into the West. He states that by the aid of their agents and of the officers of the punitive and reformatory institutions in Hlinois, Indiana- and Michigan, where 15,000 poor children have been placed in the past twenty-four years, these insti, tutions have been carefully examined. Only one child sent out by that society was found in Illinois, only five, beyond donbt, in Indiana, and by a similar examination and comparison of records West and East, none was found from the society in these institutions in Michigan. This is a most gratifying showing, and should effectually dispose of the charge made against the plan of the society. REFORM SCHOOLS. CXIX Table XXII. — Summary ofrefomn schools. States. Number in each State. Number of teachers or officers. Number committed during the year. Number discharged during the year. I’resent inmates. Sex. Pace. M.ale. Female. Male. £ s © White. Colored. Connecticut . 2 11 21 241 229 300 98 369 29 2 (2 2) 147 117 247 100 Indiana . 2 12 14 205 120 328 134 426 36 .... _ _ 1 10 4 135 30 AliiiTift _ . _ _ 1 2 2 47 27 142 138 4 Maryland . 2 18 8 123 157 255 31 286 0 Massachusetts . 8 a70 28 496 427 1, 190 221 1, 342 69 Michigan . . . . . . . 2 34 15 2, 399 2, 443 G28 102 197 23 Minnesota . 1 2 4 28 25 104 6 107 3 Missouri . 1 15 6 218 161 186 53 219 ‘20 ISTew Hampshise . 1 4 8 20 9 85 25 110 0 'N’ew .Tersey _ _ 1 8 4 138 114 184 Hew York . 10- &107 135 2, 963 2, 863 2,760 1,520 4, 368 118 Ohio . 6 20 27 598 528 760 232 848 61 Pennsylvania . 3 3 8 96 72 112 66 26 152 Ehode Island . 1 9 7 128 133 179 41 188 32 Vermont . . . . . . 1 4 6 104 "Wisconsin . 1 16 14 103 101 412 0 403 9 District of Columbia . . . . 1 Total . 47 c367 311 7, 950 7, 526 8,111 2, 559 9, 127 556 a Includes 31, sex not specified. b^Includes 14, sex not specified. c Includes 67, sex not specified. cxx REPORT OF THE COMMISSIONER OF EDUCATION. Table XXII. — Summary of reform schools — Concluded. States. Present in¬ mates. Xativity. £ -S Libraries. I “ Connecticut . . Illinois . Indiaija . Iowa . Maine . . . Maryland . Massachusetts . Michigan . Minnesota . Missouri . Xfcw Hampshire . Hew Jersey . . New York . Ohio . Pennsylvania . Phode Island . Vermont . . Wisconsin . District of Columbia . Total. 213 124 440 82 42 250 612 187 35 23 18 55 5 5 154 33 203 25 2, 495 1,907 898 421 1, 429 2, 422 13, 235 16, 799 281 3, 412 800 1, 832 813 151 202 1, 724 65 1 18 45, 734 6, 441 2, 837 2,312 332 1, 205 5, 503 2, 316 I 102, 628 2, 800 150 725 400 1, 400 2,100 5, 813 3,101 850 300 400 130 §58, 259 39, 240 83, 000 24. 106 48, 716 113, 375 50 27, 000 25, 000 20, 000 7, 986 3, 500 1, 700 3, 030 70 1, 260 479, 954 120, 135 25, 995 35, 379 100 45, 156 35, 585 1,581 §16,040 4, COO 10, 395 22, 932 6, 500 3, 500 90, 750 12, 200 5, 544 7, 478 1, 145, 315 179, 339 The condition of these schools has not changed materially since our last report. The most notable circumstance that appears in relation to reform schools is the evident tendency on the part of many toward more liberal and humane methods of manage¬ ment and discipline. The Connecticut State Reform School, for example, has, during the last year, exchanged its close-locked cells for an open dormitory. No lad in it has been locked up for nearly a year, except for punishment, and none have tried to take advantage of this freedom, while the improvement in their feelings and conduct has been most marked and satisfactory. The State Reform School at Lamcaster, Ohio, offers the experience of eighteen years in proof of the superiority of the plan pursued in it, that of holding the inmates with¬ out walls, cells, and bars of iron, but by making them contented and satisfied with their surroundings. “ They stay,” it is said, “ because they have nothing to gain by leaving.” TABLE xxm. — SUMMABY OF SCHOOLS FOR THE FEEBLE-JHNDED. Table XXIII of the appendix presents statistics of schools for the instruction of feeble¬ minded youth, of which the following is a summary : BENEFACTIONS, CXXI T.\:ble XXIII. — Summary of schools for ihe feehle-miuded. Name. 3C i 1* X 0- No. c 6 )f inmjs 3 Total. ? jl. ! .5 u X T* X ^ X ^ x 1 ! 1 j 3 CATin^Cti^Tlt for . _ 12 47 38 85 1 2 Illinois Asylum for Feeble-Minded Children . 26 79 - 47 126 170 ■324, 500 -524, 500 Kentucky Institution for Feeble-Minded Children. 9 56 56 112 a69 22, 500 22,500 4 Private Institution for the Education of Feeble- 50 59 21 80 c203 33, 564 Minded Youth, (Barre, Mass.) 5 Massachusetts School for Idiotic and Feeble- 27 72 52 124 423 27,289 31, 071 Minded Youth. SHlsido Scliool for Rnd I^ocnlisr Cliil* 7 7 1 ,s 9 U dren, (Mass.) 7 New York Asylum for Idiots . 52 121 89 210 450 45, 911 45, 507 8 Ohio State Asylum for Idiots . , 74 242 160 402 301 65, 850 65, 169 9 Pennsylvania Training School for Feeble-Minded 60 133 92 225 5372 56, 464 57, 537 Children. Total . 317 816 1 556 1, 372 j2, 007 j242, 514 234, 848 a Ail improved. ’ 6 Since 1864 ; 247 of these were improved and 49 self-snpporting. It ■will be observed there are nine of theseinstitutions of this interesting class, employ¬ ing 317 instructors, and having a total enrolment of 1,37*2, males 816 and females 556. The males, it may be noted, are considerably in excess of the females treated. TABLE XXIV.— BENEFACTIOXS. For farther details respecting educational benefactions for the year 1875, reference is made to Table XXIV of the appendix. Table XXIV. — Statistical summary of henef actions, hy institutions, for 1875. Institutions. Total. Eudowinont and general purposes. 3 S o *x o X X .o '9 13 X 1 ^ s c ® S ^ 0 '5 X 3 X 5 S ® X 3 ,2 ^ C5 s Oliject hot speci¬ fied. Universities and colleges . 82, 703, 650 31, 646, 173 $506, 533J $102, 335i $27, 000 $33, 500 $249, 9603 $133, 048 Schools of science . 147, 112 46, 764 32, 789 50, 000 11, 390 4, 069 300 1,300 Schools of theology . 404, 356 115, 407 161, 500 5, 800 7, 000 4, 037 110,612 Schools of medicine . 72, 395 1, 000 66, 071 4, 250 1, 074 Institutions for the su¬ 217, 337 131, 900 46, 450 10, 000 25 2, 500 362 26,650 perior instruction of women. Preparatory schools . 300, 675 156, 543 113, COO 20, OOQ 105 10, 000 1, 022 . . . . Institutions for second¬ ary instruction- schools for boys . 21, 350 4, 000 12, 500 2, 800 50 2, OCO Schools for girls _ 24, 310 3, 650 14, 100 5, OOO 900 1,160 Schools for boys and 200, 35? 103, 563 56, 635 5, 000 6, 371 3, 500 975 24, 309 girls. Institutions for the deaf 24, 969 6, 000 18, 969 and dumb. Miscellaneous . . 9, 000 9, OOC . . Total . 4, 126, 562 2, 224, OIC 1, 009, 628i :! 193,1851 56, 891 65, 4oe 253, 319i 319, 122 CXXII REPORT OF THE COMMISSIONER OF EDUCATION. The following is a summary of the benefactions to the several classes of institutions by States : Table XXIV. — Staiisiical summary of benefactions, by States. States and Territories. Total. Universities and colleges. Schools of science. Schools of theology. Schools of medicine. Institutions for the su¬ perior instruction of women. $2, 825 5, 680 13, 000 34, 750 10, 000 500 66, 713 388, 434 51, 600 174, 859 3,200 26, 495 12, 809 307, 800 8, 500 247, 399 32, 342 18, 967 21, 000 184, 455 |2, 500 5, 000 $25 32, 713 228, 500 45, 100 168, 459 3, 200 21, 795 11, 449 243, 300 25, 000 59, 500 5,000 $97, 500 $1, 000 1,000 2,000 4, 700 $500 1,000 1,000 4, 000 5, 000 59, 000 Maryland . . Massachusetts . . 174, 997 25, 342 13, 067 7, 000 162, 500 3, 000 15, 150 6, 000 Michigan . . . . 1,000 5, 000 3, 000 Minnesota . Mississippi . . Missouri . . . 20,000 Nebraska . . . Nevada . . . New Hampshire . . 475, 760 324, 961 410, 421 33, 550 181, 030 3, 175 810, 672 16, 945 17, 925 42, 187 7, 850 25, 075 91, 012 1^, 000 40, 300 1,300 6, 500 2,000 500 6, 671 2,400 412, 500 103, 400 186, 578 23, 550 109, 680 3, 175 579, 100 15, 445 15, 000 28, 400 5, 600 15, 000 13, 500 15,000 28, 100 1, 000 New Jersey . . 98, 300 56, 417 5, 000 43, 000 New York . . . 30, 000 6, 574 3, 762 North rinrolina. _ Ohio . . . . 2,000 1,250 16, 100 OrewoTi . . . . . Pennsylva.nia, _ _ 50, 300 65, 802 59, 371 Khode Island . . South flarolina _ 900 Teuuesfspift _ _ _ 1,037 Texas _ 200 750 Vermont, _ _ Virginia, 62, 012 15, 500 W A-Cif. "Virginin. \Vi aeon sin _ 1, 000 riolorado _ _ 300 Hiatriet of riolnnihia, 4, 700 1, 800 Indian Territory . . New Mexieo _ _ TTta.h _ _ _ "Washington . Total . . 4, 126, 562 2, 703, 650 147, 112 404, 356 72, 395 217, 887 BENEFACTIONS. CXXIII Table XXIV. — Statistical summary of benefactions, by States — Concluded. States aud Territories. Preparatory schools. Institutions for secondary instruction. Vh O ii a. .5 2 ■p 03 u a Miscellaneous. Schools for boys. Schools for girls. Schools for boys and girls. $300 680 12, 000 $1, 000 $28, 500 $1, 000 ' 250 5, 000 $10, 000 500 1 000 8, 000 500 1, 100 334 500 4, 400 300 60 1, 000 1, o:;o 2, 500 Massacliusetts . . 52, 077 1,175 Micbig.-ui . Minnesota . 900 Mississippi . 2, 000 |9, COO Missouri . 1, 955 iS'ebrasba . Kevada . . 1 Hampshire . 55, 000 50 7, 210 ITew Jersey . 76, 100 i 47, 161 Hew York . 75,423 1 1, 350 42, 177 8,140 Horth Carolina . 5, 000 Ohio . . 9, 000 Oregon . Pennsylvania . 10, 050 7, 900 27, 320 10, 829 Phode Island . 1, 500 South Carolina . 2, 025 Tennessee . . . 12, 750 Texas . 1, 300 Vermont . 10, 075 Virginia . West Virginia _ . Wisconsin . 1 7, 000 4, 200 Colorado . 1, 000 District of Columbia . Indian Territory . 2, 000 .Hew Mexico . 500 Utah . 6, 671 Washington . 2,400 Total . 300, 675 21, 350 24,810 j 200, 358 24, 969 9, 000 Every person of wealth before disposing of liis money in aid of education should con¬ sult these tables. They indicate the localities where least is bestowed, and the class of institutions most in need. CXXIV REPORT OF THE COMMISSIONER OF EDUCATION. In other countries the law of primogeniture renders possible the concentration of wealth upon a single line of descent, and traditions and customs unite to create a desire to perpetuate the family name. The absence of this law among us renders less feasible the perpetuation of family names upon any such basis as wealth. Family histories, however, among us indicate the possibility of great permanence on the condition of health of body and mind, of sound training, and wise occupation. Persons of great possessions, therefore, in seeking objects for their benefactions, not unfrequently selected institutions of learning to preserve their names to future generations. The examples of their wisdom are yearly multiplying. The etfect of the hard times is seen in the reduc¬ tion of the total amount of benefactions appropriated during the year now closing, the total being §4,12(1,562; that for 1874, §6,053,304 ; that for 1872, §11,226,977. Table XXV. — Summary of ihe ninndei' of educational puMicaiimis. Number of firms in California . 1 Illinois . 5 Iowa . 1 Maryland . 1 Massachusetts . 19 Missouri . ' . 1 New Hampshire . 1 New Jersey . 1 New York . 61 Ohio . 5 Pennsylvania . 19 District of Columbia . . . 2 Total . 117 Number of books on art . 28 biography . 30 education . 53 geography and travels . 20 history . 60 law . 29 logic and metaphysics . 3 m.athematics . 22 mechanics . 12 medicine . 53 natural sciences . 42 philology and translations . 36 political economy and social science . 13 theology and religion . ». 27 Total 428 Table XXVI. — Summary of patents for improvements in school furniture. From Connecticut . * . 2 Illinois . 4 Indiana . 4 Kentucky . 1 Maine . *2 Maryland . 1 Massachusetts . 6 Michigan..., . . 1 Missouri. . 1 From New Jersey . 4 New York . 6 Ohio . 5 Pennsylvania . 3 District of Columbia . 2 France, (Paris) . 1 Total . 43 EDUCATION IN OTHER COUNTRIES. CXXV Improvements in alphabet boards and block . . alphabet case . letter and picture block . adding machines . calculating machine . . geographical map . . . map exhibitor . map d raver and exhibitor . device for teaching music . drawing board . drawing pen . pen - . • pen and pencil case . inkstand . . . slate frames . slate pencil attachment . . . slate pencil sharpener . pencil holder for slate frame . parallel ruler . . eraser . . . blackboard rubber . . school desks . *. . school desk and seat . . . school and lawn seats . hinge for seat. arms of school desks . hinge joint for school desks . heating and ventilating buildings . window ventilators . . . . Total . . SUMMARY OF THE CONDITION OF EDUCATION IN OTHER COUNTRIES.’ 1 2 1 3 1 1 1 1 1 1 1 1 1 1 4 1 1 1 2 2 3 3 1 1 1 1 3 2 43 A clearer conception of the progress of education in the several countries embraced in this summary may be obtained by noting a few prominent facts touching education in each at the beginning of the j^resent century. Portugal. — Pombal, the powerful prime minister in 1772, conceived the plan of estab¬ lishing a primary school in every parish ; 400 such schools were actually founded, but after his downfall these schools soon disappeared. Eussia. — Catharine II, in 1775, ordered the establishment of schools in all towns and villages, fixing the school fee at a minimum, but not making attendance compulsory. But as there were no teachers, no text books, no school-houses, no money, the order remained a dead letter. Sweden. — In 1762 the clergy were urged to keep good teachers in their parishes, and in the 10 years following about 200 permanent schools were established. Norway. — By a decree of 1741, the government urged all the parishes to establish schools, but nothing was done to enforce this decree. Denmark. — Ever since the Reformation, numerous decrees have urged the establish¬ ment of schools by the parishes ; many schools were really begun, but the general system only dates from the beginning of the nineteenth century. Holland. — Holland had no general system of education till this century, but nearly every parish had a good primary school connected with the church. Italy. — Italy did not exist as a nation, and in the numerous states then occupying the Italian peninsula primary education, if given at all, was almost entirely in the hands of the clergy. * Tlie issue of this report having been necessarily delayed, the opportunity has been improved to introduce the most recent educational intelligence from foreign countries, with a view of aiding stu¬ dents of education at the Centennial. CXXVI REPORT OF THE COMMISSIONER OF EDUCATION. France had no system of primary education ; all that was worthy of the name was given in convent or church schools. Belgium belonged at that time to Austria. Austria. — Maria Theresa and the reformer of Austrian education, Felhiger, waged an energetic warfare against ignorance. In 1770, 24 out of every 100 children attended school in Vienna, and 16 out of every lOp in the rest of the monarchy. Great Britain and Ireland. — England had no public system of primary instruction, everything being left to individual eifort. Scotland had primary schools ever since the Reformation. Prussia. — Frederick the Great took a deep interest in education, and established many primary schools and normal schools, especially in the conquered provinces. Switzerland. — Most of the cantons possessed some sort of school system ; great zeal in the cause of education was manifested, particularly in the Protestant cantons. In this connection the two following quotations from trustworthy foreign journals are significant : Comparative statistics of primary education in some of the states of Europe. (From tlie Allgemeine Deutsche Lehrerzeitung, published at Leipzig, Germany.) Prussia. Saxony. Bavaria. ■Wiirtemberg. Austria. Number of children attending public 3, 800, 000 429, 680 626, 320 230, 760 1, 920, 000 primary schools. Number of school children to every 160 168 129 126 83 1,000 inhabitants. Total number of teachers . 54, 496 5, 060 9, 881 3, 700 46, 103 50, 560 20, 904 Total number of female teachers . 3, 936 25, 259 One teacher to the following number 441 505 492 491 500 of inhabitants. One teacher to the following number 70 85 63 62 43 of school children. r Minimum : Minimum ; Average salary of teachers . $236 $305 $171 1 SlTl $150 Average salary of male teachers _ _ $237 Average salary of female teachers. . . . $187 Total sum annually expended for $13, 166, 267 $1, 927, 980 $2, 760, 420 $750, 000 $7, 660, 305 primary schools. Contributed by the government . $2, 970, 147 $30, 603 $1, 092, 920 $306, 100 Contributed by the communes . $7, 734, 011 Cost of primary education to each in¬ $6 55 $0 75 $0 57 $0 40 $0 33 habitant. Average annual cost of a primary $3 25 $4 50 $3 93 $3 25 $3 75 scholar. Total number of normal schools . 76 16 13 4 59 One normal school to the following 316, 000 160, 000 374, 000 450, 000 391, 000 number of inhabitants. Number of professors in normal 500 133 99 32 581 schools. Number of students in normal schools 4, 786 1,595 824 628 3, 285 Number of male students in normal 781 1, 978 schools. 1 Number of female students in normal 43 1,307 schools. Total sum annually expended for $1, 0S2, 730 $108, 892 $82, 242 $30, 171 normal schools. .A-vcrfigG finniiiil cost of orate ; textbooks; courses of instruction; biographies, bibliog¬ raphy ; tho clergy as trainers for the European nations which colonized Nort d Philip II, (1516-1588;) of England under Eliza cbelien, (1622-1645;) of England under Crora\\ ?04 ;) of England under Marlborough and Chath itions of tho colonists ; political and military e Tho progress and increase of grammar schools, academies, and seminaries ; the text books, architecture ; apparatus of instrnctiou ; biog¬ raphies, bibliography, and statistics. The progre.«s of grammai- schools, academioa, and female schools ; rise and progress of free public high schools i text books, courses of instruction, apparatus, and archi- tectuie; hnsiueas colleges; bibliography, biographies, and statistics. Superior, x. e., collegiate J AJiD PUOFESSIONxVL. Early colonial colleges, (e. g.. Har¬ vard. William and'Marv’s, King’s, Dartmouth, Princeton, Yale, &c. ;) their foundation by colonial and iu- dividual action ; discipline, text books, and courses of instruction in the classics, mathematics, theology, &.C. ; biographies and bibliography ; * connection of religious denomina¬ tions with the colleges, (fee. Early instruction in the professions, theological, legal, and medical: Ames’ "Medulla.” Tho progress of collegiate instruction; text books and coursesof instruction in tho claflsics, astronomy, mathematics, physics, chemistry, political economy, mental and moral science, &o. Colleges in their denominational and public re¬ lations ; librar’ea of colleges; bibliogiaphy, biographies, and statistics. The progress of theological, medical, and legal education ; rise and progress of normal schools and of schools of dentistry- and pharmacy; biographies, bibliography, and statistics. The progress and present condition of collegiate training ; rise of State universities and of colleges of agrioultuio and the mechanic arts; rise of colleges for women ; text books and courses of instruction in mathematics, astron¬ omy, physics, meobauics, geology, geography, zoology, botany, chemistry, mineralogy, agricultural science, technology, motallurgy, military and naval science, phi¬ lology, political econorav, social science, art, history, &c., (including iu each case a history of the subject of iu- struction.) The progress and present condition of instruction in the¬ ology, jurisprudence, medicine, dentistry, pharmacy and pedagogics, engineering, &g. ; women in the professions, Bibliography, biography, aud statistics of collegiate and professional training. iiiiii ^ jg o’® MlSCET.T.A\'P,f>TTiJl Koticos of early libraries and of tbe bibliography of "Americana.” |l|lf The progress of libraries ; rise and progress of museums of science and art ; instruction and care of orphans, of the blind and the deaf mute, &c. Sunday schools. >ity of the population ; com ligration to Kentucky, ludi Vebster’s spelling-book, (ll 7*8 cotton gin, (1793;) provir ; steamer on the Hudson, i Jtlon of canals, (1817;) Flori jed, (1^7;) McCormick’s rea ProgreSvS and present condition of libraries; of art museums aud science museums ; of orphau asylums; of schools fortheblindandfor deaf-mutes; industrial and collegiate instruction of tho unfortunate ; schools for the feeble¬ minded, &.O. Sunday schools. Schools of art and music ; cheap reproductions of art¬ works; cheap music; &c. Progress in penology .and in reformatory training. Associations for public benefit; churches; societies; the national Educational Association, &c. The n.ational Bureau of Education. 1 llg-l Instruction in art and music. Refoi-matory and penal instruction. The American Institute of Instruction. 5 1 I'S'sl-ll Illustrations ... J Engravings of early school and college buildings; portraits of educators; Position, ii preraacy I. (1588- of Franc political, onies, &.C Engravings of school and college buildings, por¬ traits of educators; maps, charts of ilhteracy iu 1840, &o. ||g|||| Pictures of buildings for schools, colleges, libraries, mu¬ seums, asylums. «fec. ; portraits of educators and bene¬ factors ; maps ; ilhteracy charts of 1850, 18C0, and 1870 ; diagrams of ventilating apparatus, luruitnre, «feo. 9 j-. : . i * ' :■ '■ - :W’. v ' '^r- ■ '.- ■ ><>> r-'i f ■l ^ «' i, r 1 f‘. » I : I- EDUCATION AT INTERNATIONAL EXHIBITION. CXLV (1) That each State and Territory be invited to prepare a representation of its edu¬ cational condition for the Centennial. (2) That each State and Territory also be invited to prepare a historical record of its educational progress for the same purpose. (3) That each city be invited to act with the State authorities in preparing such records, and that it present an exhibit of its own educational growth and condition. (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 re¬ quested, on behalf of the educators of this country, to correspond with the prominent educators of the world, and invite their cooperation in the matter of the Centennial. (6) That an international educational congress be held in connection with the Cen¬ tennial. The committee expressed the satisfaction that had been felt by the different State and city educational authorities that an attempt was to be made to show the progress of education, and stated, so far as they knew, what had already been done to carry out the recommendations passed last year. Referring to the resolution under which they were appointed, they stated to the Director-General the embarrassment now felt by the officers of the different State and city systems of education and the several institutions of learning, arising from the want of some definite plan and the need of some immediate and authoritative action. State and city superintendents and officers of various institutions are inquiring, “ ^yhat shall be the educational representation? What shall my State, my city, my institution do ?” No one now feels prepared to answer. It is a public, and not a private, interest. Its exhibition must be made largely from motives of public good, and only partially from any considerations of private profit, such as would arise from the manufacture of furniture and the publication of text books. The plans adopted must accord with the methods of public educational action. The vast diversity of systems, institutions, and facts will require time to consider and ar¬ range what shall be done by each and to harmonize the whole. The committee consider themselves sent by the Department of Superintendence of the National Association only as a medium of communicating these facts and im¬ pressions from the different educational workers in the country to the Director-General, and of securing from him any communications he may wish to return to them. The Director-General, in behalf of the commission, expressed an earnest desire that the influence of the Exhibition should be thoroughly educational, and especially that the growth of educational facilities in the United States, and their results, as shown in our country’s progress, should be most successfully represented, and his gratification that this action had been taken by the Department of Superintendence of the National Ed¬ ucational Association. He had just written to the governors of the several States, calling attention to a class of subjects, of which education is one, and hoped that this committee would act provisionally, calling attention to the subject, gathering informa¬ tion, and forming plans for his consideration, until the meeting and formal action of the executive committee of the Centennial. The committee retired and agreed to act as suggested by the Director-General, Hon. A. T. Goshorn. The act of Congress approved March 3, 1875, contained the following clause giving effect to the executive order issued January 23, 1874 : Sec. 5. To enable the Executive Departments of the Government and the Smith¬ sonian Institution to participate in the International Exhibition of eighteen hundred and seventy-six, the following sums are hereby appropriated, namely : For the Interior department, one hundred and fifteen thousand dollars ; for the Treasury Department, five thousand dollars; for the Post-Office Department, five thousand dollars; for the Agricultural Departmient, fifty thousand dollars ; for the Smithsonian Institution, sixty- seven thousand dollars ; for the United States Commission of Food Fishes, five thou¬ sand dollars ; for the War Department, one hundred and thirty-three thousand dollars ; for the Navy Department, one hundred thousand dollars ; for show cases, shelving, stationery, postage, telegrams, expressage, and other necessary incidental expenses, twenty-five thousand dollars ; in all, five hundred and five thousand dollars; to be dis¬ bursed under the direction of the Board on Executive Departments, appointed in pur¬ suance of the presidential order of January twenty-third, eighteen hundred and seventy- I— X CXLVI EEPORT OF THE COMMISSIONER OF EDUCATION. four. Aud authority is hereby giyen to the heads of the several Executive Depart¬ ments to display at the luternational Exhibition of eighteen hundred and seventy-six, under such conditions as they may prescribe, subject to the provisions of section seven of the act of June first, eighteen hundred and seventy-two, all such articles in store or under the control of said Departments as may be necessary or desirable to render such collection com^fiete and exhaustive : Provided^ That should it become necessary to erect any building or part of a building for said Exhibition, on the part of the Government, the same shall be paid for, rata, out of the sums appropriated to the several Depart¬ ments, the United States Commission of Food Fishes and the Treasury and Post-Office Departments excepted, the cost of the bnilding not to exceed one hundred and fifty thousand dollars ; aud at the close of the Exhibition said building shall be sold and the proceeds covered into the Treasury as miscellaneous receipts: And xirovided further, That the sums hereby appropriated shall cover the entire expense to which the United States Government shall be subjected on account of said Exhibition, except the sum appropriated in this act for x^rinting the certificates of stock of said Exhibition; and the Board on Executive Departments is forbidden to expend any larger sum than is set down herein for each Department, or to enter into any contract or engagement that shall result in any such increased expenditure ; aud no money shall be taken by any Department for the purposes of this exhibition as aforesaid from any other appropria¬ tions except the one hereby made : And further provided. That of the sum hereby appro¬ priated, the sum of two hundred thousand dollars shall be immediately available. I, as Commissioner of Education, having been also designated as representative of the Department of the Interior, found my duties very greatly increased for the time. The provision of means was entirely inadequate to the end proposed. It was sought to use the funds available for the Bureau of Education in the Department exhibit, not so much to produce articles of its own for disxfiay, as to aid in appropriate ways the bringing out for view at the Exhibition the condition and appliances of education throughout tho entire country. This was done, first, by gathering the most intelligent views of the plans and methods for such an exhibition ; secondly, by widely dissemi¬ nating among those interested Circular of Information No. 5, which contained sug¬ gestions respecting the educational exhibit at the International Centennial Exhibition, 1876. * The preface to this circular is given here as explaining somewhat the scope and character of these suggestions : “DEPAUrsiEXT OF THE IVTEEIOF., “Eueeau of ErrcATiox, ’■'Washington, July 1, 1S75. “ It is apparent that a representation of education for the century ef our national history, now closing, at the International Centennial Exhibition at Philadelphia in 1S76, can neither he adequate nor success¬ ful without the most extensive consultation in regard to the peculiarities and manifold phases of educa¬ tional systems and institutions. The interest in this department of the Exhibition will be very great to all Americans and all visitors from other countries who attempt to study the causes of our national growth and peculiarities. It should be remembered that it is a public interest, and not a source of pri¬ vate profit, save in reference to its aids and appliances. The producers of these articles would nat¬ urally come forward to participate in the representation, as do aU other producers of articles of profit. Yet it is plain that if the educational exhibit were limited to these appliances, the impression made would be most inadequate; indeed, the value of these aids to education is best seen in connection with the results obtained in systems and institutions, in respect to which the leading motive must neces¬ sarily be, not one of pecuniary profit, but of public benefit. For the attainment of this result in the ex¬ hibit there must be time for consultation, harmony of plans, and organization. This Office, as the central educational agency in the country, has from the first definite anticipation of the Exhibition naturally been addressed for plans and information. The recent rapidly increasing interest has greatly multiplied the demands for definite plans. Officers of institutions and systems in many parts of the country have already fully determined to go forward and mate some preparation for the Exhibition, and are now only waiting to know definitely what to do in each case and how to do it. This Office could have promptly projected a theoretical reply to the various inquiries. There would have been a possi¬ bility of its being the plan fitted to the facts, to be worked out with facility and success. The object of the Office, however, has not been to direct, but to represent, to ascertain what could be done, to gather from every quarter the suggestions in reference to what should be done and howto do it. In pursuance of this idea, attention was called to the subject in the Eeports of 1871, 1872, 1873, and 1874. “ Our attention must be turned necessarily in two directions : First, toward the Centennial Commis¬ sion, which has entire charge of the classification, and which determines what plans of classification shall be adopted for this, as for all other departments of the Exhibition. Secondly, we must consulr with all those who are to participate in the Exhibition with regard to the materials they are to present EDUCATION AT INTERNATIONAL EXHIBITION. CXLVII Putting the greatest stress upon the historical aspects of the occasion, the Office sought to aid, first, in securing the fullest representation possible of education, with the*hope, second, that all officers and agencies would aid in bringing out the fullest results in the way of («) study, (&) reports, and (c) of permanent collections of educa¬ tional appliances. In all of the results of the Exhibition it Avas believed that the education of the United States Avould receive great advantages from comparison with that of other countries and from suggestions from foreign educators. The presentation of students work was beset with many difficulties. It was important some plan should be devised in which all could cooperate. The whole subject of the educational exhibition for the country was taken up at the meeting of the National Educational Association, at Min¬ neapolis, Minn., August 5, 1875. The following resoluiions, containing important suggestions, were offered by Hon. J. .and their plans of presentation. This Office has been in constant correspondence and communication with the officers of the Centennial Commission, and it is only due to say that they have from the first and always manifested a most earnest desire that everything possible should be done to render this, de partment of the Exhibitien thoroughly successful. “ With respect to the educators of the country, every means has been taken to gather full public .and priv.ate expressions of interest, and to act solely and fully in cooperation with them. And whne gath¬ ering these, whether from personal or organized sources, it has seemed appropriate to consmt, as the special representative of them all, the Xational Educational Association. This association, at a mcet- iagof its department of superintendence, in January, ISlf, passed resolutions upon the subject, and, again, in January, 1875, appointed an executive committee to advise with and act through this Office. This committeehas since had two meetings, at the request of the Director-Oeneral of the Exhibition, in Philadel¬ phia, at which the plans of the Centennial Commission were carefully studied, and all indications of wh.at could be done by the difierent institutions and systems of education, so far a-s known, were brougnt inn con¬ sideration, and an earnest effort was made toanswer the two great questions Whattodo? andHowtodo it ? One thing has been manifest from the first, that, while certain outlines for a scheme could be laid down, the details must, in the necessity of the case, be announced only as the circumstances upon which they depended were more clearly unfolded in the action of the different sections interested. With a view to giving each institution and system information with regard to the purposes of other institutions and systems proposing to participate, and of putting before the eye a unified scheme to which fuller suggestions could be made, this Office prepared, in .January, a ‘ Synopsis of the proposed centenmal history of American education.’ At the first meeting of the committee above mentioned with the Director-General of the Centennial in "Philadelphia, it became manifest that a change in the classifica¬ tion there presented was essential for the unity of an educational exhibit. At the second meeting of the committee their views were given in a statement, at the request of the Director-General, and pre¬ sented to the commission. The committee also agreed upon certain amplifications and specifications, which should be published as a further aid and guide to those wishing to participate in the educational exhibit, when the commission had given a final revision to its classification. The Centennial Commis¬ sion have now issued their revised classification, and that part of it relating to education is herewith presented. The committee have added their embodiment of suggestions, and hereby submit it as a further step in the development of the work in hand. . While in general the scheme must be executed as it is now established, it is desired that there may be the utmost freedom of suggestion with reference to the details. In the prosecution of this work it should be added that it will be impossible for this Office to perform the part assigned to it, save in and by the provision made by Congress at its last session for an exhibit by the Executive Departments. The law and executive orders connected with it are therefore published. The amount of money provided for this expeiiditure is a smaU share of the 0115,000 assigned to the Interior Department. It wiU be obvious, on a moment s thought, how little of the vast work to be accomplished can be performed by this Office. It wfil be seen from what has been previously published, and, indeed, in .all that has been done by this Office, how much more highly we prize the historical than the competitive elements of the Exhibition. W e are thoroughly convinced that no institution, that no State or city system, can do better for itself, or can more efficiently work for the improvement of its instruction or its discipline, for the enlargement of its resources or for the increase of its attendance, than by seizing this occasion, when everybody is talking about the past of our country, to turn the attention of its constituents to the incidents of its establishment, growth, present condition, and the considerations which should determine its future plans. Moreover, we can¬ not fail to feel the obhgation imposed upon the actors in this memorial year to leave all the facts in re¬ gard to their institutions and systems in the best possible shape for the benefit of education in the centuries of our Government which are to follow. “ Dr. Eranklin B. Hough, of Lowville, X. Y., well known for his historical and statistical labors, who h.as already accumulated numerous and valuable data with regard to the origin and history of collegiate CXLVIII REPORT OF THE COMMISSIONER OF EDUCATION. H. Smart of Indiana,, chairman of a special committee to draft resolutions in regard to the exhibition of educational development at the approaching Centennial at Phila¬ delphia. They were discussed and adopted seriatim : Whereas a communication has been received from the Hon. John Eaton, United States Commissioner of Education, in which the National Educatioual Association, now assembled, is requested to take into consideration the interests of the educational de¬ partment of the coming Centennial Exposition and to make suggestions in relation thereto : Therefore, Besolved, That we heartily second the efforts of the Commissioner to secure an ade¬ quate representation of our educational products at the Centennial, and that we will cooperate with him in every practicable way to make the enterprise a success. Besolved, That, in accordance with the Commissioner's request, we make the follow¬ ing suggestions, viz : (1) In our opinion, wall space of not less than 2,000 feet in length, with accompany¬ ing counter and floor space, will be needed for the proper display of our educational products. (2) The amount of wall space occupied by each State should be limited to ICO feet in length. (3) All products of the schools, executed by pupils, except such as may be classed as “special products,” should be made during the month of January, 1876. (4) We respectfully recommend that there be formed an Exposition committee, con¬ sisting of one agent appointed from each of the States and Territories represented at the Centennial, by the chief educational officer in conference with the national Com¬ missioner of Education, whose duty it should be to cooperate with the Commissioner in the superintendence of the educational department at Philadelphia. education, has been invited to cooperate with this Bureau in the preparation of the exhibit of collegiate and university instruction. The following special suggestions are hereby submitted; others will be added after consultation and agreement with the officers in charge of these institutions ; “ The several officers in charge of the institution for deaf-mute instruction in the country have already appointed a committee to take charge of the preparation of the representation of this department of education. The chairrcan of the committee is Hon. E. M. Gallaudet, president of the National Deaf- Mute College, at Washington, D. C., who should he addressed on the subject. “ The necessity of extended personal intercourse between those familiar with exhibitions and the several officers of institutions and systems has rendered it necessary for the Bureau of Education to in¬ vite Hon. John D. Philbrick to confer specially with these gentlemen in Hew England, and Dr. J. W. Hoyt to perform a similar work, in connection especially with colleges of agriculture and the mechanic arts, m the Mississippi Valley. Dr. L. P. Brockett, of Hew York, whose historical writings on the subject of education are well kmown, has undertaken to aid in the preparation of a historical repre¬ sentation of text books. “ Two hundred and forty-eight institutions for the benefit of the young, such as reformatories, asy¬ lums, industrial schools, &c., have already been visited by an agent of this Bureau, and a large collec¬ tion of facts gathered with reference to their history and administration, which is new ready for the printer, and which will be made to constitute a portion of the Centennial publications upon education by this Office. “ The progress of the me dical art and medical education prior to the Bevolution was the subject of a recent publication by this Bureau, the material having been collected by Dr. J. M. Toner, of this city. H.S. Davis, M. D., of Chicago, Ilk, is now preparing an account of medical education in the United States during the century for this Office. “ This Office has -also in course of preparation a work on libraries in the United States, past .and pres¬ ent, which will shortly appear. “ The subject of art education in the United States during the past century is also receiving attention, with a view to early publication. The attention of all the officers of systems, institutions, and associations of an educational character is specially called (1) to the desirableness of making the graduating exer¬ cises of academies, normal schools, commencements of colleges, and the several annual gatherings of alumni, of teachers, and other promoters of education, in some form commemorative of the centenni.al anniversary of the foundation of the Eepublic ; (2) that the donors of funds for educational purposes be invited to mark this year by the increase of their endowments and benefactions; (3) that a special effort be made to collect at institutions, offices, and other appropriate places, busts, portraits, and other fitting memorials of eminent educators and promoters of education, and that these also, as far as ex¬ pedient, be made part of the educational exhibit at Philadelphia. Other outlines of the great forces of education in the country are under advisement, and all interested are generally invited to offer sugges¬ tions. “A considerable number of inquiries having come to the Office with regard to the form of State organ¬ izations, the Commissioner of Education takes this opportunity to suggest that, where appropriations have been made by States, .and commissioners appointed to prepare the State representation for the Centennial, a committee be designated by this commission, consisting of the State school officers and EDUCATIOX AT INTEEXATIOXAL EXHIBITIOX. CXLIX liesolved, That a committee of three he appointed to prepare and submit to General Eaton rules and recjulations by which pupils and students shall be governed in the preparation of such products as may be executed by them. Eesolved, That we recommend that an international educational congress be held at some time during the Centennial Exposition, and that we also recommend that arrange¬ ments therefor be made by the United States Commissioner of Education. Resolved, That we respectfully recommend to the Commissioner of Education that the appointment of delegates to the international congress be made through the chief educational officers of the several States and Territories. Under the resolution to appoint a committee to prepare plans for students’ work, the following able school officers were named : Hon. A. J. Eickoff, superintendent of city- schools, Cleveland, Ohio : Hon. J. L. Pickard, superintendent of city schools, Chicago, Ill.; Hon. J. H. Smart, State superintendent of public instruction, Indiana. These gentlemen, after due consideration, reported a plan which was promulgated in Circular of Information Xo. S. The following is the prefatory letter to this circular of information : DEPAItTMEXT OF THE IXTERIOR, BUREAU OF EdUCATIOX, Washington, D. C., Xovemler 27, 1575. Sir : The desire that specimens of the actual school work of students should be shown at Philadelphia has been expressed by many educators, and this work is included in the classification furnished by the Centennial Commission. The difficulty has been to devise a uniform plan for the preparation of students’ work. The Department of Superintendence of the Xational Educational Association, in ses¬ sion at Minneapolis in August, 1575, considered the subject, and, after full discussion, referred to a committee the preparation of a suitable schedule, in accordance with the provisions of which all such specimens of scholars’ work should be prepared. It was understood that the recommendations of this committee would be accepted as the standard. Many inquiries in reference to the methods of preparing school work have been addressed to this Office. As furnishing a satisfactory answer to these inquiries, and in accordance with the requests of members of the Xational Educational Associa¬ tion, I recommend the publication, by this Bureau, of the report of this committee, with the schedule as adopted by them. Yerv respectfuUv, vour obedient servant, JOHX EATOX, Commissioner. Hon. Z. Chaxdler, Secretary of the Interior. . Approved and publication ordered. Z. CHAXDLEE, Secretary. It is confidently believed that these rules, wisely observed, will solve difficulties in regard to students’ work, and secure that degree of uniformity in results necessary for just comparison. others of well-known fitness, to take special charge of the Srate edncationai exhibit. This plan has already been adopted in several States with the happiest results. “ It is difficult to express in a classification or programme of arrangements aU the details of the methods by which education will he illustrated ; (1) as increasing the productiveness of industry ; (2) as dimin¬ ishing pauperism ; (3) as diminishing vice and crime ; (4) as increasing the puhHc wealth ; .and (5) as specially qualifying man for the pursuits of life and the duties and privileges of citizenship. It is hoped that no one who has worked out any valuable material which would contribute to this end will hestitate to make it known. “ It is suggested that the several annual educational reports in the country may be made to have some special reference to the Centennial Exhibition, and so relieve other documentary statements, and that surplus copies should he furnished at the Centenni.!! with a view to distribution. “ The duty of the educator in this matter is twofold : (1) to .aid in the exhibit of edncationai facilities and (2) to use the material thus collected at the Centennial — nay, the Exhibition itself— for the purpose of future instruction. "Among the further det.ails already under special consideration are : (1) the manner of investigating and comparing the work of students so as to bring out the best results ,- (2) what attempts shall he made to provide special arrangements for formal visitation to the Exhibition by students of institutions of learning, under the guidance of experts, for special investigation and study of the Exhibition ; (3) the arrangement of an educational congress. “It is hoped that further special consideration will be given to these subjects at the meeting of the National Educational Association in August, at Minneapolis. " JOHN EATON, “ Commissioner.'' CL EEPORT OF THE COMMISSIOXER OF EDUCATION. A great obstacle was thrown in the way of the snccessfal presentation of education by the effort of j)ersons to control the methods of the educational eshibition who had no special acquaintance with educational affairs. States that have become active in i^reparing to exhibit their i>roducts have created commissions to supervise their representations. These commissions, though constituted of able men, shilled and competent to devise and arrange exhibitions of any or all the other products of the State, in no instance contained any one specially skilled in educational affairs. In some States the result will be no exhibition of education. In others the mistake has been discovered in season to apply the remedy, and the State commissions are inviting the cooperation of the proper school officers. In very few instances are the preparations of the exhibits of education receiving any aid from State approj)riations. Whatever is done, therefore, in most of the States will be the result of the skill and labor of the educators and the pecuniary aid of friends of education. It is to be hoped that the next century will see some i^rogress in dissipating the no¬ tion that persons without special training or experience in educational affairs can properly care for these important interests. Xo subject requires more special skill, and if the public would have the best education for its youth, public sentiment, while it encourages the xrarticipation of all concerned, according to their qnaliffcatiens, must finally come to reject the idea that any one can play on the many stringed ha.rp of the human mind, or organize or conduct institutions and systems in which it is attuned for harmony or discord for an immorta.1 existence. Some hesitation has also been cre¬ ated in the preparation, by the fear which has arisen in some quarters that the Centen¬ nial Commission will not reserve sufficient space for the educational exhibit, or that they may put it in some out of the way place, {e.g., a gallery,) or may break it into fragments, and thus destroy the logical effect of the exhibition. So fatal a step would seem impossible. The interest of foreign educators in what is to be accomplished is al¬ ready manifested in many ways. Some foreign countries have their educational exhibit well prepared. Dr. Lyon Playfair, M. P., late postmaster-general under Mr. Gladstone, having re¬ ceived from this Office the circular containing suggestions, writes commending the plan, and remarking that if it can be carried out the educational results will be greater than from any previous world’s fair. M. Hippeau, a well-known French writer on education, on receipt of the circular of suggestions, published an extended communi¬ cation in La R4publique Frangaise upon education at the Exhibition. He quotes the programme, and makes many observations worthy of special note by Americans. In reference to the Exhibition, he observes : There will be many objects to attract the attention of foreign visitors, but we may boldly affirm that none will produce a deeper impression than the educational exhibit, and this from the following reasons : The United States have the right to feel proud of their public schools and institutions to produce enlightened and educated men for the honor and prosperity of their Republic. In direct opposition to the course pursued by countries which consider the progress of public instruction a peril to society, the Americans see in it the essential condition of their prosperity and the foundation of their country’s grandeur. And again he adds : The idea has been srrggested, and not without reason, that our workingmen should be furnished the means to go to Philadelphia, and study there the results of manufact¬ uring industry. Have peox>le also thought of letting oirr teachers derive some jirofit from this unique occasion to study everything the United States have done'for educa¬ tion in the way of school organization, methods of instruction, educational apparatus, hygienic regulations, &c. '? AYould not the directors of our normal schools, the heads of our great institutions, find it greatly to their interest to make such studies ? The government ought to understand this necessity, and the minister of public instruction at least ought to conceive this idea. He gives his reason for expecting the success of our educational exhibit, and, explain¬ ing the agency of the Bureau of Education in promoting that success, remarks that those educators who have asked for its establishment based their request on Montes¬ quieu's remark that “ in a republic the influence of education is all powerful.” EDUCATION AT INTERNATIONAL EXHIBITION. CLI Commending the limitations of the Olfice, he says : Limited though it be in its functions, the Bureau of Education nevertheless renders immense services, and in its capacity as a popularizer of the methods followed by the different States for furthering the cause of education it exercises a most beneficial in¬ fluence. Again, referring to its 8,000 special correspondents, he says : The number of its special correspondents is not less than 8,000. When one thinks that in the United States there are more than 600,000 persons who, in the capacity of teachers, directors, inspectors, contributors to and superintendents of benevolent insti¬ tutions, take a direct interest in the success of education, one will understand the difference between countries in which the citizens take care of their own affairs and those in which the government has this exclusive care. It would, no doubt, be difficult TO transplant to France institutions so much opposed to our habits, and which would but little suit our national character. But nothing could be more desirable than to have established in connection with our ministry of public instruction a “ bureau of education’’ similar to the one which renders such valuable services in the United States. His excellency the acting minister of public instruction for Japan informs me that his government will undertake an educational exhibit. We have similar information from Ontario and other countries. The preliminary catalogue of the Belgian exhibit is received, and gives promise of great interest. Prof. Hermann Kinkelin, of Basel, who received such deserved commendation for his presentation of Swiss education at Vienna, has prepared a presentation of Swiss educational statistics for Philadelphia. The Swiss Teachers’ Journal thus describes it : These new Swiss educational statistics are given in the shape of a number of Du- four’s maps of Switzerland, in which the position which each canton occupies with regard to education is illustrated by different colors in a very simple and at the same time clear and ingenious manner. Part I of the work consists of 24 coi^ies of a reduced Dufour map of Switzerland on the scale of 1 : 250,090. The first seven maps, Nos. 1-7, show all the public secondary and superior schools at intervals of ten years, the last for the year 1875 ; and it is interesting to see how in most parts of Switzerland the colored dots increase in number from one decenni.al period to the next, while in other respects everything remains pretty much the same. No. 8 shows the private schools and benevolent institutions. No. 9 shows in different colors the time annually given to instruction in the primary schools in the various cantons, those having the shortest time being colored black and gradually getting lighter till those having the longest time are colored quite light. The lightest canton is Basel Town, which has 45^ weeks’ instruction per annum. Next follow Glarus, Geneva, Zurich, and Schaffhausen, while Valais, Appenzeil Interior, Grisons, and Uri are quite dark — 27.5 and 24.2 weeks per annum. No. 10 shows the total amount of time devoted to instruction during the period of school age. In this map Vaud is colored brightest, having a total of 385 weeks; while Uri is darkest, 152 weeks ; (Basel Town 329 weeks, and Basel Country 300.) No. 11 shows the arrangements regarding the separation of the sexes in the different cantons. No. 12 shows the number of primary scholars to 1,000 inhabitants, Basel Country tak¬ ing the lead with 195; (Basel Town, 66.) No. 13 shows the average number of primary scholars to one teacher; first, Grisons, 32; Tessin, 36; Valais, 37 ; Basel Town, 55 ; Basel Country, 95 ; and, finally, Appenzeil Exterior, 107. No. 14 shows the number of scholars in the higher and lower secondary schools to every 10,000 inhabitants, Basel Town taking the lead with 457, the last being Appenzeil Interior with 11. No. 15 shows the number of primary teachers to every 10,000 inhabitants ; first, Gri¬ sons with 48, and last Basel Town with 12. No. 16'shows the sex of the primary teachers, giving the percentage of male teachers on the whole number of teachers ; Glarus, Basel Town, and Appenzeil Interior, 100 per cent. ; Upper Unterwald, 25 per cent. No. 17 shows the average annual salary of male primary teachers in francs. The lightest-colored canton is Basel Town with 2,480 francs, and the blackest Valais with 243 francs. No. 18 shows the average annual salary of female primary teachers. Geneva, 993 francs; Valais, 220 ffancs. No. 19 shows the average annual salary of all teachers, (male and female.) Basel Town, 2,199 francs; Valais, 234 francs. No. 20 shows the average amount of school property to 1 scholar. CLII REPORT OF THE COMMISSIONER OF EDUCATION. No. 21 shows the annual expenditure per scholar. Basel town, 54 francs 85 centimes ; Uri, 5 francs 77 centimes. No. 22 shows the annual amount expended per scholar for secondary education. Appenzell Interior, 308 francs ; Lower Unterwald, 13 francs. No. 23 shows the average annual sum expended for primary education per school. Basel Town, 3,000 francs ; Valais, 228 francs. No. 24 shows the annual sum expended for education of all grades per capita of the population. Basel Town, 12 francs 13 centimes ; Appenzell Interior, 1 franc 30 centimes. Part II consists of all the sheets of Dufour’s great atlas of Switzerland, giving the exact location of every primary and secondary school in 1871-72. RESULTS TO BE DERIVED FROM THE EDUCATIONAL EXHIBIT. I. I have mentioned among the educational results to he sought from the exhibition the establishment of educational museums or collections of educational appliances. Our deficiency in this respect is a s ource of constant embarrassment. Many of our teachers and school- officers have no opportunity of knowing what these appliances are, or of keeping up with their improvements. It has been my desire, in conducting this Office, to secure as necessary aids to its work, and as special benefits to our systems and methods of education — 1st. An educational library, where publications upon the subject could be gathered from all quarters of the world, and such publications made available for American edu¬ cators. A small sum has been annually appropriated by Congress for this purpose. The use of this, and the exchange of documents, liave made the library already one of great value. I have purchased for it most of the private collection made by my predecessor, Dr. Henry Barnard. I have also desired to secure for the same purpose — 2dly. An educational museum or collection of educational appliances, but neither money nor space has been afforded for such a collection. As I have at different times mentioned, several foreign governments have invited exchange of these appliances — some have sent articles ; but I have had none to return in exchange, and have not been able further to respond to that courtesy than to send the publications of the Office. Since the announcement of the International Centennial Exhibition, I have hoped that it might afford the occnsion for the organization, in connection with this Office, of a national educational museum. The cost would be slight and the benefits to our educa¬ tion invaluable. The commencement of the Kensington Educational Museum under the auspices of the most enlightened English friends of education, in connection with one of the world’s fairs at London, is well known. The effect upon English skill and intelligence has been incalculable. In connection with the Vienna Exhibition, a somewhat similar movement was com¬ menced in that city. A recent writer, referring to it as the permanent educational exhibition,” observes that “ it receives universal approval, and its beneficial results surpass all expectation.” The first number of the Journal of the Educational Museum at Rome, Italy, has just been issued. From this the following remarks are translated : This museum, as is well known, owes its origin to a visit to the World’s Exposition at Vienna, made by the distinguished gentleman who now rules over the destinies of public instruction in the kingdom. It only dates its legal existence from November, 1874, called to life by the joint exertions of the minister of public instruction and the minister of industry and commerce. # 7f * * # -Jf It has already been likened to a permanent exhibition. This journal will now give it the character of a permanent and at the same time circulating exhibition. # -JP # « To illustrate the collections which are in the museum and which are being formed is a much greater task than might seem at first sight. In the first place, there is no ed¬ ucational implement or apparatus which could not give rise to researches and obser¬ vations, and form the subject of descriptions, examinations, comparisons, and manifold discussions. 4P -Jf * ^P # * * It is by this not merely intended to make an appeal to teachers or superintendents. The museum, and the Journal, its representative before the public, would not think EDUCATIONAL EXHIBIT AT VIENNA. CLIII that it had doue all the work assigned to it if it did not likewise have the cooperation of those who in a less personal, direct, or official manner are interested in the cause of education. Through the school-house, apparatus, furniture, text hooks, maps, charts, and other scientific and literary aids, many persons are more or less interested in edu¬ cation, who do not devote all their efforts to it, but whose experience will nevertheless be of great value. The general condition of our country certainly justifies all this and easily explains it ; for in this regard it has various sides, and, not always unjustly, has been" blamed; but this must often be ascribed to these or those persons not having exerted themselves enough, while the case would be entirely different if the people would not with all the greater zeal seek to obtain the very best that could be obtained. Many of our educators are familiar with the successful efforts of Dr. Ryerson and his deputy, Dr. Hodgins, of Ontario, to secure these great aids to education in that prov¬ ince. Their example would seem of itself sufficient to secure adequate action in the United States. Among the noted and efficient organizations of this character should be mentioned the so-called Pedagogic Museum, under the direction of the Russian ministry of war. Founded in 1864, it has become one of the most effective agencies for the promotion of general as well as military education in that empire. II. A second educational result sought from the exhibition is the ijreparation of full and accurate reports on the various phases of education in the country. The efforts made to quicken, increase, and render effective the collection and publication of educational history have already been mentioned. As a result, great activity is already reported in this work. The Office is doing all in its power to generalize these results and make them available for our country and the world, and hopes to gather rich fruit from the labors and publications of experts from our own and foreign countries after the disiDlay closes. THE EDUCATIONAL EXHIBIT AT VIENNA IN 1873. In my previous reports mention has been made of allusions in foreign reports on the Vienna Exhibition to education in the United States. These continue to appear. One interesting rejport on “Primary instruction in different countries” contains the follow¬ ing observations of F. Jeanmaire, teacher, of Angouleme : “ The United States have in the very centre of Europe exhibited a magnificent specimen of their important educational productions. In the interior of the palace we admired their collection of educational works and treatises, drawings, and penmanship exercises by the pupils with the cor¬ rections of the teacher, all very splendidly bound and grouped according to States. In the grounds a primary school-house, furnished with all the necessary material, showed to the visitors the deep interest which the American Union takes in the fundamental element of its prosperity and grandeur.” This school-house, with the Swedish, he pro¬ nounces the finest in the exhibition. A very able report to the French minister of jiublic instruction upon the educational exhibits at Vienna, by F. Buisson, who has been charged with the task of organizing the educational statistics of the republic, contains the following noteworthy remarks respecting the educational exhibit of the United States : The Vienna Exposition had less a universal than an Austro-German character. Other European countries were with regard to education poorly represented. The United States of America, which had a more complete exhibit, did not, however, furnish all the details, so indispensable to a thorough and instructive study of school systems and their results. They had two educational exhibits, a school-house in the park and a section in the exposition building. Here primary and secondary ed¬ ucation were sufficiently and carefully represented. Besides the apparatus and text books, this exhibit contained the most complete and the most instructive collection of pupils’ work at the exposition. But with reference to other grades of instruction the exhibit did not firrnish other information than reports from different States and various scientific associations. The American district school-house satisfied the visitors curios¬ ity. The building contained a hall and a large and well lighted school-room with forty seats. The interior arrangement of the building was far from making a favorable impression upon the visitor. I was surprised 4o find nothing that indicated this great nation’s intimacy with practical school life. Rich furniture was the only object of admiration. The maps and charts, of which several seemed to be in the collection entirely by chance, gave rather an idea of great variety of means of instruction than oi' regular methods in teaching and of a premeditated pedagogical plan. CLIV REPOKT OF THE COMMISSIONER OF EDUCATION. Only a few American States and cities exhibited plans and photographs of school- houses; hut unfortunately in too small a number, and without the necessary technical, financial, and pedagogical information. The plans and relief-model of the Franklin school-house at Washington show an extreme simplicity of architecture. The outside of the building lacks ail elegance and sesthetic character. A yard or a recreation room, in the basement of the school-house, substitutes the school garden, for which the Americans seem to have no necessity. But what makes the American school-house so valuable is the great care given to its hygienic condition. Nothing is neglected that furthers the physical development of the children. Ventilation is generally combined vrith steam heating, and has reached such a degree of perfection that its introduction must cause enormous ex¬ pense. Cloak rooms and water closets are not only very comfortably arranged, but show a thorough study and a scrupulous observation of the rules of hygiene. The results of tills system surpass by far all that has been obtained by European systems. Drawing is one of the rare branches in which American schools have not yet reached the European standard. The exhibit of the United States proved sufiScienUy that her schools, in so many respects superior to the European, are still beginners in the art of drawing. In some cities the drawing lessons in several school-houses is intrusted to only one teacher, and in a certain city in Ohio one teacher has charge of 74 drawing classes. There seems to be no systematical programme for drawing in America. In most cities this important department has still to be created. The insufficient training of teachers has hitherto been one of the greatest deficiencies in the American school system. The continual change of teachers, and the short period during which the largest number of them remain in their profession, explain sufficiently why the results are not in proportion with the generous expenditures of the country. America has given the most striking proof that difficulties in preparing uniform statistical school reports can be vanquished. The Bureau of Education at Washington commenced a few years ago to organize school statistics for the whole extent of the United States, and not one of the'^great countries in Europe offers, at the present time, an equal representation of her institu¬ tions and better facilities for obtaining reliable information with reference to education. This is so much the more remarkable, as the centralization of school administrations does not exist in the United States. All the States of the Union are entirely inde¬ pendent, and organize their own school systems as they please, which must cause the Bureau an increase of complications and considerable delay. Not satisfied with collecting and publishing the results of American institutions of learning, the Bureau of Education now collects and publishes the most complete re¬ ports on European education. Through a series of circulars,^ the publication of which was commenced recently, Americans will soon know European institutions as thoroughly, or rather more thor¬ oughly, than Europeans themselves. It would be very desirable to have in Europe an educational statistical centre, some¬ what like the United States Bureau of Education, from which reliable information could be obtained regularly. What is needed to realize this idea ? Nothing but an energetic initiative, which will be infinitely easier, cheaper, and more advantageous than the step recently made toward the adoption of a uniform postal system between the two hemispheres. Could not five or six European countries confer on this subject with the United States — far better prepared for that kind of work than we — in order to arrange some uniform basis for the preparation of school statistics ? Much good would arise from this most important enterprise. It would enable all nadions to compare the results of other countries with their own, and thus discover alvvmys new and better methods in the great work of education. HEALTH AND EDUCATION. This subject, of vital importance, yet greatly neglected, can hardly be more forcibly presented than by the following quotations from the opinions of well-known experts expressed since the last treatment of the subject in these reports. At a late meeting of the Michigan State board of health. Dr. Kedzie reported the following facts, ascertained by personal examination : * Indicating the appreciation of these occasionpj pnhlications by the Office is the gratiiying fact that Prof. P. Wynen, of Antwerp, has translated into French and published the substance of three of them for the benefit of European readers, viz : (1) The Theory of Education in the United States, pre¬ pared by Hon. Duane Doty, then superintendent of schools for Detroit, and Hon. W. T. Harris, super¬ intendent of city schools, St. Louis, and extensively approved by the most eminent educators in the country ; (2) Statements relating to Eeformatory, Charitable, and Industrial Schools for the Tonng, pre¬ pared by Mrs. S. A. Martha Canfield ; (3) The History of the Bureau of Education, by Dr. Alexander Shiras. In a private letter Prof. Wynen remarks, “I beg you, honored sir, not to consider this as a literary task merely, but a tribute of gratitude which I do myself the honor to otier your country for aU it has done toward the amelioration^’of the lower classes of society.” HEALTH AND EDUCATION. CLV At the new State public school building in Coldvrater, be found no ventilation in the dormitories. The air was very foul, containing 14 to 16 parts of carbonic acid in 10,000 parts of air. ’* * * The under-floor space had no ventilation, and the orig¬ inal opening for that purpose was closed. The timbers underneath were covered with mould. During the year, several deaths have occurred from diphtheria. * * * The hygienic conditions, on the whole, are not good. In the asylum for the deaf .and dumb and the blind, at Flint, he found exceedingly bad air in school-rooms and dormitories. On each side of the building, the two main sewers run, and the well from which the water supply is taken may be, perhaps, con¬ taminated thereby. There are eight water-closets to ten teachers and superintendents ; one water-closet to ninety-three boys, and one to seventy girls. The ventilation at the reform school, in the old building, is passable, but in the new part and in the hospital it is bad.— (Detroit Eeview of Medicine, February, 1ST5, p. 125.) Dr. Thomas F. Eochester, M. D., of Buflalo, X. Y., in an inaugural address delivered at the opening of the seventieth session of the Medical Society of the State of New York, June 20, 1S76, said : We are proud of our public schools; education is free to all; but it is not, in every instance, the unmixed blessing it seems. It is acquired at too great an individual risk. On the proudest avenue of this city (Buffalo) is a three-storied brick building. The room is heated with coal stoves ; the ceiling is low ; the light is but moderate ; and there is no provision for ventilation. The seats are short, narrow, and close together. * * The principal of the school, in reply to iuciuiries, stated that the room was always full; that three children had to sit where there was only room for two ; that they were packed so tightly that it would be impossible for the children all to rise upon their feet at once ; that there was no place to hang up their outer garments, even II they were wet, and that when school was dismissed, if a boy should drop his caj), he could not stop to pick it up, so great was the rush and the crush. On the 9th of February, lSG-9, the school committee of the common council, with the superintendent of schools, made a tour of inspection. I make a few extracts from the report of the same : No. 7, “The primary department was found to be running over with little children, who had hardly room to breathe and stretch out their little arms."' No. 11, “ It is a perfect hive of children.” No. 31, The primary department has 340 scholars, but was calculated only to hold IdO. They sit everywhere.” No. 15, The primary department contained 320 scholars yesterday.” From -800 to 1,2C0 cubic feet of air is the amount of space that is required to be allotted to each individual in the L'nited States military hospitals. In British India, each jail prisoner has, by legal enactment, 648 cubic feet of air. In pubiic school No. 15, each poor child has but 56 cubic feet of air. * ^ * No wonder that scarlet fever, diphtheria, typhoid fever, and blood poisons of every description are more or less prevalent. A large proportion of these dread disorders are generated in and propagated by our public schools. * * But acute diseases are not the only results of this criminal crowding. Tuberculosis, scrofulous and brain affections, developed at various periods, may be traced but too often to the same source. Better for society, and better for themselves would it be, that these infants were not educated at all than at such a risk. The counterpart of this picture is to be found in every large city in our land. M'hat is the remedy ? No child uiider ten years of age should be sent to a public school, and every school dis¬ trict should have a competent and well-paid medical director, who should devote him¬ self thoroughly and conscientiously to the many hygienic duties of the position, — \.Baff’alo Medical and Surgical Journal, pp. 408, 409.) The following citations embrace a summary and remarks concerning the public schools of Philadelphia, based upon the answers of physicians to printed questions, upon sev¬ eral general reports, and upon a chemist’s report : Formal reports npon printed blanks are made as to forty-fonr schools. The exam¬ inations were made in the winter and early spring, at different hours and in various weather, by eleven different physicians. The space allowed to each pupil is too small. The average of rooms reported is 143 cubic feet per pupil. The range is from 272 down to 68, in different schools. Even with efficient ventilation, the space should not fall short of 200 or 300 cubic feot. The percentage of carbonic acid is stated in regard to thirty-one rooms. The ratio of 0.56 in 10,000, reported in one room, is very extreme. The average for thirty-one rooms is 0.18 per cent. The examination of ten schools by a professional chemist exhib¬ its an average of 0.1315, and a range of from 0.06 to 0.21 per cent. In these last, and in nearly all the other cases, it is expressly stated that windows were open. Two analyses of external air showed the presence of 0.0288 and 0.03205 per cent, of CO2, the propor¬ tion normally varying somewhat with the weather and other conditions. The schools are very generally overheated. This in spite of the almost invariably open windows. CLVI REPORT OF THE COMMISSIONER OF EDUCATION. A score of the schools examined have no system of ventilation vrhatever. The others have various devices and appliances, variously described. The general reports of several observers, and the report of the chemist, agree v'ith the tabulated returns, in representing open windows as absolutely necessary to keep the air of the school-rooms thlerable. The atmosphere of the school-rooms is terribly bad, except when windows are kept open. Practically, there is no other means of ventilation. When some pretence to a system exists, it is usually wretchedly inadequate or wholly inoperative. Concerning the use of shafts, inlets, outlets, and valves, the teachers are usually ignorant or care¬ less. Openings are choked with rubbish, boarded up, or kept shut by rusted valves aud broken cords. lu one building, air-shafts were altered into closets. In several instances teachers and pupils were made “ almost sick” by a temporary closure of win- -dows for experiments. The rooms examined by Mr. Thomson, the chemist, are said to be very favorable specimens of our schools, being all of recent construction. Even here windows were constantly open. Although no question is designed to elicit information as to animal emanations in the close air of the schools, some expressions used by reporters are significant. “ Foul,” “ intolerable,” aud “ mephitic ” are words suggestive of something more than carbonic acid gas. The chemical report already mentioned, aud one of the general reports, give clear expression to what we believe to be the true relation between carbonic acid and ani¬ mal exhalations in their bearings upon the fitness of air to support respiration. As both impurities arise from the presence and the breathing of living beings, both will increase and diminish together, according as the air is repeatedly inspired or freely changed and renewed. If, then, in a crowded room we find twice as much CO2 as in one less populous, we may infer the same proportionate diflerence in the organic eman¬ ations. Thus the first impurity serves, in ordinary circumstances, as a measure for the second. Moreover, it is probably true that the carbonic acid is a less noxious contamination than is the animal matter, which it roughly measures. The broken down organic sub¬ stance given ofi’ from lungs and skin, in minute particles, in gaseous form, or dissolved in watery vapor, becomes when concentrated a most potent poison. Dr. Hammond, in his work on military hygiene, calls attention to the symptoms described as attending the decease of the victims of the Black Hole of Calcutta.” These were not at all the ones characteristic of carbonic acid poisoning, but rather of profound animal poisoning. It is not, however, therefore to be inferred that carbonic acid gas is not injurious. In the proportion of 20 parts to 10,000, it undoubtedly is very hurtful, aud to be dreaded oven in half that amount. In the Hancock primary school, we find 520 poor little innocents huddled together in three rooms, each 37 feet by 35 feet, and not 9 feet high. Windows, from five to seven in each room, were open from 8 to 12 inches, while the tests showed the percentage of CO2 to be 0.30, 0.52, and 0.56. Space for each pupil, 66 cubic feet ; outlet for foul air, nonej system of ventilation, none. One of the accompanying reports contains the following ; In Philadelphia, during ten months of the year, about four aud a half hours of each school day are spent in th^e school rooms by 90,000 children, ranging from six to seven¬ teen years, and about 2,000 teachers. Who can possibly estimate to what extent the laws of health are violated by compelling these 92,000 persons to breathe day in and day out an atmosphere surcharged to the extent of five, six, or seven times the sum of ca.rbonic acid that normal air contains, and then superadded to this a sum of organic impurities which may be expressed by the same numbers as indicate the excess of car¬ bonic acid ? Who can, in numbers, express the degree of violence done to health, the sum of human suffering engendered, and to what extent life may be shortened by the respiration of the unnecessarily impure atmosphere of school rooms ?— (Report of the committee appointed by the board of public education to inquire into the sanitary condition of the schools of the first school district of Pennsylvania, city of Philadel¬ phia, pp. 30-35, and p. 19.) From “The Perils of the School Room.” Read before the American Public Health Association, Philadelphia, November 13, 1674, by A. N. Bell, M. D. Sanitarian, Janu¬ ary, 1875. The importance of air space rests upon the absolute necessity of pure air for healthy respiration. * * * for various practical purposes, the limits of space vary from 300 to 4,000 cubic feet. * * * And no deviation should be made on account of children. With regard to this point, Mr. John Simon well observes : “It is to be desired that laws and regulations as to overcrowding should not proceed on ‘the assumption that children (to any measurable extent) require less breathing space than adults. Against any HEALTH AND EDUCATION. CLVII such assiiinptiou two facts have been considered : First, that even healthy children, in proportion to their respective bodily weights, are about twice as powerful as adults in deteriorating the air which they breathe ; secondly, that the children will almost inva¬ riably have certain eruptive and other febrile disorders to pass through, from which adult life is comparatively exempt, and in which the requirement of space is greatly increased. And, having regard to these two considerations, I think it best that chil¬ dren and adults should be deemed to require equal allowances of air and ventilation.” Moreover, it should be observed that the mere space allowance should in no case de¬ tract from the absolute necessity of means for renewal, and the smaller the space, so much the more certain should be this provision. If 300 cubic feet only be allowed, the air must be changed, at the least, every twenty minutes. To neutralize the deleterious properties of resisired air, and to replenish it, every person requires 2,000 cubic feet of fresh air hourly, and with less provision than this contamination is sure to follow. The epidemic iuduences or constitution which some authors are wont to describe as conditions precedent to the activity of epidemic diseases, and which are believed to bo periods of predisposing receptivity of specific poisons, are due in no small degree to the prevailing condition of school rooms and their congeners. As a rule, the older these conditions, the longer the period of time in which they have been tolerated, the more depressed the vital powers of their occupants and the greater their predisposing receptivity. Besides, the depressed state of the organism under such conditions is not only predisposing to epidemic diseases, but the liability to and the danger of all dis¬ eases is thereby intensified j * * * and, doubtless, much that is attributed to the season of the year supposed to be predisposing to scarlet fever, measles, whooping cough, diphtheria, and some other common aflections of children, is due to the same cause. It is, at any rate, very remarkable that the beginning of the autumnal school term should be simultaneous with or speedily followed by the sickly term. There is surely something more than a mere coincidence in these relations ; they stand much more like cause aud effect. Besides the danger from active and fatal disease from exposure to the conditions which have been described, all physiologists recognize the infiuence of depressing agents on the human organization in blunting the sensibilities, obtunding the intellect, promoting stupidity, idiocy, and physical deformity. And in this relation, at least, the “ survival of the fittest” often has a painful significance, not alone confined to the present generation, but, recognizing the accepted law of inheritance, well calculated to shock the sensibil¬ ities in anticipation of the future. The following abstract of a report on the public schools of Brooklyn, in March, 1S74, by the sanitary superintendent of the board of health, is submitted as an illustra- lion of the conditions which have now been described : “ No. 6. Registered, 983 ; average, 94 per cent. ; 514 in primary department. Ven¬ tilators have been provided, but many of them closed and beyond reach, the cords wanting and practically useless. The heat is introduced directly upon the children. The middle rooms upon the east side of the building are so poorly lighted as to require gas burning at midday. In these rooms the air was very oppressive, and the supply through other occupied rooms. “ No. 9. Average 1,300. * * ^ In one of the rooms there were 126 children, the windows all closed, the ventilating shaft closed, aud the hot-air registers open. Each of these children had 50 cubic feet of space. ” No. 12. One room occupied by over 30 pupils that would not properly accommodate more than 15. ^ ^ ^ No ventilating appliances besides the windows. “ No. 15. Constructed for 800, has 1,900. Ceilings low, air renewed only through windows. In one room 67 children, 30 cubic feet to each child. “No. 17. ^ A small room in the primary department has 50 children in 2,450 cubic feet of space, 49 to each child. The air in all the small rooms and in all the primary rooms was quite impure to the senses. “'No. 18. Five hundred and twenty-five children on ground floor; 823 on second floor, with an average of 63 cubic feet ; on each of the floors above 400 scholars ; in one of the rooms on the ground floor, 32 cubic feet for each scholar. * * * Another room, 75 by 20 by 6, numbers 150 pupils, and has two openings or windows, about 24 by 30 inches each ; gas burning for light. “ No. 19. Wings on each side of the building cut off six class rooms from any direct opening upon the external air or light. * * Says the inspector : ‘ My last visit to this school was made about the time of closing the afternoon session. I cannot describe the condition of the atmosphere; the childaen seemed completely depressed, and hardly had suflicient energy to leave their places.’ “ No. 22. Overcrowded. The children suffer for want of pure air. One class room, 12 by 18, has 103 scholars. “ No 23. A room 12 by 20 = 240 square feet, has 56 scholars ; about 4 square feet and 27 cubic feet only to each. “ No. 29. Four hundred and twenty in the primary department and 580 in the other two, illustrating the crowding of the young childffen ; 130 more lives must be sus¬ tained in the same cubic space in one instance than in the other. CLYIII REPORT OF THE COMMISSIONER OF EDUCATION. “No. 30. * * ^ One room affords 29 cubic feet, another 24 to each scholar. * * * A strong draught from the open windows blows upon the children. Primary, No. 3. ^ ^ * In one room are 140 small children ; wood stoves heat the rooms, and open windows admit cold air. Temperature in range of seats next to stove was 90^ ; most remote, 04^.” In an examination of sixteen of the public school rooms, and, with two or three ex¬ ceptions, the same as here reported upon, (but when they were less crowded than they are at the present time,) and seven private schools in lj?69, the average proportion of carbonic acid present was 1.64 volume x)er 1,000, or 3.3 times its noi mal amount. Two only, and both of these were private schools, were perfectly ventilated. One of the public school rooms had eight times the normal proportion of carbonic acid pres¬ ent, and more than half of them four times the normal proportion. It is very far from my purpose to show that the school rooms of Brooklyn are more perilous than the school rooms of other cities ; indeed, they are not so. In New York, the plan of construction iu some cf the new buildings is believed to be an improve¬ ment over any of the Brooklyn buildings : but, taking them altogether, they are about equally jrerilous. Philadelphia, I am sorry to believe, is no better. With an enviable amount of house room for all other purposes, and the banner city cf America for the health of her people, her school-houses, notwithstanding, are a disgraceful exception. One of these, visited during a night session, was found “ crowded to the extent of less than 100 cubic feet of air space to each person,” and an offensive odor pervaded the whole school.” “ On descending to the cellar, the sickening odor of carbonic acid and oxide was unbearable. The cellar had evidently never been cleansed, or even aerated, since the floors were laid above. And to this hotbed of disease and death — well stocked with coal, and most likely, at the time of storage rendered more certain to evolve its deleterious gases by wetting — every teacher aud pupil of this school was exposed. Nor is this, bad as it is, an exceptional case. Indeed, the evil is so general in all of our cities as to fully justify the conclusion that the examples given are examples of American school-houses generally, and of no particular city. They are a disgrace to our civilization and a shame to our humanity. From “Preventable Sickness,” by Alfred L. Carroll, M. D. Sanitarian, December, 1675, pp. 403 aud 404. Each one of us, to get his necessary allowance of oxygen, inhales about 400 cubic feet of air a day ; but, in exchange for this oxygen, we exhale carbonic acid gas at the rate of two-thirds of a cubic foot an hour, thus vitiating a very much larger body of air than we actually inspire. * ^ ^ One part of it in 1,000 of air is the maxinium of admixture compatible with healthfulness. We emit every hour enough carbonic acid to destroy the wholesomeness of something more than 666 cubic feet of a perfectly pure atmosphere. But the atmosphere with which nature supplies us is not perfectly pure ; it already contains about 5 j)arts of c.arbonic acid in every 10,000 — a little more in towns, a little less in the open country — or one-half the permissible percentage, so that, for tyi)ical respiration, every pair of homa,n lungs requires about 1,300 cubic feet of air an hour. In other words, if a person were confined to a voom 10 feet square and 13 feet high, all the air iu that room should be changed every hour. The popular dis¬ regard of this essential condition of health is responsible for a vast number of diseases of debility dependent on what might be called oxygen starvation, and lessens or de¬ stroys the chances of recovery from maladies otherwise caused. Consumption, if not originally induced, is, at all events, commonly called into action by breathing “pre¬ breathed” air. It is unknown among the nomadic tribes, who live absolutely aJ fresco, and its frequency increases just in proportion as we find people spending a greater portion of their time in a confined atmosphere, devitalized by their own res¬ piration or that of others. * Not only in private homes is this cause of iU health operative, but often, to a still ^eater extent, in schools, where insufficient cubic space and defective ventilation impair the constitutions of hundreds of children at an age when most they need the proper materials for nutrition, of which oxygen is the most important. In the absence of sanitary supervision of schools, the compulsory education act, enforcing still further overcrowding, must strike every hygienist as an iniquitous assault on public health. From “Nervous System as Affected by School Life,” by D. F. Lincoln, M. D. S.ani- tarian, August, 1875, pp. 196 and 193. As regards fresh air and other hygienic essentials of schools, the attempt is some¬ times made to excuse deficiencies by saying “ that the scholars are better off in school than in their own wretched houses.” This excuse is apt to prove fallacious. It is our duty to ask, when such remarks are made, “How much better off" are they when in school?” Is the air at home charged with fourteen parts of impurity, for example, and that in school with only twelve or thirteen parts ? Such a comparison reflects no credit upon the school : if both places are HEALTH AND EDUCATION. CLIX blamable, tben our duty obviously begins at tlie school, which we build and furnish, and to which we compel the children to come. There are three special faults in sanitary conditions which do harm to the nervous system of those in school rooms. These are, the means employed in lighting evening schools, the undue heat of school rooms, and the excessive dryness of their atmosphere, with other impurities. School work, if performed in an unsuitable atmosphere, is peculiarly productive of nervous fatigue, irritability, and exhaustion. By “ unsuitable " is chiefly meant “close” air, or air that is hot enough to flush the face, or cold enough to chill the feet ; or that is “ burnt,” or iufected with noxious fumes of sulphur or carbonic oxide. Very few schools are free from these faults. From “Brain. Culture in relation to the School Eoom,” by A. N. Bell, M. D. Eead by invitation before the Department of Superintendence of the National Teachers’ Association, Washington, January 27, 1375. Sanitarian, March, 1875. While the brain has not usually more than oue-fortieth of the weight of the body, it receives about one-fifth of the whole volume of the blood. It is scarcely necessary to state in this connection that every organ and tissue of the body is nourished by the blood, and that upon the supply of it and the condition of it nutrition and develo^)- ment, for weal or for woe, depend. During the period of growth and change of structure, the modifying influence of ex¬ ternal conditions is most strongly marked. The constitution of the individual adapts itself to the circumstances, and becomes fixed for the lifetime. So that if a child of originally healthy constitution be subject for a considerable length of time to such injurious physical conditions as produce a tendency to disease, unless the conditions are speedily changed, the effect is to establish a constitutional weakness or disease, not only during the life of the individual, but it may be a diathesis, with hereditary qualities for several generations. * * * Changes of growth and structure are all affected by and through the circulation of the blood ; its condition depends upon the air we breathe. Air is the very first element of our bodily tissues, and breathing affords three-quarters of the nourishment of our bodies. Carbonic acid, pure, is not respirable. If an attempt be made to inhale it, the glottis closes and prevents it from entering the lungs. When diluted with twice as much or more of air, it ceases to produce that effect upon the glottis, and is permitted to enter the lungs and the blood, and acts as a narcotic poison directly upon the brain. Brain culture is environed by the school room. Ujton the condition and management of the school room depends the quality of the brain, and the brain is the soil of subse¬ quent endowments. * * * A fruitful harvest can never come of an impoverished soil. * * * X well-cultivated brain is unquestionably the true road to exalted virtues, and the union of a sound intellect and moral power the only stable foundation of true wisdom, by which health becomes, next to eternal salvation, the most impor¬ tant object of life. A pure atmosphere is the first need of the school room ; without it none of the vital functions can be sustained in health. From “ School Eoom Stunting,” by A. N. Bell, M. D. Sanitarian, December, 1575, pages 412-415. It has been variously estimated by different authorities that in early childhood from one-fifth to one-fourth of all the blood in the body is directed to the brain. * ^ * If the blood, passing through the lungs, does not thex'e obtain a supply of oxygen, it takes back to the brain and other tissues carbonic acid instead, and the'consequence is an arrest of the changes necessary to life and growth. If, in passing through the lungs, the blood meets with only a small supply of oxygen, or that which amounts to the same thing, air surcharged with carbonic acid, a partial arrest of vitality takes place, the vigor of the organism is diminished, the functions are depressed, and there will be a gradually increasing torpor of the mental faculties, and ultimately a stunted intel¬ lect and premature death. It is the object of every enlightened educator to promote the right exercise of that power by which each individual ultimately becomes the director of his own conduct, the arbiter of his own destinies. The first necessi»‘:y in the accomplishment of this ob¬ ject is the preservation of health; and the problem of education yet to be worked out is : The balance of physical forces and intellectual faculties. That the conditions of education, as ordinarily conducted, are in terrible conflict with this balance, no careful observer will attempt to gainsay. Nature, in some respects, can be made to deviate from her ordinary course of proced¬ ure in order to be subservient to the purposes of men. * * * The fruit trees of our gardens may be dwarfed, and, by grafting on hardier roots, under constant nursing, be made prolific in the perpetuation of their feeble species. But leave them alone for a time, and, like the hollow-eyed, bleached, and feeble progeny of a common school room, they have no stamina— hot-house plants, destined to perish on the very threshold of life. CLX REPORT OF THE COMMISSIONER OF EDUCATION. For high culture, for the perfection of organic development, “ other foundation can no man lay than that is laid.” If a child of originally healthy constitution he subjected for a sufi&cient length of time to an atmosphere surcharged with carbonic acid, if it be deprived of light, if it be restrained in the physical exercise necessary for the development of its organs, if the “ wants of nature” be neglected, if, above all, the want of supervision which renders these conditions common to school rooms be extended to a negligence of the virtues of school children, what else can we expect but a generation of dwarfs, a stunted progeny ? A due supply of unadulterated air to the respiratory organs is recognized as among the most important conditions of health at all ages and under all circumstances ; but at no age is this so essential as during childhood. Air vitiated by respiration is not only known to be among the most active influences in promoting the spread of many fatal diseases, but on young children who may escape these diseases it exercises a powerfully depressing influence. * ^ * If air * * * is not supplied with a due quantity of oxygen, functional activity is obstructed, nutrition is interfered with, and the sensibilities are blunted; the brain of the child is filled with impure blood, and is not only itself depressed, but through it the whole organism is deranged ; and although life may not be speedily destroyed as in extreme cases, the intelligence is stunted and mental capabilities overthrown. Physical education should go hand in hand with mental education for both sexes, and it is the more essential in the inverse ratio to the age of the pupil ; and in all cases, where practicable, physical exercise should be taken in the open air. There should be more frequent sessions, shorter periods of confinement to school rooms, and more play.” It is too commonly the case that physical exercise is looked upon as a mere relief from mental exercise ; it is not regarded, as it should be, as a contribution to mental culture, as well as bodily, increasing its vigor and promoting its power. School room crowding continues to be an evil of the greatest magnitude, and in some of our cities both private and public schools are comparable with the most odious conditions of New York tenement houses. Examples of both might be cited giving less than 50 cubic feet of air space to the scholar ; and with rooms thus crowded, so situated that the sun never shines upon them ; with heating appliances without any provision for moisture in the atmosphere, and so badly constructed as to be constantly contrib¬ uting, not only carbonic acid, but the more deadly poison, carbonic oxide. One such, in Brooklyn, I have visited, * * * where, to make amends for the deficiency of heat from four old hot-air furnaces, there were piled around their red-hot pots quanti¬ ties of iron shavings, old hoop-iron, and tin scraps — all heated red hot, and giving out their mephitic gases to rooms crowded, one of them to the extent of one pupil to every 31 cubic feet of air space ; and the whole structure, including a detached building, with a registry of 1,300 children, and generally full attendance, with an average of air space per pupil throughout of less than 50 cubic feet. I might also cite some private schools with almost equally bad appointments. * I am satisfied, from inquiries, that the school-houses of Brooklyn, in gen¬ eral, will compare favorably with the school-houses of our other large cities, but none of them is fit to be compared with anything else than with another one, or with a tene¬ ment house. They are of a piece, and only equally disgraceful to our civilization; equally inconsistent with recognized principles for the promotion of health; and both alike should give place to smaller, and proportionately more numerous, better situated, and healthy buildings. From a “Report on School Hygiene,” submitted to the board of education of the city of Elmira, by Dr. William C. Wey. Sanitarian, April, 1875. In the matter of tbe coeducation of the sexes in the higher grades of school life prescribed by the board, while admitting the average mental superiority of girls, I am compelled to recognize their diminished physical capability, by reason of tbe assumption of functions whose maintenance and perfection call tor natural and healthful develop¬ ment, unembarrassed by forced or even crowded intellectual culture. It has frequently fallen under my professional observation to take note of functional derangement in school girls, in whom mental advancement and physical deterioration have gone on together, as if in disregard of a law which demands full and harmonious bodily growth before the graces and accomplishments of the intellect can be cultivated. Cases of serious ill health, growing out of violation of the plainest and most imperative laws of physical growth, are quite frequently presented in the grammar schools, and increase in number and gravity as the course of instruction is pursued in the academy, and so on through a still higher scale of application. The germs of disease thus generated, instead of being extinguished with the completion of the school course, in too many instances develop and make miserable the health of individuals, and are continued in an endless heritage of mental and physical imperfections. From “ Effects of School Life Upon the Eyes of School Children,” by Dr. C. R. Agnew. Sanitarian, August, 1875, page 200. HEALTH AND EDUCATION. CLXI Dr. Agnew states that Herman Cohn, of Breslau, published in 1867 the results of observations made upon the eyes of 10,060 school children. He established the fact that school life in his country was damaging the eyes of scholars to a most alarming degree. He was followed by Erismann, of St. Petersburg, and others, who showed that elsewhere the same results were being produced. The broad fact was evidently demonstrated that, wherever children were brought under observation, and the effects of the use of their eyes upon minute objects carefully noted, nearsightedness, a grave malady, was found to exist ; that this malady was found less frequently, and then gen¬ erally only in a mild form, in young children ; but that it increased rapidly in frequency and gravity as these children were pushed forward in their education from the lowest to the highest schools. Cobn, for example, found that the nearsightedness rate in village schools was less than 2 per cent. ; that it had increased, however, to more than 26 per cent, in the Gjunnasium; and that in the Breslau University, out of 410 students examined, not one-third had normal eyes. Observations were recently made upon 2,884 eyes in this country. The plan fol¬ lowed is essentially that of Cohn, so that the results might be compared with those of so industrious and careful an observer. The sources from which the data have been drawn are the district, intermediate, normal, and high schools of Cincinnati, Ohio ; the Polytechnic School in Brooklyn, New York ; and the College of the City of New Y’ork. The following is the summary of tables accompanying this paper: In the Cincinnati schools, the number of eyes examined w’as 1,264; in the district schools, 13.27 per cent, of the scholars were nearsighted ; in the intermediate schools, 13.8 were nearsighted ; and in the normal and high schools, 22.75 were nearsighted. In the academic depart¬ ment of the Brooklyn Polytechnic School, 9.15 were nearsighted, while in the collegiate department of the same school, 21.63 were nearsighted. In the introductory class of the New York College 21.66 xter cent, of the students w'ere nearsighted; of the freshmen, 26.2 per cent, were nearsighted; and of the sophomores, 22.72. The summary of all is that, of 2,884 eyes examined, 1,886 eyes had normal refraction, 538 were nearsighted, 227 were oversighted, and 152 astigmatic ; and of 81 the refraction was not noted. Acuity of vision : 2,300 eyes had vision equal 1 ; 226 equal f ; 106 equal ^ ; 43 equal f; 49 equals; 40 equal i; 28 equal ^j-; 19 equal 8 able only to count fingers; 1 with no perception of light ; 4 vision not noted. From an editorial, Can the Increase of Insanity and Imbecility be Stopped ?” in the Detroit Eeview of Medicine of February, 1875, pp. 122, 124. The following statements are made by Dr. Henry Howard, medical superintendent of the Provincial Lunatic Asylum, Canada, in the Canada Medical Journal, December, 1874 : “ Insanity results from some abnormal state of a part or the entire organism, body or mind, one or both.” By adducing well known facts the doctor shows that “ children are of such differ¬ ent mental and physical organization, that there can be no system of either physical or mental education axjplicable to all; in fact, that what is good and wholesome to one is death to the other.” “In all schools there is a general system of education, and the principal classifica¬ tion is that of age. It necessarily follows that this system is injurious to the physical and mental growth of the scholars. Hence the great number of youth of both sexes who grow up weak in body and weak in mind, to swell the multitudes of the insane.” After showing that our present system of education is one of the great causes in the increase of insanity, he suggests that there should be less study, less confinement in badly ventilated rooms, and more outdoor education. “Physicians should have a direct connection with all schools. Who but the edu¬ cated physician can safely undertake the supervision of large numbers of growing or¬ ganisms, and so direct their growth aS to enable them to reach a healthy mental and physical manhood and womanhood. We speak whereof we know, when we say that scarcely any of the conditions for a normal, healthy education are to be found even in the best of our schools. Those who devised these schools did as well as they knew^, doubtless , but they were ignorant, totally, of the first principles of body or mind build¬ ing. The sole remedy is to have our schools remodeled and ever supervised by physi¬ cians.” From “Physical Culture, the best means of securing it,” by H. L. Bartlett, M. D. Sanitarian, March, 1875. Gymnasiums, as at present managed, are far from being oil that is required, even for students. The great defect in all the “ manly sports,” so called, is that they are too vio¬ lent for delicate persons, and quite inapplicable for females. Besides, they cultivate certain muscles, or groups of muscles, to the neglect of others. The popular idea that it is injurious to the students of our colleges and universities to join in athletic sports, even of a severe character, is not borne out by facts. On the contrary, experience proves that they who are the most successful ball-players and I— XI CLXII EEPORT OF THE COMMISSIONER OF EDUCATION. oarsmen are, as a rule, the best students. It is reasonable to suppose that this should be so, since study is a great tax upon the physical strength and endurance of a man, and he who has the most stamina, other things being equal, will win. There are other causes, also, which tend in the same direction. A student who is engaged and interested in manly exercise has less inclination and less time to spend in vicious and indolent habits than he who cares for none of these things. Elevate any men or women physically, and you elevate them intellectually and mor.ally. » * * So far, therefore, from discouraging manly exercise in students, whether academic or collegiate, the opposite course should be strenuously followed by all who have their best good at heart. But in the selection of the right kind and amount of exercise for each particular student, great care and judgment are requisite. Here is where the present system is defective. To put all boys through the same drill is not only unscientific, but often injurious. The law of muscular growth demands that, to make a muscle stronger to-morrow, it must be taxed to its utmost to-day. Keeping this law in view, the so-called light gymnastics,” or “ calisthenics,” are almost worthless. Their object seems to be to pro¬ duce celerity and precision of movement rather than to develop strength. As well might you expect the throw of the weaver’s shuttle or the ceaseless ply of the seam¬ stress’s needle to produce muscular growth. Conductors of academies and colleges, finding a popular demand for gymnasiums, at once erect a structure or appropriate a room suitably furnished with all the appliances for the same, and inaugurate gymnastic exercises, without knowing the first principles of the science of physical culture, or the rules by which they should be governed in order to prove beneficial to those who are engaged in them. In fact, I am inclined to the opinion that these institutions, as at present managed, do as much harm as they do good. They are frequently conducted in poorly ventilated rooms, continued to the point of exhaustion, at least on the part of the feebler members of the class, and at a l^eriod of the day when the bodily powers have been already overtaxed by prolonged mental exertions. From “ College Sports,” by Nathan Allen, M. D., LL.D. Sanitarian, September, 1875, pp. 244-247. It is now almost twenty years since the trustees of Amherst College, finding students breaking down with ill-health, and here and there one dying prematurely, cast around to see what could be done to prevent such a state of things. After much consideration it was decided to establish a distinct department of hygiene and physical culture, and place at the head of it a thoroughly educated physician, who should give lectures on these subjects, and take charge of all exercises connected with the gymnasium, as well as of the hygiene of the institution. The trustees decided to incorporate these exer¬ cises into the regular curriculum of college duties and make it obligatory upon all stu¬ dents to attend upon them as much as on instruction in the mathematics or classics. It was said that nearly all gymnasiums connected with literary institutions, both in Europe and America, had failed to accomplish the results intended or expected, for the obvious reason that these exercises were generally voluntary, and the character given them did not correspond to their importance nor to the rank which was accorded to mental acquisitions. Instead of leaving the thing to take care of itself, for students to exercise or not, at their option or convenience, without any system or instruction, the trustees here determined to place the enterprise in the position which its importance and success demanded. Since this department was fairly established fifteen classes have graduated from the college and more than three thousand students have taken p)art in these exercises. The experiment has now been continued long enough to show some results. Among the changes most obvious the following must be credited to this department rather than to any other source. Very few in the college course break down in health now com¬ pared to these who once did; there has been much less sickness and mortality in col¬ lege than formerly ; the average health of each class is found to improve from year to year; so that wheu its members come to graduate we find them possessing vigorous health, strong muscles, and a large amount of vitality laid up in store to meet the bat¬ tles of life. These exercises, it is admitted, afford most essential aid in a variety of ways iu enforcing the discipline of the college and also in raising higher the standard of scholarship. Gymnastics in many respects have great advantages over any other kind of physical exercise. They can be carried on daily and systematically by all, with little loss of time or risk of injury of person or to good morals. They can be directed and controlled wholly by the laws of an institution and supervised by officers of the same. ^ * While they are calculated to improve the general health by producing a well balanced organization, they aim to bring all the physical forces of the system into the most favorable condition for study aud mental improvement. When gymnastics were first started here (Amherst) the objection came up that the officers of an institution had no right to make laws that wonld compel students to go through with such exercises; or, in other words, whose main object was to direct tho TYPHOID FEVER IN SCHOOLS. CLXIII movemeuts of the body. * * * Such officers and teachers, however, have no hesi¬ tation in making rules that require of students regular attendance on set exercises, fixed hours of study and recitations, and also an exact amount of knowledge in the text books used. These rules are enforced, are made imperative; but to comply with them certain laws of the brain must be brought into play. Now if, in order to apply in the most efficient manner these very laws of the brain, it is found necessary to exercise sys¬ tematically the muscles or tissues of the body, what should make the difference? * * “ If it is found that all mental training and acquisition depend upon the brain, why should not physical training come into the account? \Ve venture this prediction, that in no department of education will there be greater improvement for the next fifty years than in a more perfect development of the human system and harmony of function between the laws that govern both mind and body. To accomplish this, gymnastics or some other physical exercises must be made of far greater account than they have hitherto been. From the “ Gymnastics for Schools,”’ by S. S. Putnam, M. D. Sanitarian, August, 1875. One way in which school children may be greatly benefited is by helping them per¬ fect the process of respiration. This was demonstrated by the work done by Professor Monroe with the children of the Boston schools. Good breathing is by no means com¬ mon, and the singing teacher has always much to accomplish in this respect. Instruc¬ tion in this regard may . not only give vastly increased power to healthy persons, but it may save many who are affected by lung disorders from early deaths. Herr Eaag, of Berlin, says that he has found gymnastics very useful in jireventing spinal curvatures. For proper school gymnastics it is only requisite that there should be space enough about the desks to enable the pupil to advance one step and to swing the arms freely. A large hall, with a few desirable pieces of apparatus, is all that is needed for further gymnastic exercise- * * * In Europe halls are now considered absolutely neces¬ sary for the use of scholars in the public schools. CAUSE AND PREVENTION OF TYPHOID FEVER IN SCHOOLS. Prof. John L. Le Conte, M- D., of Philadelphia, late medical inspector United States Army, makes the following communication to the Philadelphia Medical Times of May 29, 1875 : In the beginning of January, 1875, I was requested to insiiect St. Mary’s Hall, Burlington, N. J., (a Justly renowned school for the education of young ladies,) in order to ascertain the cause of an outbreak of typhoid disease which had occurred some weeks before. The cause, as is usual in such cases, was easily discovered, and the means for its removal and for the prevention of its recurrence readily determined. The suggestions which I made have been fully carried out by the trustees, and I in consequence gave a certificate stating that the necessary sanitaiy improvements had been made, and that there was no danger of a recurrence of typhoid disease. These facts having come to the knowledge of several friends who are interested in sanitary science, I have been requested by them to iirepare a short account of the causes which led to the development of the disease, and the results of the measures adopted for its suppression. By the kind permission of the board of trustees of the school I am now authorized to do this, and I hope that the lesson will not he lost upon other institutions which are liable to similar misfortunes. At the time that the hall was built, the water supply was obtained from two cisterns, constructed of heavy wooden curbs, lined with brick and coated with cement. They were floored with timber, and descended below the level of subterranean drainage by which spring water would enter. In order to place the floor properly, a bole was cut in each to prevent the pressure of the spring water. After the timber floor was fixed permanently, these holes were plugged, the plugs rising above the masonry bottom of the cistern. The water supply was thus made to depend entirely upon the river; and had these arrangements continued without change, I am confident that no typhoid disease would have occurred. A year later, without the knowledge of the authorities of the school, the plugs at the bottom of the cisterns were removed. This was a capital error, but would, perhaps, have been insignificant in its results had it not been supplemented by a second, the perni¬ cious efiects of which recently manifested themselves. A year or eighteen months afterward, (1871,) privy vaults were dug outside of the building for the reception of the excreta, which up to that time were received in boxes and removed every few days. One of these privy vaults was most inconsiderately placed about 8 or 12 feet from the water cisterns, which, as is mentioned above, bad been opened to the influence of subterranean drainage. This privy vault seems to have been constructed with all the care usually exercised in the building of such receptacles ; bottom and sides 9-inch brick, laid in cement, heavily and carefully covered with cement, and arched over above. CLXIV EEPORT OF THE COMMISSIONER OF EDUCATION. The result was naturally what any student of sanitary science would have predicted. After a certain lapse of time, (in this instance three years,) the soil around the privy vault became poisoned with the effluvia and infiltrations, and the water snpply in the cisterns thns became contaminated. Having thus described the cause of the disease, the remedy was of course evident, and of easy application. I was glad to find that it had been already recommended by the physicians of the establishment, Drs. Pugh and Ganatt, who, with admirable judg¬ ment, had, on the 18th of December, 1874, advised the disnse of the cisterns. It is a significant fact, as showing the correctness of my view, that the contiguity of the privy vault to the cisterns was the sole canse of the disease; that ten days after the water had been, by the advice of the physicians, drawn directly from the river, the last case of typhoid fever occurred, and since that time (28th of December) the school has been quite free from all similar disease. One or two interesting facts were developed during my examination which are worthy of mention. Although numerous cases of typhoid occurred among the girls, and a smaller ju’oportion among the teachers, not a single one of the servants was afi'ected. On in¬ quiring of the latter whether they drank water, the reply was that they nsed only tea and coffee and almost never drank between meals. The girls, on the contrary, like all children, are frequently thirsty, and drink often at intermediate hours of the day. The water cojrsumed by the servants was, therefore, boiled, by which process the molecular activity of the putrescent matter was checked and its power as a zymos was destroyed. No more admirable instance of the efficiency of this simple remedy for the purification of coiitaminated water can be found. I asked the Rev. E. K. Smith, D. D., the principal of the school, what had been the fate of those x^upils who did not use tea, cotiee, or milk, but drank water exclusively. He told me that, after careful inquiry at the different tables in the refectory, he as¬ certained that of seA’cu absolute water drinkers, six had been attacked with typhoid. In conclusion, I would invite the attention of my colleagues in the medical profession, and the governing authorities of schools, both public and private, to the ease with Avhich all similar outbreaks of disease may be prevented, or, as in the present instance, sppedi]3^ removed, by seeking scientific advice. The following recommendations, if adopted, would in most cases prove effective : 1. Before the plans of the buildings are fully matured, let an expert in sanitary studies be employed to give directions to the architect in ail that relates to ventilation, drain¬ age, and water su]^ply. 2. After the building is completed, no alterations should be made affecting these three essentials of good hygienic condition, without the suggestion of a practiced sanitarian. 3. There should be stated inspections, say twice a year, of each institution by some sanitarian of acknowledged merit, who, after close examination and the correction of any defect, would give a certificate to be published in the circular or announcement of the school. 4. On the outbreak of any zymotic disease in the institution, the advice of a sani¬ tarian expert should at once be obtained, in order that means may be taken for its restriction, suppression, and prevention. I may be permitted to add, that at the last visit I made to St. Mary’s Hall I found the sanitary condition perfect; and I cannot too highly commend the liberal manner iu w'hich the trustees have carried out the suggestions contained in my report, thus insuring, in my opinion, the health of the scholars confided to their care. The Scotsman of Edinburgh, August 5, 1875, states that at the late meeting of the British Medical Association, at Edinburgh, Dr. A. Stewart “narrated the case of a friend of his who went to inspect a boarding school previous to sending his two daughters there. Everything he liked well but the drain, which passed within three feet and a half of the well. When he spoke of this he was informed that the water of thfe well had been drunk for years, and that no disease had ever occurred. To satisfy himself he twice had samjjles of the water taken and analyzed, and it was found to be peifectly pure. He sent his daughters to the school, but in two or three weeks typhoid fever broke out, and of four deaths which ©ccurred one was that of his youngest daughter. The water of the wmll was then found to be putrid from the sewage which had found its way into it.” UNPUBLISHED INFORMATION. The following are some of the subjects upon which special reports have been made during the year, but not published for general distribution : (1) A statement of the provision (or rather lack of provision) made in different por¬ tions of the Union tor the practical education of workingwomeu. (2) An exhibition of the approjjriations and expenditures for education in the South¬ ern States for 1873. MEDICAL JURISPRUDENCE. CLXV (3) A reply to questions respecting education'll journals in eight Southern States, ■with the number of days that schools were kept in these, the number of teachers em¬ ployed, the average price paid them, and the amount of State school funds. (4) An account of the extent to which manual labor of students is uade obligatory in the agricultural colleges. (5) A sketch of the provision made for colored schools and institutions open to the colored people in the United States. (6) One respecting schools for scientific study to which teachers may resort for im¬ provement during the summer months. (T) One respecting the relative amounts of State and local taxation for the public schools, (S) Legal provisions respecting moral instruction in schools. (9) Legal provisions respecting the colored race in schools. ^lEDICAI. JURISPRUDENCE. The following view of the instruction given in medical jurisprudence in the United States has been compiled from answers received by the Bureau of Education in reply ro inquiries sent out : CLXVI REPORT OF THE COMMISSIONER OF EDUCATION. Table relating to instruction given in medical .iramo of institution. Loc.ation. Extent of instruction. Medical College of Alabama . Medical College of the Pacific . Limited ; ten or twelve lectures yearly . San Prancisco, Cal Weekly lectures in preliminary course . Medical College, University of Cali- San Francisco, Cal . fornia. Medical Institution of Yale College. New H.aven, Conn . . Brief courses of lectures at irregular inter¬ vals. One day of each week devoted to the discus¬ sion of medical jurisprudence. Sav.aunah Medical College . Savannah, Ga . Sixteen to twenty lectures annually. (Chair, Chicago Medical College . established in 1869.) Lectures in second year of course . Lectures irregul.arly . . . "Wom.an’s Hospital Medical College None . . . Evansville, Ind . . . Indianapolis, Ind . . Fdi'tv lecture.s ye.arly . . _ . College of Physicians .and Surgeons liegi liar lectures. (Lectureship established Indiana Medical College, (Indiana Indianapolis, Ind . . in 1874.) University.) Medical department cf Iowa State Iowa City, Iowa _ Twenty lectures yearly. (Established in University. 1870.) College of Physicians and Surgeons . Keokuk, Iowa . Weekly lectures during the session. (Lec¬ tureship established in 1863.) Hospital College of Medicine . Louisville, Ky .... None . . Medic.al dep.artment University" of Louisville, Ky .... Iriegular; none last term. (Chair estab¬ Louisville. lished in the law department of the uni¬ Medical department University of New Orleans, La.. versity in 1873-’74.) None . . . . Louisiana. Medical Scliool of Maine, (Bowdoin 1 Brunswick, Me . . . Twelve lectures annually. (Chair estab¬ College.) lished in 1849.) College of Physicians and Sargeons Baltimore, Md .... Forty lectures during the session of five School of Medicine, (University of Baltimore, Md .... mouths. (Chair est.ablished in 187-2.) None . Maryland.) School of Medicine, (IT.ashington Baltimore, Md .... Twenty lectures last year; formerly forty University. ) annually. (Established in 1867.) Atedical School of Harv.ard Univer¬ Boston, Mass . sity. Detroit Medical College . Detroit, Mich . Ab. ut twenty- four lectures yearly. (Estab- Medical College, (University of Columbia, Mo . lisiie.l in 1869; temporarily discontinued i .i 1874 ) lull course of lectures . Missouri.) Kansas City College of Physicians Kansas City, Mo . oo . and Surgeons. St. Louis Medical College . . St. Louis, Mo . V lew lectures in toxicology; no regular New Hampshire Medical Institu¬ Hanover, N. H _ : 'orse. T • l ive lectui-e.s yearly. (Lecturer ap- tion, (Dartmouth College.) ■ inted in 1838 ; chair established in 1857.) MEDICAL JURISPRUDEXCE CLXVII jurisprudence in the United States. * Instructor. j Text books used* Jerome Cochrane, M. D., professor of public hygiene aud medical jurisprudence, (a) . G. A. Shurtleff, M. D., professor of mental diseases . ■ i Taylor’s Medic.al Jurisprudence. Maudsley’s Physiology and Pathology of the Brain, Bucknill and Tuke on Insanity, and Taylor’s Medical J urisprudence. 1 Hobert C. Eve, M. D., professor of medical jurisprudence. . | Taylor's Medical Jurisprudence. Chair vacant since death of Prof. S. Cohen in 1875 . i Taylor’s Medical Jurisprudence H. P. Merriman, A. M., M. D., professor of medical juris¬ prudence and hygiene. James H. Etheridge, M. D., professor of materia medica and medical jurisprudence. Elwell, Taylor, Beck, Casper. J. E. Harper, M. D., lecturer on medical jurisprudence. . . Hon. J. W. Gordon, lecturer . | Beck, Taylor, 'Wh.arton, StiUA W. Lockhart, M. D., professor of medical jurisprudence . . . | John E. Dillon, LL.D., professor of medical jurisprudence "Wharton and Still6, Beck, Elwell. John Eyffe, A. M., lecturer on medical jurisprudence . De.an, Taylor, Beck, Thomas "W. Gibson . Charles TT, Goddard, A. M . Tyler, Ordronanx, Beck, "Wharton, aud Stills. P. Goolrick, M. D., professor of medical jurisprudence and toxicology. Taylor, Beck, Tanner on Poisons. « George E. Xelson, A. M,, lecturer on medical jurispru¬ dence. Charles E. Buckingham, M. D., professor of obstetrics and medical jurisprudence. Wharton and StiUd, Taylor. Joseph G. Horwood, M. D., professor of medical jurispru¬ dence, &c. Wharton and Stille, Beck, Taylor, Ordro- naux. G. Baumgarten, il. D., professor of physiology and medi¬ cal jurisprudence. John Ordronanx, M. D., LL.D., professor of medical juris¬ prudence. 1 Taylor, Beck, Elwell j Ordronanx, Taylor. i o A profeesorahip of medical jurisprudence existed from 1853 to 1864. CLXVIII EEPORT OF THE COMMISSIONER OF EDUCATION. Table relating to instruction given in medical Xame of institution. Location. Extent of instruction. Bellerue Hospital Hedical College. Hew York, H. Y _ About sixteen lectures yearly. (Estab¬ College of Physicians and Surgeons, Hew York, H. Y _ lished in 1875.) Lectures; number variable. (Chair estab¬ (Columbia College.) lished in 1813.) Hew York i’ree Medical College Hew York, H. Y _ Lectures in senior course. (Chair estab¬ for “Women. lished in 1872.) Woman’s Medical College of the Hew York, H. Y _ Hone . Hew York Infirmary. Medical College of Syracuse IJni- Syracuse, H. Y _ Fifteen to twenty lectures yearly. (Estab¬ versity. lished in 1872.) Cincinnati College of Medicine and Surgery. Medical College of Ohio . Cincinnati, Ohio . . . Subject discussed by the professors of mate¬ Miami Medical College . Cincinnati, Ohio . . . ria medica and chemistry and by the lec- tnrer on pathology. { Three lectures a week on insanity and men¬ tal disorders. Medical department, University of Cleveland, Ohio .... One lecture per week for fifteen weeks. ! Wooster. (Chair established in 1864.) | Medical department Willamette Salem, Oreg . i Twenty lectures yearly. (Established in : University. 1867.) j Jefferson Medical College . Philadelphia, Pa . . . Instruction given in connection with the j Medical department University of Philadelphia, Pa . . . subject of “institutes of medicine,” and j in the summer course with that of toxi- 1 cology. a About thirty-six lectures yearly. Attend¬ Pennsylvania, ance upon them is not necessary for the Medical College of the State of 1 Charleston, S. C _ degree of M. D. (Chair established in 1865.) 1 Hone . j South Carolina. 1 1 Medical dep.artment University of Columbia, S. C . Hone . j South Carolina, • 1 Medical department University of Fourteen lectures yearly . j Vermont. j Burlington, Vt . Medical School, University of Vir¬ j University of Vir¬ 1 Lectures .and oral examinations e'^ery other ' ginia, ginia, V a. day, with wiitten examinations twice dnr- ; Medical department Georgetown Washington, D. C . . ing the course. (Chair established iu 1827.) 1 i University. 1 Medical department, Howard Uni¬ Washington, D. C.. Twenty lectures yearly. (Chair establisb'^d j versity. in 1870.) 1 American College of Eclectic Med¬ j Macon, Ga . About thirty lectures each session. (Chair [ icine and Surgery. estabUshed in 1856.) Bennett College of Eclectic Medi¬ j Chicago, HI . Twenty -two lectures yearly. (Chair estab¬ cine and Surgery. 1 lished in 1868.) Eclectic Medical College of the City of Hew York. ■ Hew York H. Y . . . Hahnemann Medical College and 1 Chieaoro, HI . . . Hospital. a An endowment of §5,000 has been bequeathed to the college by the late Chief- Justice Ellis Lewis, foi MEDICAL JURISPRUDENCE. CLXIX jurisprudence in ihe United States — Continued. Instructor. Text books used. John P. Gray, M. D., professor of psychological medicine i and medical jurisprudence. | Samuel St. John, M. D., professor of chemistry and medi- j cal jurisprudence. Frederic K. Marvin, it. D., professor of medical jurispru¬ dence and psychological medicine. Buckuill and Tnke, Manual of Psychologi¬ cal Medicine. Taylor's Medical Jurisprudence. Whar1t)n and Stil]6’s Medical Jurisprudence, Taylor, Beck. 1 WHliam T. Plant, M, D., lecturer on medical jurispru¬ dence. J. W. Underhill, M. D., lecturer on medical jurisprudence Guy, Taylor, Wharton and Stills, Elwell. Taylor, Elwell. Xo professor; lectures delivered by tho assistant physi¬ cian at Longview Asylum. Proctor Thayer, M. D., professor of medical jurisprudence - Conway W. Xoble, professor of medical jurisprudence - j i Taylor. Beck’s Medical Jurisprudence, Elwell's Mal¬ practice and Medical Evidence. Hon. J. "W. Baldwin, M. A., professor of medical jurispru¬ dence. Hon. Kufus Mallory, United States district attorney, pro¬ fessor of medical jurisprudence. J. Aitken Meigs, M. D., professor of “ institutes of medi¬ cine” and medical jurisprudence. Taylor, Beck, Wormley. Beck, Wharton, Tavlor, Still6. John J. Eeese, M. D., professor of medical jurisprudence. . ^ i Taylor's Medical Juiisprudence, (American edition, by Eeese,) Wharton 1- ' ••• .-.. ..r . ' v ^J,vv..:-Wnvi; ;.'•■•■■•• ^^r‘■ ■■■ ; r- ^ •■•-.,v^v r . ■ ‘■•>C.. -.V?-.' V ■ ■•{ ^M*. . .fir ..va'' V. "fe' ■ ■•'-.■’ >;'-:4, :5J',\,., . v.,.-‘'. ’ Wit: ..; , •'•'/-■:■ . “i ' . iz-'C V .7. 'r y ...f i. ■ *- ’ ' * ♦ *l . • V>* ^ ''■■* ' J.j'i;‘-i;^>'' ' ;;• ;"4. t > "t H V ' • -Mv' ■ ' • * ;• I •, _ , , ■•- -<■ t ;;. '* ?#■ ■'■■ / .V *i’.v :> '’■"' -m '•'« . V 't '.v"^ •/. l/ -/fi . ' ,'^ ri'S-t : >,'.■. ; j;-.f'{ ;> *, ' ■ *' ■ ■; f .’i'-.. .■t> A' .ill . ■■ U.riV.o^.: ■,,>:• •■ ..■ ^ ' ' ■ > ■'; ''fr j- ; i>-i .j; ;• -^ / v.:.T ,.J^{i ,y ;:'.V‘’.uA. vl'-f V ■ 'V'-'h ■ ^ I'iM ’ 'v. r . ,f. >vjv>?V ' • ' , ;' I./A tr, ; :V.;; '^>1 ■ ,i : f;‘/ y .v»i ; 'J I yV^tlr’ ;■]. r '■ '• ■' '..i. ,,.:. . ,. -^r jL’’^ ‘'^ ■•■'*''•^'^'^1,, '"'"i •■•' "‘'-.yiv. .. • ' Ht_ . ■ .'■ , .'..Ky .y' - vvMliL’-J i;-. * .-, .* .’ i '• ' ■; ■.a- 1 -i.’' *' < *] ■' ■’ • ' 'jk! I?,: , / ■ > .•■: • ' ‘. vr ^ if.’.t* .. i,.: . .. - . • . f* \ .j. ,. .;. :,./..i( !‘:'.i -.-vl (<« J I »? V ' . m ABSTEACTS FROM THE OFFICIAL REPORTS OF THE SCHOOL OFFICERS OF STATES, TERRITORIES, AND CITIES, WITH ADDITIONAL ISFORHATION FROM VARIOUS SOURCES. PREFATORY NOTE. The followinf: abstracts of education in the States and Territories are derived from a great variety of sources. First among these come reports of State officials, such as State boards of education and State superintendents of instruction ; next, those of county and city superintendents, school committees, acting * school visitors, and principals of State institutions. From" these is derived nearly all the 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. TThat concerns jirivate secondary schools is almost wholly from returns made by the principals of these to the Bureau of Educa¬ tion, supfdemented by catalogues and other documents. For the matter relating to universities, colleges, scientific and professional schools, dependence is based on the annual catalogues of these institutions, on occasional circulars issued by them, and on special retui-us, made usually in the autumnal and winter months, in reply to ciiculars of inquiry sent them by the Bureau. ' In every instance, official authority only is relied upon for statements distinctly and defi.nitely made, though sometimes a piece of interesting information from other than official sources may be given, with a reference to the quarter from which it is derived. In such cases, however, the effort is always made to verifj- the statement before it is committed to the press. The matter derived from the various sources above indicated is formulated, in the abstracts of educa¬ tion for each State, substantially in accordance with the schedule given below. GEXEEAL FLAX OF ABSTEACT. 1. Statistical sumjiart . - . (a) School population and attendance. (6y Teachers and teachers’ pay. (c) School districts and schools. (d) Income and expenditure. 2. State SCHOOL STSTtii . (a) Constitutional provisions. (b) Provisions of the school law. 3. Elementary instructiox . (a) Public school systems, marking specially anything new and noteworthy. 4. City SCHOOL SYSTEMS. 5. Training of teachers . (a) E'ormal schools and normal departments. (b) Teachers’ institutes. (c) Teachers’ department of educational journals. 6. Secondary instruction . (a) Academies. (b) High schools. (c) Preparatory schools. (d) Business colleges. • 7 Superior instruction . (a) Colleges for males, with universities. (b) Colleges for females. (c) Eesident graduate courses. 8. Scientific and professional instruction - (a) Training in scientific schools and agricultural col¬ leges. (b) Training in theology. (c) Training in law. (d) Training in medicine. 9. Special instruction . (a) Deaf, dumb, blind, npils, besides a normal department at the State University, enter into the State system; and so, also, in some sense do the State Agricultural and Mechanical College, the State University, and the State Institution for the Instruction of Deaf, Dumb, and Blind. SCHOOL FLTSDS. The provisions respecting the State school funds, permanent and annual, may be seen in article XII, sections 2-6, of the constitution above given. > Besides these funds, however, each county may raise, by special annual levy on all taxable property, an amount not exceeding ten cents on each hundred dollars, for the support of the common schools within it and for providing and equipping school- houses. ELEMENTARY INSTRUCTION. SCHOOL PRIYTLEGES EXJOYED. The report of Superintendent McKleroy for 187 4-’75,p. 6, states that “in all the coun¬ ties, aud in nearly every school district, one or more schools have been in operation,’’ aud “ that there are but few districts where schools for each race have not existed.” In those districts which, from special causes, were exceiitions to the rule, the youths de¬ siring to be sent to school have been transferred by the trustees to the schools of an adjoining district, and a proportionate amount of the fund apportioned to their towu ship and race has been paid to the teachers of the schools to which they were trans ferred. “ It is therefore believed that every person in the State, of school age, has had ALABAMA. 9 the opportnuity of attending tbo free public schools tinring the scholastic year.” The tables, intU*etl, show that of the 400,270 persons of school age, 145,797, or about 36 i)er cent, of the school population, have beeu in these schools. SUMMARY OF SCHOOLS. There were in operation, during the school year 1874-^75, a total of 2,610 schools for whites, wliich continued an average of 90 days, or 44 scholastic months. The attend¬ ance on these schools amounted to 91,202 ; the teachers in them ,were 2,675 j the sums paid for teaching reached §282,389.87. For the colored children there were 1,283 schools, continued for an average of 83 days, or 4f scholastic months, with au attendance of 54,595 pupils under 1,286 teachers, and at an exijense for tuition of §207,101.92. COST AND TIME OF TUITION. The average cost of tuition in the white schools has been §3.09 per pupil for the term of 90 days, or 69f cents per school month. In the colored schools it has beeu §3.79 per Xiupil for the term of 83 days, or 91| cents per school month. “It will be readily observed,” says the superintendent, “that the tuition of these pupils in iwivate schools would have been about seven times more than it has been uuder our free school system. It cannot be doubted that a large number of those who have enjoyed the advantages of this public education would not otherwise have been able to receive instruction in schools. It is also a fact that the schools have been kejit in ojieration during the past year much longer than in any previous year since the con¬ stitution of 1883 has been in force.” — (Eeport, p. 7.) ECONOMY IN ADMINISTRATION. In answer to the objections sometimes ignorantly made against the expenditure of such apparently large sums ujjon the schools, the report goes on, (|i. 9:) “ There are in the State 1,696 school districts, the area of each being six miles square, excex>t in the case of fractional townshiiis. In each of these districts there must be at least one school for each race, while in many of them more than one for each race is required to accommcdate all the children. So that, though the school fund may, in the aggregate, seem large, ic will be seen that rhe amount to each district, or to each school, is very small, when we consider among how many districts it is to be distributed, and then subdivided between the races in those districts. The whole fund of last year was only §1.39 xier capita of the school population, and only §3.874 per capita of those enrolled in the schools ; while the statistical tables show the average cost of tuition per jiupil to be only 81 cents a month. This is indeed cheaii education, and it demonstrates the utility and economy of a general State system of free public instruction. But for the free schools a much larger sum of money would be annually expended for tuition by those who now pay the taxes, and the benefits and blessings flowing from such expend¬ iture would fall far short of being so general.” SERIOUS FINANCIAL TROUBLE. The superintendent (p. 34 of his report) calls the attention of the governor to the painful fact that the general assembly at its session in 1875 reduced the rate of inter¬ est on the sixteenth section fund held by the State from 8 to 4 per cent., making a reduction of §73,491.66 in the annual school fund ; and that, by the same act, a still further diminution of §58,526.94, being all the interest on the surplus revenue fund, was caused to the school fund. This reduction of §127,018.60 in the already small annual income for schools is a serious thing ; all the more serious from the fact of the new constitution substituting an annual axipropriation, w'hich may be only §100,000, for the one-fifth of the whole State revenue previously assigned to schools. The super¬ intendent therefore urges the restoration of the interest on the sixteenth section fund to at least 6 iier cent., which, at the time of taking charge of the sale of sixteenth sec¬ tion lands, the State “forever jiledged” its faith and credit for the payment of; while he thinks that as the State is the trustee of this fund for the townships it ought to so dispose of it that it may yield the schools the legal rate of interest, which in Alabama is 8 per cent. Nor is this all. The constitutional provision changing the allowance of one-fifth of the State revenue for schools to §100,000 annual appropriation has been made to have a retroactive influence, cutting off §211,568 collected during the fiscal year ending Sej)- tember 30, 1875. This, added to the former great reduction, is a fearful diminutiou of the means for supporting jjublic schools and threatens very serious issues to them. Already, at the date of the report, three mouths of the scholastic year 1875-’76 had passed, and no school had been opened in the towmships, nor could be, the superin¬ tendent said, until the general assembly should appropriate such an amount as was necessary to equalize and generalize the fund and carry on the schools throughout the State. 10 REPORT OF THE COMMISSIONER OF EDUCATION. CITY SCHOOL SYSTEMS. The cities of Birmingham, Eufaula, Huntsville, Montgomery, and Selma report as follows in the tables appended to the State report for 1874-75 : Birmingham. — School population, 497 ; enrolled in schools, whites, 211 ; colored, 55; total enrolment, 266; average attendance in 5 white schools and 1 colored, 247. Number of teachers employed, 5 ; average monthly pay of teachers in white schools, $47.50 ; in colored, $30. Average number of white pupils to a teacher, 53 ; of colored, 55. Average cost of pupil per month, 62 cents. Eufaula. — School population, 784 ; enrolled in schools, whites, 127 ; colored, 125; total, 252 ; average attendance in 4 white schools and 3 colored, 159. Number of teachers, 7 ; average pay of these in white schools, $37.50 a month ; in colored schools, $33.33. Average number of white pupils to a teacher, 32 ; of colored, 41. Average cost of pu¬ pil a month, 73 cents, HimtsvUle. — School population, 1,653 ; enrolled in white schools, 199 ; in colored, 256 ; total enrolment, 455 ; average attendance in 5 white schools and 4 colored, 403. Teach¬ ers employed, 10 ; average monthly pay of these in both classes of schools, $50. Aver¬ age number of white pupils to a teacher, 30; of colored, 51. Average cost of pupil per month, $1.02. Montgomery. — School population, 3,327 ; enrolment in white schools, 525 ; in colored, 595 ; total enrolment, 1,120; average attendance in 9 schools for whites and 9 for col¬ ored, 880. Teachers employed, 18; average pay of these in white schools, $68.90 a month; in colored, $56.67. Average number of pupils to a teacher in white schools, 58 ; in colored, 65. Average cost of pupil per month, $1.23. Selma. — School population, 2,067; enrolment in white schools, 418 : in colored, 412; total enrolment, 830. Average attendance in 9 schools for whites and 5 for colored, 582. Teachers employed, 17 ; average pay of these in white schools, $84.86 ; in colored, $69.43. Average number of white pupils to a teacher, 41 ; of colored, 59. Average cost of each pupil per month, $1.36. ' Of these cities, Birmingham, Huntsville, and Montgomery have received from the Peabody fund, respectively, $700, $1,000, and $1,500 ; implying, in the first case, an aver¬ age daily attendance of 85 per cent, on an enrolment of 225 ; in the second, a like at¬ tendance on an enrolment of 300 ; and, in the third, such an attendance on an enrol¬ ment of 450. Two other places, Roanoke and Wetumpka, come in for an allowance from the same fund for 1876 of $300 each ; implying an enrolment of 100 pupils and an average attendance of 85. The rule of the trustees, in all cases where such aid is granted, is that the people are to grade the schools and provide a teacher for every 50 pupils ; and in the live cities whose statistics were first given there appears to have been such grading and provision for the white schools at least. Mobile presents, through her superintendent, E. R. Dickson, the following report, which includes, however, the schools of the county as well as of the City. School population, 25,400; enrolment in white schools, 2.855 ; in colored, 2,118; total enrol¬ ment, 4,973 ; average attendance in 45 white and 39 colored schools, 4,862. Number of teachers, 117; average pay of these per month in white schools, $61.76; in colored schools, the same. Average number of pupils to a teacher, in white schools, 36; in colored, 54. Average cost of pupil a mouth, $1.75. The average number of days the schools were taught here was 126, all having been kept open for three months or more, expept two, one of which was closed earlier from want of a suitable house and the other through a mistake of the teacher. Prompt payment of teachers has done much towards giving general satisfaction and has helped to improve the schools by imparting life and animation to the teachers. — (State report, tables 2-4, and p. 93.) TRAINING OF TEACHERS. NOKMAL SCHOOLS. There are now in operation three State normal schools. One of these, at Florence, is for the education of white male and female teachers ; the other two, at Marion and Huntsville, for the training of colored ones. At Florence there were, for the year l874-’75, teachers, 4 ; pupils, 126; a library valued at $3,000 ; furniture and apparatus valued at $5,000, and buildings estimated to be worth $30,000. At Marion, teachers, 3 ; pupils, 70; furniture and apparatus valued at $300, and buildings estimated to be worth $5,000. At Huntsville, teachers, 2; pupils, 84 ; no reported buildings, furniture, or ap¬ paratus. The State appropriation for these schools is: Florence, $5,000; Marion, $4,000 ; Huntsville, $1,000. The report of the American Missionary Association for 1875, pp. 44, 49, and 50, shows that it had under its care in that year 46 normal pupils at Talladega College, Talladega; 39 in Trinity School, Athens; 158 in the Emerson School, Mobile, and 14 in the Burrell School, Selma ; making, with those in the three State institutions before mentioned, 537 under preparation for the work of teaching. The Rust Normal School, Huuts\dlle, Methodist Episcopal, reports also 2 instructors, 122 students and 200 volumes in library. It is for the training of colored youths. ALABAMA. 11 teachers’ institutes. These valuable means of improving teachers already in the field seem at last to bo fairly set on foot. In four counties some incipient steps have been taken towards the formation of them, and in six others they have been held once or oftener with good, and encouraging results, in one instance quite a warm enthusiasm being awakened, not only among the teachers, but also among the people at the place of meeting, these begging for another session at the same place and in the same year. (County reports in that of State superintendent.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. . Of these, 215 for white pupils and 3 for colored ones appear in the tables appended to the State report ; but what are the studies pursued in them, or to what extent these * may be carried, is not indicated, beyond what has been stated under the head of “ schools,” above. PRR'ATE SECONDARY SCHOOLS. Of these, one school for boys in Tuskegee reports to the Bureau 65 pnxfils in an English course and 35 in a classical course, under two instructors ; drawing and music not taught, no laboratory for chemical manipulations, and no philosophical cabinet or apparatus, but a library of 400 volumes. Four others, for boys and girls, at Dadeviile, Collinsville, Greene Springs, and Talladega, report 2S0 in English courses, 50 in clas.s- ical, and 25 in modern languages. Music, vocal or instrumental, is taught in all these, and the ones at Dadeviile and Greene Springs have chemical laboratories and some philosophical apparatus : the latter reporting also a library of about 2,500 volumes, be¬ sides a society library of 1,500. The one at Greene Springs sends, besides its report, a programme of daily recitations, which shows studies well up in French, Latin, Greek, mathematics and natural sciences. PREPARATORY SCHOOL OF COLLEGE. One college reports 25 male students in its preparatoiy^ department, 15 of them pre¬ paring for a classical and 10 for a scientific course.— (Return to Bureau of Education, 1875.) SUPERIOR INSTRUCTION. UNTYERSITY OF ALABAMA, TUSCALOOSA. As at present organized, the university has two departments of instruction, the aca¬ demic and professional. The academic department is arranged on the usual plan of the southern universities, in eight independent schools, of Latin, Greek, English lan¬ guage and literature, modern continental langnages, chemistry and some related studies, natural philosophy, mathematics and astronomy, and mental and moral xjhilosophy. These schools were all in working order in 1674-’75, but, the chair of Greek being va¬ cant, instruction in that language had to be given by three other professors. The degrees given are those of graduate in a school, bachelor of arts, bachelor of philos¬ ophy, bachelor of science, bachelor of letters, and master of arts, all having specific conditions, based upon acquirements. An important change in the academic department is reported, from the “ college ” or “close system,” as it is sometimes called, to the “university” or “ oj)en system,” a change which involves the grading of the courses of instruction in the several schools in such a way as to meet the wants of beginners in those schools, as well as of more advanced students. By this arrangement, any applicant over fifteen years old, who has received a common school education, may enter the schools of the university with¬ out examination in regard to any fixed standard of literary qualifications, and may elect not only any school or schools in which to study, but any grade of any school in which he can study to most advantage. A military discipline is maintained, bnt so regulated as not to interfere with academic duties, while it helps to develop the manly form and bearing which mark the accom- phshed gentleman. OTHER COLLEGES. HOWARD COLLEGE, >IARION. This institution, under Baptist influences, claims, as its peculiarities: (1) A system of government which preserves order, secures good morals, stimulates to diligent study, and trains to habits of promx)tness, punctuality, and industry. (2) A system of rewards for the encouragement of scholarship. (3) No degrees, honors or jjromotions, except those based on attainments. (4) A course of study divided into ten distinct schools. (5) A mode of instruction which makes the student self-reliant, giving him 12 REPORT OF THE COMMISSIONER OF EDUCATION. power to master and appropriate the facts and philosophy of hooks, and to make original investigations in any subject of thought. The degrees conferred are bachelor of science, bachelor of arts, master of arts, and civil engineer, for each of which a specific amount of preparation is presented. — (Catalogue for 1874-’75.) SPEIXG mLL COLLEGE, MOBILE. Here, under the auspices of the Society of Jesus, students are trained in a prepara¬ tory, a commercial and a classical course, this last being divided into a third, second and first grammar class, a belles-lettres class, a class in rhetoric and a graduating class. The first two of these classes seem to answer essentially to the preparatory departments of many of our colleges ; the last four to our college classes proper. — (Catalogue for 1874-’75.) SOUTHEKX UNIVERSITY, GEEEXSBOROUGH. (Methodist Episcopal.) Organized ux)on the plan of separate schools, in any one of which a student may graduate, while to obtain a degree, such as bachelor of arts, he must graduate in a prescribed number of schools. To get that of master of arts, he • must go through all the schools and sustain an approved examination on a variety of designated studies. TALLADEGA COLLEGE. The report of the American Missionary Association, (Congregational,) by whose aid this college is largely sustained, gives the following statistics as indicative of the work it is effecting for the improvement of the colored race, of which mainly, if not wholly, its students are composed: Instructors, 12; students, college preparatory", 15; theo¬ logical, 14 ; normal, 46; grammar, 25; intermediate, 72; primary, 75; total, 247. It may thus be seen that its collegiate classes remain yet to be formed, its operations thus far having been largely preparatory. — (Report for 1875, p. 44.) COLLEGES FOR WOMEX. Nine institutions for the superior instruction of young woinen, authorized by law to confer collegiate degrees, report, for 1875: Instructors, 80,(18 male and 62 female;) students in preparatory departments, 260 ; in regular collegiate classes, 530 ; in partial courses, 71 ; in post graduate courses, 22. One other claiming the same rank, but not authorized to confer degrees, reports 63 students, without any classification of them, except that one is post graduate. These all teach music, drawing, and painting ; all but one French, and 6 German also; 6 have laboratories for chemical experiments, and 7, cabinets of philosophical appa¬ ratus ; 5, museums of natural history, 3, art galleries, and 4, some arrangement for phy¬ sical exercise. The accomplishments are thus pretty fully provided for ; the more sub¬ stantial studies, to some considerable extent. — (Returns to Bureau of Education.) Statistics of univei'sities and coUeges, 1875. Names of universities and colleges. Corps of instruction. Endowed professorsbips. Number of students. Property, income, Sec. Number of volumes in library. Preparatory. Collegiate. Value of grounds, build¬ ings, and apparatus. Amount of productive funds. C p 5 S 2 £ ^ . so 2 '5 ^ c ! ^ ZZ 5 S n ct 2 £ "2 5.3 ■2 s Sts c — tfi <1 Howard College . T.n Grange Coll pcTfi 6 0 25 77 j $05,000 $0 j so $.9, 000 $0 $0 al,800 Southern University . Spring Hill College. . . U niversity of Alabama 14 20 9 0 6131 0 71 100, 000 120, 000 120, 000 20, 000 ■ 300, 000 1 2,000 24,000 '45,’6oO 1, 500 ‘"'o' 0 '"'o* 0 a 3, 500 5,000 4,000 a Includes society libraries. b Unclassified. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENCE. The Agricultural and Mechanical College of the State, at Auburn, presents, as organ¬ ized, tour courses, one each in agricultnre, engineering, science and literature; this last embracing Latin and Greek, English in its linguistic elements and literature, philo ALABAMA. 13 sopbic and historical studies, and mathematics and natural science. The other courses, as detailed in the report to the State superintendent, (pp. 130, 131,) appear to be all full and good. L.A.W. In the professional department of the State University, at Tuscaloosa, and in the Southern ITuiversity, at Greensborough, are law schools, graduation in the former of which admits ipso facto to practice in the supreme court of the State. MEDICINE. In the schools of the Southern University a school of medicine is included, without any specific length of course, while the Medical College of Mobile has a two years’ course. THEOLOGY. Theological training is, in some slight degree, provided for at Howard College, at the Southern University, and at Talladega College, in which last colored students receive such instruction as is possible to prepare them for preachers to their race. — (Catalogues of colleges for 1874-'75.) Statistics of schools for scientific and professional instruction, 1875. . X 'x ! as X Property, income, Ac. 5 Schools for professional instruc¬ tion. 1 X X 5 X X 1 --2 £ 5 1 1 Number of student c 'o 5 c .s li 1 III 1 ill 1 S’ 1 ;> 1 Amount of pro¬ ductive fuiuls. C cS ^ o 11 g-S ^ E ! X ! X ' 'c 'x ' SCHOOr. OF SCIENCE. 1 i 1 Agricultural and Mechanical College of Alabama. 7 1 ooo ! 1 4 ' $100, 000 $259, 300 $16, 224 $600 64, 220 SCHOOL OF THEOLOGT. 1 1 Theological department of Talla¬ dega College. 2 14 4 SCHOOLS OF LAW. i College of Law, Southern Uni¬ versity. School of Law, University of Al¬ abama, 3 1 1 4 11 ! SCHOOLS OF ilEDICINE. i ! . College of Medicine, Southern University. Medical College of Alabama . ! 5 1 ^ 50 o i i 175, OCO 0 0 0 i . 500 a Also 33 preparatory students. b Includes society libraries. SPECIAL IX-STRUCTIOX. ALABAMA INSTITCTION FOR THE DEAF AND DUMB AND BLIND, TALLADEGA. In the deaf-mute department of this institution there are 4 instructors and 52 pupils, of whom 24 are males and 23 females. The branches taught are the ordinary English studies and mathematics.” There is a small museum of natural history and a library of 300 volumes to aid in the instruction of the pupils. Agriculture and gardening are taught. In the department for the blind there are 2 instructors and 10 pupils, with a library of 40 volumes. Xo special employments taught. The printed report for 1874 indicated the teaching of shoemaking and broom-making. Whether these are continued does not now appear. — (Report to Bureau for 1875.) 14 REPORT OF THE COMMISSIONER OF EDUCATION. LIST OF SCHOOL OFFICIALS IN ALABAMA. Hon. John M. McKlekoy, State superintendent of education, Montgomery. COUNTY AND CITY SUPEErNTENDENTS OF EDUCATION. • County. Superintendent. Post-ofiBce. T. L. Sadler..* . Prattville. Mount Pleasant. Eufanla. Bibb . Centreville. Bangor. Union Springs. Greenville. J ackson ville. W averly. Centre. Clanton. S. S. Mellen . Mount Sterling. Clarke . Grove Hill. Clay . A. S. Stockdale . Ashland. N. G. Mulloy . Chulafinnee. Elba. Tnscumbia. Belleville. Rockford. Andalusia. Rutledge. Clopton. Dallas . Selma. Wetumpka.* J. T. B. Foard . Pollard. Gadsden. Bavetto . . . B. F. Peters _ •. . - . Fayette C. H. BraTiklin . . . . . . _ I. J. Roofers _ _ _ _ _ _ _ _ Pleasant Site. (rrepno _ _ _ W. G. McCracken . . Eutaw. Gene-va . J. W. Hall . Geneva. Hale . John A. Jones . . . . Carthage. TTpnrv .T. W Fnstpr _ _ _ _ Abbeville. .Tapk.son J. S. Collins _ _ _ _ _ Scottsborough. J ptferson _ _ J. B. Rockett . . . Birmingham. T.flnflprflalft ,T. AT AUppms . _ _ Florence. T.flwrpnp.p _ - . -- . ... D C. White . . . . . Moulton. T.pp . _ _ _ _ _ J, F. Yarbrough . . . Loachapoka. Limestone . J. G. Dement . Athens. T.owndps .. _ AT. D. Robinson . Benton. "Mppoti _ _ _ . H. C. Armstrong . Hotasulga. Madison . W. P. Hewman . . Huntsville. Ararpiio-n . R. B. Crawford . - . Demopolis. ATarion . . . . . . E. Vickery . Pikeville. M.arsbnll A. J. McDonald _ ... . . - . Guntersville. Mobilp. _ E. R. Dickson . . Mobile. TVliiTi rn p. T. J. Emmons . . . . . . . Monroeville. A f nn t crnm pry . L. A. Shaver . . . Montgomery. AinrcrpTi _ . . _ W. M. Wood . Hartsell Station. T^prT Y PipkpTis . _ - J. M. Somerville . - . Bridgeville. ■UHkp, W^. C. Menefee . . ... _ _ _ Troy. "Randnlpb J. M. H. Guinn . . . . . Wedowee. Bussell . J. M. Brannon..... . . . Seale Station. Sanford . . . J. M. I. Guyton . Vernon. Skplbv . - . _ D. AV. Caldwell . Columbiana. r^laiT* R. F. Hewton . Ashville. Snintpr . _ .. _ . . M. C. Kinnard . Livingston. AV. L. Lewis . . . - . Talladega. n-JiPQlnAQQ. R S Cox . . . . . . . . Tuscaloosa. W alker . J. C. Scott . Jasper. YUpshiTiD'tnn ... . Millry. YUiip.oT - - _ _ J. T. Beck . Camden. Win^tn'n J ames Hilton . . . . Houston. r^i^Y TiiT’TniTicrTinTn L. H. Mathews . . Birmingham. Pify TT.nfaiila W^ H Patterson _ _ _ _ _ _ - Eufaula. Pity nf TTntiTflvillp S. 1. Mayhew . Huntsville. f''ity n-f ATnntrpnmPTy H M. Bush . Montgomery Pity ftplma. W. C. Ward . . . Selma, ARKANSAS. 15 ARKANSAS. STATISTICAL SUMMAJRY. SCHOOL POPULATION AND ATTEND.VNCE. Estimated number of persons of school age, (6 to 21) . 1S4, 692 Estimated number of males . 96,096 Estimated numbt'r of females . 596 Number enrolled in schools during school year . To, STS Average daily attendance in schools . 42, 6S0 TEACHERS AND TEACHERS’ PAT*. Number of male teachers employed in 2,134 schools . 1, 55^2 Number of female teachers employed in 2,134 schools . T40 Total number of touchers . 2, 322 Average pay of teachers not indicated. SCHOOL SESSIONS. The State superintendent 'W'rites: “There is no special time prescribed by law at which the schools shall commence. Those in the country usually begin about the 1st of July and close about the 1st of October, lasting three months. Some of the schools in towns open about the 1st of September, and continue nine or ten months, till the 1st of the succeeding May or June. INCOME AND EXPENDITURE. Eeceipts. Income from two-mill State tax, §230,033; from poll tax, $122,646 . $352, 6T9 00 lucome from local tax . 42S, 99T 00 Total income ftom State and local taxation . T81, 6T6 00 Interest on permanent fund, including rents of school lands . T, S60 00 Total receipts . T89, 536 00 Expenditures. On sites, buildings, and furniture . 54,912 64 On salaries of superintendents . . 24, 100 00 On salaries of teachers . . . 259, T4T OS On other things not specified . . 411, 240 25 Total reported expenditure . T50, 000 00 Expenditure capita of the school population . 4 06 Expenditure per capita of pupils enrolled in schools . 10 15 Expenditure per capita of average attendance . IT 5T SCHOOL FUND AND SCHOOL PROPERTY. Amount of available school fund . 135, 000 00 Amouut, including portion not now available . 1,2*22,500 00 Increase of permaueut fund in the school year. . 63, 15S 00 Estimated value of sites, buildings, and other school property . 355, 000 00 — (rrom returns by Hon. George W. Hill, State superintendent, for 18T5.) SCHOOL SYSTEM OF THE STATE. CONSTITUTIONAL PROVISIONS. The provisions of the new State constitution of 1ST4, as far as they relate to educa- tiou, were given in the report of this Bureau for that year, the chief one being that “ the general assembly shall provide, by general laws, for the support of common schools by taxes, which shall never exce^, in any year, two mills on the dollar on all the taxable property of the State, and by a per capita tax of one dollar, to be annually iissessed on every male inhabitant of the State over the age of twenty-one : Provided, That the general assembly may, by general law, authorize school districts to levy, by a vote of the qualified electors of the district, a tax not to exceed five mills on the dollar for any one year for school purposes.’’ 16 KEPORT OF THE COMMISSIONER OF EDUCATION. PROVISIONS OF THE SCHOOL LAW. “An act to maintain a system of free common schools for the State of Arkansas,” approved December 7, 1875. OFFICERS OF THE SCHOOL SYSTEM. As respects the common schools, the only officers provided for nnder the new school law of December 7, 1875, are a board of commissioners of the school fund, a State superintendent of public instruction, county examiners, and district school directors. As respects a full system of instruction by the State, the officers of the State Indus¬ trial University and of the State institutions for deaf-mutes and for the blind, might perhaps be included, though not referred to in the school law. PO AVERS AND DUTIES OF SCHOOL OFFICERS. The hoard of commissimie)'s of the school fund — composed of the governor, secretary of state and State superintendent of public instruction — is charged simply with the man¬ agement and investment of the common school fund belonging to the State, and with a semi-annual settlement with the State treasurer of all accounts relating to this fund. It is required by law to invest all moneys belonging to the fund, as they accu¬ mulate, in bonds of the United States or of the State of Arkansas. The governor is president of the board and the State superintendent secretary. The State superintendent — elected at first by a joint ballot of both branches of the general assembly — is, at the next general election, and every two years thereafter, to be elected by the qualified electors of the State. He has the general supervision of business relating to the free common schools ; must have an office at the seat of gov¬ ernment, and keep there all books, reports, documents, and other papers pertaining to his department; must furnish the county examiners with suitable questions for the examination of teachers and prepare forms for three grades of certificates to be issued by them; hold a teachers’ institute annually in each judicial district of the State; arrange the programme of exercises for each of these institutes and preside thereat; prepare a list of text books to be recommended to teachers and school officers through¬ out the State; make annual report to the governor (on or before the first day of No¬ vember in each year) of everything relating to the public schools and the school fund, with such plans as he may have matured for the improvement of both, appending to his report statistical tables, which shall show clearly the condition and results of the school system. These reports to the governor he is to have published and distributed among the various school officers, as also the acts of the general assembly relating to common schools, and the decisions of the courts respecting these. It is further his duty to make semi-annual apportionments of the moneys in the State treasury avail¬ able for school purposes, distributing them to the several counties on the basis of the number of persons of school age (6 to 21) residing in these counties the first Monday of July preceding such apportionment. The law giA'es him powerto grant State teachers’ certificates, valid for life unless revoked, to any persons in the State who shall pass a thorough examination in all the branches required for a county certificate, with the addition of algebra, geometry, physics, natural history, rhetoric, mental philosophy, history, Latin, the Constitution of the United States and of the State of Arkansas, and the theory and art of teaching. His salary is $1,800, and travelling expenses not to exceed $250. Counii) examiners, one for a county, come in place of the former county superintend¬ ents ; are to be appointed by the county court of each county at the first session after each general election; are to be of high moral character and scholastic attainments; and are to hold office till their successors are elected and qualified. Their duties are to examine and license teachers for the common schools, holding for this purpose quar¬ terly, at the county seat, in a suitable room, to be provided by the county conrt, a pub¬ lic examination, of which at least tAventy days’ preAdous notice must be giA^en. Persons who pass at such times a satisfactory examination in orthography, reading, writing, mental and written arithmetic, English grammar, modern geography, and history of the United States, and who are of good character and intend to teach, may receive from the examiner a certificate, ranking in grade as first, second or third, to correspond with the relative qualifications shown ; the first grade holding for two years, the second for one and the third for six months in the county where .giA^en. A record is to be kept of the name, age, sex, post-office address and nativity of each person thus licensed to teach, with the date and grade of the certificate granted ; and this record is to be an¬ nually reported to the State superintendent. Examiners are to encourage the inhab¬ itants of their counties to form school districts, to establish public schools, to send their children to these, and to furnish suitable text books for their use in school. They are to direct the attention of teachers and parents to the best methods of intellectual and moral culture ; to suggest feasible and improAmd plans for building and ventilating school-houses ; to labor to excite among the people an interest in public schools ; to receive the reports of subordinate school officers, and transmit to the State superin¬ tendent an abstract of these, with an annual report from themselves, which shall show ARKANSAS. 17 in tabular form a great variety of enumerated particular respecting the schools. They are also to number the school districts in their couuties from one upward; to keep iu their offices a record and degcriptiou of each district, and of the changes that may be made iu the boundaries of each; to report to the superintendent the number of deaf- mutes, blind and insane iu each district; and to appoint suitable persons to hold teachers’ institutes and examine teachers iu their respective counties, in case of ina¬ bility to attend such institutes and examinations themselves. District school directors— three for each school district — are directed by the new law to be elected at the hrst annual district meeting in August, after the passage of the act, to hold office for one, two, and three years, respectively, and afterwards one each year, to hold office for three years. Failure to accept office, in case of such election, involves for each elected director the forfeiture of $10 to the county treasury for the school fund of the district, and failure to attend to duty after acceptance involves a forfeiture of $25 to the treasury for the same purpose. The duties of directors are: (1) To have charge of the school affairs of the district, such as the care of school-houses, grounds, furnimre, and other property, the purchasing or leasing of sites and hiring or erection of buildings, with the sale or exchange of school property, when so directed by a majority of the legal voters of the district ; (2) to hire licensed teachers for the schools of their districts, making with them a written contract in duplicate, one to be kept by themselves and one by the teacher; (3) to procure from the county examiner, and furnish the teacher at the beginning of the term, a register for his school, requir¬ ing him to report iu said register, at the close of the school term, the number of days of such term, the name and age of each pupil, the date at which each entered the school, the days that each attended, the studies each pursued, the total number of days all pupils attended, the daily average attendance, and the number of visits from directors during the term ; (4) to visit the school at least once in each term, encourage the pupils iu their studies, and give such advice to the teacher as may seem to be re¬ quired ; (5) to submit, at the annual district meeting an estimate of the expenses of the district for that year, including those of holding school lor three mouths in the com¬ ing twelve, over and above the amount of State apportionment, and also an estimate of the expense per mouth of holding school beyond the term of three months, and of whatever else may be for the comfort and advancement of the school ; (G) to appear for the district iu all suits and actions at law brought by or against their district; (7) to draw orders on the county treasurer for the payment of wages due teachers, stating iu each order the services for which it is drawn and the name of the person rendering such service ; (8) to keep, through one ot their number, who shall act as clerk, a record of the proceedings of all district meetings, and a book of accounts with the county treasurer and district, and have this, when approved, filed with the records of the dis¬ trict ; (9) to report to the clerk of the county, within ten days after any school meet¬ ing, so much of its proceedings as pertains to the election of officers, and on or before the first of October in each year so much of their record, attested by the chairman of the meeting, as shows the amount of money voted for school purposes at the annual meeting; (10) to make annually, between the Ist and 10th days of September, a written report to the couuty examiner, verified by affidavit, of everything belonging to the school affairs of their district, failure to make such report involving liability to any damages the district may sustain from the neglect; (11) to settle, at the close of the school year, with the county treasurer; (12) to cause the public schools of their district to be closed on the days appointed for examination of teachers for their county and during the session of the teachers’ institute. Thay have the power to suspend pupils from school for the term, at the instance of the teacher, for gross immorality, refractory conduct, insubordination or infectious disease; power also to permit persons over school age to attend school, under such regulations as they think proper; and power to permit a private school to be taught in the district school-house when it is not occupied as a public school. The only recompense provided for the performance of their duties, beyond the consciousness of well doing, appears to be that, in common with county examiners, they are exempted from working on the roads and serving on juries during their term of office. SCHOOLS. The minimum school term contemplated by the law is three months of twenty school days each. No State provision for grading the schools appears in the law, ex¬ cept it be in special city charters granted by the legislature before the passage of this act. A State industrial university now opens its doors to properly prepared pupils from the lower schools, and offers them opportunities for higher training, while special training for unfortunates is provided in State institutions for deaf-mutes and the blind. SCHOOL FUNDS. The common school fund of the State is derived from the sales of lands granted the State by the General Government ; from money, stocks, bonds, lands, and other prop¬ erty now constituting the basis of any fund for purposes of education ; from the pro¬ ceeds of escheats, sales of estrays, unclaimed dividends or distributive shares of the 2 I 18 REPORT OF THE COMMISSIONER OF EDUCATION. estates of deceased persons ; proceeds of land sales paid over to the State by the United States with the consent of Congress ; 10 per cent, of the net proceeds of the sales of all State lands ; and all grants, gifts, or devises made or to be made to the State and not otherwise appropriated by the terms of the gift, grant or devise. The annual income from this fund, with the proceeds of an annual poll tax of one dollar on each male inhabitant over twenty-one, and an appropriation from the public revenue, not to exceed two mills on the dollar of all taxable property, is to be each year apportioned to the counties for the support of public schools, and may be supple¬ mented by an annual tax of not more than five mills on the dollar in each school dis¬ trict, and by the proceeds of the sale or lease of sixteenth section lauds. CITY SCHOOL SYSTEM. LITTLE ROCK, 1874-75. Officers. — The board of school directors consists oi six members, one-third retiring each year. The year. — The schools opened this year under very adverse circumstances. In fact, it was long a question, with the debts against the several school funds, whether it would be sound policy to open the schools at all. But as it was necessary to maintain a school three months to enable the directors to levy a tax for their support and draw their pro rata from the State, they were finally opened and kept up for tliree months. They were then turned over to the teachers to be kept as private schools as long as there was patronage to maintain them. Statintics. — Population, 18,000 ; children of school age, (5 to 21 years,) 8,079 : number of buildings, 9 ; number of sittings, 1,420 ; number of children enrolled, 1,388; percent, of attendance, 90; number of days schools were taught, 57 ; number of teachers em¬ ployed, principals, 4 ; assistant teachers, 23 ; total, 27. The schools were not opened for the spring term ; but it was determined to open them in September for a term of ten months and a corps of teachers, the equal of those of any preceding year, has been secured. — (School director’s reporo for 1874-75.) TRAINING OF TEACHERS. NORMAL DEPARTMENT OF UNIVERSITY. As stated in the report of this Bureau for 1874, a department for the training of teachers exists in the Industrial University of the State at Fayetteville. It is designed to furnish a thorough course of instruction to all who desire to teach in the public schools. Applicants for admission must be of good moral character, and must, if males, be sixteen years of age, if females, fourteen. They must pass a satisfactory examina¬ tion in common English studies, and ou admission receive tuition free in a three years’ course. The number of instructors is 2 ; of male students, 24 ; of female, 34 ; of grad- utes in the last scholastic year, 10, of whom 8 have engaged in teaching. Drawing and instrumental and vocal music are taught. A training school exists in conjunction with the normal department and under the supervision of its principal, though under the immediate charge of a special preceptress. In this the students of the normal department have an opportunity to study methods and get some practice in teaching. — (Catalogue of university for 1874 and return to Bureau for 1875.) PINE BLUFF NORMAL INSTITUTE. This institution, at Pino Bluff, on the Arkansas River, is devoted mainly to the train¬ ing of teachers for the colored schools, under the auspices of the Ameiican Missionary Society. It reports, at the close of 1875, resident instructors, 3 ; male students, 73 ; female, 83; instruction in drawing, vocal and instrumental music, and a model school to aid in instructing pupils in the art of teaching. Some of them are said by the prin¬ cipal to exhibit already much tact in teaching, while a number are out exercising their gifts in that line in the schools. — (Report of American Missionary Society for 1875, and return to Bureau, 1875.) teachers’ institutes. The county teachers’ institutes provided for in the new school law, will afford to skilful county ofiScers a means of steadily improving the teaching force already in the field. But as it will take some months to get the machinery of the new law in motion, notice of its working in this direction will have to be deferred to the report for 1876. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The only high schools known to be at present existent in the State are one at Van Buren and two at Little Rock. , From the former no report has been received. From the latter there is a published report showing that the Sherman High School graduated its first class of 4 girls .and 1 boy iu 1873, gave diplomas of graduation to 3 others in 1874, and in 1874-75 was unable, because of the political strile then agitating the city. ARKANSAS. 19 to carry forward to graduation the class of 6 which was preparing to come forth in 1875, the public schools having been closed December 4, 1874. In 1872-73 steps were taken to establish, also, a colored high school at Little Rock, and after a satisfactory examination by a special committee appointed for that purpose, 11 pupils were reported as having reached the necessary standard, and were formed into a high school class in the Union School. Of these, 9 are said to have entered m the fall and remained during the year. This high school deiJartment appears to have continued in operation till the closing of the schools, in December, 1874, bat there is no record of any graduation. PRIVATE SECONDARY SCHOOLS. Four schools for boys and girls, claiming secondary rank, report, for 1875 : Instructors, 9 ; pupils, 389^ of whom 58 are in classical studies and 10 in niodern languages, the re¬ mainder in English only. The prevailing poverty is sadly shown in the proportion of pupils to instructors, 389 to 9, a ratio of 43.2 pupils to 1 teacher. The same is indicated in the fact that in no one of these schools is drawing taught, and in only one both vocal and instrumental music. Of the other three, one gives instruction in vocal, one in instrumental, and one in neither. None of the four reports the posses.sion of chem¬ ical or philosophical apparatus, or of a library. One, however, at Bentouville, sent 3 students to college in 1874, and had, at the date of its report, 10 preparing for a class¬ ical course at college and 5 for a scientific course. — (Returns to Bureau, 1875.) One other apparently secondary school sends a brief circular, bnt no statistics and no description of its lourse, PREPARATORY SCHOOLS OF COLLEGES. In the preparatory departments of the several colleges there are reported, in all, 243 students, all supposed to be engaged in studies preliminary to a collegiate course, though only 23 are specifically so returned. — (Returns to Bureau of Education, 1875.) SUPERIOR INSTRUCTION. ARKANSAS INDUSTRIAL UNIVTERSITY, FAYETTEVILLE. This institution, meant to serve the purpose of both a State agricultural and mechan¬ ical college and a State university, is located in the hilly region toward the western border of the State, a situation eminently salubrious and l^autifnl. Still in its infancy, its preparatory students are all taught together till they reach ihe freshman year, after which those of the several departments continue to be taught together, so far as they pursue the same studies. The technical work onlj' is done separately. The grounds, buildings, and apparatus are valued ar §140,000 ; the productive fund, at $130,000; the income from this, at $10,400 ; the receipts from tuition fees, at $2,000. Two hundred and nineteen State scholarships are provided for, with apparently as many in the normal department ; but the number of students is not given, except 8 in the first year of the agricultural course and 3 in partial course. The number in the normal department was stated under the head of “Training of Teachers.” — (Catalogue for 1874 and return for 1875.) ARKANSAS COLLEGE, BATESVTLLE, (Presbyterian,) with 3 male instructors and 1 female, reports 54 male students and .34 female, in a course comprising a preparatory year and three collegiate years. Of these, 48 are pursuing an English conrse and 40 a classical one. The course seems w^ell up, in respect to studies, though brief in its duration. Vocal and instrumental music are taught, and there is a small chemical laboratory, with some philosophical apparatus, and a library of 400 volumes. — (Catalogue and return for 1875.) CANE HLLL COLLEGE, BOONSBOROUGH. (Cumberland Presbyterian.) Affected, like many other institutions of the State, by the financial and political embarrassments which have hindered progress, this college, chartered in 1852 and reorganized after the war, in 1868, seems rather to have retro¬ graded than advanced during the year past, reporting only 73 preparatory students for 1874- 75, without any students in the collegiate course. Faculty, 4 in number. — (Return for 1875.) ST. JOHN’S COLLEGE OF ARKANSAS, LITTLE ROCK. (Masonic.) Organized on the military basis, which is popular in the Southern States, and aided by the influence of the masonic order, which has given it $5,000 in the past year, the effect of the prevailing embarrassments is still shown here, only 1 student being reported in the collegiate course, the remainder, 49, being in the preparatory course, 23 of them looking forward to collegiate studies. Faculty, 4 in number ; income from productive fund, $1,800; from tuition, $600. — (Return for 1875.) EVENTNG SHADE MALE AND FE3L4LE COLI^EGE, EVT5NING SHADE. This reports in its preparatory department 43 male and 52 female students, and in the freshman class of its collegiate course the same numbers of each sex, inducing the impression that the two sets are identical. — (Return for 1875.) 20 EEPORT OF THE COMMISSIONER OF EDUCATION. Statistics of universities and colleges, 1875. Names of university and colleges. Corps of instruction. { Number of students. z 1 Property, income, &c. Number of volumes in library, j X X ’ P- ■ t' L 1 c ! S "s ! ^ K j ^ Collegiate. Value of grounds, buildings, and ap¬ paratus. Amount of productive funds. Income from product¬ ive fuuds. Receipts for the last year from tuition fees. 'x ^ X ce a t. s f FRAXCISCO, Has been doing active work the past year. Many orphan children of the Israelitish faith have been protected and educated. This society, though only in the fourth year of its existence, has done much toward the relief and education of destitute children and distressed persons of maturer years. It is well organized, and proposes to enlarge its work the coming year. — (Mrs. S. B. Cooper.) SCAXDIXAYIAX LADIES’ RELIEF SOCIETY. Organized, 1874. The object of this society is the founding of a home for the needy, sick, and destitute, and for the care and education of the children who belong to the destitute of the Scandinavian race. It has started under most encouraging auspices. Already much good has been accomplished, although the society is still in its infancy. — (Mrs. S". B. Cooper.) SOCIETY FOR CHRISTIAN WORK. This society is connected with the First Unitarian Church, and is one of the most active agencies for good. It conducts a free sewing school for the education of poor children in this industry. Over 300 children avail themselves of the advantages offered. It also distributes to the prisons, jails, hospitals, and asylums contributions of reading matter, which are deposited in a box in the vestibule of the church. During the past year there have been distributed by this society 441 books, 2,859 magazines, 4,762 news¬ papers, among 15 public institutions. Besides carrying much of pleasure, these docu¬ ments are promotive of enlightenment and profit. — (Mrs. S. B. Cooper.) TEACHERS’ MUTUAL ALD SOCIETY. This society, organized in 1873, has done good work in the relief of sick and disabled teachers. The board of directors meets semi-monthly, at the rooms of the board of education, and mutual assistance is pledged and rendered to any teacher in the San Francisco school department who may require it. — (Mrs. S. B. Cooper.) ST. Mary’s library association. This society was organized in 1874, for benevolent and literary purposes. It meets semi-monthly, and its object is to provide for the temporal welfare and literary ad¬ vancement of needy members of the Catholic faith. — (Mrs. S. B. Cooper.) LIBRARIES OF SAN FRANCISCO. We now claim to have a population of upwards of 240,000, and the three principal libraries — the Mercantile, Mechanics’ Institute, and Odd Fellows’ — contain about 100,000 volumes of reading matter. The Mercantile Library has 40,000 volumes and the other two 30,000 each. In addition to these there are some smaller ones, each containing five or six thousand volumes, and several circulating libraries. From the three libraries named above during the past year about 240,000 volumes were drawn, or one volume for every one of our population, including men, women, and children. From the Mercantile Library were taken 84,763 books ; from the Odd Fellows’, 78,700 books. Each of these libraries has a large reading room well filled with all the daily and weekly papers and magazines, and well patronized by the members of each. The membership of the three libraries amounts to 7,364, divided as follows : Odd Fellows’, 3,847; Mercantile, 2,041; Mechanics’ Institute, 1,476. The aggregate income from the three libraries the past year was nearly $61,000 ; the expenditures $60,400, leaving a small balance in favor of the management. The Mercantile Library charges an initia¬ tion fee of $2' and quarterly dues of $2 each ; the Mechanics’ Institute charges $1.50 quarterly per member. The Mercantile Library is a large and massive edifice ; library and chess room are on the second floor, and the reading room on the floor above. There is still a story above this. During the past year this society has printed a cata¬ logue of its books at an expense of nearly $12,000 for 1,650 copies. These three insti¬ tutions alone are sources of vast information to our community, and help greatly to CALIFORNIA. 41 increase the intelligence of our people. And ^vhen we add to these all the well- stored private libraries, the circulatiug libraries of less pretension, the vast number of books purchased annually at all the bookstores, besides the numberless newspapers and magazines taken and read, we may truly consider our intellectual advantages the crown and glory of our American citizenship. THE MILITARY LIBRARY of San Francisco was organized in 1673. It is sustained by ofiBcers of the National Guard of the State of California. It contains 900 volumes aud 150 maps. Any person may become a member by the payment of §5. There are no subsequent dues. lYSTITUTIOX FOR THE DEAF AND DL':MB AXD THE BLIND, NEAR OAKLAND. On the 17th of January, 1875, this beautiful structure was destroyed by fire. Fortu¬ nately there was no accident to life or limb, though most of the teachers, employes, and children lost all their effects. The directors took immediate action, and arrangements were made for the temporary shelter of the children ; the annual vacation was at once declared, in place of the usual midsummer one. A committee of leading citizens came forward and gave their personal notes for a sum sufficient to erect temporary buildings, until the legislature should convene in 1876, depending on an adequate appropriation by that body. W’ith the greatest activity, it will take two years to put up a proper building, and in the mean time the natural increase of the deaf and dumb, augmented by the vast tide of immigration setting toward this favored land, goes steadily on. Statistics prove that there is 1 deaf-mute in every 2,000 of population ; of blind, about 1 in 1,500. The total receipts from all sources during the past two years are $101,923.22. The total expenditures have been §101,923.22. The number of pupils received in the same period, 113 : deaf and dumb, 75 ; blind, 38. Of these, the number remaining in the institution July 30, 1875, was 94: deaf and dumb, 64; blind, 30. The health of the inmates has been uniformly good ; their conduct has also been good, and, as a conse¬ quence, the educational department has progressed satisfactorily. The temporary abandonment of a portion of the mechanical department is a source of regret, but the only remedy lies in the early reconstruction of the institution, when the present build¬ ing will be restored to the use for which it was designed. The loss of this splendid stone edifice, costing §150,000, together with all its valuable equipment, is directly traceable to its wooden roof. Besides this, the lives of its helpless inmates were imper¬ iled, and all for the lack of the comparatively trifling outlay necessary to cover it with slate. The importance of constructing buildings intended for the care and protection of unfortunates in such a manner as to reduce the fire risk to a minimum can scarcely be overestimated. For the last two years the discipline of this institution under its principal, Warring Wilkinson, M. A., has been maintained almost entirely by the stimulus of the roll of honor. The pupils study diligently, and are daily developing the better traits of man¬ hood and womanhood. — ^(Mrs. S. B." Cooper, from appendix to State report, pp. 427-439.) STATE PRISON SCHOOL. The employment of the larger portion of the convicts in the workshops deprives them of the privilege of the school during the week, thus reducing the school days to Sundays. During the year the school days had an average attendance of 210, of which number 28 acted as assistant teachers. Of the 210, 156 were Caucasians, 23 Chinese, 26 Indians, 5 negroes. The difl'erent branches of study were distributed as follows : Reading and writing, 122; arithmetic, 35 ; English grammar, 20 ; German, 9 ; Spanish, 16; miscellaneous studies, 9. The progress made by the large majority of the pupils is satisfactory. The necessity for a rule compelling the convicts, or at least such as are without the rudiments of an education, to attend school is very apparent. On this subject Mr. Smith, the instructor of the convicts, says : “ Other things being equal, the community which is the best educated is the freest from crime. Our prison statistics show that our criminal population is generally illiterate. Many of the con¬ victs can neither read nor write. If the State prison be a reformatory institution as well as a place of punishment, all reasonable measures should be taken to prepare the convict tor a better life when his term of incarceration shall have expired ; and surely to instruct him in the simpler branches of study will be a benefit to him, and indirectly to the community.” The library has 3,103 volumes, a large portion of which are historical, books of travel, and biographies. Number of prisoners who have drawn books from library, 600. Total number of books issued during the year, 17,400. A taste for reading has been developed in many of the prisoners, thus improving and benefiting them. Mr. Smith relnarks: “My observation leads me to believe that the average convict who can read is hardly less sensitive to good influences than is the average man who has never been tempted to commit a crime.” — (Mrs. S. B. Cooper ) 42 REPORT OF -THE COMMISSIONER OF EDUCATION. CITY AND COUNTY INDUSTRIAL SCHOOL. Number of inmates remaining in the institution July 1, 1875, 222. Of these, 166 were boys and 56 were girls. Twenty of the States of the Union were represented and 13 foreign countries ; 194 of the inm^ates during the year being native born and 31 of foreign birth. During the past year, besides those granted leave of absence and discharged at the solicitation of parents and guardians, 58 boys have been placed with farmers and tradesmen ; 17 have been shipped into the naval service of the United States and 5 on board merchant vessels. The band of the institution, consisting of 19 boys, has made great improvement during the year, and is a pleasing feature of the school, having an elevating and humanizing influence on the inmates. Some of these boys are developing into first class musicians, and will doubtless adopt music as a pro¬ fession. The library numbers 800 volumes. ^ In the school department there are two sessions daily. Text books employed are similar to those used in the public schools of the State. There are eight grades in the school, classified as follows : the first, second, and third grades belong to the first class ; the fourth and fifth, to the second; and the sixth, seventh, and eighth, to the third class. Total in first class, 45 ; total in second class, 57 ; total in third class, 60. Whole num¬ ber attending school June 30, 1875, 162. The classes, during the past year, have been closely graded. All in all, the year has been one marked by constant improvement. — (Mrs. S. B. Cooper.) SAN FRANCISCO TRAINING SHIP JAMESTOWN. This vessel is established under authority contained in an act of Congress of June 20, 1874, to establish marine schools, and an act of the California legislature of Febru¬ ary 15, 1876, to establish and maintain a training ship at the port of San Francisco. The ship is furnished by the General Government equipped for service and officered by gentlemen selected from the Navy. The city of San Francisco bears all the expense of maintaining the vessel, the management being vested in the board of supervisors of the city and county. She will be stationed in the bay of San Francisco, except when cruising for the practical instruction of the pupils on board. About one-half the time will be thus employed. The object of the training ship is declared by law to be the instruction of boys in practical seamanship and navigation and nautical evolutions, in order to fit them for duty as sailors and officers of merchant vessels. It is intended to make a charge for the admission of pupils sufficient to defray the cost of their food and clothing simply, all books and instruction being free. In order to give to all classes opportunity of taking advantage of the benefits of the school, the city will remit all charges in cases of poor but deserving boys. The only bar to admission is conviction for crime, and no one will be received on board as pun¬ ishment or in commutation of punishment for crime. The studies pursued will be chiefly nautical, practical instruction' predominating, but it is also intended to give as thorough instruction in English studies as the term of service will permit. The long¬ est term of service will be two years, and for that time the city assumes all the duties and responsibilities of legal guardian of the boys on the vessel. When boys are found at any semi-annual examination to be qualified for duty afloat, they may, with their consent, be apprenticed to regular sea-going vessels, either of the Navy or mercantile marine. The Jamestown will be fairly in operation early in April, 1876, and will be pre¬ pared to take on board about 250 boys, should so many apply for admission. It is believed that about 200 boys per annum will be instructed and sent to sea from the training ship after she is in operation. — (Mrs. S. B. Cooper.) LIST OF SCHOOL OFFICIALS IN CALIFORNIA. Hon. Ezea S. Cake, State superintendent of public instruction, Sacramento. STATE BOAED OF EDUCATION. Name. Office. Post-office. His excellency William Irvin . Ex officio president . Sacramento. Hon. Ezra S. Carr . . . . State superintendent of public instruction, sec¬ retary. Sacramento. Henry N. Bolander . . Superintendent of San Erancisco County com¬ San Erancisco. mon schools. W. E. B. Lyncli . ' _ Superintendent of Alameda County common schools. East Oakland. E. Rousseau . . . Superintendent of Santa Clara County common schools. Santa Clara. S. G. S. Dunbar . . Superintendent of San Joaquin County common schools. Stockton. E. L. Landis . Superintendent of Sacramento County common schools. Sacramento. A. C. McMeans . . . Superintendent of Sonoma County common schools. Santa Eosa. Charles H. Allen . Principal of the State Normal School . San Jos6. CALIFORNIA. 43 List of school officials in California — Concluded. CITT SL'PEEIXTESDEXTS. Xame. Post-office. Hoc. Villi am L. Lnckey . Hon. Add. C. Hintson . Hon. F. M. Campbell . Hon. H. X. Bolander . Hon. D. C. Stone, deputv superintendent . Hon. L. J. Chipman - . Hon. George S. Ladd . TTnn Tlinmaa TT. . _ . 1 j Los Angeles. Sacramento. 1 Oakland. San Francisco. ! San Francisco. San Jos6. ' Stockton. Marysville. COr^NTY SUPEKISTEXDEXTS. [Term, tvro years from first Monday in March, 1S76.] Cotmty. Superintendent Post-office. j East Oakland. V. H. Sto'wes . 1 1 Plymouth. i Oroville. [ San Andreas. Princeton. [ Pacheco. ! Crescent City. 1 Elacerville. j Fresno. TTniohnldt _ _ _ _ F. C. Cummings . . . j 1 Eohnerville. Tnvrt _ John V. Svmmes . . ■ Independence. TTatti -- _ _ L. A. Beardsley . i ! Bakersfield. Lake . . . . . . . . Louis V allace . . 1 Lakeport T.aaseri _ _ _ _ S. A. Doyle _ _ _ _ _ _ _ _ Janesville. Los Angeles . . . Thomas A. Sasen . . ' ! Los Angeles. "NrariTi _ _ _ Samuel Saunders . . . I San BafaeL Mariposa . . . . Bichard Kane . . . . . . 1 Mariposa. Mendocino. . . . . . John C. Kuddock . ' 1 Ukiah. ^ferced . . . . . . B. F. Fourier _ _ _ _ Merced. Modoc . . . . T. Estes . . . ....... _ ...... Ceotreville. "Nfonn . . . . Miss Ahce V alker . . . Bridgeport. [Monterey . . . . . B. C. McCroskey . . . Salinas City. _ L. Fellers . Xapa City. evada .......... ... _ .......... E. M. Preston _ _ _ _ Xevada City. Plur.pr . . - _ _ _ Eno'en 6 Calvin . . . . . AubnTn. Plnmas . . . . . . . V.*S. Church . La Porte. SarramPTito .. _ F. Tj. T.andis _ _ _ _ _ Sacramento. • San TlpTiitn TT Z Aforria _ _ Hollister. San Bernardino . . . . Charles B. Paine . . . . San Bernardino. San T)ipwn _ _ F. X. Pauly . . . San Diego. San Francisco . . . TT X. Bolander _ _ _ _ San Francisco. San .ToaQnin _ S. G. S. Dunbar . . . | [ San Joa 11 1 ! 1 . u 5 iH si's Nuinbor of voluiu library. SCHOOL OF SCUXCE. 1 i ! Sheffield Scientific School of Tale j College. 224 3 $250,123 $17, 000 5,000 SCHOOLS OF THZOLOGX. 1 i 1 Berhelex Divinitv School . - 39 3 16,000 7,000 ' 2,000 Theological Instimte of Connecti¬ cut. Yale Divinity School . 3 4 16 3 100 3 10 4 ^ 247, 544 15, 000 SCHOOL OF lAW. Yale Lavr School . 13 54 2 1 i i . 1 3,000 SCHOOL OF iUDIcnOE. Medical Institution of Yale Col¬ lege. 9 1 42 3 1 i |a-$200, 000 25,000 i 2,200 a Talae of buildicgs and apparatus. SPECIAL E\5TEUCTION. HAPvTFOED ORPHAN ASTLOI. Children of from 3 to 1’2 years of age, deprived of the guardianship of their natural protectors are here sheltered, and trained in reading, writing, arithmetic, vocal music, and household industries. At 12 years of age they are indentured in families to serve till 21. Of the 60 inmates, 9 are absolute orphans, 33 half orphans, and the re¬ mainder made dependent by other means upon the care of the institution. Teachers and officers, 7. — (Eetum for 1875.) CONNECTICUT ESTOUSTSIAL SCHOOL FOR GIRLS, JLIDDLETOWN. Stubborn and unruly girls that refuse to obey those who have the proper charge of them, truants, vagrants, beggars, those found in manifest danger of falling into habits 58 REPORT OF THE COMMISSIONER OF EDUCATION. of vice and immorality, with such as have committed offenses punishable by fine and imprisonment, short of imprisonment for life, are put by the State under industrial and reformatory training at this institution. Ninety-eight pupils of this character, from 8 to 16 years of age, (85 white and 13 colored,) under 12 instructors, were thus in training in 1875, being taught reading, writing, arithmetic, geography, grammar, and history, with housework, sewing, laundry work, paper box making, dairy work and gardening. Of those so trained in the past, 78 per cent, are said to have become useful members of society. — (Return for 1875.) CO^TN’ECTICUT STATE REFORM SCHOOL, WEST MERTDEX. A change of principal at this school has resulted in a change of system. The old plan of close confinement and coercion has yielded to one of larger liberty and greater trust. The cells in which boys were locked at night have been torn away, and a light and airy dormitory formed in place of them. Fewer bolts and bars, and more appeals to a sense of honor and desire for approbation, seem now to mark the plane. And thus far the system seems to be working well ; the boys, in common with most human beings, loving to have confidence placed in them, and often trying to show themselves worthy of its exercise. Training in various industries still goes forward in connection with the ordinary studies of a school, it being felt that nothing is so much needed by boys of the clasa here gathered as that they should go out knowing how to work, and with a capacity to sustain themselves by their exertions. Tailoring, cane seating, machine knit¬ ting, farm work, and assistance in repairs and improvements of the buildings have given useful occupation to the inmates, and with good results. Six teachers, besides the principal, with 10 superintendents and assistants in different departments, have had under them in the past year 284 boys, 140 of whom could read books generally, 110 others read in easy books, while 40 have been in the merest ele¬ ments. Arithmetic, grammar, geography, natural philosophy, and even elementary al¬ gebra have been studied, in addition to reading and writing, and in view of the mate¬ rial to work upon fair progress seems to have been made. — (Report for 1875.) AMERICAN ASYLUM FOR INSTRUCTION OF THE DEAF AND DUMB, HARTFORD. Pupils from all the New England States are received and instructed here, the num¬ ber present May 1, 1875, being 218 ; the total number under instruction during the year preceding that date, 270 ; the average attendance during the year, 222. Officers, a prin¬ cipal and 17 instructors, besides the attending physician, steward, assistant steward, matron, and 2 assistant matrons, with a master of the cabinet shop, master of the shoe shop and mistress of the tailor shop. The employment of the pupils in these shops is considered one important means of educating them to respectable industries and pre¬ paring them for eventual self-support. Ten of the boys, after some years’ instruction for three hours daily in the shoe shop, are said to be able to earn for themselves two dollars a day at shoemaking, and as many more have acquired in the cabinet shop sufficient skill at cabinet making to be able to go into a shop and support themselves. With training in these industries is combined instruction in ordinary English studies through a course of seven years, in the language of signs, and in articulation, Mr. Bell’s method of “ visible speech” being used in teaching this last. Forty pupils in all have been instructed in this branch one hour daily ; experience, the principal says, confirm¬ ing a previously expressed opinion that few except the semi-mutos and semi-deaf can be advantageously taught articulation. — (Report for 1874-’75.) WHIPPLE HOME SCHOOL FOR DEAF-MUTES, MYSTIC RIVER. This school was founded by Jonathan Whipple, who claimed to be the first in this country to show that deaf-mutes may be taught to talk with the organs of speech and to understand conversation by watching the motions of the mouth. This manner of communicating with the deaf is made the basis of instruction in the school. The pres¬ ent principal, a grandson of the founder of it, receives and instructs with the aid of two lady teachers a limited number of deaf-mutes. — (Circular and return for 1875-76.) EDUCATIONAL CONVENTION. STATE teachers’ ASSOCL4TION. This association held its twenty-ninth annual meeting in Hartford, October 21 and 22. The Rev. Dr. R. S. Dennen, of New Haven, delivered an able address on “ True culture,’^ and papers were read on “The school room versus health,” by C. C. Dudley, of Bridge¬ port ; “The course of study in lower grades,” by Superintendent S. Crosby, of Water- bury ; “ Detention of the pupils after school hours,” by James D. Whittemore, of New Haven High School; “The science of teaching,” by O. P. Ames, of Waterbury ; “The prerequisites for success in teaching,” by Prof. I. N. Carlton , of the Normal School at New Britain ; “Our public schools,” by Dr. Judah Wecheler, pastor of the Jewish congrega- CONNECTICUT. 59 tion in New Haven; “Future education,” by Superintendent Ariel Parish, of New Haven; and “ Co-education of the sexes,” by Prof. Homer B. Sprague, of Brooklyn, N. Y. Hon. B. G. Northrop spoke on the question “ Shall we have Kindergarten schools ?” and Henry Bergh, of New York, on “ Superior and inferior animals.” The advocacy by the Jewish pastor of the reading of the Psalms of David rather than any other portion of the Scriptures called forth a discussion characterized by very great and decided diver¬ sity of opinions. — (National Teacher, November, p. 471.) LIST OF SCHOOL OFFICIALS IN CONNECTICUT. STATE BOAED OF EDLXATIOX. Names. Post-office. Ex officio. His excellency Charles K. Ingersoll . New Haven. Hartford. Mystic Eiver. Litchfield. New Haven. Hartford. New Haven. TTis honor n-eorge (t. Sill _ _ _ _ _ _ By appointment of tlie general assembly. Williitm TT. Potter, term expires 1876 . George M. W oodmff, term expires 1877 . Thomas A. Thacher, term expires 1878 . . . Elisha Carpenter, term expires 187!) _ _ _ Hon. Birdsev Grant Northrop, secretary of the hoard . . CITY SUPEEIXTEXDEXTS. Names. Post-office. Henry E. Sawyer . . . Middletown. New Haven. Norwich. Ariel Parish . . . . . . . Charles D. Hine . ACnXG SCHOOL VISTTOES.* Town. Names. Post-office. Brid“'eport . . . . Dr. A. H. Abemethv . . . Bridgeport. Eanhnry _ _ Dr. E. E. Hen drink -1 _ _ _ _ Danbury. Derby . . . . . Eev. L. B. Baldwin . . . . . . Derby. "RTififtlil _ Dr. E. F. Parsons _ _ _ _ Thompsonville. Hartford . . . . . Dr. E. K. Hunt . . . . Hartford. Meriden . Luther G. Biggs . West Meriden. Middletown . . . Samuel J. Starr . Middletown. New Britain . . . Charles Northend . . . New Britain. New TiOndon _ Balph Wheeler . . . . . New London. Norwalk _ _ _ _ tToseph W. Wilson . . . . Norwalk. Norwich _ _ •Tohn W. Crary _ _ _ Norwich. * Stamford . . . Nathaniel B. Hart . . . . . . . Stamford. Storrington . . Bev. A. G. Palmer, D. D . . Stonington. The full list of these exceeding the space at command, those of the chief towns only are given. 60 REPORT OF THE COMMISSIONER OF EDUCATION. DEI.AWARE. STATISTICAL SUMMARY. SCHOOL POPULATION AND ATTENDANCE. Number of cbildren of school age, (5-21) . . . Not given. Number enrolled in school during the school year . 19, 881 Average daily attendance in schools . . . Not given. SCHOOLS, TEACHERS, AND TEACHERS’ PAY. Number of schools in the State . 369 Number of teachers employed in public schools . 430 Number of teachers necessary to supply public schools . 456 Average salary of teachers in public schools per month . $28 28 SCHOOL INCOME AND EXPENDITURE. Total income from taxation for schools . 159, 733 68 Total income from funds . . . 33, 001 37 Total from all sources . 192, 735 05 Expenditure capita of average attendance in public schools . 9 64 — (From return by Hon. J. H. Groves, State superintendent of free schools, 1875.) SCHOOL SYSTEM OF THE STATE. CONSTITUTIONAL PROVISIONS. The constitution of 1831 continued (Art. YII., section 11,) the i)rovision of that of 1792, viz : “ The legislature shall, as soon as conveniently may be, provide by law for * * * establishing schools and promoting arts and sciences.” PROFUSIONS OF THE SCHOOL LAW. From “ Revised edition of the law relating to free schools,” 1868, and “An act in re¬ lation to free schools,” 1875. OFFICEKS. Until 1875, the legal officers of the Delaware free school system consisted only of a superintendent for each county, a committee (called also commissioners) for each school district, and commissioners specially appointed by a county levy court, at the request of twelve or more freeholders, for the formation of new school districts and location of new schools. By an act passed March 25, 1875, a State board of education was cre¬ ated, and the appointment of a superintendent of free schools for the State* was author¬ ized. POWEES AND DUTIES OF TIIESE OFFICERS. The State hoard consists of the president of Delaware College, the secretary of state, the State auditor, and the State superintendent of free schools. It is to hold annual meetings in the capitol, at Dover, on the first Tuesday of January in each year, the president of Delaware College acting as chairman and the State auditor as secretary. Its duties are to hear appeals and determine finally all matters of controversy between the superintendent and teachers or commissioners and between school commissioners and teachers ; to determine what text boohs are to be used in the free schools, and to issue a uniform series of blanks for the use of teachers, requiring all records to be kept and returns to be made according to these forms. » The State supei'intendent, who must be of good moral character and mental attain¬ ments adequate to his position, is to be appointed and commissioned by the governor on the second Tuesday in April of each year, holding his office for one year, and until his successor shall in like manner be appointed. He is to visit each school once in the year, and to note, in a book kept for that purpose, the number of scholars, the condi¬ tion of the school building with its grounds and appurtenances, the qualification and efficiency of the teachers, the conduct and standing of the scholars, the methods of instruction, and the discipline and government of the schools. He has power to sus¬ pend or withdraw the certificate of teachers on their refusal to comply with reasonable directions, subject, however, to an appeal to the State board ; is to examine and license other teachers, keei)ing an accurate list of certificates granted by him, with the date thereof, and names of persons to whom they may be granted ; is to give his entire DELAWARE. 61 time to his supervisory duties, and not engage in any other business; and is annually, on the first Tuesday in December, to report in writing to the governor the condition of the schools, with such recommendations and suggestions as he may think proper. As to county supei'intendents, the old law, apparently not yet repealed, says : “The gov¬ ernor shall, yearly, before the first of March, appoint a superintendent of schools in each county, whose term of office shall continue until a successor is duly commissioned.’^ Their duties, as defined, are simply to “ correspond ” with committeemen and teachers, “ to aid them with advice, to supply proper forms, to collect informatiou, and report to the general assembly the stato of the districts and such matters as they shall deem proper. ” The school committeemien, or commissioners, (three for each school district,) are elected by the people for a term of three years, these terms, however, being so arranged that one member of the committee shaJ 1 go out of office on the first Saturday of April in each year, and a successor be chosen at the same date to fill the vacancy thus created. Their duties are to assess and levy the annual school tax ; to determine the site for a school build¬ ing for the district, lease or purchase the necessary ground, and build or procure a suit¬ able house as ‘near the centre of the district as possible ; to keep this house in good re¬ pair and supply it with the needed furniture and fuel ; to bring actions for any injury to it ; to prnvide a school for the district when, aud as long as, their funds will enable them ; and to employ teachers ; none, however, to be employed who do not hold cer¬ tificates from the State superintendent. They may dismiss a teacher, may make regula¬ tions for the government of the school, and by these may provide for the expulsion of a scholar for obstinate misbehavior. SCHOOLS. The elementary schools thus established are made “ free to all the white children of the district over five years old.* High schools do not seem to enter, thus far, into the view of the State system, though they exist, under special legislation, in the chief towns of the State. Normal, classical, and scientific instruction has been provided for by adopting Delaware College, Newark, as the State college, and instituting normal and agricultural departments in connection with it. SCHOOL FLCS'D. A permanent school fund of considerable amount, with an annual revenue derived from marriage and tavern licenses and various other sources, enables the State gov¬ ernment to supplement quite liberally the sums raised by local taxation for the sup¬ port of free schools. IXSTITtriES. Under the new law the holding of a teachers’ institute in each county, at least once a year, for three days, is made the duty of the State superintendent — all the teachers of the county to attend. CITY SCHOOL SYSTEMS. 'wil:mixgtox. School officer's, a board of education of 30 members, of whom one-third are changed each year, with a city superintendent. Statistics. — Number of school-houses, 17; number of rooms, 98; number of sittings for study in day schools, 4,932; number of schools, 21; whole number of teachers in day schools, 98; number of pupils enrolled, 6,033; average number belonging, 3,813 ; average daily attendance, 3,505 ; average number of pupils to teacher based on the number belonging : in high schools, 20 ; in grammar schools, 36; in primary schools, 42. Grammar and high schools. — Superintendent Harlan says these schools are centres of interest. The long established policy of promoting the best teachers to them, and of making for them liberal provisions otherwise, has made them the pride of the city. In them is a corps of teachers who work early and late and who spend time and money freely for their own intellectual improvement. These schools put a thorough English education within the reach of every boy and girl in the city, with the addition of the elements of Latin for the boys. The high schools graduated their first classes July, 1875. Fromotion of pujnls. — Examinations for promotion are held twice each year, during the last week of each of the two terms. The last third of the terms is spent in review¬ ing what was gone over the first two-thirds of the terms. The questions are prepared by the superintendent and sent to the schools in sealed envelopes, the envelopes not to be opened until the pupils are ready to begin the examination. Pupils while under examination are not to have any communication among themselves or with other pupils, nor to be assisted in any way; nor are they to be permitted to use any book or *On the petitLon of the colored population of the State, provision was made by an act passed March 24, 1875, for the taxation of colored citizens and the establishment of schools for colored children from tbe proceeds of such taxation through the Delaware Association for the Education of Colored People, 62 . REPOET OF THE COMMISSIONER OF EDUCATION. anything else from which they can get information. All the pupils of a class have the same questions. The written answers are given to the teachers, who mark them accord¬ ing to a scale previously agreed upon. These examination marks and the marks dur¬ ing the last four weeks of the review, the number of absences and age of each pupil examined, are sent to the superintendent, who makes up the list of those to he pro¬ moted. In case of doubt of the scholarship of a pupil, he consults the teacher. To prevent overwork in school hours, the superintendent recommends that the children of the primary schools learn all their lessons at school, except that the older ones learn their reading lessons at home, where they can practise them aloud. Teachers’ institute. — The teachers of the public schools, organized into an institute under the presidency of the principal of the boys’ high school, were instructed by a series of lectures on such topics as Kindergarten schools, teaching, methods of instruc¬ tion, higher education, &c. This organization, the superintendent says, has been one of the most important agencies in improving the schools. — (Report of Superintendent D. W. Harlan for 1874-75.) TRAINING OF TEACHERS. The preparation of teachers for the free schools is attended to in the normal depart¬ ment of Delaware College, Newark. By an act of the legislature, the conditions of which have been accepted by the trustees of the college, the faculty are required to furnish free instruction of a suitable character to ten students from each of the three counties of the State, whenever such students, on presenting themselves for admission, shall bind themselves to teach in the free schools of the State for not less than one year. The members of the legislature are authorized to make the appointments to the scholarships thus established, each member being entitled to make one. The course of study in this department extends through three years, embracing the branches of a good English education and the most approved methods of teaching these. Candidates must be at least 16 years of age, must bring satisfactory evidences of good moral character, and must sustain an examination in the rudiments of primary English studies. A diploma is to be given to such students as complete, with approval, the full three years’ course, and a certificate of merit proportioned to the progress made to such as remain for less than the full time, but not less than one year. — (Circular of Delaware UoUege.) teachers’ institutes. These means of improving teachers already in the schools are required by the new school law to be held by the superintendent in each of the counties of the State at least once a year, with at least a three days’ session, and all the teachers of the county in which the session may be held are to attend unless unavoidably detained. The institute in Wilmington, for teachers of the city schools, has been already men¬ tioned. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The only high schools respecting which distinct information comes for 1875 are those of Wilmington, one of which is for boys and one for girls. The former reports 6 teacher^, including the principal, with 77 pupils; the latter, 5 teachers, including also the principal, with 44 pupils. The course of study in the boys’ school is given, includ¬ ing a very fair selection of secondary English branches, with Latin, from the grammar into Virgil, at least the first two books of the .Sineid being read. The examination questions indicate considerable thoroughness. The course in the girls’ schools is said by the superintendent to be “ nearly the same,” probably omitting the Latin. — (Re¬ ports of principals in city report.) OTHER SECONDARY SCHOOLS. The private and denominational schools of this class reporting themselves include 2 for boys, 1 for girls, and 4 for the two sexes together. These present the following sta¬ tistics : Teachers, 36 ; pupils, 487, an average of about 13| pupils to a teacher ; in classical studies, 166 ; in modern languages, 105 ; preparing for classical course in col¬ lege, 59 ; preparing for a scientific course, 32. All but 1 of the 7 schools give some instruction in drawing ; all but 2, in vocal music ; 6, in instrumental music. One has the aid of a laboratory in its chemical training and 2 of a philosophical cabinet in their teaching of natural philosophy. Four have libraries, numbering, respectively, 150, 400, 500, and 1,000 volumes. This summary includes some schools specially named in that for 1874. — (Returns to Bureau for 1874-’75.) DELAWARE. G3 SUPERIOR INSTRUCTION. DEL.\WAKE COLXEGE, NEWAKK. The classical course here requires that the candidate for admission be at least 14 years of age, give satisfactory evidence of good moral character, and sustain an ex¬ amination in arithmetic, geography, English grammar, history of the United States, elements of algebra, Latin — from the grammar through the reader, C®sar or Sallust, and Cicero’s select orations, into Virgil; but how far is not said — and Greek, from the grammar through the reader and two books of Xenophon’s Anabasis. The course of study after admission extends through four years and leads to the degree of bachelor of arts. A literary course for ladies extends through three years, omitting the higher mathe¬ matics and" substituting one of the modern languages for Greek. — (Circular of college.) SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC DEPAETMENT OF DELAWARE COLLEGE. The scientific course of this college omits the Latin and Greek from its requisites for admission, examining the applicant only on English studies. Latin and French or Grerman are embraced in the course after admission, scientific studies, however, seem¬ ing to predominate. The course is three years, and, when completed with approval, entitles to the degree of bachelor of philosophy. The agricultural course, also of three years, is largely devoted to instruction in prac¬ tical agriculture and horticulture, with the mathematical and scientific studies related to these. French or German is optional in this course. — (Circular of college.) Statistics of a college and school for professional iiistruction, 1875. i i jrame of college and school of science. ! i ' il a: ; '1 oc s c:) oc : 'm 1 |t ! ^ o 1 c : S Number of students. Property, income, &c. Number of volumes In library. c s & fH C s s d 5 J 'r' § 5 5“ = S) ;> Amount of productive funds. o > c il 2 o Kcceipts for the last year from tuition fees. Receipts for the lastyoar from State appropria¬ tion. Aggregate amount of scholarship funds. Delaware College . 7 ' 0 , 0 41 $7.=), 000 $83,000 $5,000 61,000 $3,000 eo al, 200 SCHOOL OF SCIEXCE. j Agricultural departniMit of 34 Delaware College.* 1 * Statistics included, in those of the college. a Includes society librariea. EDUCATIONAL CON\TENTrONS. DELAWARE STATE TEACHERS’ ASSOCIATON. At a county teachers’ institute, held at Middletown, Del., in October of the present year, a committee was appointed to call a meeting during the winter, for the purpose of organizing a State Teachers’ Association. In response to the call, a number of gentle¬ men and ladies met in the High School building, in Wilmington, on Thursday, Decem¬ ber 30, 1875. There are about three hundred teachers employed in this State, but in consequence of unfavorable weather, and perhaps other causes, the attendance was small. A tem¬ porary organization was made, a committee appointed to prepare a constitution and by-laws, and a recess voted in order. The committee, during the recess, prepared a plan of organization, which was adopted by the meeting with' little discussion, and the machinery of an association was in working order. Sixteen persons enrolled them¬ selves as members. The following officers were elected : President, Prof. E. D. Porter, of Newark College ; vice-president, City Superintendent D. W. Harlan, of Wilmington, for New Castle County; (as there were no members from Kent and Sussex Counties, no other vice-presidents were elected;) secretary, William Reynolds, of Wilmington; 64 REPORT OF THE COMMISSIONER OF EDUCATION. treasurer, Miss E. D. Frazer, of Wilmington. The officers of the association, consist¬ ing of the president, three vice-presidents, (one from each county,) the secretary, and the treasurer are to constitute the executive hoard. The by-laws provide that the annual meeting shall be held at such time during the summer vacation as the executive board shall select, and continue not more than three days. Remarks on the advantages of an association of this character, and its influence upon the cause of education, were made by different members, and the meeting was adjourned. — (New England Journal of Education, January 15, 1876.) > LIST OF SCHOOL OFFICIALS IN DELAWARE. STATE EOAKD OF EDUCATIOX. Ifames. Post-office. "W. H. Purnell, LL. D., president of State College, president . . . Xevrarlr. J. C. Grubb, secretary of state . . . Wilmington. Smyrna. Milford. J, H. Groves, State superintendent of free schools . . . . N. Pratt, M, D., State auditor, secretary . STATE SUPERIXTENDEKT OF FREE SCHOOLS, Xame. Post-office. • James H. Groves . Smyrna. CITY SUPERIXTEXBENT OF PUBLIC SCHOOLS. Xame. Post-office. D. W. Harlan . Wilmington. FLORIDA. 65 FLORIDA. STATISTICAL SUMMARY. SCHOOL POPULATION AND ATTENDANCE. Number of persons of school age, (6-21 : ) Males, 47,786 ; females, 46,736 . 94, 522 Number enrolled in schools during school year . 32, 371 Number in average daily attendauc« . ^ . 28,306 Average duration of school in days . T . 132 TEACHERS AND TEACHERS’ PAY. Whole number of teachers emj)loyed in public schools . 796 Number necessary to supply these schools . 1, 000 Average salary of male teachers per month . $50 Average salary of female teachers per month . 30 INCOME ANT) EXPENDITURE. Beceipts. Income from State tax for public schools . $14, 785 Income trom local taxes for public schools . 155, 867 Total from taxation for public schools . 170, 652 Interest on permanent school fund . 17, 500 Revenue from other funds . 800 Total receipts . 188,952 Expenditures. For sites, buildings, and furniture . No record. For libraries and apparatus . No record. For salaries of superintendents . 815, 600 For salaries of teachers and miscellaneous expenses . No record. — (Return from Hon. William Watkin Hicks, State superintendent of public instruc¬ tion, for 1875.) SCHOOL SYSTEM OF THE STATE. CONSTirUTTONAL PROVISIONS. From 1845 the constitutions of the State have contained provisions for retaining as a separate fund for the use of schools the proceeds of all lands granted for that pur¬ pose ; those of 1861 and 1865 requiring further that the general assembly should take such measures as might be necessary to preserve from -waste or damage lands so granted or appropriated for educational purposes. The constitution of 1868, article IV, section 22, directed the legislature to provide by general la-w for incorporating educational and other useful associations, and in article V, sections 17, 19, 20, placed a superintendent of public instruction on the list of executive cabinet officers, county superintendents of common schools among the county officers, and made the governor and cabinet a board of commissioners of State insti¬ tutions. In article YII, section 7, it gave to the superintendent of public instruction ‘•'the administrative supervision of all matters pertaining to public instruction, the supervision of buildings devoted to educational purposes, and of the libraries belong¬ ing to the university and common schools.” Article VIII, on education, declared it “ the paramount duty of the State to make ample provision for the education of all children residing within its borders, -without distinction or preference,” directed the legislature to “provide a uniform system of common schools and a university, and pro¬ vide for the liberal maintenance of the same,” instruction in them to be free ; made the official term of the superintendent of public instruction four years : designated the sources ffiom which the common school fuud should be derived ; made the iuterest of this exclusively applicable to the support and maintenance of common schools and the purchase of suitable libraries and apparatus therefor; devoted a special State tax of not less than one mUl on the dollar annually to the same purpose ; required each county to raise annually by tax for the support of common schools a sum not less than half the amount apportioned to it that year from the income of the school fund ; and made the superintendent of public instruction, secretary of state, and attorney-general a board of education for the State, the superintendent to be president. 5 I 66 REPORT OF THE COMMISSIONER OF EDUCATION. PROVISIONS OF THE SCHOOL LAW. From School Law of the State of Florida, revised by Charles Beecher, snperinteLdent of public instruction, 1872. OFFICERS, The officers of the department of public instruction are a State board of education, with a State superintendent of public instruction as president, boards of public in¬ struction, and superintendents of schools for each county, and local school trustees, with treasurers and agents. Term of-office, not exceeding four years, during good behavior. POWERS AXD DUTIES OF SCHOOL OFFICERS. The State hoard of education embraces the superintendent of public instruction, the secretary of state, and the attorney-general. Its duties are: (1) To hold and manage all lands granted to or held by the State for educational purposes; to fix the terms of sale, rental, or use of such lands, and to do whatever may be necessary for the pres¬ ervation and improvement of them. (2) To have the direction, management, safe keeping, and expenditure of the educational funds of the State. (3) To audit the accounts of the superintendent of public instruction. (4) To entertain and decide upon questions and appeals respecting school matters referred to it by him. (5) To remove any subordinate officer in the department of instruction for incompetence or neglect of duty. (6) To use the available income of the university or seminary fund of the State in establishing, at such place as may offer the best inducements, one or more departments of the contemplated State university, beginning with a normal and preparatory department. (7) To keep in view the establishment, on a liberal basis, of a university to instruct youth in the professions of teaching, medicine, and law ; in the knowledge of the natural sciences; in the theory and practice of agriculture, hor- ticulrure, mining, engineering, and the mechanic arts ; in the ancient and modern languages; in the higher range of mathematics and literature, and in useful and ornamental branches not taught in the common schools.* (8) To co-operate with the superintendent of public instruction in the organization of the department of instruc¬ tion and in the diffusion of knowledge in the State. The superintendent of public instruction has “the oversight, charge and management of all matters pertaining to public schools, school buildings, grounds, furniture, libraries, text books, and apparatus.” It is his duty (1) to prepare and cause to be distributed among school officers and teachers the needful number of copies of school laws, forms, instructions, &c. ; (2) to provide plans and specifications for the construction of school buildings, with directions concerning furniture, apparatus, &c. ; (3) to call meetings of county superintendents and ether officers, for obtaining and imparting information on the practical workings of the school system and the means of promoting its efficiency and usefulness; (4) to assemble teachers in institutes and employ competent instructors to impart information on improved methods of teaching and conducting schools ; (5) to grant certificates to graduates of the normal school of the university and to successful teachers, as well as fix the grades and standards of qualification of teachers generally ; (G) to annually apportion the interest on the common school fund and the fund raised by a one unll tax on property among the several counties of the State according to the number of persons between the ages of 4 and 21 residing therein ; with such other things as prop¬ erly belong to his position. The county hoards of instruction, each of which has the county sirperintendent of schools for its secretary and agent, have the titles of the school property of the counties vested in them and their successors in office. Their duties are to obtain possession of all such property and manage it for the pro¬ motion of the best interests of education ; to locate and maintain, in every locality in the county where they may be needed, schools to accommodate, if possible, all the children of school age ; to appoint, on the recommendation of the patrons, trustees for these schools, and employ such teachers as may be satisfactory to the trustees ; to pro¬ vide for each school a dry, airy, healthful, pleasant, and conveniently central site, of not less than one acre in the rural districts and as nearly that amount as practicable in villages and cities; to do whatever they may deem expedient with regard to con¬ structing, repairing, furnishing, warming, ventilating, and improving the school- houses ; procuring for the schools the proper apparatus and text books, with books and stationery for the teachers’ use; grading and classifying the pupils, and providing separate schools for the different classes in such manner as will secure the largest at¬ tendance and promote harmony and advancement among those that may attend. They are also to establish schools of higher grades where the advancement and number of pupils require them, and establish and maintain school libraries. The examining and licensing of teachers for the county schools belong to them, as well as the settlemeut of the salary of the county superintendent and the performance of all acts necessary for the promotion of the educational interests of the county. * Such .-i university is provided for in the constitution of 1868. FLORIDA. 67 The coujity superintendent of each county is to make timely inspection of the county ^vith a view to the selection of localities for schools, the ascertainment of the number of children to attend them, and the aid for them that may be looked for from the citi¬ zens. He is to present to the board of public instruction plans and estimates for the con¬ struction of school buildings and improvements. He is to visit each school at least once in each term and make thorough examination of its condition, of the progress of the pupils, of the discipline maintained, and everything affecting its efficiency, giving such advice as he may deem proper ; is to do all in his power to promote an interest in education ; to select and frequently confer with proper school trustees ; to keep a rec¬ ord of all schools established ; to notify the State superintendent of the names and ad¬ dresses of county school officers and teachers ; to examine candidates for teaching wheu authorized to do so by the county board ; and, where that board proves neglectful of its duty in respect to the establishment of schools, is to endeavor to remedy the neg¬ lect. School trustees have, for the districts in which they are appointed, essentially the same duties to perform as to the schools with the county superintendents, only that their in¬ spection of schools is to be once a month instead of once a term, and that they are to report quarterly to the superintendent of their county. They have also the whole management and oversight of the school property, the supply of text books and appa¬ ratus for the schools, and the power of expelling" or suspending refractory pupils. SCHOOLS. The schools established under the State law appear to he of the primary, intermedi¬ ate, grammar, and high school grades ; the studies in them to be spelling, reading, writing, arithmetic, geography, and history in the lower grades, with such others in the higher as are “ usually taught in high schools.” 'Hie school day is of six hours ; the school month, twenty-two days; the school term, three school months: and the school year, three terms. School age, 6-21. The State Agricultural College, provided, for by legislative action in February, 1872, and located in Alachua County in 1873, is meant to be supplementary to the system of common schools and to afford means for free higher education. SCHOOL FUXDS. The permanent school fund is derived from the proceeds of lands granted by the United States for educational purposes, from donations by individuals for such pur]ioses, from appropriations by the State, from the proceeds of escheats or forfeitures and property granted to the State the purpose of which is not specified, from moneys paid for exemption from military service, from fines collected under the penal laws, trom such portion of the per capita tax as may be prescribed by law, and from 25 per cent, of the sales of public lands owned by the State. In aid of the interest from this, a special tax of not less than one mill on the dollar of taxable property is levied and apportioned annually for the support and maintenance of common schools, each county getting its share in proportion to the number of resi¬ dents between 4 and 21 years of age, on condition of its raising not less than half the amount of what is to come to it and of keeping open its schools for at least three months in each year. ELEME^sTARY IXSTRUCTIOX. SCHOOL CENSUS. Xo report of schools in this State having been printed for 1875, in consequence of the legislature to which such report is referred having now biennial sessions instead of annual, the following letter, received from the State superintendent, as the report of the Bureau goes to the press, embodies the only information to be had respecting the school population beyond what is contained in the general statistical summary before given. “ A general census of the State was taken last year, in accordance with a statutory enactment, and from it we find that the number of persons in the several counties be¬ tween 4 and 21 years of age is as follows • Alachua, 7,860 ; Baker, 870 ; Bradford, 1,495 ; Brevard, 276; Calhoun, 576 ; Clay, 871 ; Columbia, 2,773 ; Dade, 50 ; Duval, 7,013 ; Escambia, 4,751 ; Franklin, 555; Gadsden, 4,663; Hamilton, 1,574 ; Hernando, 1,273; HiUsborough, 1,986; Holmes, 940; Jackson, 4,242 ; Jefferson, 6,370; Lafayette, 1,109 ; Leon, 8,642 ; Levy, 1,000 ; Liberty, 321 ; Madison, 5,562 ; Manatee, 1,216 ; Marion, 5,002 ; Monroe, 4,934; Nassau, 2,156; Orange, 1,342; Polk, 977; Putnam, 2,091; St. John’s, 1,146 ; Santa Rosa, 2,984 ; Sumter, 1,456 ; Suwannee, 2,039 ; Taylor, 718 ; Volusia, 945 ; Wakulla, 980 ; Walton, 1,566 ; Washington, 1,014. “ The total number on register in the several counties is as follows : Alachua, 1,932 ; Baker, — ; Bradford, 508; Brevard, — ; Calhoun, — ; Clay, — ; Columbia, 195; Dade, — ; Duval, 1,929; Escambia, 587; Franklin, 187; Gadsden, 1,735; Hamilton, 538 ; Hernando, 564; Hillsborough, 848; Holmes, 223; Jackson, 1,403 Jefferson, 2,396; 68 REPOET OF THE COMMISSIONER OF EDUCATION. Lafayette, 518 ; Leon 3,604 ; Levy, 556 ; Liberty, 178 ; Madison, 1,753 ; Majiatee, 490 ; Marion, 1,982 ; Monroe, 956; Nassau, 1,008; Orange, 576; Polk, 227; Putnam, 663; St. John’s, 414 ; Santa Rosa, 1,029 ; Sumter, 350 ; Su’svannee, 724 ; Taylor, 264 ; Volusia, — ; Wakulla, 336 ; Walton, 607 ; Washington, 331.” The superintendent writes further : “ We are at present engaged in taking a special census from which we shall obtain the number of deaf-mutes, of blind, of orphans and half-orphans, and the grade of scholarship of each person taken. When these returns are all in and digested, I shall be happy to send you the result.” SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The law requires the establishment of “schools of higher grades of instruction where the advancement and number of pupils require them,” and the State superin¬ tendent kindly furnishes the following list of such schools at present existing, thus : “ The high schools of the State are the Douglas (colored) and Sears (white) High Schools at Key West ; the Duval (white) and Stanton (colored) High Schools at Jack¬ sonville ; the Peabody (white) High School at St. Augustine; the Madison High School at Madison ; the Lincoln Academy (colored) at Tallahassee ; the Midway, near Miccosukec, in Leon County; the Quincy Academy at Quincy; the Jefferson High School at Monticello ; the Franklin High School at Apalachicola, and the Pensacola High School at Pensacola. These are all high schools in the sense that their curriculum of studies embraces Greek, Latin, chemistry, natural philosophy, astronomy, physiology, botany, and all the higher branches of arithmetic. The East and West Florida Semi¬ naries, situated at Gainesville and Tallahassee, are not included in this list and rank as distinct institutions.” Whether all the above are strictly public high schools does not quite appear. OTHER SECOJsDARy SCHOOLS. A Roman Catholic school for girls at Jacksonville reports to the Bureau of Educa¬ tion 8 teachers, without either the number of scholars in it or the classification of these. Drawing and vocal and instrumental music taught. Another, at Key West, reports 14 teachers and 353 scholars, of whom 40 were in a classical course and 153 in modern languages. Drawing and vocal and instrumental music are attended to, and there is a library of 900 volumes. Three schools for boys and girls — the Cookman Institute, Jacksonville ; the Masonic Academy, Milton ; and Christ Church School, Pensacola — report a total of 8 teachers and 167 pupils, 39 of whom were in a classical course and 13 in modern languages. In the last named school the course marked out is abundantly full, reaching up not only to Latin but Hebrew, though how far it is prosecuted is not told. The Cookman Insti¬ tute has a library of 50 volumes and the Masonic Academy one of 1,000. Other appli¬ ances for instruction appear to be yet incomplete. SLTEEIOE, SCIENTIFIC, AND SPECIAL INSTRUCTION. Respecting these various forms of instruction matters are yet in their infancy in this State, and information as to the measures on foot for the promotion of them has to be waited for till the publication of the State report for 1875 and 1876. LIST OF SCHOOL OFFICIALS IN FLORIDA. STATE BOARD OF EDUCATIOX. Xames. Post-office. Eon. Williain Watkin Eicks, superintendent of public instrnction, president. _ ..... Tallahassee. Eon. SfliTinel B. Arrl-in .«;pprptflry nf stato _ _ Tallahassee. Eon. William Archer Cocke attornev-general . . Tallahassee. FLORIDA. 69 List of school officials in Florida — Concluded. COUNTY SUPERIXTENPENTS. County. Superintendent. Hernando . T. S. Coogler . Hillsboron^'h . W. F. White . . . Holmes . . J. A. V aui^hn . . . . Jackson . . . C. E. Harvey . . . . . . . Jefferson . . . Eobeit Meacham . . . . . . Tiafayette _ _ J. C. Bamsay _ _ _ _ Leon. . . . Joseph Bowers . . . Levy . . . F. B. Faitoute . Liberty . . . . . M. J. Solomon . . . . . . Madison . B. F. Tidwell . Manatee . J. F. Bartholf . Marion . . . W. L Tucker . . . . . . Monroe . . . . J. W. Locke. - _ _ _ Kassau . . . C. M. Lewis . . . . . . . Orange . W. C. Eoper . Polk . W. B. Varn _ _ _ _ _ Putnam . . . H. Chadwick . . i . . . . St. John’s _ O. Bronson . . . . . . Santa Kosa . . L). EL Colson . . . . . . . Snmter . A. P. Eoberts . Suwannee . . . . George H. Thralls _ _ _ _ _ Taylor . J. S. Sappington . . . . Volusia . - . . C. G. Selleck . . . . . . 'W’akulla . . . G. Jaineche . . . "W al ton _ _ _ J. L. AtcKinnon _ _ _ Washington . . . Thomas Hannah . . . . Post-office. Gainesville. Sanderson. Starke. Fort Pierce, lola. Green Cove Springs. Lake City. Biscayne. Jacksonville. Pensacola. Apalachicola. Quincy. Jasper. BrooksvUle. Tampa. Cerro Gordo. Marianna. Monticello. K^ew Troy. Tallahassee. Bronson. Coe’s MiUs. Madison. Pine Level. Ocala. Key TVest. Fernandina. Apopka. Barto'sv. Pilatka. St. Augustine. Milton. Leesburg. Live Oak. Shady Grove. Port Orange. Crawfordmlle. Uchee Auna. Vernon. 70 REPORT OF THE COMMISJ^IONER OF EDUCATION. GEORGIA. STATISTICAL SUMMARY. SCHOOL POPULATION AND ATTENDANCE. N nruber white children of school age, (6-18) . . 218, 733 N umber colored children of school age . 175, 304 Total . 394,037 Number ot confederate soldiers under 30 years of age . 6, 854 Number white pupils enrolled : Males, 54,458 ; females, 44,292 . 98, 7.50 Number colored pupils enrolled : Males, 22,131 ; females, 21,847 . 43,978 Estimate for 13 counties not reported in the above: White, 15,898: black, 11,290. Total number enrolled : Whites, 114,648 ; colored, 55,268 . 169, 916 Average attendance . . . 105, 766 TEACHEES AND TEACHEES’ PAY. Neither of these items is included in the State report, nor do they appear in the re¬ turn to the Bureau of Education. SCHOOLS. Number public schools for white children . 2, 790 Number public schools for colored children . 879 Average monthly cost of tuition per pupil in public schools . $1 73 Amount of the same paid by the State . 88 Private elementary schools. Number of private elementary schools . 820 Number of instructors in same . 90.i Number of pupils: White males, 11,786 ; females, 10,089; colored males, 2,118; females, 2,058 . 25,451 Average number of months taught . 3| Average monthly cost of tuition per scholar . $1 88 Private high schools. Number of private high schools . 104 Number of instructors in same . 171 Number of young men attending . 3, 087 Number of young women attending . 2, 292 Total . 5,379 Average monthly cost of tuition per scholar . $3 13 Colleges from which reports were received. Number colleges reporting statistics . 17 Number of instructors in same . - . 96 Number of young men attending . 845 Number of young women attending . . 1, 184 Total . . . t... 2,029 Average monthly cost of tuition per scholar . $4 71 INCOME AND EXPENDITUEE. Beceipts from July 1, 1874, to July 1, 1875, at the treasury. Poll tax . $3,792 83 Tax on shows and exhibitions . 2,069 50 Half rental Western and Atlantic Railroad . 150, 000 00 Poll tax 1875 will be . 140, 015 00 Total available fund from State 295,877 33 GEORGIA. 71 Expenditures for the same period. AtnonDt apportioned among counties from the treasury . $151,304 00 Poll tax retained in counties . 140, 015 00 Expenses of office, salaries, postage, printing, &c . 4, 'i2 Paid printing for 1874, (bills presented 1875) . . 635 19 296,7.8*2 41 Raised in cities and counties under local la'svs for support of public schools iu their limits, and expended on same . $144,000 00 Sum actually expended by State on public schools . *291, 319 00 Total sum expended in State on public schools . 435, 319 00 — (From report of Hon. Gnstavus J. Orr, State school commissioner, for 1874- 75.) SCHOOL SYSTEM OF THE STATE. COXSTITtmOXAI. PEOVISIOXS. The constitution of 1777 provided for the erection of schools in each county, to be supported at the general expense of the State: but this was not continued in subse¬ quent revisions. That for 1793, article IV, section 13, said : “ The arts and sciences shall be promoted in one or more seminaries of learning, and the legislature shall, as soon as conveniently may be, give such further donations and privileges to those already established as may be necessary to secure the objects of their institution.” It was not until 1868 that the le^slature was required to provide, at its first session after the adoption of the constitution of that year, for a thorough system of general education, to be forever free to all children of the State,” the expense to be provided for by taxation or otherwise. PROVISIONS OP THE SCHOOL LAW. From the Public School Laws of Georgia, of general operation and now in force, 1875. omcEEs. The official stafi' is composed of a State board of education. State school commis¬ sioner,* county boards, and county commissioners of education. POWEBS AXD DCrms OF THESE OFFICESS. The State board is composed of the governor, attorney-general, secretary of state, comptroller-general, and, State school commissioner. Its main duties appear to be to bold in trust the educational funds of the State ; to authenticate by seal its acts and all important acts of the State school commissioner ; to advise with him when he is in doubt as to his official duty : to hear appeals from his decisions on questions touching the construction or administration of the school law, and to render a judgment which shall be final and conclusive uxmn the matter in issue. The State school commissioner is the chief executive offiser of the board ; is appointed by the governor and confirmed by the senate ; is charged with the administration of the system of public instruction and a general superintendence of business relating to the common schools of the State. He apportions the school funds : he prescribes suitable forms and regulatious for school reports; he issues these to the local school officers, with such instructions as may seem necessary for the organization and govern¬ ment of schools. As often as possible he must visit the several counties of the State, to examine into the administration of the school law, to counsel with school officers, and to do what else may best subserve the interests of popular education. And annu¬ ally he must make report of all school matters to the general assembly, with such state¬ ment of plans for managing and improving them as he may think important. His salary, originally $*2,000, has recently been fenced, it is said, to but $800, though faith¬ ful and able service has been done by the incumbent. The county boards of education are composed of five freeholders, selected by the grand jury of each county, and hold office for four years, but with the arrangement that every two years the seats of two or three are filled by new elections, intermediate vacancies, if they occur, being filled by the judges of the superior courts. They hold regular ses¬ sions every three months ; must lay otf their counties into school districts, and establish in these primary or graded schools up to a high school, according to circumstances ; must locate these in the most convenient and economical position. They are empow¬ ered to employ teachers for the schools, making contracts with them in writing ; to purchase, lease, or rent school sites ; to build, repair, or rent school-houses : to pur- Tlie office of State school was created hy the constitatioii of 15 p ^ X o <; Income from pro¬ ductive lunds. “ s ^ x u ^ SCHOOLS OF scmxcE. Georgia State College of Agriculture and 6 87 3,4 140, 000 $243,000 §17, 010 $0 Mechanic Arts. North Georgia Agricultural College . 3 .... 245 3 80,000 45, 000 3,500 350 1, 000 SCHOOL OF THEOLOGY. 1 Antmsta InstitTite . . . . . 2 0 70 9,000 0 ! ' 0 375 SCHOOL OF LAW. 1 I 1 Law department, University of Georgia.. . 3 .... 14 1 1 600 SCHOOLS OF MEDICINE. Atlanta Medical College* . . 11 140 2 25,000 0 0 3, 700 300 Medical College of Georgia, (University of 12 63 1 50, 000 0 0 3, 300 5, 000 Georgia.) Savannah Medical College . 14 . ... 13 2 40, 000 0 0 4,000 College of American Medicine and Sur¬ 7 .... 30 10, 000 0 0 2, 500 500 gery, (eclectic.) i * From Eeport of Commissioner of Education for 1874. SPECIAL INSTEUCTION. INDUSTRIAL TRAINING FOR WOMEN. Mrs. Maria J. Westmoreland, of Atlanta, proposes to establish at that place an industrial and educational school, wherein may be taught certain industries in which women may engage, and for many of which they show particular aptitude, often ex¬ celling men who follow the same employments. She aims to teach therein not only such industries as plain sewing, cutting and fitting by measurement, tapestry, wax- work, hair-work, lace-making, cooking, &c., but also drawing, painting, including house and decorative painting, designing in wood, &c., as well as several branches that come under the head of employments, such as printing, telegraphy, book-keeping, phonography, and hygiene ; her object being to open to the women of the South, in their present impoverished condition, the means to independent self-support. — (Let¬ ters from Mrs. Westmoreland to Bureau of Education.) GEORGIA INSTITUTION FOR THE DEAF AND DUMB, CAVE SPRING. Instructors, 5, 1 a semi-mute ; pupils, 60 ; studies : English language, geography, ^ arithmetic, history, grammar, and penmanship. Students also -receive instruction in 78 EEPORT OF THE COMMISSIONER OF EDUCATION. type setting, printing, and shoemaking, with a view to a future ability for self-support. A newspaper called the Cave Spring Enterprise has been printed mainly through the labor of the pupils and has had 400 subscribers, with a respectable advertising patron¬ age. Library, about 1,000 volumes. A department for colored deaf-mutes is still wanting, and the creation of it is strongly urged. — (Report for 1874-75, and return to Bureau of Education.) GEORGIA ACADEMY FOR THE BLIND, MACON. Instructors and other employes, 11, of whom 3 are blind; pupils, 54; library, 300 volumes iu raised print and 500 in ink print; employments taught: Broom-making, cane-seating, mattress-making, sewing, knitting, housework, &c. Receipts froma 11 sources for the year, ^13,130; expenditures, $12,601.63.— (Return to Bureau of Educa¬ tion, 1875.) EDUCATIONAL CONTENTIONS. GEORGIA teachers’ ASSOCIATION. The ninth annual meeting of this association was held in Griffin on the 4th, 5th, and 6th of May, 1875. The attendance was not so large as had been expected, the number of delegates present being scarcely rnore than half that of the previous year. Several causes combined to bring about such a result. Prominent among them is the wide¬ spread financial distress, preventing many from assuming the expense of a journey. Many, too, thought it inexpedient for them to take any respite from school work at the time when the association held its meeting. It is also believed that a large pro¬ portion of the teachers of Georgia do not fully appreciate the real object-s to be attained by these annual meetings. They do not yet see the necessity for organization and fre¬ quent communication among members of the profession in order to keep up its influ¬ ence and develop and preserve an esprit de corps among the teachers. Despite the small attendance, however, and the unavoidable absence of three who had prepared papers, the exercises were full of interest ; there was no difficulty in occupying every hour, and much spirited debate was elicited. Among the topics con¬ sidered by the association may be mentioned The teachers resources, outside of texts, routine, or rule,” presented by Hon. David W. Lewis; “What are the most important elements of success in teaching ? ” by Mr. B. Mallon ; the “ Present duties and oppor¬ tunities of southern teachers,” by Mr. B. M. Zettler ; “ Science education,” by Prof. W. L. Broun, of the State University. The evening of the first day was occupied with a powerful address on public education, by Dr. Sears, agent of the Peabody fund. In the afternoon of the second day Mr. Alexander H. Stephens spoke for an hour on “ The nature of the teacher’s work ” before a large audience, which filled ev'ery available yard ©f space in the ample hall where the association had conv'ened. Immediately upon the close of Mr. Stephens’s speech, in accordance with the request of a committee of teachers, Professor Broun explained the causes of the recent cyclones which have spread so much devastation in the upper parts of the State. He was followed by Mr. Stephens, who, though not a professed scientist, has been a careful observer of atmos¬ pheric phenomena during the past forty years, and who added his explanation of some points which Professor Broun, for fear of occupying too much time, had left unno¬ ticed. A series of resolutions submitted by the association’s committee on publication was adopted, one of which provided that for the next twelve months the Educational Jour¬ nal of Virginia should be the organ of the Georgia Teachers’ Association. It was pro¬ vided that the subscription price of the Journal for a year to members should be, to gentlemen, including their annual fee for membership, $2, and to ladies only $1.25. To encourage and stimulate the teachers of Georgia, Dr. Sears offered to the associa¬ tion the sum of $200, to be used in defraying its expenses, as soon as a subscription list of two hundred readers should be obtained. — (Virginia Educational Journal, J nne, pp. 359—363.) LIST OF SCHOOL OFFICIALS IN GEORGIA. STATE BOARD OF EDUCATION. Name. Post-office. His excellency James M. Smith, president; term expires January, 1S7T . H. C. Barnett, secretary of state ; term expires January, 1S77 . ! Atlanta. Atlanta. TV. Li. Goldsmith, comptroller-general ; term expires January, 1377 . 1 _ A tlanta. H. J. Hammond, aittorney-general • term expires January 1877 . . . Atlanta. Gustavus J. Orr, State school commissioner. . . AT lanta. Henry T. Lewis, clerk . Atlanta. GEORGIA. 79 List of school officials in Georgia — Continued. COUNTY COJIMISSIONEKS, [Term, 4 years.] County, Appling . Baker . Baldwin . Banks . Bartow . Berrien . Bibb . Brooks . Bryan . Bnllock . Burke . Butts . . Colhoun . Camden . Campbell . Carroll . Catoosa . Charlton . Chatham . Chattahoochee Chattooga .... Cherokee . Clarke . Clay . Clayton . Clinch . Cobb . . Colfee . Columbia . Colquitt . Coweta . Crawford . Dade . Dawson . Decatur . De Kalb . Dodge . Dooiy . Dougherty.... Douglas. _ Early . . ... Echols . Effingham .... Elbert . Emanuel . Fannin . Fayette . Floyd . Foreyth . Franklin . . Fulton . Atlanta, (city) Gilmer . Glascock . Glynn .... _ Greene . Gordon . Gwinnett . Habtrsham ... HaU . Hancock . Haralson . Harris . Hart . Heard . Henry . Houston . Irwin . Jackson . Jasper . Jefferson . Johnson . Jones . Laurens . Lee . Liberty . Lincoln . Lowndes . . Superintenden t. Post-office. ^Ime8vill& Xewton. Milledgevillc. Homer. Cartersville. XashvUIe. Macon. Quitman. Eden. Rer. Charles D. Campbell . Statesbo rough. W aynesborongh. Indian Springs. Morgan. St. Mary’s. Fairborn. A. U. A. Bell . 1.... . J. J. Beck . Capt J. TV. Beck . Bowdon. Ringgold. Centre Tillage. Savannah. Cusseta. S umm erville. Canton. Athens. Fort Gaines. Jonesborough. Lawton. Marrietta. Douglas. Appling. . Moultrie. Sharpsbnrgh. Knoxville. James C. Taylor . . . Trenton. Samuel Harben . . . . .... _ ... Dawson ville. ilaston O' X eal . . . . Bainbridge. Decatur. E. A. Davis . . . . J ames Bishop . . . Eastman. 0. P. Swearingen . . . Vienna. L. E. Welch.- . . . . . Albany. Salt Springs. Blakely. .Tnlin C. Bowdnu _ _ J oel W. Perrv . . . . . J. P. Prescott . . Statenville. Samuel S. Pittman . . . . . Springfield. Elberton. Atioti stria Bailey . Josephus Camp .... _ ......... _ _ _ _ Swainsborough. Morganton. Fayetteville. Rome. J. F. Adams . . . . Samuel T. W. ilinor ........... _ _ _ M. A . Kevin . . . Isaac S Clement . . . . Camming. CamesviUe. Lemuel X. Trimble _ .... . . . . Jethro W^. Planning _ _ _ ....... _ _ _ Atlanta. Bernard ilallont . . . Atlanta. Dr. E W. W^ atkins _ _ _ _ ..... _ Elijay. Gibson. Seaborn Kitchens . Stephen C. DeBruhl . . . . Brunswick. James A. Thornton . . Union Point. TT r! TTnrit _ _ _ Calhoun. Rev. J. L. Kin i 0 Pc « >5 ^ X 36 T c r z ^ 5 1 T S' ' fl '3 i 1 X 1 S 3 i P Algona College . 8 (ff) 110,000 $25,000 Cornell College . 19 3 436 "64 70,000 ; 50,000 $5,' cob $3," bob ■'"$3 1 .$2b.’cbo b6*4bb Central U Diversity of Iowa 1-2 206 61 51, COO 50, 000 5, coo •2,000 German College . . . 1-2 3-2 8 16,(00 21,000 1,800 335 Humboldt Colle^^e . 4 97 60, OCO . 0 1,300 Iowa College* . 15 'c8 2.58 7.1 84,548 74,589 7.' COO ’ 1,500 0 1 7, 032 66, 150 Iowa State University . 18 .... 277 14.5 •200,000 -222,000 20, OCO 10, 600 23,000 ! 1 7, OCO Iowa Wesleyan University 17 ;{0 120 50. 000 j 54, 296 4,000 1, 663 0 i 1 0 52, 98.5 Norwegian Luther College 8 0 1-21 68 110.000 I 0 0 0 0 i 0 03, 407 Oskaloosa College . . 6 1 157 17 50,000 i 30,000 1,500 3, 500 0 i 882 Parsons College . 7 ■ 46 2 24.000 ' 20,000 2. 000 18 Penn College . . 9 200 38 40,009 i 15’, OCO L450 4. 600 i61,3:0 Simpson Centenary College 13 *0 195 70 40,000 1 70,000 5, CCO 4, 000 . b . 0 1 400 Tabor College . 17 _ 146 58 -20. OCO 40, OCO 3. 500 3. 100 0 1 1 3.670 Upper Iowa University _ 14 1 250 24 50,000 ! 15,000 3, 000 4. COO . b 'M. 300 University of Des Moines . . 5 0 156 21 40,000 i 35.000 2, COO 3, 000 0 0 i 1.000 Whittier tollege . . 6 183 6,000 ^ . 2, 500 j 6«0 Western College . 10 "k 149 40, 000 . 15, 700 895 1, 756 11, OoO '61, 302 a Two hundred students unclassified. • h Includes society libraries. c Three whoUy, 5 in part. * From Eeport of Commissioner of Education for 1874. SCIEXTIFIC AND PEOFESSIONAL INSTRUCTION. SCIENCE. State Agricultural College, Ames. — Here is provided a thorough system of scientific and industrial education for both sexes, with courses of study in agriculture, horti¬ culture, and forestry ; stock-raising ; mechanical, civil, and mining engineering ; mili¬ tary tactics ; and general science and literature. Manual labor is a prominent and 122 REPORT OF TfiE COMMISSIONER OF EDUCATION. popular feature, each student being required to spend at least two hours a day in man¬ ual labor, either in the college building or on the farm. — (Report of National Commis¬ sioner of Education, 1874.) THEOLOGY. Theological instruction is given in departments of Iowa Wesleyan University, Central University, Oskaloosa College, the German Presbyterian Theological School of the Northwest, and in the Swedish Lutheran Mission Institute. LAW. Law departments exist in the Iowa State University, Iowa Wesleyan, and Simpson Centenary College. The latter was organized in 1875, and is styled the Iowa Col¬ lege of Law. • MEDICINE. Medical instruction is given in the medical department of the Iowa State University and of the Iowa Wesleyan University; also in the College of Physicians and Sur¬ geons. Statistics of schools for scientific and 'professional instruction, 1875. Schools for piofessional instruction. il 2 i S ~ I ;2 1 I’ I SCHOOL OF SCIENCE. Iowa State Agii cultural College . SCHOOLS OF THEOLOGY. Bible department of Oskaloosa Coll>ege Department cf theology of Iowa Wes¬ leyan Dniversity. German Presbyterian Theological Scliool of the Northwest. Theological department of Griswold College. SCHOOLS OF LAW. Iowa College of Law . Law department Iowa State Uni¬ versity. Law department Iowa Wesleyan U niversity. * SCHOOLS OF aiEDICLNE. College of Physicians and Surgeons.. Medical department of Iowa' State University. School of Pharmacy of Iowa Wes¬ leyan Universit3\ * 21 2J 16 175 100 2,3 2 7 3 Property, income, &c. $400. o:o 30, 000 125, 000 75, 000 §500, 000 30, 000 25, 000 §40, 000 1,500 1, .500 4, 120 9, 000 3, 540 1, 116 4. 775 300 ],c23 a Also 29 preparatory students. From Beport of Commissioner of Education for 1674. SPECIAL INSTRUCTION. IOWA COLLEGE FOR THE BLIND, VINTON. It is now nearly a quarter of a century since, through the labors of Samuel Bacon, the legislature of the State was inuuctd to provide L r the establishment of this insti¬ tution. From that time the school has steadily advanced, but in no period has had a more marked prosperity than during the past two years. A larger number of pupils is reported for the two years 1874 and 1875 than has been present at any previous time ; and the completion of the north wing has so increased the capacity of the build- IOWA, 123 ing that when the rooms are properly furnished there will, perhaps, be suflQcient ac¬ commodation for all the blind youth in the State capable of education, who may i)resent themselves during the next two years. But the records of the institution show that there are not less than GUO partially or totally blind in Iowa. The attendance during 1874 and 1875 was 12:1 against 112 during the previous two years. The literary department embraces all branches necessary to an English education, in¬ cluding the higher mathematics, English and American history and literature, mental and moral philosophy, rhetoric, logic, geology, chemistry, and botany. Music is made a special feature, and, besides careful vocal training, instruction is given on the piano, organ, and violin. The making of corn brooms is the principal trade taught, and it has advantages over every other form of handicraft taught to the blind. The manufacture of mattresses is carried on to a limited extent. In the industrial department ibr women, fancy bead and worsted work and knitting are successfully taught. These three branches are under the charge of three graduates of the college who are totally blind and who have proved themselves most efficient instructors. — (Twelfth biennial report of the college, 1874-’75.) INSTITUTION FOR THE EDUCATION OF THE DEAF AND DUMB, COUNCIL BLUFFS. The increase in attendance at this institution averaged fully 20 each year during the past three years. The aggregate attendance during the two years 1874 and 1875 was 183, of whom 95 were males and 88 females. The advancement of the pupils in their various studies has been, on the whole, satisfactory. The records of the institution show a marked increase, of late, in the number of pu¬ pils whose deafness has been Caused by accident or disease ; the most marked increase being of those in whom it resulted from diseases affecting the nervous system, espe¬ cially from cerebro-spinal meningitis. This rapid increase of induced deafness has an important bearing on the question of teaching articulation, in order to preserve the faculty of speech where it exists. The course of instruction embraces the elementary English branches, special atten¬ tion being given to written language. An industrial department has been organized, including dress-making, cabinet-work, and shoemaking. School is held in the earlier part of the day, and the afternoon de¬ voted to work, the apprentices being in the shop, the younger boys on the farm, and the girls engaged in sewing and domestic duties. — (Report of the institution for 1874- ’75.) soldiers’ orphans’ homes. The two State Soldiers’ Orphans’ Homes, located at Davenport and Cedar Falls, re¬ port to the State superintendent for the year 1875 a total attendance of 410 pupils. The home at Davenport rejiorts 4 instructors ; the other reports only the attend¬ ance of pupils. — (Report of superintendent, 1875, p. 238.) STATE REFORM SCHOOLS. The State Reform School at Eldora reports an attendance of 146 pupils, with 3 in¬ structors ; that at Salem, 11 pupils aud 2 instructors. — (Report of superintendent, 187.5, p. 238.) EDUCATIONAL CONVENTIONS. STATE teacher’s ASSOCIATION. After several ineffectual attempts to form an association of teachers in the State, a permanent organization was effected at Iowa City in June, 1856, under the name of the Iowa State Teachers’ Association. Its officers are a president, live vice-presidents, a recording and a corresponding secretary, and treasurer, elected annually, and an ex¬ ecutive committee of three, elected for three years, one member reriring each year ; the president of the association being a member ex officio of the executive committee. Mem- l)er8hip is secured “by the payment of a fee of |1 and retained by the annual payment of the same sum. The association has held, since its organization, four semiannual and eighteen annual meetings. — (Report of superintendent of public instruction, 1875, pp. 127-129.) IOWA STATE teachers’ ASSOCIATION AND SOUTHEASTERN ASSOCIATION OF PRINCIPALS AND SUPERINTENDENTS. The.se associations met in joint convention December 28-30, 1875, at Burlington. The address of welcome by Mayor Bell was responded to by Superintendent Thompson, of Des Moines, president of the State Teachers’ Association, on behalf of that body, aud by Professor Eldridge, of Grandvievr, on behalf of the Superintendents and Prin¬ cipals’ Association. Subsequently addresses were delivered by Professor Thompson, Rev. Dr. Wm. Slater, of Burlington, and others. Hon. Charles Beardsley responded to the sentiment “ The educational interests of Iowa.” Rev. J. C. W. Coxe responded 124 REPORT. OF THE COMMISSIONER OF EDUCATION. to “ The teachers of the State the custodians of her most important interests.” Profes¬ sor M. Hummel, of Burlington, read a paper upon “ Reading in the grammar schools,” after Tvhich followed papers and discussions upon “Our boys,” “ Elementary educa¬ tion,” “Care and culiuie of primary schools,” “ Eesj)onsibility of tlie school in the personal development and culture of its pupils,” “ Normal institutes,” “ Science in the common schools,” and other topics. Professor W. F. Phelps, Winona, Minnesota, deliv¬ ered an address upon “The American common school and American citizenship,” for which he received the thanks of the association. A report was read by Deputy State Su¬ perintendent Stewart on the “ Centennial school interests.” A letter was read from State Superintendent Aberuethy, who was to have presented the centennial report, stating his inability to be preesnt. Papers were read by Superintendent Jenkins, of Davis County, on “ County superintendency ;” on “ Requisites for admission to the freshman class,” by Professor Hugh Boyd, of Mt. Vernon; on the “Unitication of our school system,” by Dr. Thacher, of the State University. The latter paper was discussed by several gentlemen, and a committee was appointed to consider the subject. Among the resolutions passed was one consolidating the two associations. The meeting was highly successful in most respects. It was quite exceptional in the fact that the persons invited to report upon topics designated by the executive com¬ mittee and those to deliver addresses were present and prepared for the occasion, with but two or three exceptions. The weak point of the meeting, perhaps, was in the great number of addresses and papers presented and the small time afforded for dis¬ cussion and exchange of views, a matter to be the more regretted as there were a mani¬ fest and unusual degree of interest and a readiness on the part of many to participate. —(Common School and low'a Journal of Education, December, 1875, and January, lc>76.) COUNTY SUPEKINTEXDENTS’ CONVENTIONS. During the month of May, 1874, county superintendents’ conventions were held at Charles City, Cedar Rapids, Fairffeld, Des Moines, Council Bluffs, and Cherokee, the superintendent of public instruction attending and presiding at each. The meetings were in session two days at each place, and in the aggregate were attended by 82 of the 99 superintendents in the State. The principal topics discussed were normal institutes, examination of teachers, school inspection, teachers’ associations, appeals, and annual reports.— (Report of superintendent, 1875, p. 105.) LIST OF SCHOOL OFFICIALS IN IOWA. Hon. Aloxzo AbeiusETHT, State svperinttndent of public instruction. COUXTY SUPEEIXTEXDEXTS. County. Superintendent. A dflir _ _ _ M. W. Haver . W^illiaiu W. lioherts . . . AUamskee . John W. Hirchon . A ppQTinn«;f> John W Cary . ntlnHoTi ... Benjamin F. Thacker . . . . Benton .... _ _ _ ...... Miss Sadna Blackburn . BlnpL TTawk _ _ _ _ J ames S. George _ .... ........ _ _ "Rnonfi . . . . T. A. Cutler . ’PT'PTTIP'P Henry H. Burrington . . Bn ph n Ti an _ _ William E. Parker . . . ... James D. Adams. _ _ _ ...... _ _ Bntlpr _ _ John W. Stewart . Calhoun _ _ _ _ .... Mrs. C. E. O’Donoghne . Garrnll . _ _ C. I. Hinman . . . Cass _ _ _ _ _ _ _ _ _ Hiram A. Dishrow . CVdar .. .. .. _ Miss Eunice E. Frink . . . rj-nrdn Era C. Hlino" _ - _ _ _ ... _ Ohernkee _ .... _ _ _ Eodney L. Eohie _ _ _ ..... P.Tiip.Vnsfiw . . William D Collins . . . Iharke _ _ Henry A. Tallman . Clav Josiah E. Chase . . . . . . ...... ................. .... Olay ton _ ... _ ... James F. Tliompson . ... _ . . 1 1 Miss Kate Hudson _ _ _ _ _ _ ... _ f’rawfnrd _ _ _ 1 Newton F. Smith . ■DaUns _ _ 1 Amos Dilley _ _ _ ..... _ _ ... Davis _ _ _ _ 1 LF. Jenkins . . . . Dppntnr _ 1 J. C. Bobberts . Delaware _ _ .... _ 1 Hobert M. Ewart . Dps Tvf nines .. _ E. S. Burrus . . Dip.kinsnn .. . IH. C. Crarv . Dnhnqne _ 1 N. W. Boy'ies . . ... Emnrptt Fayette . 1 G. A. Mathews . Post-office. Dexter. Mt. Etna. Lansing. Moulton. Exira. Shellsburg. Waterloo. Ogden. W averly. Quasqueton. Alta. Shell Pvock. Pomeroy. Gliddeu. Atlantic. Clarence. Mason City. Cherokee. New Hampton. Osceola. AnnieTUle. Elkader. Lyons. Denison. Adel. Bloomfield. I.eon. Hopkinton. Franklin Mills. Milford. Dubuque. Estherville. West Union. IOWA. 125 List of school officials in Iowa — Concluded. County, Superintendent. ] Post-office. Floyd . Charlt;3 Citys CrGllCVcl. Ejistport. Greene . David Heagle . ' Jefferson. A lice Guthrie Center- V’*obster City. Garner, L. S McCoy . Eldora. Logan. Mt. Pleasant. Cresco. Nora. Ida . T. S. Snell . Ida. M illersburg. Maquoketa. W. G. Work . Newton. Fairfield. Solon. W yoming. Henry D. Todd . . Sigourney. Algona. Keokuk. Mt. Vernon. Grand View. Chariton. H. W. Hardy . Winterset. Mahaska. . . J. W. Johnson . Oskaloosa. Marion . Aaron Vetter . Knoxville. Marshall . Miss Abbie Giflbrd . Marshalltown, Mills . . . Frank E. Stej)hens . Glen wood. Mitchell _ _ George D. Pattengill . Stacy ville. Monona . . . C. H. Lyman . . . Onawa. Monroe _ _ _ _ James M. Porter . Albia. Montgomery . W. P. Pattison . . . Bed Oak. Muscatine . K. W, Leverich . Muscatine. O’Brien . Asahel B. Chrysler . Primghar. O.sceola . C. L. Gurney . . Sibley. Page . Elijah Miller . Clarinda. Palo Alto ... John C, Bennett _ _ Emmetsburg, Plymouth . . . Floyd B. Siblev . Lemars. Pocahontas . . . J.F. Clark....". . Fonda. Polk . Bobert S. Hughes . Des Moines. Pottawattamie . . . F. C. Childs . Council Bluffs. Poweshiek . William E. Akers . Malcom. llino'o’old . . . W. J. Work . Mt. Ayr. Sac . John Dobson . Sac City, Scott . . . Charles A. Clemmer . . . Davenport. Shelby . Aaron N. Buckman . Harlan. Sion.t . - _ _ Simon Kay per . Orange CityJ Story . C. H. Balliet . Nevada. Tama . H. A. Brown . . Toledo. Taylor . J. B. Owens . . . . Bedford. TTnion . Miss J. E. Lester . . . Alton. Van Buron . . . John W. Eowley . . . Utica. Wapello . Clay Wood . . . Ottumwa. Warren . Miss E. S. Cook . . . Indianola. Wa«hinapers filed in his office may be certified by him, and when so certified may be accepted iu evidence in like manner as the original papers. County superintendency. — Superintendents of public instruction in each county, to be elected by the people for terms of two years, are provided for in the constitution of 1859, as well as a State superintendent. They have charge of the common school lyter- eats of their respective counties, and are bound to divide these into a convenient num¬ ber of school districts, as well as alter the same when the interests of the inhabitants require it. They are also, on the third Monday in March and in July, or as soon there- *This apportionment most be in proportion to the number of children of school age (5 to 21) in each county, and is made twice in the year. 128 REPORT OF THE COMMISSIONER OF EDUCATION. after as circumstances will permit, to apportion to the several districts, in proportion to the number of children of school age, the amount appropriated to their counties from the State treasury, and to draw their orders on the county treasurer in favor of the district treasurers for the amount apportioned to each district, provided that a common school has been taught in it at least three mouths during the year. They are to visit each common school within their jurisdiction at least once a term, noting the course and method of instruction, with a view to securing uniformity in schools of the same grade ; are to acquaint themselves, as far as practicable, with the character and condition of each school, and make, in private, to the teachers such suggestions as may seem necessary respecting government, classification, and methods of instruc-. tion ; are to note, too, the condition of the school-houses and furniture, and make to the district boards such suggestions as may promote the comfort and progress of pupils; are to aid teachers in efforts to improve themselves in their profession, and to this end are to encourage the formation of teachers’ associations for mutual improve¬ ment; are to attend the meetings of such associations, and give whatever advice and instruction may seem needed to increase their efficiency ; are to deliver, each year, a lecture to the people of each district for the purpose of elevating the standard of education and increasing the people’s interest in the schools; are to give fifteen days’ notice, in at least five public places, of the formation and boundaries of new school districts, and, if there should be no appeal, give like notice of the time and place for the first district meeting; are to furnish the county clerk with a description of the boundaries of each school district on or before the first Monday in August of each year ; and, on or before the 15th of October in each year, are to transmit to the State superintendent of instruction a report showing how many school districts or parts of districts are in their respective counties, how' many children of school age are resi¬ dents in each, distinguishing those of each sex, how many schools of every sort there are, distinguishing district schools, graded schools, private schools, academies, normal schools and colleges, and showing the number and sex of pupils attendant on them, the number and sex of teachers, and the courses of study in the lower schools. This report is also to embody a statement of the amount of public money received in each district or part of a district and how much w'ent toward the support of graded schools ; of the amount raised in each district by tax and paid for teachers’ wages, in addition to the public money paid therefor; of the amount raised by tax or otherwise for pur¬ chasing school sites, for building, hiring, purchasing, furnishing, repairing, or insuring school-houses; with such other information as the State superintendent m y require. F^lure to render such report in doe season makes the county superintendent liable for any loss sustained by the county through neglect of the duty thus imx)osed.^ County examiners. — The county superintendent and two competent persons appointed by the county commissioners constitute a county board of examiners, who, giving ten days’ previous notice of time and place, publicly examine candidates proposing to teach in the county schools; and, if satisfied as to the competeHcy of such candidates to teach and govern such schools, and of their being of good moral character, license them to teach by giving a certificate, the county superintendent keeping a register of all those to whom certificates are awarded stating the character and grade of the cer¬ tificate and the time when issued. Such certificates are of force only in the county in which they may be issued and for one year from the date of issue, unless earlier re¬ voked for cause. District boards are composed of a director, clerk, and treasurer, who are elected by the people of the district for triennial terms, who take oath faithfully to perform their duties, and who, in case of refusal to accept office when elected or to perform the legal duties of it, forfeit $10 in each case. The duties of the board are to purchase or lease such a site for a school-house as may have been designated by the voters at a dis¬ trict meeting; to build, purchase, or hire such a school-house as these voters may have agreed upon, out of the funds provided for that purpose ; to make sale and conveyance of any school property when directed to do so by the voters ; and to carry into effect all lawful orders of the district. They have also the care of all school property belong¬ ing to the district and power to make regulations respecting the district library, to appoint a librarian, to admit scholars from adjoining districts, to engage on written contracts teachers for the schools, to dismiss such for incompetency or other sufficient cause, to provide the necessary appendages for the school-house during the time a school is taught therein, to suspend pupils guilty of immorality or persistent insubor¬ dination, to furnish each teacher with a suitable daily register, to establish graded schools when called for, and to visit the schools of their district once a term oroftener, examining the teacher’s register and seeing that it is duly kept, as well as attending to all other matters relating to the condition and well- keeping of the school, including the requirement of a uniform series of text books and the providing of such books for indigent scholars at the expense of the district. Certain special duties are prescribed for each individual member of the board. * The pay of county superintendents is graduated according to the number of children of school age vrithiu the county, aiid reaches from $3 per diem for actual duty to §1,500 per annum. KANSAS. 129 City hoards of education have, for their cities, ranch the sarae powers with those of district boards, with the additional powers of acting as a board of examiners for teach¬ ers and of providing separate schools for white and colored children. SCHOOLS. The schools under this system are of all grades up to high schools, and are free to all children of the districts or cities where they exist from 5 to 21 years of age. The course of study in them has been published, and is admirably arranged and full. The branches taught are mentioned further on. The two State normal schools are also free to one pupil from each representative and senatorial district, and the State Agricultural College and State University are free to all properly prepared pupils resident in the State. Nor are the public schools merely free to all pupils. All children from 8 to 14 years of age, not otherwise under instruction, or not excused by the proper authorities be¬ cause of want of clothing or ill health of body or mind, must attend school for at least twelve weeks of each year, (six of such weeks to be consecutive,) unless it can be shown that they have already acquired the ordinary branches required by law or that there is no school taught within two miles by the nearest travelled road. SCHOOL FUKD. The available permanent school fund of the State amounts to about $1,16.3,000, with resources for increase which will probably make it $3,000,000. In addition to the in¬ come from this fund there is for the support of schools, besides the local taxes, an annual State tax of 1 mill upon the dollar of all taxable property. ELEMENTARY INSTRUCTION. EDUCATIOXAL PROGRESS. During the year which has just closed, and especially during the early part of the year, it was feared by even the most sanguine friends of the public school system of the State that, in consequence of the calamitous destruction of crops, the people in many districts would be compelled to close their schools, and that the school reports for the year would, in diminished figures, tell a sad, but fitting sequel to the story of lost crops and prostrate industries. These fears were not realized. Instead of retro¬ grading, the educational interests of the State during the past year have decidedly advanced, especially in elements most vitally aftecting the usefulness of the common schools. Although the school population of the State has remained nearly stationary during the past two years, paving increased only by 976, the report for 1875, as compared with that for 1874, shows an increase of 7,008 in the number of pupils enrolled in the common schools ; an increase of 8, 196 in the average daily attendance; of340in the number of the teachers, of 172 in number of school-houses ; of $2,865.96 in value of school apparatus ; of 107,441.33 in the value of school buildings, notwithstanding the great shrinkage that has taken place in the value of real estate; with a decrease of $159,979.35 in the amount dis¬ bursed during the year for common school purposes ; also a slight decrease in the pay of teachers and in the average length of school term. In other words, the people slightly cut down the length of the school term and the amount of their expenditures for school purposes for the year to suit their diminished resources, but sent their children to school in greater numi)ers and kept them there in more regular daily attendance than in any previous year. — (Report of State superintendent, 1875, pp. 2, 3.) REPORTS OF COUNTY SUPERINTENDENTS. Of the 76 counties in the State, 71 have forwarded to the State superintendent the annual reimrts required by law. These reports are, in several respects, an improvement on those of former years. For fulness, correctness, and neatness of reports, and for the success with which they have managed to get fuller and more correct reports- than usual from their respective district clerks, three county superintendents —two of whom, by the way, are ladies — receive honorable mention in the superintendent’s report. — (Report, p. 8.) BRANCHES TAUGHT. In all the common schools of the State, instruction is given in reading, writing, or¬ thography, English grammar, and arithmetic. In many of the better class, instruction is also given in some or all of the following branches, viz ; United States hisrory, phy¬ siology, natural philosophy, botany, algebra, geometry, drawing, vocal music, and the elements of book-keeping. — (Report, p. 8.) METHODS OF INSTRUCTION AND DISCIPLINE. In June, last year, blank forms containing questions in reference to the methods of instruction and discipline pursued in the schools were sent to teachers of common 9 I 130 KEPORT OF THE COMMISSIONER OF EDUCATION. schools throughont the State, and from the answers received the following valuable information has been obtained: Grades of teachers. — Of the 5,383 teachers employed in the public schools of the State, 24 per cent, hold the first grade certificate, 46 the second, and 30 the third grade. Of those reporting, 52 per cent, hold the first grade, 39 the second, and only 9 per cent, the third. Of the teachers reporting, 57 per cent, are men, 43 per cent, women. Percentage of excellence attained. — Estimating the reports that give evidences of the best methods of instruction or management at 100 j>er cent, and those that give evi¬ dence of almost total ignorance at zero, the lollowing averages are arrived at: discip¬ line, 79 per cent. ; general management, 74 ; reading, 69; writing, 73; book-keeping, 53; geography, 74 ; composition, 45 ; grammar, 69; average of all branches, 62 per cent. Course of studg. — A prescribed course of study is followed by 53 per cent, of those reporting. According to this course, 21 per cent, of the schools teach history, with an average of 6 i)upils in each class; 8 percent, teach natural philosophy, and average 3 j)upils each; 8 per cent, teach physiology, and average 7; 9 per cent, teach alge¬ bra, and average 4 ; 13 per cent, teach physical geography, averaging 6 ; while 41 per cent, teach none of the above branches. Reasons for failure.— 01 the teachers, 25 i)er cent, complain that they are unable to be thorough, because parents are too anxious that their children go through text books rapidly; while 75 per cent, experience no difficulty in this direction; 56 per cent, complain of irregular attendance ; 9 per cent., that parents interfere with their au¬ thority. In the whole number, 15 per cent, sometimes inflict painful punishment ; 54 per cent, seldom do this, and 31 per cent, never; 58 per cent, are satisfied with their method of discipline and 42 per cent, are not. Classes. — In 16 per cent, of the schools there is an average of 1® classes or less; 68 per cent, of them average between 10 and 20 and 16 per cent, between 20 and 30 classes. The reason given by 54 per cent, for the existence of so many classes is diversity of text books ; that given by 46 per cent, is diversity tf the grade of pupils. Methods and results. — In teaching spelling, 36 per cent, use the oral method, 5 per cent, tlie written method, while 59 X)er cent, use both. Of these teachers 67 per cent, express themselves as satisfied with their methods of teaching this study and 33 per cent, are not satisfied with either their methods or results. About 53 per cent..^re satisfied with their method of teaching reading and 47 per cent, are not. In the teaching of writing, 53 per cent, are satisfied with their method and results and 47 per cent, are not. In arithmetic, 62 per cent, are satisfied and 38 per cent, are not ; 7 2)er cent, usually fail to interest their pupils in this study, while 41 per cent, never fail, and 52 per cent, seldom fail to do so. Geography is taught by 66 per cent, orally, before using a text book. Map drawing is taught by 66 per cent, usually ; by 22 per cent, sometimes, and by 12 per cent, never; 55 per cent, are satisfied with their method of teaching this study and 45 per cent, are not ; 17 per cent, fail to interest their pupils in it, while 83 j)er cent, seldom fail in this respect. — (Report, 1875, pp. 105-115.) County teachers’ institutes and associations were as regularly held and as largely attended throughout the State, notwithstanding the hard times, as in any former year. NEEDED IMPROVEMENTS IN THE SCHOOL ECONOMY. The State superintendent recommends several changes which he thinks ought to be made in the school law, among which are : (1) The adoption of a provision for the pur¬ chase of text books by each school district, a plan which would result, it is estimated, in a saving of about $75,000 a year, the economy resulting from the purchase of books at wholesale instead of retail prices. In 338 districts of the State the text books are owned by the distiict, and the plan works acceptably where it has been fairly tried. (2) That the list of studies required to be taught by law be increased by the addition of geography. United States history, elements of natural science, book-keeping, elements of industrial drawing, and such other branches as may be determined by the district boards Geography was formerly a required study, but by act of 1874 it was dropped, it is thought, inadvertently. Some knowledge of United States history is essential to good citizenship, and it is, therefore, a part of a good C( mmon education. Many of the applications of the sciences so intimately and widely afl'ect everyday life that a knowledge of their principles is rapidly receiving recognition as a part of a good com¬ mon education. Industrial drawing is regarded as so important to the industries of the State that it should be taught in the common schools. The time required for the added branches, it is suggested, can be found by restraining, within proper limits, arithmetic, English grammar, and geography. — (Report, pp. 14-17.) CITY SCHOOL SYSTEMS. CITY OF L.1WKENCE. Officers. — A board of education, composed of 2 members from each ward of the city, one-half retiring each year, and a superintendent, W. H. Cole. Statistics. — Population of school age : white, 1,724 ; colored, 464; total, 2,188. Whole KANSAS. 131 number enrolled : white, 1.341 ; colored, 245 ; total, 1,58G. Percentage of enrolment on population, 72. Number of buildings occupied by the schools, 11 ; number of rooms, 27. Number of teachers employed : regular, 27 ; special, Geruian, 1 ; total number of teach- 01-8,28. Number of sittings, 1,352. The superiuteudeut says that during the months when the attendance is the largest these sittings will not accommodate all the children iu some of the schools’ at the same time, which compels half day sessions in the lowest grades. This may work well with the younger children, but the older ones could be profitably employed all day in school. Promotions. — The basis for promotion to higher classes has been made during the past year, noton the result of a single examination, but upon the combined averages of the daily recitations, the monthly examinations, and the semiannual or annual examina¬ tion. Book-keeping has not hitherto been taught iu the public schools, but has now been incorporated iu the revised course of study iu two grades, the fourth and second. — (Report of city superintendent, W. H. Cole, for 1874-75.) ATCHISON. Officers. — A board of education, consisting of 2 members from each ward, 1 of them elecred annually and holding office two years, with a city superintendent. Statistics. — Population, 10,927 ; persons of school jiige, 3,001 ; enrolled in public schools, 1,423 ; in private and parochial, 325 ; average daily attendance, not given. Teachers employed. 9 primary, (J grammar school, ami 3 high. Wages of these: in primary schools, $40 to $60 ; in grammar schools, $50 to $75 ; in high schools, $60. Salary of superintendent, $1,500. The school property is put down at $78,260 ; the income for schools, at $16,280.76 ; the expenditure on them, at $18,275.83. No sectarian doctrine may be taught or inculcated iu the schools of the city, but the Holy Scriptures, without note or comment, may be used therein. — (Return to Bu¬ reau of Education, 1875.) LEAVEN-WORTH. The superintendent of Leavenworth County says of the schools of Leavenworth City : “ Xhe schools are under the very efficient management of Superintendent P. J. Williams, assisted by a corps of 40 teachers. An attempt to describe this splendid system of schools would be useless. Beginning at the tenth grade, they number upward like the steps of a ladder, until the culminating point is reached, which is the Leavenworth High School, the only one in the State that can be so called. It contains over one hun¬ dred and thirty pupils, with a full corps of teachers, and is in every particular a high school. The students of this school are thoroughly prepared to enter any of the eastern colleges and universities. Several of the graduates have entered Harvard Uni¬ versity, and are now attending that institution.— (State report for 1875, p. 74. ) TRAINING OF TEACHERS. EMPORLV NORMAL SCHOOL. This school has shown, by an increased attendance, the influence of the return of agri¬ cultural prosperity to the State. The whole number of students during the year was 302. The steady increase in numbers marks a healthful growth iu the school. At the same time with each term there has been a corresponding progress in the professional work of the school. The course of study, as rearranged, called ffir increased instruc¬ tion in what may be denominated especially professional studies. At present the can¬ didates for graduation in the elementary course are required to complete in the senior year the study of school economy, of methods of instruction, and of methods of cul¬ ture, together with the school laws of the State. During two terms they observe in the training school, and for three terms teach, for one division per day, such classes as may be assigned them. This work is under the careful supervision of a critic teacher, ami is subject to thorough revision and correction. Candidates for graduation %n the normal course pursue, iu addition to other studies, the history and philosophy of edu¬ cation, and observe one term and practise two terms in either the training school or the preparatory department of the normal. The result of this professional drill has . been very satisiactory. — (Report, 1875, jip. 195-200.) LEAA'ENWORTH NORMAL SCHOOL, The enrolment of pupils during the year in the normal school was 420 ; in the train¬ ing schools, 836. The average attendance of normal pupils was about 250. Thirty- - three counties of the State were represented by the students. Having had an in-- creased number of teachers during the year, it has been possible to carry out the plan .of the school more completely than beVore, but still more teachers are needed.. The graduating class for 1875, consisting of 12 — 8 ladies and 4 gentlemen — are all teach¬ ing, most of them having secured remunerative xiosi lions before graduation. This school aims to supply the wants only of the district schools of the Stat®.- The - 132 REPORT OF THE COMMISSIONER OF EDUCATION. faculty have left Greek and Latin out of their course of instruction, and direct atten¬ tion to the English studies only, and the modes of teaching these. An eight weeks’ normal course has been incorporated into the curriculum, which is proviug of great assistance to district school teachers.— (Report, 1875, pp. 203-209.) CONCORDIA NORMAL SCHOOL. The necessity for the establishment of this school in the northwestern portion of the State is evident from the patronage it receives. There were enrolled during the year 171 normal students, (90 gentlemen and 81 ladies,) and in the model and training de¬ partment there were 83. The average age of pupils in the normal department is 19 years. Ail have pledged themselves to become teachers in the State. Tue build¬ ing, a fine stone structure, has recently been enlarged, and has undergone extensive improvements. It is now of suflicieut capacity to accommodate 300 students. — (Re¬ port, 1875, pp. 210-216.) teachers’ institutes. During the year the superintendent held judicial district institutes at fifteen diflier- ent places throughout th§ State, in all of which he received the hearty co-operation of county superintendents, and also of members of the legal profession, who conducted exercises in State constitution and in elements of commercial law. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. From Table X, p. 50, of the report of the superintendent, it appears that 11 towns and cities of the State have in them one or more public high schools and that the number of pupils in attendance is 513. No further statistics in respect to these schools are given. This number of pupils, however, being trained under an admirable course of instruction, such as here exists— sketched in the report of this Office for 1874 — would indicate that a fair degree of preparation for higLei studies is being made. preparatory SCHOOLS OF COLLEGES. In these were reported for 1875 a total of 279 students : Males, 151 ; females, 128. Of that number 5 were preparing for a classical course in college and 84 for a scientific course. — (Returns to Bureau of Education.) OTHER SECONDARY SCHOOLS. One school for girls and 1 for boys and girls report respectively 17 teachers and 76 pupils in the former case, and 2 teachers with 17 pupils in the latter. The former, which includes 6 Osage children, teaches grammar, arithmetic, algebra, book-keeping, phil¬ osophy, history, chemistry, astronomy, botany, Ipgic, and rhetoric, in its English course ; has 50 students in its classical course and 8 in modern languages. The latter reports 16 in its English course, without specifying studies; 3 in its classical course, and 2 in modern languages. In the former, drawing and painting are taught and in both vocal and instrumental music. The latter reports both a chemical laboratory and chemical' apparatus, with a library of 100 volumes ; the former “ a small apparatus,” but no laboratory or library.— (Returns to Bureau of Education, 1875 ) BUSINESS COLLEGES. Two of these institutions, 1 at Leavenworth and 1 at Topeka, report, the former 3 instructors and 126 pupils ; the latter, 1 instructor and 70 pupils. Book-keeping, commercial law, arithmetic, penmanship, phonography, and telegraphy are in the course of study. — (Returns to Bureau of Education, 1875.) SL’TERIOR INSTRUCTION. UNIVERSITY OF KANSAS. The action of the legislature in a time of great financial depression so reduced the allowance for salaries of instructors that it was feared the school could not be kept open during the year, but the faculty met the emergency by accepting for the time being lower salaries and an increase of labor; the number of students was greater in¬ stead of less than in previous years ; a fine class of 7 was graduated in the summer of 1875 ; and at the meeting of the regents in November they found a list of 207 students’ names, representing some 40 counties of the State and 5 other States, a faculty over¬ worked but resolute, and a growing popular interest in the university. There are now fully organized six courses of study, viz : classical, general scientific, modern literature, civil and topograiihical engineering, a special couise in natural his¬ tory, and a special course in chemistry. An opportunity for selection from a wide range of studies is given in the several courses of instruction, and yet these courses are so KANSAS. 133 adjusted to each other as to economize to the best possible advantage the profes¬ sional teaching. Many of the students are pursuing special studies. Natural history, chemistry, English literature, and civil engineering are eagerly sought by the mass of students. Many students, from want of time or means, pursue a partial course of study. While graduates are desirable and the regular course of study to be preferred, it is considered that the richest benefactions the university can confer may come from aiding those who cannot complete in school any prescribed course of study. — (Report of superintendent, 1875, pp. 127-135.) . DENOMINATIONAL COLLEGES. Baker UniversUif, Baldwin City, (Methodist Episcopal,) has a preparatory department, with a college of liberal arts beyond it, in which are both classical and scientific courses, aud into which both male and female students are admitted. Library, 200 volumes, with 60 additional ones in a society libri»ry. College of the Sisters of Bethany, Topeka-, (Protestant Episcopal,) designed for the higher education of women, has both primary aud preparatory’ departments as feeders for its college classes. Ottawa University, Ottawa, (Baptist,) has arrangements for both preparatory and col¬ legiate departments ; but only the former appears to be yet in active operation. St, Benedict's College, Atchison, (Roman Catholic,) presented as a preparatory school in the report for 1874, now has its collegiate course arranged and 50 students in it. The course is framed on the southern European method, with a different nomenclature for the classes from that which is common in America. St. Mary's College, St. Mary’s, (Roman Catholic,) reports only a collegiate department with a three years’ course, and this still new, with only the beginnings of advantages which it is hoped may be eventually possessed. Washburn College, Topeka, (Congregational,) is under the general auspices of the Con¬ gregational churches of the State, but opens its doors to all without distinction of race, color, or religion. It has an English and business course, a college preparatory, aud a collegiate. Its location is a choice one, on au elevation a mile aud a half south¬ west of the State house, overlooking the city, its grounds of 40 acres enclc^ed with an Osage orange hedge, and planted with nearly a thousand forest trees. A new building costing 060,000 has been recently erected for it. — (Circulars and returns to Bureau of Education, 1875.) Statistics of univei'sities and colleges, 1875. Names of universities and colleges. Corps of instruction. 'x £ X 2 s '5 Number of students. Property, income, &c. Number of volumes in library. I’roparatory. Collegiate. 2 11 X ? 's § B S £ * tit's c § C X B. > Amount of produclive funds. Income from productive funds. lieceiptsfor the last year from tuition fees. Beceipts for the lustyear Irom State appropria¬ tion. c £ -t O r'.a Baker TJuiversity . Highland University . - . . 7 80 to $15,000 $40 $850 260 Lane University . Ottawa University . 3 F f. 10 5 62: 18 100, 000 400 St. Benedict’s College. . . St. Mary’s College . 50 j 2,000 a-$10, 000 in 18, 201 0 State, University . Washburn College . 0 119 79 250,000 60, 000 $10,500 i 40, 000 1 713 4,800 1, 492 500 $0 1 ■ ' 62,448 j 3, 000 a Including board. b Includes- society Libraries. SCIENTIFIC AND AGRICULTLTSAL. KANSAS AGKICULTCRAL COLLEGE, The enrolment of students during the year 1875 was 237, a gain of 30 over that of the year 1874. Of these, 154 were young men and 83, or 35 per cent., young women. The course of instruction, though aiming to be distinctively “ industrial,” embraces those literary and scientific branches nsuaily pursued in agricultural colleges, as politi¬ cal economy, mathematics, chemistry and physics, F rench, German, botany, entomology, geology, and music. The industries taught are phonography, telegraphy, printing, dress-making, millinery, and various mechanical trades, such as carpenteVing, black- 134 REPORT OF THE COMMISSIONER OF EDUCATION. smithing, wood-turning, iron-turning, cabinet-making, and scroll -sawing, besides the various branches of farming, including the cultivation of fruit and the care and breed¬ ing of stock. In the instruction of the class in practical agriculture, the discussion of all doubtful theories was avoided, and such topics taken up only as are recognized among practical men as “the best experience of the best farmers.” In this depart¬ ment, a course of lectures in dairy practice was delivered to an advanced class of young ladies. In the department of chemistry and physics, a course of lectures in household chemistry was delivered to a class of *20 of the most advanced young ladies in the college. This tirst attempt at the introduction of such a series of lectures has resulted so profitably that it will be continued and extended as a regular feature of the course. These lectures embraced a consideration of the composition and properties of food ; the manufacture of bread by a great variety of processes; cause and prevention of sour and heavy bread; the pieservation and cooking of meats; the mineral ele¬ ments of food, including the uses and importance of comn)ou salt ; the composition and treatment of milk, butter, and cheese; the value of fish as food; the composition and uses of eggs as food ; the composition, properties, and preparation of cofiee, tea, and chocolate; the ripening and preservation of fruits and manufacture of jellies, together with a large number of other topics in which chemical principles are applied in the various practices of household economy. — (Report of superintendent of public instruction, pp. 150-191.) Statistics of a school for scientific and professional instruction, 1875. School for professional instruction. SCHOOL OF SCIEN'CE. ! I Kansas State Agricultural College . 15 237 Property, income, &c. i 5 c Z. ’O 6 Z- ® hi == = 1 S o 1 c — R > il S -3 <5 1 S o \ ^ '' p k'5 8117, 591 $225, 691 1 $19,799 a$l3, 675 a From State appropriation. b Includes society library. SPECIAL INSTRUCTION. KANSAS INSTITUTION FOR INSTRUCTION OF THE BLIND, TVYANDOTTE. Officers: A superintendent, matron, 3 teachers, (including 1 teacher of music,) a master of handicraft, and a physician. Pupils in attendance at the close of November, 1875, 39. Receipts for the fiscal year ending at the same lime, $8,988.54 ; expenditures, the same. Pupils received instruction during 1875 in reading in New York point and Boston type, writing in New York point, writing with grooved cards, spelling, geography, grammar, arithmetic, algebra, United States history, modern history, aucieui history, botany, rhetoric, natural philosophy, and vocal and instrumental music. The boys are also taught broom-making, in which industry such progress has been made that they now turn out 40 dozen finished brooms per month, in place of the 8 dozen of the preceding year. The girls receive instruction in knitting, plain sewing, bead and fancy work, and make, it is said, daily progress in these branches. — (Report for 1875.) EDUCATIONAL ASSOCIATIONS. STATE teachers’ ASSOCIATION. This purely voluntary organization of teachers and other friends of education held its thirteenth annual meeting at Topeka on the ‘24th, •25lh, and 26th of August, 1875. Important and practical questions relating to the improvement of the common school system were discussed at this meeting with an ability and earnestness creditable to the association and the State. — (Report of superintendent public instruction, 1875, p. 10.) Of an address by President Anderson, of the State Agricultural College, the Ameri¬ can Journal of Education for October says: “It rather startled the people of the State and country by the facts presented.” Dr. Anderson gave at the meeriug a de¬ tailed statement of the investment and expenditure of $17,820,182.60 for scliool pur¬ poses in Kansas within the last ten years, and from the magnitude of this expenditure, wrung as often from the hands of toiling poverty as from the stores of accumulated wealth, argued for the most faithful use of the means thus furnished, for the employ- KANSAS. 135 ment of the best officers and teachers that can be had, for the furnishing of the most practical and useful training possible to pupils, and for such conscientious eliort to make the most of the ^%’hole fund for the purposes for which it was designed as may be reasonably expected from the holders of a sacred trust. LIST OF SCHOOL OFFICIALS IN Ki^NSAS. Hon. John Fkazer, State superintendent of public instruction, Topeka. COUNTY SUPEEIXTEXDENTS, for two years from second Monday in January. County. Superiuten dent. Post-office. Humboldt. Garnett. Atchison. Sun City. Great Bend. Fort Scott. Hiawatha. El Dorado. Cottonwood Falls. Sherman City. Clay . J. S. Dodson . .' . Clay Centre. Cloud . Concordia. Burlington. Winfield. Girard. J unction City. Abilene. Troy. Lecompton. W. C. Knight . Kinslov. Hays City. Ellsworth. Dodge City. A. C. Peck . . . . Ottawa. greenwood . . H. T. Johns . . . . Eureka. Tarvfty __ F. L. Faatz . . . . . . Kewton. Toward . . . . J. K. YOUU cr . . . .i . . Paw Paw. • ackson . T. W. Kauiev . Holton. .pffftrROTl _ _ Charles Smith . . . ...... Perry. • ftWpll T. J. Patterson _ _ ... _ _ _ _ ..... _ tolinsan . . . . Andrew Kenwick . . . Olathe. jalifttte _ _ Mary A. Hi^hev . . . Oswego. leavenworth _ ............. William H. Bradshaw . . . Leav enworth. lincoln _ _ J. P. Harmon...... . . Vesper. linn . . R. B. Bryan . . . . . . Monnd City. Ivon . . . . . A . D. Clinmhers . . . . . . Emporia. icPhorson _ _ Philip Wickersham . Mcl-*her.son. Clarion _ _ _ _ Mrs. M. J. Sharon . Marion Centre. Marshal! .. _ _ _ _ _ Alvinza Jeliers .............. _ _ _ ...... Irving. iianii . . . . B. D. Kassel _ _ _ _ Fontana. Litcheil . Cyrus Gaston . . . Cawker City. irin tyomery _ _ B. P. Cunuino'ham . . . Independence. ^trris . . . J. E. Min ney . . . . Council Grove. Xiiiiaha . . . Abijah Wells . . Seneca. Iv’osho . . T. P. Leach . Thayer. Ku’ton . . . M. J. Fitzpatrick . Almena. Oage . E. C. Kewton . . . Osage City. Ohorne _ _ _ Williaui Ti. Bear _ _ . . Osborne City. Otawa ... . J. H. Elder . Minneapolis. P.wnee'. . Emma Johnson . . . '‘Fort Lamed. Piillips . . . C. J. Van Allen . . . . . Kirwiu. Pttawatomie . Louisville. Hno . . . . J. P. Cassedy _ _ _ _ Hutch inson. Rpublie . . . David C. Gamble. . . . Seapo. Kce . K. D. Stephenson . _ _ Brookdale. Idey . J. F. Billino'S .. . . . . . . ..... Manhattan. E)oks . . A. S. A very . - . Rooks Centre. Ibssell . Ira S. Fleck . . . Bunker HilL Sdine _ _ _ D Q Afinep . _ _ _ Honek. Sidtrwick . John V Zimmerman.. ... _ _ _ ..... _ .... W ichita. S'.awjiee . . . Miss IJna Hebron . . . .......... _ Xorth Topeka. Saith . TTenrv C. Flli.s . . . . . . Gavlord. Simner . S. B. 'Plemiuoint8 out. After an investigation of the results attained by those countries and States where such a law has prevailed, ho con¬ cludes that Kentucky should d( vise other measures. A compulsory statute, he argues, even when strenuously enforced by all the x>aius and penalties that can be attached to it, cannot bring into the schools pauper children sufiering from privation of food, cloth¬ ing, and shelter, children without the care of parents and guardians, and who are shut up to a choice between working or stealing for a bare subsistence ; and a consid¬ erable number of those growing up iu ignorance belong to this class. A sentiment, too, pervades large districts that such a law is tyrauuical, and this would render nugatory any attemxits at its rigid enforcement. The primary move in this direction, he thinks, should be to secure coujfortable school-houses and efficient teachers, that shall be mag¬ nets of influence to attract parental attention and draw patronage. The voluntary system might be re-enforced by the enactment of a judicious truant law, a well-consid¬ ered law forbidding the employment of children in manufactories and mines and on farms without some provision for their elementary education. Every efibrt should be made to establish iu the i)nblic mind the sentiment that ignorance is a vice and that those parents who encourage it by neglect of their children’s education incur a fearful moral responsibility. Teachers should visit those families w'ho fail to send their children, and urge upon them the proper motives to induce them to do so. — (Re¬ port of superintendent, pp. 12-15.) KINDERGAKTEN. Two of these interesting schools, both in Louisville — one conducted by Mrs. M. W. Graham, the other by Miss Bertha Lauber, iu connection with a German and English academy — make report, respectively, of 3 teachers and 18 children, and of 1 teacher with 30 to 40 children. In the former case, the children are admitted at from 4 to 9 years of age, and have sessions of 3 hours (laily ; in the latter, they are admitted at from 4 to 7 years, and the schools are in session 5 hours daily. Both use Frobel’s gifts and occupations. — (Returns to Bureau of Education, 1875.) CITY SCHOOL SYSTEMS. COVINGTON. Officers. — The board of education consists of 5 members, including the city super¬ intendent of schools. Statistics. — There are employed in the system 5 principals, 52* teachers, and 5 jan- KENTUCKY. 141 itors. The classification of studies is excellent. There is a high school taught by a principal and 4 assistants, in w hich were enrolled 174 pupils, with an average of 143.7 belonging, the attendance being 95.7 per cent. The total enrolment in all the schools was 3,513; average number belonging, 2,523; per cent, of attendance, 93.8. Funds. — The funds for the support of the school are derived from a tax of one mill upon the dollar, a capitation tax, and the apportionment annually received from the State, with such other sources as the city council shall designate. — (Eeport of Super¬ intendent Henderson, 1875, p. 149.) FKANKFORT. Officer's. — The Frankfort public school is managed by a board of 3 trustees, elected for terms of two years each by the qualified voters of the city. One of their*number is chosen president and one secretary. Siatistxcs. — The school embraces 4 departments — primary, intermediate, grammar, and high — divided into 13 grades. It is supported by a tax of 25 cents on eacli 8100 of tax¬ able property in real estate, a tax which yields 85,500 annually ; by 82,000 a year from the State apportionment ; and by receipts of tuition from non-residents, amounting to 8c00 or 8900. The enrolment is nearly 500 ; the average attendance, about 450. There are 12 assistant teachers, thoroughly trained. All are qualified to teach music, and the pupils above the seventh grade read it with ease through all the keys. Salaries of assistants, §350 to §800. Average cost per pupil, §20. — (Report of State superintend¬ ent, 1875, pp. 153, 154.) HENDERSON. Officers. — ^A school board and superintendent of city schools, M. Kirby. Statistics. — Population, «ibout 5,000; enrolled in public schools, 785 : in primary de¬ partment, 499 ; in intermediate, 225 ; in high, 61. Average number remaining each month, 637 ; average daily attendance, 587 ; percentage of attendance, 92. Number of teachers, exclusive of principal, 14 ; salaries of these, §400 to §800. Salary of principal of high school, §1,200; of the city superintendent, §2,000. Average cost per pupil §15.22. Xotes. — Henderson, with a population wealthy and refined, is remarkable for having absorbed into her public schools all the school going population ; a result attributed by Dr. Henderson to the skilful organization of the schools by Professor Kirby, and his steadfast adherence to a settled plan when formed. The sexes are classed together in the schools, by which more even grades and better classification are secured, while government is made easier and emulation healthier and less passionate. Each teacher, except in the high school, has charge of one grade, and promotions are annual. — (Re¬ port of State superintendent, 1875, pp. 155, 156.) l.EXXNGTOX. Officer's. — Apparently a school board of 3 trustees, as the city is divided into three school districts, with a superintendent, Hon. J. O. Harrison. There is also an advi¬ sory board for colored schools. Statistics. — There is in each of the three districts into which the city is divided a public school in charge of a principal and 4 assistants, making 15 instructors. The aggregate enrolment in these schools for 1874- 75 was 642: the average daily attendance, 581. Besides these there are two Roman Catholic schools, to which the city contributes §100 a month during a session of ten months, on condition of their being free to any children of the city that niay enter them, and that the course of in¬ struction shall be substantially the same as in the public schools. In addition to these 5 schools for the education of white children, there are 4 for the colored children of the city, under the charge of 11 teachers chosen by the city school committee and paid monthly out of the city treasury on the certificate of the superintendent. For the incidental expenses of these four schools §500 annually is allowed by the city, in addition to the payment of teachers’ salaries. The enrolment in them has been 565; the average daily attendance, 479. — (Report of State superintendent, pp. 156, 157.) LOUISVILLE. Officers. — A city board, number of members not indicated, a city superintendent and assistant superintendent, and a board of visitors of colored schools. Population, 120,000 ; children of school age, (6-20,) 44,827; enrolled in public schools, 17,593; average daily attendance in such schools, 11,651; average of pupils per teacher, 42 in lower grades, 27 in high schools. Number of different school buildings, 23 primary and grammar schools, 2 high schools, and 1 normal school. Number of teachers employed, 317, of whom 27 were teachers of German and 4 of music. Salaries of teachers, §400 to §2,500. Salary of superintendent, §3,000 ; of assistant super¬ intendent, §1,650. Receipts for public schools, §279,919.88 ; expenditures on them, §269,263.51. Average expenses capita, based on average daily attendance, §22.04. Xotes. — An increasing interest in the schools upon the part of citizens, a very general fidelity and enthusiasm on the part of teachers, and studiousness and good order on the part of pupils are noted by the superintendent. 142 REPORT OF THE COMAIISSIONER OF EDUCATION. The attendance on the ward schools has somewhat diminished during the year past, perhaps from the fact that they have been greatly overcrowded, an evil which it is proposed to remedy by building a number of new school-houses and improving and enlarging some of the old ones. The attendance at the colored schools, however, has increased 25:1, and to meet this increase a beautiful and substantial building is Iwing erected, containing 1*2 rooms, making the third of its kind for this class of citizen^, who now have school accommodations surpassed by those of no other city in the country. The night schools, an important branch of city public school instruction, employed 18 teachers, eni-olled 1,355 pupils, and had an average attendance of 610. The German language is taught in all the ward schools but 2, the aggregate num¬ ber of children receiving instruction in it being 5,481, of whom 1,159 are of American parentage. The city normal school graduated 29 students in the year past, and now furnishes a fair snpj)ly of well-trained teachers for the public schools. — (Report of State superin¬ tendent, pp. 157-162, and return to Bureau of Education from Superintendent George H. Tingley, jr., 1875.) NEWPOKT. Oncers. — The supervision of the schools is intrusted to a board of education of 12 members, 2 from each of the 6 wards, and a president from the city at large, with a city superintendent. Statistics. — The increase in population since 1868 has been .35 per. cent, and the in¬ crease in school attendance 91 per cent. The number of pupils enrolled in 1868 was I, 456, and in 1875, 2,545 ; showing an increase of 1,089. A’s^rage number belonging, 1,965 ; average daily attendance, 1,680 ; average daily absence, 85. The teachers em¬ ployed, exclusive of the superintendent, were: high school, 2 ; intermediate 3; primary, 32 ; special teachers : German, 3 ; penmanship, 1 ; drawing 1 ; total number of teachers, 42. Average enrolment of pupils to each teacher, 69; average belonging, 53 ; average attendance, 51. Xif/ht school. — A night school was lield for four months, the average enrolment in which was: Males, 465; females, 174 ; total, 639; averageattendance: males, 225; females, 88 ; total 313. Seven classes were formed, in all of w hich reading, spelling, arithmetic, and penmanship were taught. In addition to these subjects, a little time was devoted to grammar, geography, and United States history in two or three of the most ad¬ vanced classes. The time of one class was devoted exclusively to arithmetic and book-keeping. The general conduct of the pupils was most exemplary. Special school— The report of the committee on German says, “ We only say our hopes were not realized in beholding a very decided increase in the number of pupils in this department. The whole number enrolled has ouiy been 360. Tw’o examinations were conducted during the year, the first in February, the second in June. The results so far as examined by the committee are satisfactory. Economy. — The schools have been conducted w'ith as much economy as possible, the report showing that the average salary per teacher wms only $545 against $615 to $865 in .several neighboring cities ; and the average cost per jiupil only $11.56 against $13.40 to $20.33 elsewhere. — (Report of board and Superintendent W. H. Jones for 1874-’7.5.) TRAINING OF TEACHERS. NOEMAL SCHOOLS. No normal school has as yet been establi.'^hed in the State, though the need for such a provision for the training of teachers is very much felt. The State superintendent advises the establishment of a normal department in the State Agricultural College, and in the mean time the establishment of normal professorships in several graded schools throughout the State. The cost of five such professorships, he thinks, would not ex¬ ceed $10,000, w'hile they would result in adding annually probably 200 Trained teachers to the torce. The training school for teachers at Louisville is doing some good work. There were 29 graduates during the year, some of whom, at date of the superiutendeni’s report, had obtained situations, teaching in Louisville or elsewhere, while all the graduates of the previous year, except one, had obtained eligible situations and had been successful in their labors. — (State report, pp. 36-38, 159.) The normal deiiartment of Berea College reports 16 students in training during the last year under the instructors of the preparatory school and faculty of the college. The Kentucky Normal School, Carlisle, reports 3 instructors and 124 students. Vocal and instrumental music are taught in both these, and in both the students have access to practice schools. — (Returns to Bureau of Education, 1875.) COUNTY teachers’ INSTITUTES. During the last year institutes were held in nearly every county of the State. The aggregate of teachers in attendance was 5,012. The commissioners and teachers have learned the object of these institutes and the proper manner of conducting them. During the day, the best methods of teaching the branches prescribed for the common KENTUCKY. 143 schools are illustrated and discussed ; also, the roost successful way of governing a school, of securing parental co-operation, &c. At night, popular lectures upon subjects related to teaching are delivered by representative men. During the ]>a.st several years in which the institutes have been doing their work, it is believed that the qual¬ ity of teachers has risen 50 per cent. The superintendent makes it. a point to attend as many institutes as his oOice duties will allow, to assist in the illustration of meth¬ ods by day, and to deliver addresses upon popular education, the pedagogic art, and cognate subjects by night. — (Report of superintendent, p. 39.) COUNTY ASSOCIATIONS. County associations of teachers have been formed in many counties, meeting monthly and itinerating the sessions from one section of the county to anotlier. They have been found of great profit, in connection with the annual institute, elevating the teachers’ profession in pjildic opinion and improving tliuse who engage in the exercises. A programme is arranged for each meeting a month iu advance. It iuclmles, among other exercises, the reading of essays, the exhibition of select ])upils trained in dilfereut methods, the interchange of opinions and commuuicatiou of facts, visits to each other’s schools, the production or description of new apparatus, new books, &c.— (Superin¬ tendent’s report, 1875, pp. 38-39.) EXAMLXATION OF TEACHERS. The superintendent earnestly enjoins upon commissioners, as a measure just to those who are best informed and best capacitated to teach, and as the only reliable stimulus to those who are defective iu the knowledge of the branches to be taught, iu the abil¬ ity to govern, and iu general intelligence, to never grant a first class, first grade certi¬ ficate except to one who is so manifestly entitled to it as to leave no possible doubt in the minds of the examiners. — (State report, p. 26.) QUALIFICATIONS OF A GOOD TEACHER. (1) Good common sense; a knowledge of human nature, as it is developed and modi¬ fied by circumstances in the ordinary walks of life. (2) A fair acquaintance with the branches upon which he proposes to give instruction. To conduct and instruct a school efiiciently, a teacher must be so familiar with the studies pursued in it as to be able to deiermine at a glance the results and their value, and to correct mistakes upon the spur of .the moment. (3) Aptne.ss to teach. However opulent he may be in knowledge, it will be compara¬ tively valueless to his pupils unless he has a ready facility to communicate it to their minds. (4) Perfect self-control. He cannot successfully govern others who is incapable of self-government. (5) Love for his profession. All work is easily done which is prompted by love. (6) Correct moral principles and a moral character free from stain or suspicion. If the teacher is a man of high moral principle, his pupils will soumi discover and admire it, and they will be ready to adopt whatever sentiment he utters, because they esteem and admire him. — (State report, pp. 32, 33.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. It appears from the account given of the school systems of cities, in the report of Superintendent Henderson for 1)575, that there are 8 cities of the State which have high schools, or else high school departments, forming a part of the graded school sys¬ tem. One of these cities, Louisville, has 2 high schools for the separate instruction of boys and girls, with a total enrolment of 045 iiupils and an average attendance of 573. The total enrolment in all the schools, as far as it is given, reaches 1,135; 1 school only, viz, the higher department of the Frankfort school, failing to report this item.. The average attendance, which is given by 5 out of the 8 schools, amounts to 889. — (Report of superintendent, pp. 149-109.) OTHER SECONDARY SCHOOLS. Thirty private or denominational academies — 5 for boys, 11 for girls, and 14 for both sexes — report for the past year 101 teachers, 2,569 pupils, 501 of whom were in classical studies and 572 iu one or more modern languages ; 102 preparing for a classical course in college and 55 for a scientific course. In 16 of these schools drawing is taught, with the addition of painting in a few cases. In all those for girls, in most of those for both sexes, and in 1 for boys, vocal and instrumental music are taught. Ten have some sort of a chemical laboratory; 12, some philosophical apparatus; and 14 report libraries ranging from 90 to 3,500 volumes. Besides these, the preparatory departments of 8 colleges report 12 instructors ad¬ ditional to those in the college proper, with 719 pupils, 143 iu preparation for a class¬ ical and 193 in preiiaration for a scientific course. — (Returns to Bureau of Education, 1875.) 144 REPORT OF THE COMmSSIONER OF EDUCATION. BUSINESS COLLEGES. Two of these schools — 1 at Lexington and 1 at Louisville — report 8 instructors and 362 pnpils. Book-keeping, penmanship, arithmetic, commercial law, correspondence, and business practice appear to constitute the studies of the course, no special studies beyond these being indicated. — (Returns for 1875.) SUPERIOR INSTRUCTION. Kentucky JJyih'erdfy, Lexington, (undenominational.) The university embraces 7 independent colleges, each divided into several schools or departments of study, which are under the immediate government and instruction of a competent professor. The colleges are: (1) the college of arts: (2) the agricultural and mechanicai college of Kentucky; (3) the college of the Bible; (4) the noniial college, (not yet organized ;) (5) the commercial college; (6) the college of law ; (7) the college of medicine. While the course of study in each college is complete, yet the four first named are so asso¬ ciated that a student regularly matriculated in any one of them may have the benefit of instruction in the others without additional charge for tuition. Graduation in all the schools of the college of arts, except that of monern languages, is required for admission to the regular degree of bachelor of arts; the caudidate. however, may sub¬ stitute, with the consent of the faculty, the course in Frtnch, German, Spanish, or Italian for the calculus, or the senior Latin, or the junior and senior Greek. There are good law, medical, and miscellaneous libraries belonging to the university and open to all the students, comprising about 10,000 volumes of valuable books. There is also a considerable collection of chemical, philosophical, and astronomical apparatus, with a museum of natural history, created through the energy and liberality of Regent Bowman, aud containing already about 20,000 specimens. The anatomical museum is large, aud contains many valuable wax models, skeletons, &c. — (Catalogue of university, 1874. OTHER UNIVERSITIES AND COLLEGES. The following institutions for superior instruction present themselves by catalogue or circular as occupying a collegiate rank and doing really collegiate work : Berea College, Berea, (Congregational,) embraces collegiate, normal, and preparatory departments. Both sexes are admitted and recite together when their studies are the same.— (Catalogue, 1875.) Bethel College, Russellville, (Baptist,) is exclusively for young men. There are 8 independent schools, including 1 of theology. Students may choose their course of study, subject to the advice of the faculty, but graduation in 6 schools is required in order to the attainmeut of the degree of A. B.— (College catalogue, 1874-75.) Ceeilian College, ElizabeThtown, (Roman Catholic.) is for young men only; was founded in 1860 and chartered in 1867 : confers diplomas in classical and commercial depart¬ ments. — (Catalogue, 1874.) Central University, Richmond, (Southern Presbyterian,) was established iu 1873. To the collegiate and preparatory departments are added colleges of law and of medicine. — (Catalogue for 1874-75.) Centre College, Danville, (Assembly Presbyterian,) is only for young men. There are classical, scientific, and preparatory departments. Opportunity is given for the study of four mcdern languages, FXiecial attention being bestowed on German. — (College catalogue, 1874-’75.) Concord College, New Liberty, (Baptist,) admits both sexes, and young ladies may take the same course of study and share the same honors as young men. There is a preparatory as well as collegiate department. — (College catalogue, l874-’75.) Eminence CoReye, Eminence, (Disciples of Christ,) admits both sexes, and embraces preparatory and collegiate departments. French and German, with music, painting, drawing, embroidery, and wax work are taught. The sexes do not recite together, but are in distinct departments. — (College catalogue, 1875-76.) Georgetown College, Georgetown, (Baptist,) claims to afford full and thorough instruc¬ tion in eight distinct departments, viz : English, Latin, Greek, modern languages, math¬ ematics, physical sciences, history and political economy, and mental and moral philos¬ ophy. — (Circular of college.) Kentucky Military Institute, Frankfort, (non -sectarian.) chartered in 1847, includes, with its regular collegiate department, a special commercial course and one in civil engineeriug ; also a resident graduate course. The design of the military feature, which is made quite prominent here, is to aid m securing good discipline and physical culture, as well as to confer a knowledge of military tactics. — (Catalogue for 1875.) Kentucky Wesleyan University, MUleTshmg, (Methodist Church South,) offers a regu¬ lar collegiate course of four years, with classical and scientific departments. — (Cata¬ logue, 1873-74.) Murray Institute, Murray, (non-sectarian,) is for both sexes, and embraces preparatory, ornamental, and collegiate studies. It has authority to confer “ any or all of the di¬ plomas or degrees conferred by the best colleges of this State.” — (Catalogue, 1875-76.) KENTUCKY. 145 St, Josephs College, Bardstown, (Roman Catholic,) for young men only, Avas char¬ tered in 1824. Its object is to afford a thorough religious and literary education. None hut Catholic studeuts are admitted. There is a classical course for those students who wish to prepare themselves for the ministry or the learned professions, and a commer¬ cial one which prepares for mercantile pursuits. — (Catalogue, 1873-74.) COLLEGES AND SEMINAKIES FOR WOMEN. Reports hav^beeu received from the following named colleges and seminaries for the superior instruction of wmmen : (1) Bethel Female College, Hopkinsville, (Baptist;) (2) Bowling Green Female College, Bowling Green, (Presbyterian ;) (3) Daughters’ College, Harrodsburg, established in 1856 ; (4) Franklin Female College, Frank¬ lin, (non-sectarian;) (5) Georgetown Female Seminary, Georgetown, (Bajitist;) (6) Hocker Female College, Lexington, (Christian ;) (7) Kentucky College, for young ladies, Pewee Valley, (“ undenominational, but evangelical ;”) (8) Lexington Female College, Lexington, (Baptist ;) (9) Logan Female College, Russellville, (Methodist Episcopal Church South ;) (10) Shelbyville Female College, Shelbyville, (Southern Presbyterian ;) and (11) Stanford Female College, Stanford, (non-sectarian.) These present in their collegiate departments a total of 71 instructors and 737 students. Of the students, 461 are in the regular course and 276 in special or partial courses. For fuller statistics of these institutions see Table VIII of the Appendix. 4 Statistics of universities and colleges, 1875. NaOies of universi¬ ties anti colleges. I ® Berea College . j 12 Bethel College . i 7 Cecilian College . . . . j 7 Central IJniv^sity . , 10 Centre College . j 9 Concord College Eminence College . . I Georgetown College. . Kenfuchy Military i Institute. 1 Kentuclej* Univer- 1 sity.* Kentucky W esleyan University. Murray Institute. . . St. Joseph’s College. St. Mary’s College.. Warren College _ Number of students. 258 20 125 81 83 53 80 25 100 ci66 100 4 no .72 60 105 85 100 87 Property, income, &c. ga O CS $100,000 §34,000 20.000 i 91,000 40,000 70, 000 80, 000 15, 000 50, 000 75, 000 125, 000 il50, 000 1175, 000 0 75, 000 0 100,000 200,000 30, OOO 1 43, 000 16, 000 20, 000 20, 000 e fl 02, 800 5, 460 9,012 0 ao 12, 000 3, 000 01, 200 4, 000 12, 000 5,000 1,577 1, 200 9, 400 9, 000 si ft .O C3 ill 278 2, 500 15,066 ei.S tl o « .ft 6100, COO 2, 000 al. 800 1, 000 1.000 a9, 160 140 a% 200 all, 200 a4, 500 10, 000 a500 0 2, COO *From Keport of Commissioner of Education for 1874. aincludes society libraries. 6 Not all naid in. c Unclassified students. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. AGRICULTURAL AND MECHANICAL COLLEGE. Located at Lexington, this is one of the colleges of Kentucky University. It is an institution belonging to the State, with an endowment fund given by the Government, and, with the splendid estate of Ashland, the homestead of Henry Clay, donated chiefly by citizens of Fayette County, as a site for its operations. It has a full corps of able professors and a liberal course of study, embracing the literary and scientifle branches usually pursued in colleges, with modern languages and military science. Those stu¬ dents wishing to pursue the Latin and Greek languages have access to the classes in these and other branches in the college of arts, free of cost for tuition. The institution is emphatically for the masses of the people. Under the charter each county or legislative district is entitled to send to it three properly prepared students, free of charge for tuition. Other expenses need not exceed $150 for the col- 10 I 146 REPORT OF THE COMMISSIONER OF EDUCATION. legiate year, and such young men as desire it cau defray a portion of these by laboring four hours a day on the farm or in the shoi^s. — (Report of Superintendent Hender¬ son, 1875, pp. 277, 278.) THEOLOGY. Theological instruction is given in the College of the Bible, University of Kentucky, ^ (Christian,) the Theological Seminary at Danville, (Presbyterian,) the Western Bap¬ tist Theological Institute, in Bethel College, (Baptist,) and in. St. Joseph’s College, Bardstown, (Roman Catholic.) LAW. The law college of Kentucky University claims to i^rovide a complete and very thorough course of instruction for young men preparing for the bar in any part of the United States. MEDICINE. The medical schools of the State are the Transylvania Medical College, Lexington, a deiiartment of the State University, with three years of study in its course and two of lectures ; the Louisville Medical College ; the Louisville Hospital Medical College, with a course of two years ; the medical department of the University of Louisville, and the Louisville College of Pharmacy. For full statistics respecting such of these professional schools as report themselves, see Tables XI, XII, and XIII of the Appendix. Statistics of schools for scientific and professional instruction, 1875. i 1 ! Property, income, Ac. ;-i' -!Sch(tols for ju ofessional in.stt uetiou. Corps of instruction. o .Q 'o o c a; C 1 X [ c- £ "A o o 3 rt V £ A *7^ -t: 4i 5 SI P re o re S £ 1 i Egi "o J ; o i P ^ 1 D 1 > g 1 Receipts for the hast j year iVoni tuition fees. 05 O g SCHOOL OF SCIEXCF. Agricultural and Mechanical C0 1, 200 . 1 1,6.M o ' 2 1 (f48, COO 1, GOO 1 ! 1 SCHOOLS (A" LAW. i ! College of Law, Central University. . Law College, Kentucky University *. . 1 ' 4 1 2 1 5 i l(j 1 2 1 2, 000 SCHOOLS OF 3IEDICTXE. i i 1 i Kentucky School of Medicine" . Louisville Medical College* . Louisville Hospital College, of Medi cine, (medical department Central University.) Medical department University of LonisviUe.* Transylvania, Medic,al College, (Uni¬ versity of Kentucky.) Louisville College of Pharmacy . . . . n 1 2 c500 c2, 000 ).6, 000 '306 89 170 5 11, 000 3, 900 13 12 1 i 2 0 5 o 1 ' ^ 4, SCO 3 i ^ ! 2 0 7, •OO 3 36 ' 2 1, 350 80 1,690 3« 1 ' * From Eeport of Commissioner of Education for 1874. a Also 40 preparatory. c Beneficiaries :^iie funds are invested and used to educ.ate youug men in other seraiujiries, until baild- ino^s are provided in Louisville. d Twenty-six thonsand dtdlar.s of this .are temporarily unproductive. , e Apparatus. KENTUCKY. 147 SPECIAL INSTRUCTION. INSTITUTION FOR THE BLIND, LOUISVILLE. This institution is not an asylum nor a hospital for the treatment of diseased eyes, l>nr one of the public schools which the State has provided. Here every child in the .State whose eyesight is so defective that it cannot obtain an education in the ordinary schools may receive appropriate instruction free. The State charges the parents of the pupils nothing for board or tuition, and, in cases of destitution, provides clothing. Children are permitted to receive iustructiou for seven years, and in the case of merito¬ rious pupils the time may be extended if the trustees see fit. The course of instruction « mbraces everything taught in the common schools; and, in addition, special tuition in music and in various branches of handicraft. The boys are taught to make brooms and various kinds of mattresses, to cane chairs, and to do general upholstering work. The girls are taught to knit, sew, do various kinds of fancy work, and use the sewing machine. The proper age for admission is from 6 to 16 years, but. as it is the wish to ex¬ clude none who desire to learn, piersons over 16 years of age will be received upon presenting the proper testimonials of character and fitness to associate with children. There are probably 400 children in the State who should be in the school, but less than one-fourth of them are there, the remainder growing up in a darkness that is made doubly intense by ignorance. — (Report of State superintendent, pj). 95, 96.) INSTITUTION FOB THE DEAF AND DOLB, DANVILLE. This school was established by legislative enactment in 1S23, and has been iu suc¬ cessful operation for 53 years. Every deaf-mute in Kentucky, of sound mind and body, is privileged to receive all the benefits of the institution, without charge for board or Tuition, for a term of 7 years. The branches of study pursued are reading, writing, arithmetic, grammar, geography, history, natural history, physiology, the Bible, Sec. A spicy little periodical, The Deaf-Mute, is published by the pupils. — (Report of State superintendent, pp. 97, 9S.) INSTITUTION FOB THE EDUCATION OF FEEBLE-:NnNDED CHILDREN. TTiis institution, located at Frankfort, was reconstructed in 1874. Its purpose is de¬ fined in the words of the law as follows : “ It is distinctly avowed iu this act that said institution is not an asylum for the custodial care of unimprovable idiots, but a school for the education of feeble-minded children.*’ Children of this character, between the ages of 6 and 16 years, are entitled to board and tuition without charge, and for all children who have not the means of transportation the expense is defrayed by the State. The superintendent speaks of the management of the school in terms of un¬ qualified approbation. Its utility and success in cultivating the dormant intellectual powers of the children sent to it are beyond doubt. Physical training forms an im¬ portant part of the plan. It having been found frequently that the mental imbecility was connected with bodily weakness, special attention is paid to gymnastic training. Calisthenic exercises of the most graceful character, and to the measure of the sweetest music, are daily engaged in. Every muscle of the body is brought into play; and as vigor of body is imparted it is frequently accompanied by activity of mind. — (State report, pp. iV9-101.) EDUCATIONAL ASSOCIATIONS. STATE teachers' ASSOCL4TION. This body convened in Glasgow, July 13, 1675, and held its closing session in the Gothic Chapel of the Mammoth Cave, on July 15. It was attended by .200 teachers of Kentucky and quite a number of professional visitors from Tennessee, Indiana, and Ohio. Among these were Hon. W. D. Henkle, formerly superintendent of public in¬ struction of Ohio ; Hon. John Hancock, of Dayton, Ohio, who delivered an address upon graded schools ; Prof. J. R. Ridge, of Cincinnati, who delighted the audience with superior elocutionary readings, and Hon. Leon. Trousdale, superintendent of public instruction for Tennessee. The citizens of Glasgow extended the most cordial hospital¬ ity, and made the stay of the teachers so pleasant that every one was reluctaut to leave. The following papers were ordered to be printed by the association, and, conse¬ quently, appear in the report of the State superintendent for 1875 : “Special advantages of college training,” by President J. G. MTilson, of 'Warreu. College; “'Common sense in teaching,” by William J. Davis, editor of Home and •School ; “■ The recitation,” by Principal George A. Chase, of the Female High School , Louisville ; and Graded schools,” by Hon. John Hancock, of Ohio. The exploration of the Mammoth Cave was fraught with more than usual interest, for, in addition to the customary curiosity which prompts the underground pilgrim¬ age, there were present the spirit of scientific inquiry and that preliminary culture which give zest to a review of the wonders of nature in a company of congenial minds. 148 REPORT OF THE COMMISSIONER OF EDUCATION. In the Gothic Chapel a grand halt was made, and the president of the association, mounted upon a huge stalagmite, delivered a short address. A fine quartette of instru¬ ments discoursed delightful strains ; a solo was suug by Kentucky’s sweetest cantatrice, and a chorus of well trained voices sent a harmouy sounding down those dark and mystic corridors such as never before woke its grotesque carvings into listening atten¬ tion. — (State superintendent’s report, 1875, pp. 40-67.) SOCIETY FOR THE ADVANCEMENT OF EDUCATION IN KENTUCKY. The object of this society is the encouragement of higher, technical, and normal education. In conjunction with the State Teachers’ Association, it held a meeting at Mammoth Cave, July 15, 1875. Superintendent Henderson, its president, Major Will¬ iam J. Davis, secretary, and Professor Chenault made addresses explanatory of the objects of the organization. Reports were referred to the several permanent commit¬ tees, which were instructed to report at a meeting to be called by the president during the session of the legislature. — (Scate report, 1875, p. 68.) LIST OF SCHOOL OFFICIALS IN KENTUCKY. Hon. H. A. M. Henderson, State superintendent of public instruction, Frankfort. STATE board OF EDUCATION. [Term, 1875-’79, fonr years.] Name. | Post-office. Hon. H. A. M. Henderson, superintendent of public instruction and ex o£icio president. Hon. J. Stoddard Johnston, secretary of state . Frankfort. Frankfort. Frankfort. Farmdale. Louisville. Hon. Thomas E. Moss, attorney -general . . . R. L). Allen . W, H. Bartholomew . COUNTY COMMISSIONERS. [Term, 1875-'7C.] County. Commissioner. Post-office. Adair ...... _ .... _ _ _ M. H. Rohrer . . . A 11 An . . M. A. .Alexander . Anderson _ _ _ _ _ A. M. Port wood . Ballard . I. K. Swam . Barren . R. P. Collins . Bat.b _ - . . . W. H. Daugherty . I Bell . Peter Hinkle . i T^f^nn A . . . . H. J. Foster . ' Bourbon _ _ _ ... _ W. H. Lockhart . TinyH . _ _ _ _ .Jacob Rice . .. . . . Boy le . . . . R. H. Caldwell . Bracken _ _ _ ... _ _ _ A. C. Armstrong . Breathitt . > . Nathan B. Day ... . . Breckinridge . Milton Board . Bullitt . . R. J. Mevler . i Butler . William Wand . : (’nlHwpll . W^illiam C. U. .Tone.s . . . . Callaway . Daniel Mathewsou . Campbell . . . Leo Tibbatts . Carroll . J. A. Donaldson . Carter . .. . . . D. J. Caiidell . ’ Casey . D. W. Coleman . Christian ... _ _ _ _ G. A. Charaplin . Clarke . Leeland Hathaway’ . Clay . . . John E. White . . Clinton . . . Thomas V. Stephenson . Crittenden . . Singleton Hocl^e _ ? . Cumberland . . ..... William Cheek . Daviess . . . David F. Todd . Edmonson . . . Frederick Merideth . Elliott . W. W. Johnson . V, Infill E W Smith . . Fayette . J. H. Carter . Fleming . . . William M. Harmon . . . . . Flovd . . . AVilliam J. Martin . . . . . . . .... Franklin . . . LT. V. Williams . . Fnlton . li. T Tyler . Gallatin . . . Samuel Turley . Garrard . John K. West . Grant . H. D. Stratton . . . Graves . J. M. Cosbv . Grayson . George A. Cubbage, ir . | Columbia. Scottsville. Lawreuceburg. Blandville. Glasgow. Owingsville. Pinevillc. Burlington. Paris. Catlettsburg. Parksvillo. Augusta. Jackson. Hardiiisburg. Shepherds ville. Morgantown. Princeton. Murray. Grant’s Lick. Carrollton. Olive Hill. Middleburg. Hopkinsville. Winchester. Manchester. Cumberland City. Marion. Burksville. Owensboro’. Brownsville. Sandy Hook. Irvine. Lexington. Fiemingsbnrg. Prestonburg. Bridgeport. Hickman. Napoleon. Lancaster. Williamstown. Mayfield. Litchfield. KENTUCKY. 149 List of school officials in Kenitickg — Coucluded. County. Commissioner. Hancock . C. T. Duncan . IJ u t . Hopkins . James M. Compton . Larue . ! Thomas A. Eobertson . Lee . C. D. Tvler . Marshall . . . Elias Barrv . . . . . "Martin _ _ T. W. New'herry . _ .i... .. Mason _ _ _ D. J. Eeea _ _ _ "Nrc.r'.rackpn _ William E Eeid . . . _ McLean. . J. M. Nichols . 31eade . . . . William G. Beall, sr . . . . Menifee _ _ _ _ John Armitacre _ _ Mercer . James H. Lapslev . . . . Metciilfe _ _ Samnel IT. Atarrs . .. _ Monroe . . . John J. C. Eubank . . . Montpomery _ _ F. F. Garrett ... . . Morgan .... _ _ _ .... Enbert C. Day _ _ _ _ _ _ Muhlenburg . J. F. Eichardson . Nelson _ _ _ _ ,T. "W. Alnir .. _ _ Nicholas . Isaac M. Chism . Ohio _ _ _ _ _ W. T. Eowe, .. .. - - _ _ Oldham . W. H. Slater . Owen . John C. Strother . . . Owslev . . . . H. C. Hofg . . . Pendleton . . . . Gideon M. Colvin . Perry . . . Thomas F. Johnson . | Pike . Thomas 0. Marrs . ■ Powell - . J. S. Vivien . i Pnlaski . W ill iam H. Isaacs . i Eobertson . C. N. Buckler . . . Eockcastle . J. J. Brown . Eowan . E. G. Scott . Bussell . James M. Lester . Scott . . . H. S. Ehoton . . . Shelby . S. F. Thomp.son . . Simpson . . . G. W. Eoark . i.. Spencer . Joseph B. Cox . Tavlor . . . D. G. Mitchell . Todd . W. F. ATobley Trigg . J. H. W^ilkinson . . . Trimble . V. H. Abbott . Union . J. W^. Marshall . Warren . . T. J. Smith . Washington . . Thomas E. Browne . Wayne . E. Burnett . W eb.ster _ _ E. E. Thnruberrv _ Whitley . Mark White ...I . Wolfe . M. D. Spencer . Woodford . . Samuel B. Lvons . Post-office. Green sburg. Greenup. Hawe.'iville. Elizabethtown. Harlan Court-House. Cyntbiana. Munfonlsville. Henderson. Newcastle. Clinton. Madisonville. Greenhall. Long Hun Station. Nicbolasville. Paintsville. Independence. Jarvis' Store. Hodgenville. London. Louisa. Beattyville. Wbitesbnrg. T anceburg. Stanford. SmithlanJ Kussellville. Louisville. Eddyville. Eichmond. Salyers ville. Lebanon. Benton. Inez. Sardis. Paducah. Calhoun. Brandenbjirg. French burg. McAfee. Edmonton. Tompkinsville. Mt. Sterling. West Liberty. Greenville. Bardstown. Carlisle. Hartford. Beard's Station. Oweuton. Booneville. i Morgan Station. Bowling Green. Springfield. Monticello. PiM.le’s Mills. Whitley Court-House. Campton. Versailles. 150 EEPORT OF THE COMMISSIONER OF EDUCATION. I.OUlSIA]^A. STATISTICAL SUMMARY. SCHOOL POPULATIOX AND ATTENDANCE. Number of children in the State 6-21 years of age . 260. Number enrolled in public schools . 74, 646 Increase since 1874 . 737 Number attending private schools . 21,711 TEACHEP.S AND TEACIIEliS’ PAY. Nnmber of teachers employed : Men, 797 ; women, 760 . 1, .357 Gain over 1874 . . . 6:i Average salary of teachers per month . $37 00 SCHOOLS. Number of public schools . 1, 032 Decrease since 1874 . 9 Average number of months eacb school has been taught . 3-^ Decrease since 1874, in months . 1 Whole number of months schools have been taught . 5, 231 Gain over 1874 . 270 Number of school-houses built in the State . 35 Estimated value of all school property . $896, 100 00 * INCOME AND EXPENDITURE. Receipts. From parish treasurers and tax collectors . . . $14,6.59 32 From State apportionments . 207,406 20 From corporate authorities . . 313,358 31 From interest due from the free school fund . . 33, 051 23 From appropriation for salaries of officers, contingent expenses, &c . 35, 300 00 Balance on hand September 1, 1874... . . . 95,890 14 Total receipts . 699, 665 20 Expenditures. For previous indebtedness . $33,214 75 For salaries of teachers . . 573, 144 44 For rent and repair of school-houses, purchase of furniture, apparatus, &c. 76, 529 43 For school buildings and sites . . 5, 985 95 For salaries of officers, office-contingent, and expenses . 35, 300 00 To balance in hands of school board treasurers . 139, 217 29 Total disbursements for 1875 . 863, 391 86 Amount paid in school certificates by New Orleans school board . 163, 726 66 Total cash disbursements for 1875 . . 699, 665 20 — (From report, for 1875, of State Superintendent Hon. William G. Brown, pp. 6-9.) SCHOOL SYSTEM OF THE STATE. CONSTITUTIONAL PROVISIONS. The constitutions of 1845, 1852, 1864, and 1868 agreed substantially with one another in providing for free public schools throughout the State, to be supj)orted by taxation or otherwise ; for the appointment or election of a State superintendent of public edu¬ cation, to hold office for two or four years ; for the formation of a permanent school fund from the proceeds of lands granted by the United States, or of property granted, bequeathed, or escheated to the State by any person ; and for the establishment and maintenance of a State university in New Orleans. That for 1868 went further than preceding ones by explicitly requiring the general assembly to establish “at least one free public school in every parish by making such schools and other State* institutions of learning free to 'all children of the State between 6 and 21, “ without distinction of race, color, or previous condition by for¬ bidding the establishment of separate schools or institutions of learning exclusively LOUISIANA. 151 for any race by the State ; by forbidding, also, appropriations by the general assembly for any private school or institution ; and by providing that institutions for the insane, the blind, and the deaf and dumb should always be fostered by the State. PROVISIONS OF TUE SCHOOL LAW. From .School Law of 1870, with amendments of 1871, 1873, and 1874. and constitution of 1868. OFFICERS. The chief school officers are a State board of education, State superintendent of public education, division superintendents, parish boards of school directors, and a special board for the city of New Orleans. POWERS AA'P DUTIES OF OFFICERS. State hoard. — The six division superintendents in the State, with the State superiu- Tendent as president, constitute the State board of education, which holds a regular annual meeting at the office of the superintendent, in New Orleans, each January, and may hold special meetings at his call, at other times. Its duties are to appoint boards of school directors in each parish and a special one for New Orleans ; to report to the general assembly the names of all such who may fail to serve ; to provide for the enu- meralrion of children of school age, (6-21 ;) to make all needful rules and regulations for the public schools, especially a general regulation opening them to all children of the proper age within the State, without distinction of race, color, or previous con¬ dition, according to constitutional provision ; and to select text hooks for their use. It has power to sue delinquent officers ; to employ counsel in case of any suit ; to remove parish directors for negligence, incompetency, or violation of law, after fair trial ; to establish academies, normal schools, and teachers’ institutes : and to provide for the government and control of them. .State superintendent. — This officer, provided for in each successive constitution of the State from 1845, is, according to that of 1868, eligible by the people j holds office for four years ; receives a salary of §5,000 ; and appoints for himself a secretary with a salary of §3,000, whose duties he prescribes. He has his office at the seat of government ; hies there all documents and reports submitted by school officers ; is charged with the general supervision of all the division superintendents and all the common, high, and normal schools under the State system; and is to see that this system is put into effect and carried on in uniform operation. With a general view to these duties he is to meet the division superintendents at least once in each year in each division, giving due previous notice of the time and place of meeting, and is to compare views with them, discuss principles, and listen to all suggestions made as to school matters. He is to visit also such schools as he can, and witness the manner in which they are con¬ ducted ; is to cause the school laws and necessary forms and blanks to be printed and distributed; is to make quarterly apportionments of the State school funds, according to the number of children of school age, to each school board ; is to cause notice of an¬ nual district meetings to be published thirty days in advance in each parish; and at each session of the general assembly and State board of education is to make them a report showing (1) the condition of the common school divisions of the State, the number of schools, number of children of school age, number in each parish who have attended school, number of books in division libraries, and value of all apparatus in the schools ; (2) such plans as he may have matured for the management and improve¬ ment of the school fund and the more perfect organization and efficiency of the schools ; and (3) all such other matters relating to his office and to the common schools as he may deem it expedient to communicate. He may also provide for holding teachers’ institutes in the divisions on receiving assurance from the division sujierintendent that not less than thirty teachers desire to assemble for this purpose. Division superintendents. — For school purposes the State has six divisions, of which the city of New Orleans is one. A superintendent for each division is appointed by the governor on the nomination of the State superintendent, with the consent of the State senate, for a term of three years. He has general supervision of all public schools in his division, subject to the rules of the State board ; examines* and licenses teachers, (and, if need be, revokes a hcense,) except where certificates are held from the State superintendent ; receives and transmits to the latter all reports from parish school boards, serves as a medium of communication between the State board and State superintendent and these lower boards ; transmits to them or to teachers all blanks, circulars, and other communications from the higher powers ; entertains and decides appeals from the decisions of the parish boards, and has it laid upon him as his duty to organize and conduct, once in each year, in his di\fision, a teachers’ institute at some central and accessible locality, aided by a profe.ssor from the normal school or some practical teacher appointed by the State superintendent. He is also to encourage and * In Xe-w Orle.Tns a committee on teacliers aids in this. 152 REPORT OF THE COMMISSIONER OF EDUCATION. assist at teachers’ associations to be convened in each parish or in a union of parishes four times each year; is to make before the 5th of October, annually, a report to the State board, containing a digest of the reports made to him by the secretaries of the lower boards in his division and showing the condition of each school in it ; is also, at the same time, to file with the recorder of each parish an abstract of the number of youth of school age in each ward or school district of the parish, and is to report the number of private schools, academies, and colleges in his division, number of pupils, male and female, with such other information and in such form as the State superin¬ tendent may prescribe. By a later law he is further, on or before October 5, each year, to visit the several parishes in his division, examine the accounts of each school treas¬ urer, and certify the correctness of such as he may find to be correct ; and without such certificate from either the division or State superintendent, no treasurers accounts shall be held to be finally adjusted. The superintendent of the sixth division, composed of the city of New Orleans, has the aid of an assistant superintendent, at a salary of ^2,500. His own salary is $4,000 ; that of other division superintendents, $2,500. Parish hoards. — These, answering to the county boards of other States, consist of five or more persons ; are appointed by the State board ; hold office for two years ; elect from among their members a president, secretary, and treasurer, the last of whom gives bond in $5,000, and inay have this increased. They are to visit and examine the schools of the parish, to report to the State board and State superintendent any defi¬ ciencies in them, or neglect of duty on the part of teachers or other officers ; to receive from the State tax collector all proceeds of any parish school tax levied, and apportion the same among the several districts in proportion to the number of persons of school age within it, the treasurer acting as the agent of the board in such payments, keeping an account of receipts and disbursements in books provided for the purpose, which must be always open for inspection, and making a monthly report to the board and an annual one to the division superintendent. The boards make contracts for school build¬ ings, consulting with the State superintendent as to plans ; fix the site for each school- house ; determine the number of schools Co be established and the time each one shall be taught, as well as the branches for study in them ; establish graded or union schools where necessary, and may select persons to have the general supervision of schools under them. Through their secretary, they report each year, on or before the 20th of September, to the division superintendent, the number of persons of school age in each district ; the number of schools and the branches taught ; the number of teachers, male and female, and the average compensation of each per week ; the length of school in days, and the average cost per week for each scholar ; the aggregate amount paid teachers during the year, and the balance of teachers’ fund in the treasury ; the text books used in the schools, the number of volumes in district libraries, and the value of apparatus possessed ; the number of school-houses, and their estimated value ; the amount raised within the year by tax for school purposes, giving all particulars; and the amount of public fund received, with such other information as may be deemed useful, $25 to be forfeited for failure to make such report, and all losses resulting from the failure to be made up. SCFOOLS. The schools of all grades under this system are to be taught each year for at least twelve weeks of five days each, one or more in each school district, by a regularly cer¬ tified teacher ; and from none of them is the Bible to be excluded, though no pupil must be required to read it contrary to the wishes of his parent or guardian. A State normal school, military academy, agricultural and mechanical college, and State university are contemplated as parts of the State system. The first and second, however, do not now exist, and the third is only in its infancy. SCHOOL FUXDS. For school purposes, the law authorizes the levying and collecting of an annual State school tax of two mills upon the dollar, with a parish school tax of the same amount. ELEMENTARY INSTRUCTION. KEMAl’.KS UPON STATISTICS. The amount of disbursements in excess of the receipts — $163,726.6(5 — is represented by certificates of indebtedness, commonly called school certificates, issued principally in New Orleans to the teachers, but also to persons to whom the bureau of education (rep¬ resented by the New Orleans city board of school directors) has become indebted. The corps of teachers, as a class, are too poor to wait for their pay ; hence they are compelled to sell their certificates for whatever price the broker will allow. At the close of the fiscal year in 1874 the amount of outstanding school certificates was $110,- 595.43 ; but this year it reaches, as before mentioned, $163,726.66, an increase of indebt¬ edness of $53,131.23. If the revenues for school purposes are to be restricted to their LOUISIANA. 153 present amount, and if those sums which have been alienated therefroiii cannot be restored, it is believed that it will become necessary to close about one-third of the schools. — (Report of State superintendent for 1875, i)p. 4-6.) PROSPECTS OF THE PUBLIC SCHOOL SYSTEM. The fair prospects for the success of the public school work of the State, noted in the last report of the superintendent, (1874,) were suddenly darkened by the unfriendly alienation of a considerable part of the school revenue, nearly $200,000. Of this, $50,000 — paid out of the current school fund — were interest due by the State from the free school fund ; $40,000 of the amount were revenue received by the State as a license from the Louisiana State Lottery Company ; and $15,000 were derived from the poll tax. Notwithstanding this severe blow, the loss of nearly one-third of the school revenue, the amount of work accomplished during the year is nearly as much as that of 1874, and in some particulars it is more. The reasons given for this satisfactory result are that the school hoard find it possible to secure good teachers at more moderate salaries than before, while the certainty of prompt payment for school buildings and the con¬ fidence reposed in the integrity of the school boards make them desirable lessees. Then, the Augilant superintendence of school officers and the faithful returns made of work performed, in connection with the increased interest manifested by the people in all matters pertaining to the cause of public education, are no mean factors in accom¬ plishing these results. The hostile agencies at work to subvert and overthrow the school interests of the State are becoming more and more puerile every year, and every attack upon the school system but establishes it on a broader and surer founda¬ tion. — (State report, pp. 1-3.) m’donogh education fund. Six school-houses have been recently erected from the munificent donation made by John McDonogh for the gratuitous education of the poor children of the city, of all races and colors, and named in honor of his memory in the order of their erection. This remarkable man spent a laborious and self-denying life in the hope of leaving be¬ hind him money enough to educate to the knowledge of the Lord and in the ordinary elements of an English education, if possible, every poor child in the States of Loui siana and Maryland. Had his directions been carried into effect the revenues of his estates would ultimately have been several millions annually, and his great expecta¬ tions would have been eventually realized. But large portions of his estate have been lost by the indifference of ofificials and the rapacity of relatives and lawyers, so that to¬ day what should amount to millions is but a mere moiety. — (State report, pp. 53-59.) CITY SCHOOL SYSTEMS. NEW ORLEANS. Oryamzation . — A board of school directors, consisting of twenty members, viz : one from each representative district, one additional for each municipal district, the administrator of finance of the city, who is ex officio a member, and the superintendent of the sixth division, who is also a member ex officio, with the right to speak, hut no’t vote in the board. The members from the districts are appointed by the State board of education for terms of three years, one-third to retire annually. This board of school directors appoints a committee on teachers, which, with the su¬ perintendent of the sixth division, examines applicants for employment in the schools. Statistics. — Number of children 6 to 21 years of age, 70,093 ; number of public schools, 76 ; pupils enrolled, 26,251 ; teachers employed, 450 ; average salary per month, $67.82 : estimated value of school property, $775,000 ; receipts for school purposes, $373,847.99 ; expenditures, including certificates issued, $460,128.83. EemarJes. — A majority of the schools appear to he in a prosperous condition, although in many of them various causes are operating which are calculated to retard their progress, prominent among these being irregularity of attendance, caused by poverty and often indifference of parents. The three high schools are in good condition, hav¬ ing, appareniiy, rid themselves of the elements of discord, and entirely recovered from the effects of the lawlessness which culminated in open rebellion in 1874. The course . of instruction in the central high school (for hoys) embraces English studies, mathe- 1 matics, natural sciences, classics, French, book-keeping, &c. ; that of the twn girls’ high schools is similar, but with the omission of book-keeping and the classics. — (Superin¬ tendent’s report, 1875, pp. 148-158.) . TRAINING OF TEACHERS. LOCAL TEACHERS’ INSTITUTES. A beginning was made about two years ago in the organization of local teachers’ in¬ stitutes at points where six or more could readily be convened. As soon as the bene- 154 REPORT OF THE COMMISSIONER OF EDUCATION. fits to be derived from these associations began to be appreciated, all earnest and faith¬ ful teachers became ardent supporters of the effort. Many discouragements were en- eountered, but only to be gradually yet surely overcome. Complete success has at last rewarded faithful and persistent effort. A work has been accomplished that no other power could have so speedily and effectually wrought. The schools are improved in efficiency more than 100 per cent. Five institutes have been organized, four of which have become permanently established. — (Report, 1876, p. 85.) The foregoing appear to be the only efforts made by the public school system in the direction of securing professional training for teachers. A normal departnient exists in connection with New Orleans University ; one in connection with Straight University, and one in the Minden High School, while at New Orleans is the Peabody Normal Seminar}^ in and for Louisiana, sustained by local subscriptions of $1,800 and by an al¬ lowance of $1,600 from the Peabody fund. This last reports, for 1875, 4 resident in¬ structors with 2 lecturers and 95 female students, of whom 45 were in the senior course. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Neither the number of public high schools in the State nor the statistics of attend¬ ance upon them is given in the superintendent’s report for 1875. It appears, however, from a table of general statistics that such schools exist at least in New Orleans, East Baton Rouge, and the parish of Iberville. There are three in New Orleans, the upper girls’ high school, lower girls’ high school, and the central high school for boys. The number of pupils enrolled in 1875 in these three schools was 465 ; average attendance, 490 ; teachers, including principals, 18 ; average of pupils to a teacher, about 26. The course of study in these schools is not given. PEEPAKATORY HEPARTMEXTS OF COLLICGES. Reports from these show, for 1875, a total of 294 students in these departments, 44 of whom were preparing for a classical collegiate course and 82 for a scientific course. — (.Returns to Bureau of Education.) OTHER SECONDARY SCHOOLS. Four private schools for boys, as many for girls, and two for both sexes make rei>ort for 1875 of 62 instructors and 882 pupils. 111 of whom are said to have been in a classical course, and 532 in modern languages, mainly German and French. Ninety-three were preparing for a classical course in college and 82 for a scientific course. In 6 of the 10 schools, drawing was taught ; in 9, vocal music ; in 7, instrumental music also. None reports either chemical laboratory or philosophical apparatus, and only half the w'hole number have libraries, these ranging from 500 to 2,000 volumes. — (Returns to Bureau of Education, 1875.) BUSINESS COLLEGES. Two of these useful institutions, both in New Orleans, rejiort a total of 13 instruct¬ ors and 363 students in courses which comprise penmanship, book-keeping, mathemat¬ ics, telegraphy, and modern languages; 3 students being in telegraphy, 18 in German, and 47 in French. One of the twm schools has connected with it a literary institute, with a course of four years, and 164 of the students reported are in this branch of the college. Latin and Greek are in its course. — (Returns to Bureau, 1875.) SUPERIOR INSTRUCTION. LOUISIANA STATE UNIVERSITY, BATON ROUGE. The university was founded in 1855, from grants of land made iu 1806 by the Gen¬ eral Government for establishing a seminary of learning, and was opened in 1860. It occupied, from 1859 to 1860, buildings erected for it in Rapides Parish, near Alexan¬ dria, and on the burning of these, in October of the latter year, was removed to tempo¬ rary quarters at Baton Rouge, where it still is, in the building belonging to the Louisi¬ ana Institu tion for the Deaf and Dumb. The course of instruction embraces at present preparatory and academic departments, with commercial and civil engineering schools. Its fifteenth annual session closed June 30, 1875. There were no titled graduates, and so discouraging w'ere its prospects that its able superintendent, Col. D. F. Bpyd, who has done for it all that man could do for several years, accepted from the Khddive of Egypt an offer of the headship of his military school, and retired from the superin¬ tendency. — (Report and catalogue for 1873-’74 and special jiapers from Colonel Boyd, 1875.) OTHER COLLEGES. Centenary College, (Methodist Episcopal Church South. — This college for young men, located in tlm village of Jackson, was established hy the State of Louisiana in 1825, LOUISIANA 155 aad was taken under the patronage of the Methodist Episcopal Church South in 1845, since which it has been growing in importance and usefulness. The number of stu¬ dents in 157 4-75 was 88, of whom 59 belonged to the preparatory department. — (College catalogue, 1872-75.) At the date of return to Bnreau. December 29, 1S75, it was as given in the table below. The library contains l,5iK) volumes, the students’ society libraries 1,000 more. Leland Universitij, (Baptist.) — Pleasantly situated in New Orleans, at the corner of Charles and Chestnut streets, five miles from the more central portion of the city. Incorporated iu 1570, it does not seem to have yet passed its preparatory stage. No pupil can ever be excluded from its privileges on account of race, color, sex, or sect. The courses of instruction pursued are preparatory^ academic, collegiate, and theo¬ logical. A .system of manual labor is pursued on a tract of ten acres belonging to the college and in a workshc'p imder its control. — Catalogue lrT4-75 and return to Bureau.) Seic Orleans L'uiversify. — This institution, at the corner of Camp and Race streets. New Orleans, belongs to the Louisiana Annual Conference of the Methodist Episcopal Church. It is organized into four departments, namely, classical, scientific, normal, aad theological. Both .sexes are admitted. — (Report of State superintendent, 1575, p. 390.) St. Charles College. Grand Coteau, (Roman Catholic,) has a preparatory department and a collegiate, both apparently devoted to instruction in the old classical course, without any present admixture of the scientific. — (Return to Bureau of Education. 1875.) It has forty-three weeks in its scholastic year, six yeai-s iu its collegiate course, and 5,000 volumes in its library. Si. Alary Jefferson College, (Roman Catholic.) — This college, situated at College Point, is under the Maurist Fathers, is exclusively for young men, and embraces classical, commercial, and preparatory courses. It confers the usual collegiate degrees. Great care is taken to promote the physical as well as the intellectual development of stu- dents.-^Catalogue, 1874-75.) Straight University, (New Orleans.) — Incorporated June 25, 1869, with “powerto confer all such degrees and hqpors as are conferred by universities in the United States,” At present there are three departments organized, the theological, law, and academic. The theological department is open to members of all denominations. The academic department embraces two courses, classical and common English, the former including Latin, French, higher mathematics, algebra, geometry, astronomy, natural sciences, mental and moral philosophy. Graduates fi:om this course receive a diploma. — (Report of suj)erintendent for 187.5, p. 391.) COI.T.EGE FOR WOXEX, The Sillimau Female Collegiate Institute at Clinton, Presbyterian, appears to be the only institution iu the State exclusively for the superior instruction of women. It reports for the year 1875, in its collegiate department, an attendance of 20 pupils: preparatory, 25 : number of professors and instrnctors, 3. The course of instruction embraces music — vocal and instrumental — drawing, painting, French, and Spanish, — ^ Special report to United States Bureau of Education.) Statistics of universities and colleges, 1875. Xanies of uciversities .‘ind col- leses. Xumber of stadents. Property, income, &c. 5 1 I ’I " 1 l^'JI 7i:il ii; !■= -I'-S = : I FI- f Centenary College of Louisi¬ ana, College of the Immaculate Con¬ ception. Leland University . Louisiana State University'. . New Orleans University .’.... St Charles College . St Mary Jefferson College . Straight University . 3 9C 4 138 IS 12 22 $125, 500 70. OOo!. 70.1 82, 055 $138, 000 15,000; . ! 20,000 40, ( $2, 755 . a3. 5(» ; i 277; . . 200 6, 817i $0* $0 11, 500 0 05,359 ■^From Report of Commissioner of Education for 1874. olncludes society libraries. 156 REPORT OF THE COMMISSIONER OF EDUCATION. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Agricultural and Mechanical College of Louisiana, which was mentioned in the last report as to he probably located on a site owned by the State, in the immediate vicinity of New Orleans, has been advertised as occupying the University Buildings, corner of Common and Baronne streets. New Orleans, and to have a preparatory de¬ partment under the supervision of the faculty, with a collegiate course embracing, as a leading object, the study of the arts and sciences as bearing on the progress and im¬ provement of agriculture and the mechanic arts, not neglecting the literary branches. LEGAL. A law department is connected with Straight University, which is instructed by members of the city bar. Graduates are entitled to admission into all the courts of the State. — (Circular of university, and report of American Missionary Association, 1875.) MEDICAL. Training in medicine is attended to in the medical department of the University of Louisiana at New Orleans and in the Charity Hospital Medical College, of the same city, each having a three years’ course. The latter is a revival, under another name, of the New Orleans School of Medicine, which went down with the war, was reorganized 1874, and now claims “ a system of instruction unknown in this country outside of New Orleans, viz, daily bedside teaching of every student by the corps of professors, who visit their wards every morning.” “Amphitheatric clinics are altogether secondary.” — (Returns to Bureau of Educatioo, 1875.) THEOLOGICAL. Instruction in theology is given .in Leland University, (Baptist,) in New Orleans University, (Methodist,) and in Straight University, (Congregational,) mainly to mem¬ bers of the colored race. The last named institution most liberally receives and sup¬ ports members of any Christian denomination desiring to study within it. The class of last year was composed of Cougregationalists, Baptists, and Methodists. There is a ten thousand dollar endowment for this department, which is presided over by Rev. W. S. Alexander, a graduate of Yale and Andover, with assistance from other members of the faculty. Some of the students in it already have churches or are preaching. — (Circulars of these institutions and report of American Missionary Association, 1^5.) Statistics of schools for scientific and professional instruction, 1875. I Corps of instruction. Endowed professorships. Nrwnher of students. Number of years in course. Property, income, &c. Number of volumes in library. Schools for professional instruction Value of grounds, buildings, and apparatus. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for the last year from tuition fees. SCHOOL OF SCIENCE. Agricultural and Mechanical College of 6 a68 4 $25, 000 $196, 200 $13, 754 $0 300 Louisiana. 1 SCHOOL OF THEOLOGY. Xhomson lD8tiitnt6 (l^6w Or- 1 15 3 leans .University.) 1 SCHOOL OF LAW. i Law department, University of Louisi¬ A .... 36 2 15, 000 2, 000 ana. SCHOOLS OF MEDICINE. Charity Hospital Medical College . 11 36 2 35, 000 0 1 0 4, 765 1,500 Medical department, University of Loui¬ 8 118 3 100, 000 0 : 0 11, 820 2,000 siana. New Orleans Dental College . 7 9 2 6500 0 0 550 0 a Also 22 preparatory atftdents. h Apparatus. LOUISIANA. 157 SPECIAL INSTRUCTION. INSTITUTION FOR THE EDUCATION OF THE DEAF AND DUMB. The institution, at the beginning of the year 187.5, contained in its hall at Baton Rouge, 39 pupils. During the year the number increased to 47 — 28 males and 19 females — and it would have been much larger but for the interruption of the school in 1''74 for more thau a month, and the total suspension in May, 1875, of the school until December, on account of the failure of the legislature to appropriate a sufficient amount to sustain it throughout the year. None but white youth have thus far applied for admission to the institution, although the law gives the colored an equal privilege. It is supposed that poverty in nearly every case, as well as in many cases among the whites, prevents their coming. The course of study lasts seven years, and is designed to afford the opportunity for acquiring a good and substantial education. — (Annual report of the trustees, 1876.) LOUISIANA INSTITUTION FOR THE EDUCATION OF THE BLIND. This institution comprises academic, musical, and mechanical departments. Pupils admitted between the ages of 8 and 14 years are allowed to continue nine years. All admitted between 14 and 17 remain six years, and those who are over 17 years of age when admitted remain only four years. An Industrial Home for adult blind persons is attached to the institution. The inmates of this home are provided with board and lodging, and are furnished with employment. — (Report of the trustees, 1874.) LIST OF SCHOOL OFFICIALS IN LOUISIANA. Hon. tViLLiAii G. Browx, X&w Orleans, State superintendent of pvilic instructi&n and ex officio president of State board of education. DIVISION SUPEKINTENDEKTS AND El OFFICIO MEMBEBS OF STATE BOARD OF EDUCATION. Name. Term. Post-ofiace. T Morris Chester, first division . . . . . 1873-1876 Amite. E S Storld.'ird sprond divi.sinn _ _ _ _ 1873-1876 Carrollton. George B. Bond, third division ....... _ ................ _ ...... 187^1876 Plaquemines. Shreveport. Monroe. Ch!i,r1p.<5 W . TvPAtiTip fonrth divisinB _ _ 1873-1876 J ames Brewster, fifth division _ .... _ _ _ ......................... 1873-1876 CIinrlpR W . RnriTliliy sixth diviainn _ _ _ _ 1373-1876 Hew Orleans. M C Cole secretary of State hoard _ ............................... Hew Orleans. 158 KEPOKT OF THE COMMISSIONER OF EDUCATION MAIIVE. STATISTICAL SU^HIARY. SCHOOL POPULATION AND ATTENDANCE. >7uuil)er of persons of school age, (4-21) . 221,477 Kuniber of persons enrolled in schools . . . 157, 323 Average daily attendance . 100, 641 Average duration of school in days . 117 TEACHERS AND TEACHERS’ PAT. Number of male teachers employed in public schools . . . 1, 984 Number of female teachers employed in public schools . 4, 475 Total of male and female . 6,459 Average salary of male teachers per month . 037 00 Average salary of female teachers per month . 18 00 INCO^IE AND EXPENDITURE. Beceipis. From State tax . 274,570 00 From local tax . 847,655 00 Total from taxation . 1,122,225 00 From interest on iiermanent fund . 19,558 00 From other funds. . 25,585 00 From other sources . . . 145,938 00 Whole receipts for schools . 1,313,306 00 Expenditures. For bites, buildings, and furniture . 110,725 00 For salaries of superintendents . . . 29, 668 00 For .salaries of teachers . 1, 046, 766 00 For fuel, lights, rents, repairs, &c . 126, 144 00 Whole expenditure . 1,313,303 00 Expenditure per ccqnia of school population . 5 41 Expenditure per capita of pupils enrolled . 7 68 Expendirure per cajnfa of average attendance . 12 01 SCHOOL FUND AND SCHOOL PROPERTY. Amount of available school fund . . 400, 558 Increase of permanent fund during the year past . 30, 68-5 Total estimated value of sites, buildings, and other school x>roperty . 3, 019, 549 — (Return from Hon. Warren Johnson, State superintendent of conjinon schools, to Bureau of Education, for the school year 1874-75.) COMPARATIVE STATISTICS. 1674. 1875. Whole number of scholars . 225,219 221,477 Registered in summer schools . 122, 458 117, 821 Average attendance in summer schools . . . 98, 744 95, 058 Registered in vinter schools . 132, 333 130, 343 Average attendance in viuter schools . 108, 478 105, 625 Number of school districts . 4, 043 3, 953 Number of school-houses . . 4, 180 Number in good condition . 2, .591 2, 689 Built during the year . 122 104 Cost of the same . . . $1.50,220 .$110,725 Value of school property . . . 3, 079, 311 3, 019, 549 Number of inale teachers in summer schools . 161 171 10? Ni'.uibe-r 111 !\)ak? U'aobfi’s ill \vi in cr schools . Nunibti' ot female teachers in summer schools . 4, olJG 4, 4-2<) Number of female teachers in winter schools . 'J, 30/ *2, 175 Number of normal school graduates teaching . • 294 297 Amount of money voted by towns . >i'i73, 314 ■fGd2, 558 In excess of sum required by law . 187, 782 173, 028 Amount paid for supervision . 28, 54U 29, G*38 Aijgregate amount for common schools, exclusive of free high Schools . 1,191,712 1,283,39.5 — (Report of Hon. Warren Johnson, State superiuteudeut, for l874-’75, ) SCHOOL SYSTEM OF TPIE STATE. COX.'^TITUTIOXAL ^RO^’ISIC>^^S. Maine, long a dependency on Massachusetts, did not come into existence as a Srate till 1820. Her constitution, adopted in that year, authorized the legislature, and made it a duty, to require the several towns (a New England term for townships) to make suitable provision for the supjiort of public schools. It also made it a further duty of the legislature to encourage and suitably endow, from time to time, as circumstances might authorize, academies, colleges, and seminaries of learning. Out of this consti¬ tutional provision has come, by gradual growth, a State school system, of which the following are the chief existent features: (1) A general supervision of schools by an officer of the State government; (2) a local supervision by officers elected at the an¬ nual town meetings, as representatives either of the town at large or of the districts into which it is divided ; (3) local taxation by the towns for the erection and support of schools within them; and (4) encouragement by the State of such local action, through an apportionment of State school funds. PROVISIONS OF THE SCHOOE LAW. Laws of Maine relating to public schools, compiled by the State superiuteiideur, 1873, Atith amendments and additions of 1874. OFFICEKS. The State officers under this system are a State superiuteudeut of common schools, the local officers, superintending ^hool committees or a supervisor for the towns, and school agents for the school districts within these ; cities often having city superintend¬ ents of schools. rOWECS AXD DUTIES OF SCHOOL OFFICERS. State superint€rul.ent, — This officer is appointed by the governor and council for a term • f three years, or during the pleasure of the executive, and receives an annual salary of 81,800, with his necessary expenses. His duties are (1) to exercise a general supervision of all the public schools and to advise and direct the town committees in their supervision of the districts under them ; (2) to obtain information as to the school systems of other States and countries ; to disseminate this, with practical hints derived from it, by addresses, circulars, &c., and to do all in his power to awaken and sustain an interest in education among the people and teachers of the State ; (3) to take measures for holding a State educational conven¬ tion once in each year, with a view to better acquaintance and mutual consultation among teachers and school officers ; (4) to hold in each county where sufficient en¬ couragement is offered an annual public meeting or institute for teachers and edu¬ cators;^ (5) to prepare and cause to be printed and distributed such portion of the proceedings at these county and State meetings as may further the interests of educa¬ tion ; (6) to prescribe the studies that shall be pursued in the schools of the State, reserving to town committees the right to prescribe additional studies ; (7) to act as superintendent and as a member of the board of trustees of the State normal schools ; (8) to make to the governor and council annually, prior to the meeting of the legisla¬ ture, a report of the result of his educational investigations, of the facts obtained from the school returns, and of the things which, in his judgment, will best promote the irujirovement of the common schools. He is also to prepare and distribute by the of March in each year blank forms for the annual school returns and registers for the school year commencing on the 1st of April following ; is to notify, June 1, school committees whose returns were not received at his office in May ; and is annually te * In coDsequence of a disconragingly small attendance of teachers on these institutes, the State appro¬ priation for them was, on the recommendation of Governor Dingley, withdrawn in 1875, and the hold¬ ing of the institutes abandoned. Instead of attending them, the State superintendent was recom¬ mended to visit each county, hold meetings of school committees, confer with friends of education, ad¬ dress the people on educational topics, and by every means in his power endeavor to awaken *ew interest in the common schools. 160 REPORT OF THE COMMISSIONER OF EDUCATION. ascertain the number of children of school age (4-21) in the towns from which returns are received, and furnish a list to the State treasurer. Superintending school committees. — These have been a part of the State system from the beginning, and when, in 1872, the county supervision of schools, which had existed from 1869, was abolished, they remained as the prime agency for local supervision. They consist of 3 members each, elected at the annual town meeting, for an official term of three years, but so arranged that one goes out each year and is replaced by a new election, unless the town choose a supervisor of schools, in which case his election terminates the office of all existing members of the committee, and he enters upon its powers and duties. These duties are to examine, after at least three weeks’ public notice, all persons proposing to teach in the public schools of the town ; to license by certificate, or by endorsement of previous certificates, such as are found qualified to teach and governj to employ for the schools, unless the town vote otherwise, duly certified teachers, and give notice to the several district agents of the teachers employed and the compensa¬ tion agreed upon ; to direct the general course of instruction for the schools, and select a uniform series of text books, not to be changed for five years without d vote of the town ; to examine the regulations and discipline of the several schools, and the profi¬ ciency of the scholars, at least twice in summer and twice in winter; to endeavor to secure the regular attendance of the youth of the town at school ; to dismiss, after due notice and investigation, any teacher found to be incapable or unfit to teach, immedi¬ ately notifying the district agent of such dismissal ; to expel from school any obsti¬ nately disobedient and disorderly scholar, and restore him on satisfactory evidence of his repentance ; to exclude from the public schools, if deemed expedient, any uuvacci- nated children ; to direct or approve in writing the expenditure of school money appor¬ tioned to inhabitants not included in any district ; to prescribe the sum on payment of which persons of school age on territory ceded to the United States near a school dis¬ trict may attend school in that district ; to determine what description of scholars shall attend each school, classify them, and transfer them from school to school, when necessary. The committee, or supervisor, are further to make, at the annual town meeting, a written report of the condition of the schools for the year past, of the proficiency shown by the pupils, and of the success attained by teachers in their modes of instruction and government. A copy of this report is to be transmitted to the State superintendent, to whom also they are to make, on or before the 1st of May in each year, a statement of (1) the amount of money raised and expended in the town for public schools, des¬ ignating what part is raised by taxes and what from fther funds ; (2) the number of school districts and parts of districts in their town ; (3) the number of children of school age in each district on the 1st of April preceding ; (4) the number of such on islands or other parts of the town not included in any district ; (5) the whole num¬ ber and average number of scholars attending the summer schools, the same as regards the winter schools, and the number of different scholars attending school two weeks or more in the jireceding year, as shall appear from the teachers’ registers returnable to the committee ; (6) the average length of summer schools and winter schools in weeks, and the same for all the schools for the year ; (7) the number of male and of female teachers employed during any part of the year in public schools; (8) the wages of male teachers per month and of female teachers per week, exclusive of board ; (9) the number of scholars existent on the 1st day of April preceding this return. For the performance of these duties, committee men and supervisors are allowed $1.50 per day and necessary traveling expenses. School agents. — Elected at the annual town or district meeting for terras of one year each, the school agent has, in his school district, the oversight of school buildings ; pro¬ vides them with fuel ; sees that they are kept in due repair ; procures insurance on them, if the district so direct ; returns to the assessors and to the town school com¬ mittee, in the month of April, a certified list of the resident children of school age; and by authority from the town, at its annual meeting, may employ the teachers for the district schools, instead of the superintending school committee. Before the expi¬ ration of his term of service, he must return to the municipal authorities an account of his official expenditures, with the necessary vouchers therefor. SCHOOLS. The schools of the State are of every grade, from primary to high, about 200 free high schools being sustained, together with two State normal schools, two others aided by the State, and an agricultural and mechanical college. In 1875, the superintendent reported 4,180 school houses in 3,353 school districts and 368 parts of districts, with an average attendance of 100,641. SCHOOL FUNDS. The permanent school fund of the State, derived mainly from the sale of school lands, amounted in 1875 to $400,558. The interest of this fund, at the rate of 6 per cent., is annually appropriated to the support of common schools among the towns, according MAINE. 161 to the number of school children therein between 4 and 21 years of age who have been enrolled in schools and have attended for at least two consecutive weeks during the year. An additional annual income for this purpose is derived from a tax of a quarter of 1 per cent, on the deposits in savings banks, from a State tax of 1 mill on the dol¬ lar of all property, from fines and forfeitures for infraction of the school laws, from local taxes of not less than eighty cents for each inhabitant, from pay for the tuition of non-resident school children, and from the interest of certain local funds. The amount from these various sources aggregates over ^1,300,000. ELEMENTARY INSTRUCTION. EDUCATIONAL PROGRESS IN TWENTY YEARS. A letter from State Superintendent Johnson in the New England Journal of Educa¬ tion for March 21, 1875, gives the educational statistics of the State for the years 1854 and 1874, from which he makes the deductions of progress for twenty years: (1) A substantial increase in the sinews of educational warfare, the funds for schools ; (2) increased co-operation of town and State in providing school revenues ; (3) better as well as more numerous school houses, v^lue 8870,000 against 83,000,000; (4) wages of teachers doubled; (5) local supervision trebled; (6) the normal school element gradually working upward; (7) an extension of academic privileges to the producing classes at the expense of towns and of the State; (8) popular judgment inclining to favor the town system, discarding the district system ; also inclining to favor free text books on the town plan. County supervision and teachers’ institutes, he admits, have been abolished ; but accounts for these backward steps thus : “ The former, through inefficiency of a few of ‘the sixteen’ and political apprehensions; the latter, through non-attendance of teach¬ ers.” Maine, he thinks, still believes in efficient snpervision and professional train¬ ing of teachers, though without two important means to these. COMPULSORY LAW. The compulsory school law enacted by the legislature of 1874-’75, Mr. Johnson in the same letter says, was not a forced measure, but originated in the senate and passed to its third reading by a majority surprising to friends and astonishing to opponents, in¬ dicating that the people of Maine subscribe to the doctrine that, if the State compels them to pay for the education of youth, the State is under obligation to fulfil her duty and secure that education to every child. RIGHTS OF parents' AND TEACHERS. The supreme court of Maine has decided, in a case where a teacher punished a boy for throwing stones at a teamster while on his way home from school, that either a teacher or parent may correct a child for misconduct on the way between home and school. In school the teacher’s authority is absolute; at home, the parents’ ; to and from school the jurisdiction is concurrent, and both teacher and parents must keep pun¬ ishment within reasonable limits as to severity. — (Wisconsin Journal of Education, July, p. 311.) ADORNMENT OF A SCHOOL ROOM. A specimen of what may be done to make*a school attractive is shown in the change that has been wrought in the appearance of the grammar school-room in Augusta. Four or five years ago its walls were hare and uninviting. Now the room, by its attractiveness, makes study a delight and the hours spent in the school-room pleas¬ urable as well as profitable. Besides a fine-toned piano, pictures, flowers, and plants unlock the door to a new avenue of^thought and feeling. Over the entrance doors of the school-room are black-w.alnut shelves, supported by fancy brackets, on which rest, respectively, large busts of Washington and Lincoln. Over the clock above the door of the principal’s room is a horseman, in bronze, with a fiery, untamed steed. On the wall, back of the desk, are illuminated mottoes, “ Lest time can never be found again” and “ God bless our school.” On opposite corner brackets stand “The Har¬ vesters,” in bronze. On the side walls of the room are large and elegant steel engrav¬ ings representing “ The Departure of the Pilgrims,” “ The Landing of the Pilgrims,” “ Pharaoh’s Horses,” “Saved from the Wreck,” “ Washington Crossing the Delaware,” “ Full Practice.” On the easterly end of the room hang chromos artistically arranged and representative of some of our most interesting scenes. Taste is thus cultivated by good models, and eye and intellect alike receive impressions likely to abide. — (New England Journal of Education, June 26, 1875, p. 209.) KINDERGARTEN. Two of these, both in Bates street, Lewiston, make return for the session of 1875-’76, presenting, in each case, a conductor without assistants, and in one instance 20, in the 111 162 REPORT OF THE COMMISSIONER OF EDUCATION. other 25, children in attendance. Both have the usual Kindergarten apparatus and oc- (fupations ; both receive children of from 4 to 7 years of age and hold daily sessions of five hours, weekly ones of five days, and semi-annual ones of twenty- sis weeks. Both claim, too, that the children are strengthened physically and mentally hy tbe Kinder¬ garten exercises; that ideas of order, time, beauty, and neatness are developed; that the ability to express their own thoughts and to understand the thoughts of others as expressed to them is increased ; and that when admitted to schools of higher grade, they get on better and more quickly than other children. — (Returns to Bureau of Edu¬ cation, February, 1876.) CITY SCHOOL SYSTEMS. PORTLAXD. Officers. — A superintending school committee or board of education and a superin¬ tendent of city schools. Statistics. — Estimated present population, 36,000 ; number of school age, (4-21,) 10,101 ; number enrolled in public schools, 5,275 ; in private and parochial, 1,337 ; average daily attendance, 4,268. Number of days that schools were taught, 230 in the high school, 210 in primary and grammar schools ; sittings for study, 5,695. Number of teachers employed : males, 9 ; females, 102 ; total. 111 ; wages of these, from $400, in primary schools, to $900, $1,800, and $2,500 in high school. Special teachers of music, drawing, and penmanship, $1,000 to $1,200. The receipts for city schools have been : from State apportionment, $17,925.90 ; from local tax, $83, 155 j total, $101,080.90. Expenditures : for furniture and apparatus, $50 ; for supervision, $2,500 ; for teaching, $59,150 ; for supplies and current expenses, $21,505 ; total, $83,155. Expenditure jjer capita of average daily attendance, $18.28. — (Return to Bureau from Superintendent E. Hunt. No printed report.) TRAINING OF TEACHERS. FUNCTIONS OF THE NORMAL SCHOOLS. The act establishing normal schools in Maine prescribes that they shall be thoroughly devoted to the work of training teaehers for their professional labors ; that the course of study shall include the common English branches, in thorough reviews, and such higher branches as are especially adapted to prepare teachers to conduct the mental, moral, and physical education of their pupils ; that the art of school management, in¬ cluding the best methods of government and instruction, shall have a prominent place in the daily exercises of the school. — (New England Journal of Education, February 6, 1861.) EASTERN NORMAL SCHOOL, CASTINE. The instructors at this school in the fall of 1875 were 7 resident and 9 non-resident ; the students attendant for 1874-75 : males, 100 ; females, 150 ; the graduates for that year, 12, all of whom engaged in teaching. Principal Fletcher, in his report of the progress of the school at the close of the eighth year, stated that it had registered more than 800 pupils and graduated 100, of whom 96 had become teachers, while of the whole 800 it was believed that 600 were or had been such. For several years 40 per cent, of the pupils attendant had been males, a proportion much larger than is customary in New England normal schools. Drawing and vocal music are taught, and students'have the aid of a model school in their training for their future profession. The apparatus and library have been somewhat increased, the latter now numbering 1,200 volumes, of which 75 are pedagogical. One educational journal only is taken. The course is three years. — (New England Journal of Education, June 5, 1875, and return to Bureau of Education.) WESTERN NORMAL SCHOOL, FARMINGTON. Instructors here, 7, all resident ; students for 1874-75: males, 60 ; females, 174 ; ^ad- uates, 12 ; all engaged in teaching. Drawing and vocal music form a part of the course of instruction, which extends through two years, while students in chemistry have the aid of a laboratory, and students in natural philosophy the means of illustra¬ tion by apparatus. The library contains about 1,000 volumes, 65 of which are peda¬ gogical. Five educational journals are taken, and practice in teaching is secured by means of a model school, in which those about to graduate take occasional classes dur¬ ing the last term of their school life, exercising upon them the theories of teaching they have received. During the closing examination, also, the students both here and at Castine have to give public exhibitions of their ability as teachers by drilling classes in the model schools. — (Return to Bureau of Education and New England Journal of Education, May 29, 1875, p. 261.) OTHER NORMAL SCHOOLS. The normal department of the Maine Central Institute, at Pittsfield, reports 2 resi¬ dent instructors in that department ; 2 male and 22 female students in a two years' MAINE. 163 course ; no graduates yet. Drawing is taught, with instrumental music, and there is a small chemical laboratory, but no philosophical apparatus. The only library is a comparatively small one, belonging to the seminary in general. The teachers take two educational journals and have several works on pedagogics. The aim here is said to be (1) to give thorough instruction in the common branches and, to a limited extent, in such other branches as are deemed best adapted to mental discipline, and (2) to tit young men and women to teach by requiring them at each reci¬ tation to express in aijpropriate language what they have learned, and by requiring each student to conduct recitations, subject to the criticisms of classmates and teacher. The normal department of the Oak Grove Seminary, Vassalborough, reports 1 resident and 2noD-resideut instructors ; 15 male and 25 female students in a three years’ course ; 10 graduates in 1875, of whom 8 engaged in teaching ; drawing and vocal music taught, and a chemical laboratory, a philosophical apparatus and a gymnasium pos¬ sessed. No model school. — (Returns to Bureau of Education and catalogue of Maine Central Institute for 1875.) teachers’ associations. A letter from Hon. Warren Johnson, in the New-England Journal of Education, Feb- rua^ 20, 1875, says the teachers in the city of Augusta have formed a teachers’ asso¬ ciation, and hold meetings on the first Tuesday evening of each month, and special meetings subject to the call of the president or secretary. The several branches taught in the schools, the methods of instruction, school government, and kindred matters are made subjects of discussion. The report of the school committee of the town of Orono states that such meetings were held there also for some time, but that the attendance grew less and less, till finally these gatherings — almost indispensable to the success of young teachers, and valuable to all — were discontinued. The hope is expressed, however, that the next corps of teachers will be able to re-establish and maintain them at least once a month. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The Maine department of the New-England Journal of Education for January 22, 1876, contains the following statement respecting these schools in the various towns : “ The State superintendent of schools has received returns from 143 towns, in which nearly 160 free high schools have been held the past year, and there will probably be returns from 10 or 15 more, making about 160 against 142 last year. The towns thus far re¬ ported will receive about ^37,000 from the State treasury and will pay about $50,000 on their own account. The whole amount paid by the State will be about the same as last year, $45,000. Reports indicate an increasing interest in the free high school sys¬ tem and a growing conviction of its great value to the State.” The report of Superintendent Johnson furnishes the following additional facts on this subject : The free high school system has been in operation three years. During that time such schools have been held in 21 0 of the 421 towns in the State. There have been 937 terms aggregating 9,973 weeks, with an attendance of 38,389 pupils, at an en¬ tire cost of $320,112. Of tWs cost the State has paid $107,237. During the year ending December 1, 1875, there have been kept 345 terms and 3,646 weeks of such schools in 156 different towns, during which terms 13,275 pupils have been in attendance. The cost for the year has been $116,308, of which the State has paid $38,133. The influence of these schools cannot be easily estimated. Besides their direct effect upon the pupils attending, in opening to them sources of culture not otherwise attainable, they have exerted a powerful influence upon the common schools. They have furnished these schools better teachers, and have served to inspire the pupils with new zeal in their work, in their strife to prepare themselves for admission to these schools of higher grade. One city high school, that of Portland, stands prominently forth among the public schools, having had, according to a report in the New-England Journal of Education for February 27, 1876, an attendance of 416 pupils during the winter of 1874-’75 ; average attendance, 406; per cent, of attendance on enrolment, 98. On a scale of marking from 0 to 10, the average scholarship was 8.891, that for girls being 9.217 and that for boys 8.455. OTHER SECONDARY SCHOOLS. One private school for boys, 2 for girls, and 21 for both sexes, 24 in all, report for the year past 79 instructors and 951 pupils, 329 of whom were in classical studies and 256 in modern languages, 112 specifically preparing for a classical course in college and 7 for a scientific course. In 12 of these schools drawing was taught, vocal music in as many, though not in all cases the same; instrumental music in 14, while in 11 there was some apparatus for chemical experiments and in 18 some for illustration of nat¬ ural philosophy. In 12 there were libraries of 150 to 2,270 volumes and in two others collections of books numbering 20 and 50. 164 REPORT OF THE COMMISSIONER OF EDUCATION. Three other schools with advanced departments for the preparation of youth for college report 12 instructors and 250 pupils, of whom S2 were in classical studies pre¬ paratory to college and 3 in scientific, making a total in all these institutions of 91 teachers and 1,201 pupils, of whom not less than 670 are engaged in studies which lead up toward the highest class of culture. For further details see Tables YI and VII in the Appendix. — (Returns to Bureau of Education, 1875.) DENOMIXATIOXAL ACADEMIES. Among the above mentioned schools is the East Maine Conference Seminary, an in¬ fluential institution with 6 teachers and 173 pupils. Then from other sources we have information of the Westbrook Seminary, Deering, under control of the Universalists, for both sexes, giving not only a good foundation for a collegiate course, but also a fair practical education for any ordinary business; of a new Con^egational school at Hallowell, meant to act as a feeder to Bowdoiu College ; of the four schools which the Baptists are endeavoring to endow for preparing young men and women for Colby; and of the Maine Wesleyan Seminary, at Kent’s Hill, with property to the amount of 8157,000, and with a normal and a theological department in addition to the academical. This, as elsewhere mentioned, reports, in a return for l875-’76, 760 pupils in all depart¬ ments, and in its catalogue for 1874-’75 shows 57 in its classical course and 62 in a scientific course, both courses being of four years and both including Latin to a fair ex¬ tent, while the classical course adds Greek and the scientific adds French and German to the Latin. PREPARATORY DEPARTilEXTS OF COLLEGES. Forty-eight students in the preparatory department of Bates College are reported in the college return for 1875, the report stating that 43 were preparing for a classical collegiate course and 5 for a scientific course. SLTERIOR INSTRUCTION. REGULAR COLLEGES. ^oiL'doin College, Brunswick, (Congregational,) the oldest of the colleges of Maine, hav¬ ing succeeded in arranging with her rebellious students the difficulty of 1874 respecting military drill, seems to have proceeded quietly through the session of 1874-’75. The close of that session was made memorable by the celebration of the fiftieth anniversary of the notable class of 1825, and by the recital by Henry W. Longfellow, one of its members, of his noble poem Morituri salutamus,” written for the occasion. At the meeting of the boards several important changes were made in the positions of different members of the faculty and one new professor was elected. An effort made during the year to raise by subscription ah additional 8100,000 for the fuller endowment of the college is said to have been successful, and about $30,000 on endowment and scholarship account to have been paid in. The library now amounts to 18,760 volumes, with 4,400 unbound pamphlets; those of the two students’ societies to 13,100 volumes. — (Various numbers of New-England Journal of Education and other sources, with return from the college for 1875-’76.) Bates College, Lewiston, (Free Will Baptist,) has, like Bowdoin, been endeavoring to increase its endowment fund, Mr. B. E. Bates, of Boston, after whom it is named, and who had given it $200,000, having offered it another $100,000 on condition that other subscribers should meet this with a like amount. The college return shows that at least $87,000 of this conditional sum has been pledged, and its friends will surely not let the effort fail when within $13,000 of complete accomplishment. A course of lectures on English history, by Professor C. Howard Malcom, D. D., was among the additions to the course for 1874-75. A high standard of admission prevails here, the requirements, additional to English studies, being 9 books* of the .£neid, Sallust’s Catiline, 6 orations of Cicero, Hark- ness’s Latin Prose Composition and Latin Grammar, with 3 books of the Anabasis, 2 of the Iliad, and Goodwin’s or Hadley’s Greek Grammar. Niue New England acade¬ mies act as preparatory schools for the college, the chief being the Nichols Latin School, of Lewiston, owned and managed by the college authorities, and preparing students of both sexes for the freshman class in a course of study covering three years. The library of the college contains 3,685 volumes and 1,000 pamphlets, and is in¬ creased at an average yearly rate of 300 books and 200 pamphlets from a library fund of $6,000. Two students’ society libraries have 560 and 490 volumes, and increase about 50 volumes annually. — (Catalogue of 1874-75 and return for 1875- 76.) Colby University, Waterville, (Regular Baptist,) reports an addition of $1,500 to its funds, $1,000 being for general purposes and $500 for its library. This has already 11,100 bound volumes, with 5,200 unbound pamphlets, and increases at an average yearly rate of 500 volumes and 300 pamphlets, mainly from the interest of a fund of $2,000 and an annual gift of $500 from Gardiner Colby, esq. A commodious reading room, well supplied with papers and magazines, is open to all the students. MAINE. 165 An excellent feature in the instruction here is that a course of reading germane to the course of study is recommended and in part prescribed to the students, each pro¬ fessor preparing from time to time for^ his department a list of books, monographs, and essays, and supervising the reading* of the students therein. “ The object of this is to save the students the loss resulting from aimless and desultory reading, to train them in habits of exact investigation, to broaden their views, and inform them respect¬ ing the literature of the subjects which may be occupying their attention in the class room.” A written analysis is required from each student of the prescribed part of this course of reading. The Waterville Classical Institute, under the control of the trustees of the univer¬ sity, serves as a preparatory department to Colby, graduates of the institute being admitted to the university on the certificate of the principal that they have completed the course and attained an average scholarship of at least 70 per cent, in each study. Colby, as well as Bates, admits young ladies. — (Catalogue for lS75-’76 and return for the same.) COLLEGES FOR WOMEN. The Maine "Wesleyan Seminary, Kent’s Hill, besides a seminary scientific course, a seminary classical course, a normal course, a department of drawing and painting, a commercial department, and a music department, has a college course for ladies, from which 5 young ladies appear to have graduated in 1875. It reports, in all, 14 instruc¬ tors and 760 students, of whom 19, according to the catalogue, belonged to the collegi¬ ate department in 1874- 75. The course in this department is of 4 years. To enter it, candidates must pass a satisfactory examination in English grammar, geography, out¬ lines of history, arithmetic, algebra, Latin grammar, 2 books of Caesars Commentaries, 6 of the .^neid of "NTirgil, and Cicero’s select orations. Being in, they study Latin, with other things, in the first two years, and French for the same period, then German till near the conclusion of the course. For French and German, however, Greek may be substituted, and be carried through the Anabasis and Iliad, Plato’s Apology and Crito.— (Catalogue for 1874- 75 and return for 1875-’76.) There is also, in connection with the Waterville Classical Institute, a four years’ collegiate course for young ladies, in which appear 52 students. The course here, how¬ ever, does not reach the standard of that at Kent’s Hill, ending, in Latin, only a little bftyond where the other begins. — (Catalogue of 1874-’75.) Statisiics of a uriiversity and colleges, 1875. Xames of university and colleges. ' cc , 3 ! ^ Number of students. Property, income, &c. Number of volumes in library. c S o X o O X 1 z 1 I’roparatory. Collegiate. '% s £x5 txtx^ 111 3 5 5; Amount of pro- ductivo fuiius. Income from pro¬ ductive fumls. c :: 5 si C S.A „ C 3 a 111-2 c £ d it''--' Bates College . 9 2 48 96 $100, 000 $120, 000* $8, 400 $3,000' $0 $560 04.735 Bowdoin College . 15 3 ' 0 14S 418, 850 ; 200, 500, '12, 000 27, 000 0 34, 500 a31,860 Colby University . 10 2 0 91 130, 000| 200, 000| 13. 000 1 1 6,000 0 50, 000^014,100 a Includes society libraries. SCIENTIFIC AND PEOFESSIONAL INSTEUOTION. SCIEXTIFIC. Maine State Agricultural College, Orono. — “ While the course of study here is especi¬ ally adapted to prepare the student for agricultural and mechanical pursuits, it is de¬ signed that it shall be also sufficiently comprehensive to secure the discipline of mind and practical experience necessary for entering on other callings or professions. Five full courses are provided : a course in agriculture, a course in civil engineering, a course in mechanical engineering, a course in chemistry, and an elective course. Students in the elective course will pursue the required studies common to all the other courses, and may select from other courses and the elective studies to make up their fuE eourse.” — (Catalogue for 1874-’75.) Scientific department of Boicdoin CoZZegre, Brunswick. —Applicants for admission here are examined in mathematics, geography, history, Latin, and English. The studies of the first two years are common throughout the department, and are intended to lay a broad and substantial foundation for ail branches of subsequent study. In the last 166 EEPORT OF THE COMMISSIONER OF EDUCATION. two years they are arranged in distinct courses, in accordance with certain leading objects, such as the preparation for civil or mechanical engineering, for chemical pur- suite, for banking and finance, &c. — (Catalogue.) PROFESSIONAL. Theology is taught in the Bangor Theological Seminary, Bangor, and in the theolog¬ ical school of Bates College, Lewiston, the former Congregational, the latter Free Baptist ; three years in each course ; the former an old and well-endowed institution, with a library of 15,000 volumes ; the latter connected with a growing college and par¬ taking somewhat of its life. Medicine has its field of instruction in the Medical School of Maine in connection with Bowdoin College. Candidates for the degree of doctor of medicine here must have devoted three years to their professional studies under the direction of a regular physician and have attended two full courses of medical lectures in some incorporated medical institution, the last course previous to graduation being at this school. They must also present evidence of good moral character and of having prosecuted their medical studies for the required term ; must pass a satisfactory examination in all the branches of study in the school ; must read and defend before the faculty a thesis or dissertation on some medical subject ; and, if without collegiate education, must satisfy the faculty of their proficiency in Latin and in natural philosophy. — (Catalogue of college.) Staiistics of schools for scientific and professional instr notion, s Property, income, yr>In. dnllpcrp 83, OCO, 000 8190, 000 16 43 29 11 11 143 1 a21, 600 cS, 625 fl6, 100 C4, 450 4. COO Mt. St. Mary’s Col- lege.t Rock Hill College .. St. Charles College St.John’s College .. W ashin gton College. 0 122 137 78 28 175 69 8125, 000 50, 000 _ 0 . i 0 6851, OOO -e.j 0 1 80 0 0 52 200, 090 . i 2,000 25, 000 ^ 0 Western Maryland College. 15 48 65 35. 000 4, 738 ........ j n930 * Classes not yet organized. t From Report of Commissioner of Education for 1874. a Includes society libraries. b Lnclnding board. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. AGRICULTURAL COLLEGE. ‘‘ The decline in the Agricultural College, which was mentioned in the last report,*’ says Superintendent Newell, “ continued to the end of the past scholastic year. The college has now passed into new hands ; of the old ofiScers and professors but one is left ; a MARYLAND. 179 Dew proi^ramrue has been laid down, and the public are expected to believe that under the new regime the errors of the past will be retrieved and the promises of the past redeemed. Were this the first time that a similar coufidence has been invited, these promises would readily be accepted without discount. But, as the college has now had six difterent presidents in nine years and has been reorganized by each successive president, it is impossible to avoid the conviction that even reconstruction may fail to produce the long wished for result.” The new president of the college, Capt. William H. Parker, gives it as his opinion that the principal cause of the past failure has been a want of unanimity and perma¬ nence in the governing board of trustees. In addition to the feature of annual change in the individual members of the board, its constitution is such that there may be a change of policy every quarter without there being any change in the opinions of individual members. The board consists of 11 members, of whoni 5 make a legal quorum ; 3 members, or a majority of these, may determine on a certain policy, and 3 other members may reverse such decision at the next meeting. This has actually hap¬ pened. To remedy this condition of things, he suggests that the State, which now owns one- half the property of the college and pays directly or indirectly the whole expense of maintaining it. should become entire owner of it ; that the trustees should consist of 5 members, to be appointed by the governor of the State, 3 from the State board of edu¬ cation and ‘2 from among the practical farmers of the State. — (State report, pp. 23-25.) THEOLOGICAI, SCHOOLS. Theology is taught in the Centenaiy Biblical Institute of the Methodist Episcopal Church of Baltimore and in the Roman Catholic seminaries of Mt. St. Clement, Ilchester, and Woodstock College, Woodstock, Baltimore County. The first, which is *• for the education of colored preachers,” reports a preparatory course of G years and a regular biblical course of 3 years : the 2 last report, respectively, courses of 11 and of T years, which include the literary as well as the theological. The libraries of these 2 number 9,000 and 18,000 volumes. — (Return for 1575.) SCHOOL OF Law. ‘‘ The faculty of law of the University of Maryland,'" in Baltimore, “ was organized at an early period after the incorporation, (lbl2,) and the school opened under David Hodman, LL. D., a single professor. After some years it was suspended, and reorgan¬ ized under its present management February 1, l!;70,''' It reports “ Hon. George W. Dobbin, dean,” with 3 resident professors, a two years’ course, and 59 students, of whom 27 have had a degree in letters or science. — (Return for 1575.) SCHOOLS OF ilEDICESTE. Three medical schools exist in Baltimore, the College of Physicians and Surgeons, the School of Aledicine of the University of Maryland, and'the Washington Uni¬ versity School of Medicine. Courses, in each case, 2 years. The chemical department of the Maryland Institute provides a course of 25 lectures for instruction in elementary, analytical, and applied chemistry. 180 REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of schools for scientific and professional instruction, 1875. Schools for professional instruction. Corps of instruction. Endowed professorships. Number of students. Number of years in course. Property, income, Ac. Number of volumes in library. Value of grounds, build¬ ings, and apparatus. Amount of pro85 37 Decrea.^e for the year . 5 96 Average wages of women teaching . 35 35 • Increase from last year . 1 01 PUBLIC SCHOOLS. Number of public schools . 5. .551 Increase for the year . . . 126 Number of schools returned as high schools . . 203 Number of evening schools kept In 32 cities and towns . 99 Number of teachers in evening schools . ' 525 Attendance in evening schools: Men 12,594; women. 3,774 . 16,363 Average attendance . 6.474 private schools AND ACADE3IIES. Number of incorporated academies returned . . . . . 63 Average number of scholars . 7, 594 Aggregate tuition paid . >161,215 63 Number of private schools and academies . . 369 Estimated average attendance . 16, 650 Estimated amount of tuition paid . -$436, 938 48 schools for special instruction. Number of State charitable and reformatory schools . 12 Number of diflerent pupils attending . 1,240 Average attendance during the year . 812 Number of pupils under 5 years of age . 22 Number over i5 years . . . . 431 Number between 5 and 15 years, August 1, 1875 . 457 Number of teachers : Men, S ; women, 16 . ^19 Wages per month of men . $50 Wages per month of women . 25 income an*d expenditure. Eeceipts. From taxation, for wages of teachers, fuel, care of fires and school¬ rooms . 84, 358, 523 59 Increase for the year . 105, 312 42 Income of funds appropriated for public schools at the option of towns. 4, 734 19 Voluntary contributions for board, fuel, apparatus, dc c., for public schools 30, 7 87 32 184 REPORT OF THE COMMISSIONER OF EDUCATION. Income of local funds appropriated for scliools and academies . $12(>, 286 32 Increase for the year . 21, 325 74 Income of State" school fund paid to cities and towns in aid of public schools . . . 88,613 45 Expenditures. For salaries of superintendents of public schools . $66, 608 25 Total expended on public schools, exclusive of school-houses amd books. 4, 668, 472 09 Increase for the year . . . 134,918 80 Amount expemded for erecting and repairing school-houses . 1, 533, 142 54 Total expenditures . 6,201, 614 63 — (From report of board of education for 1874-75. Hon. Jose’ph White, secretary.) SCHOOL SYSTEM OF THE STATE. GENERAL CONSTITUTIONAL PRO\^SIONS. The state constitution of 1780 contained, from the pen of the elder Adams, then recently returned from his European mission, the following important article on “ the encouragement of literature “ Wisdom and knowledge, as well as virtue, diffused generally among the body of the people, being necessary for the preservation of their rights and liberties, and these depending on spreading the opportunities and advan¬ tages of education in the various parts of the country and among the diflferent orders of the people, it shall be the duty of the legislatures and magistrates in all future periods of this Commonwealth to cherish the interests of literature and the sciences, and all seminaries of them, especially the University at Cambridge, public schools, and grammar schools in the towns ; to encourage private societies and public institutions by rewards and immunities for the promotion of agriculture, Srts, sciences, commerce, trades, manufactures, and a natural history of the country ; to countenance and incul¬ cate the principles of humanity and general benevolence," public and private charity, industry and frugality, honesty and punctuality in dealings, sincerity, good humor, and all social affections and generous sentiments among the people.” An amendment adopted in 1857 precludes from voting and from eligibility to office all that cannot read the Constitution in the English language and write their names, the only exceptions made being in cases of physical disability, of an age over 60 at the time of the adoption of the amendment, or of an existing right to vote. PROVISIONS OF THE SCHOOL LAWS. School laws of Massachusetts, edition of 1875. OFFICEBS. For the State at large, a State board of education, whose secretary performs the office duties of a State superintendent, with some visitorial ones; a general agent for the visitation of the towns and cities, a special agent for the western counties, with two others for the same kind of work, and a State director of art education. For the towns — which term in New England generally means townships — school committees, with prudential committees in such as are divided into school districts. For the cities, usually a suiDerintendent of schools, in addition to the committees. POWEES AXD DUTIES OF SCHOOL OFFICERS. The State hoard has the chief authority in school concerns. It consists of the gov¬ ernor, lieutenant-governor, and eight other persons, appointed by the governor with the concurrence of the council, each to hold office for eight years, but one retiring each year in the order of appointment. It is the trustee for the Commonwealth of all grants, devises, donations, and bequests for educational purposes, the State treasurer acting a-s its agent for the investment and safe custody of these. It prescribes the form of registers to be kept in the schools and that of the blanks and inquiries for the returns to be made by school committees ; and annually, on or before the third Wednesday of January, must lay before the legislature a report containing a printed abstract of said returns, a detailed statement of its own doings, and such observations and suggestions respecting the school system as need may require or occasion seem to call for. Its members receive no salary as such, but are allowed compensation for expenses incurred in the discharge of their duties. The seci’etary of the State hoard is appointed by it, withno express limitation as to term, and under its direction makes the required abstract of school returns ; collects informa¬ tion respecting the condition and efficiency of the public schools ; diff’uses intelligence of the best systems of study and instruction ; suggests to the board and legislature im¬ provements in the school system ; visits, as often as possible, different parts of the State, to arouse and guide public sentiment in relation to education; collects in his office such school-books, apparatus, maps, and charts as can be obtained without ex- MASSACHUSETTS. 185 peiise to the State ; receives aud arranges the reports and returns of school commit¬ tees; and receives, preserves, or distributes the State documents in relation to the public school system. He is also expected to give notice of and attend meetings ol teachers, superintendents, and friends of education throughout the State, collecting at these meetings all available information as to the condition of the schools, with a view to its presentation in the annual report of the board. The blank forms of inquiry, school registers, and annual report are sent out by him to the clerks of the several towns and cities for proper distribution. For the discharge of these duties the secre¬ tary receives an annual salary of S3, 000, with $400 additional for travelling expenses, and also the necessary postage of his office.^ The general agent of the hoard is appointed by it to visit the towns and cities with a view to inquiry into the condition of the schools, conference with teachers and com¬ mittees, lecturing on educational subjects, and performing such other duties as the secretary might do if present. An agent for the western counties is now also in the held, with two additional for special helds. The director of art education has it as his duty to suiDeriutend the State Normal Art School, and to aid by deputy or in person in training the public schoolteachers of cities having more than 10,000 inhabitants to such a knowledge of drawing as will enable them to instruct pupils in the same. The school committees are chosen by written ballots at the annual town meetings ; con¬ sist of any number divisible by 3, and are kept at once fresh and experienced by one-third going out annually aud being replaced by new elections, while the full term of each member is three years. Women are eligible as well as men. The committee of each town or city appoints*its own secretary, and keeps through him a x)ermanent j-ecord of its votes, orders, and proceedings. It selects aud contracts with teachers for the public schools, requiring full evidence of the good moral character of those chosen and subjecting them to such examination as may determine their qualifications for both governing and teaching school. It gives to each approved teacher a certificate m du¬ plicate of his qualifications, one copy of which, deposited with the selectmen, is their warrant for recognizing him as engaged to teach and for paying him in due time for his services. The committee may alsn dismiss a teacher whenever they think proper, in which case his pay ceases from the date of dismissal. In the first and last weeks of the school term the members, in whole or in part, are to visit statedly all the public schools, and make another visit, without previous notification, once a month, to aid in organizing the schools at the beginning, and to inquire afterward as to their methods, discipline, progress in study, &c. They are to direct what books shall be used in these schools; are to purchase a suflicient supply for them ; to give notice where they may be obtained; to furnish them to pupils at cost price ; to supi^ly needy scholars with them at the expense of the town, aud to do the same for all in case of a change of books.! They may also procure, at the town expense, such apparatus, books of refer¬ ence, and other means of illustration as they deem necessary for the schools, in ac¬ cordance with appropriations previously made for that purpose. Prudential committees. — In towns in which the school district system does not exist the school committees have the general charge of school-houses as well as of the schools ; but in the districted towns a prudential committee, composed ordinarily of one person for each district, attends to this duty, and may, by vote of the town, contract with aud engage instructors for the schools. The school committees or prudential com¬ mittees also receive from the town clerk and distribute to the teachers the registers furnished by the State board, see that these are faithfully kept, annually before the last of April transmit the proper returns to the secretary of the State board, with a certified census of the children of school age, and publish yearly a detailed report of the condition and progress of the schools under their charge. Superintendents of public schools are appointed annually by the school committees in such towns as require this by a legal vote and in such cities as direct it by an ordi¬ nance of the city council. Two or more towns are allowed to unite for the election of a superintendent. These superintendents, under the direction and control of the com¬ mittee, have the care and supervision of the schools, with such salary as the city gov¬ ernment or town may determine, in which case the members of the committee no longer receive the dollar or dollar and a half per diem for the discharge of the duties of their office to which they would be otherwise entitled. SCHOOLS. Every town is required to maintain at the public expense, for at least six months in each year, under teachers of competent ability aud good morals, a sufficient number of schools, properly furnished and conveniently located, for the instruction of_ all the children who may legally attend school therein in orthography, reading, writing, En¬ glish grammar, geography, arithmetic, drawing, the history of the United States, and * The office of secretary of the board has been filled successively by Hon. Horace Mann, Dr. Barnas Sears, and Hon. George S. Bontwell before the present incumbent .*Hon. Joseph XThite. t Parents able to pay have this expense afterward collected from them by the tax-gatherers. 186 REPORT OF THE COMMISSIONER OF EDUCATION. good behavior. Algebra, vocal music, agriculture, physiology, and hygiene are also to be taught by lectures or otherwise in any public schools in which the committee deem it expedient. Provision is-made, too, for giving free instruction in industrial or mechan¬ ical drawing, in day or evening schools,* to persons over 15 years of age, in any town where the committee may think it best, and in all where the population is up¬ ward of 10,000, as well as for maintaining, in towns with over 500 families or house¬ holders, a school in which general history, book-keeping, surveying, geometry, natural philosophy, chemistry, botany, the civil polity of Massachusetts and of the United States, and the Latin language shall be added to the studies mentioned above. In every town containing over 4,000 inhabitants, the teacher or teachers must further be compe¬ tent to give instruction in the Greek and French languages, astronomy, geology, rhet¬ oric, logic, intellectual and moral science, and political economy. The public schools are open to all children of school age, without distinction of race, color, or religious opinions, and all children from 8 to 14 years of age, not elsewhere taught, are required to be^ sent to them for at least twenty weeks in each year, in two terms of ten consecutive weeks each. Unvaccinated children may, however, be excluded. Five normal schools, with a normal art school, form also a part of the school system of the State, which has, besides, an agricultural and mechanical college at Amherst, open to all qualified students among its citizens. In consideration of a grant of $50,000 to the Worcester County Free Institute of Science, that school, too, receives annually 20 State scholars, to be instructed, free of tuition, throughout the entire course; while in the State charitable and reformatory institutions, 18 schools, with upward of 1,200 pupils, are maintained. * Teachers’ institutes, for the fuller training of those already engaged in teaching, are provided for by the school law. They are to be appointed by the State board of edu¬ cation, whenever assurance is given that 50 teachers of common schools desire to assemble for instruction, and an amount not to exceed $4,000 may be used to defray necessary expenses and procure teachers and lecturers for the institutes, of which sum not more than $350 may be used for any single institute. More than 240 such institutes have been held in the State since 1845. — (School law of 1875.) LIBRARIES. Although school libraries are not made expressly a part of the State school system, encouragernent is given in the school law to the formation and extension of these aids to intelligence and culture in all the towns and cities of the State. STATE SCHOOL FUND. A fund for aiding public schools, first formed from the sale of lands in Maine when it belonged to Massachusetts, now amounts to upward of $2,000,000. One moiety of the annual interest on this, amounting to nearly $90,000, is distributed among the towns and cities, in pro'portion to their school population, to supplement and encourage local appropriations to the schools, while another moiety is appropriated to the sup¬ port of State normal schools and teachers’ institutes. ELEMENTARY INSTRUCTION. EDUCATIONAL PROGRESS. Remarking puon the many respects in which the schools have improved during the past thirty years, the superiority of their buildings, locations, furniture, and other needful appliances, grading, course of study, length of term, and increased teachers’ wages, Mr. Phipps, general agent of the board, expresses the opinion that there has not been, during this period, a corresponding improvement in respect to the qualifica¬ tions of teachers for their work. Excellent and often very costly school buildings have been erected and thoroughly equipped ; schools have been graded ; courses of study, carefully and wisely matured, have been prepared ; and yet not infrequently all this has been of little avail through lack of that which is more important than either or all of them combined : thoroughly qualified teachers. A large proportion of the 8,000 or more teachers who were employed in the public schools of the State in 1873-’74 never taught before, and, as the graduates of the normal schools during the year numbered less thait 200, comparatively few of these neAv teachers had the benefit of thorough, systematic, special training for their work. Most commence teaching with no well defined plan of the work to be accomplished. They are placed in charge of 50 or 00 children of different ages, habits, and attainments. They are unacquainted with the best methods of teaching, and too often with any method, and the wonder is that many accomplish so much as they do and achieve even a meas¬ ure of success, when entire failure might reasonably have been expected. — (Report of board of education, 1873-’74, pp. 92, ff3.) *Iii 32 cities and towns 99 evening schools were maintained in 1874-’75, containing 12,594 pupils, and employing 525 teachers at an expense of ®68,442. MASSACHUSETTS. 187 The re]>ort for 1573-74 of George A. Waltou. agent for the western portion of the State, who, during the year, visited 391 schools in 74 towns and cities, notes, among other signs of progress in public sentiment, the approval by committees and people of rational methods of teaching. This is shown by the demand for good teachers and the effort to retain those who have proved themselves competent to teach. It is shown in the increased attention bestowed, especially in the larger places, upon the arrangement of courses of study, in all of which more time is given to object teaching and illustra¬ tions and to general exercises. In many towns, evening schools are established and meet¬ ings of teachers are held regularly. Provision is made for the attendance of teachers upon teachers’ institutes and upon the State ard county associations, and teachers gladly avail themselves of the privileges thus offered. Drawing is coming to be recog¬ nized as a useful and necessary branch of education, and is receiving considerable atten¬ tion in many of the schools. Evening classes of adults for the practice of mechanical drawing have been started in some of the larger manufacturing places, and are attended by operatives, book-keepers, and overseers in the mills, tradesmen, and mechanics of all trades. Another sign of progress in this portion of the State is the disposition to abol¬ ish the district system, which, in some sections, has had a particularly firm hold. One result which uniformly follows the abolition is better school-houses ; and in many places the necessity for better houses is forcing abolition upon the town. — (Report of board of education]^ 1573-74, pp. 79, 80.) HIXDEPwOsCES STILL EXISTING. On the other hand, the agent notices certain obstacles to progress, resulting, he be¬ lieves, mainly from the want of enlightened public sentiment. The first specihed is the need of more efficient supervision. In some instances the towns grudgingly pay the pittance charged for the too infrequent visits of the committee to the schools, and in many the task of superintending the schools has come to be so thankless that those best fitted for the duties refuse to accept the office of school committee. The worst possible form of supervision is that which results from the district system, where the selection of the teachers is left to a prudential committee and the oversight of their work, perhaps, to a subcommittee. Again, many persons are employed to teach who have neither zeal nor fitness for their calling, while even well qualified teachers are sometimes compelled to pursue traditional and often irrational methods in the schools. In very many, the time is spent in brief recitations of mere words ; and even w here something more is attempted than committing to memory meaningless expressions, the facts learned are so dissociated as to be of little or no use to the learner. To secure the best results in the schools the needs are an enlightened public sentiment, a careful supervision, and knowledge, skill, and enthusiasm in the teachers. — (Report of board of education, 1873-74, pp. 81-84.) REMAEKS UPON STATISTICS FOR 1874-75. AtiauJance.—The statistics of attendance offer gratifying proofs of progress, in that they show a large increase in the number of pupils over 15 years of age attending school. It is a cheering indication of some check to the practice of crowding the education of the young into the shortest period.— (Report for 1874-75, p. 122.) Frequent changes of teachei'S. — Another phase of the practical working of the schools as presented by these statistics, namely, the increase of the number of different teachers, furnishes ground for some apprehension. This increase during 1874-75 was 501, 91 being men and 410 women. While a considerable proportion of the excess in the num¬ ber of teachers over that of schools may be due to various other causes, it is believed that a larger part must be charged to the unfortunate custom of changing the teacher with every term of the school, towns having thus sometimes three successive teachers in a year. — (Report for 1874-75, p. 123.) Truants. — The number of towns which report having made the provision required by law concerning truants is only 130, less than one-half the whole number. The early law relating to truancy simply authorized the towns to make needful by-laws con¬ cerning habitual truants ; that of 1862 required them to make such by-laws, and in 1873 an important amendment was made to the law, requiring the school committee to appoint truant officers and fix their compensation. This duty is not contingent upon the action of the town, but is an actual command to the committee. — (Report of board of education, 1574-75, p. 124.) Prompt obedience to this feature of the law is urged. MUSIC AND DRAWING. The public schools of the State, in the opinion of Mr. Phipps, are generally doing a great and good work, highly creditable to them and to the State ; but in order to bring them all up to a uniform standard of excellence and secure the best possible results, existing deficiencies and faults must not be ignored. He therefore calls attention to the unsatisfactory results witnessed outside of the cities and large towns in respect to singing and drawing. In many of the rural towns of the State, the teachers them- 188 REPORT OF THE COMMISSIONER OF EDUCATION. selves know very little of these subjects; consequently can teach little of any real value. When the agent expresses a wish, in such schools, to hear the children sing, they re¬ peat by rote and mechanically the words of a few songs, often with harsh and discord¬ ant voices, and without the slightest appreciation of the sentiment or its proper musical expression ; and this is called singing. When he asks what attention has been paid to drawing he is shown a multitude of little books, often mere scraps of paper, covered with a great many strange objects that bear no resemblance to anything in the heavens above, or in the earth beneath, or in the waters that cover the earth ; and this is called dfa-wing. He advises, as a remedy for this state of things, that it be made an indispensable requirement of every applicant to teach that she shall know something, theoretically if not practically, of the science of singing and drawing, (for some persons very successfully teach these subjects without, being able to sing or draw to their own satisfaction or that of others ; ) that she be furnished with suitable mu¬ sical charts and aids in drawing, and then required to exhibit as satisfactory results in these branches as in others. — (Report of board of education, 1873-’74, pp. 99, 100.) INDUSTRIAL ART EDUCATION. Every town in the State, except one, having a population of over 10,000 inhabitants had, in 1874, complied with the law of 1870 relating to industrial drawing. Director Smith again urges upon the board of education that the statute should be amended to include all towns of 5,000 inhabitants and upward, believing that a greater number of mechanics would receive instruction in the 50 towns so included than are now re¬ ceiving it in the 23 at present influenced by the statute. There is as much need of industrial art education in the smaller as in the larger centers of population, and in Europe it is not unusual to find the most successful classes in quite small towns. The tendency of the work carried on in the free industrial drawing classes is toward mechanical and architectural drawing, and few take up free hand subjects. Where, however, this has been done, there is a manifest increase of interest displayed by the students. The difficulties in the way of making these classes successful have been very great, and are not yet overcome. More than half of these. Director Smith remarks, are removable at will, and until they are so removed the classes will be inefficient and in danger of being discontinued from want of pupils. He sums up tbe conditions neces¬ sary to carry on a free industrial drawing class successfully as follows : There must be (1) suitable class rooms, lighted by day and night, adapted to the character of work carried on in them ; (2) proper examples to be used as copies and illustrations of the subjects studied, in line, color, light, and shade, with models of solid forms and natural objects; (3) a qualified teacher who is familiar with the general subject of art educa¬ tion, theoretically and practically, supported by subordinates who can teach special departments. Without these requirements it has been impossible to achieve absolute success, though even while working under such disadvantages many teachers have attained comparative success. Exhibitions of drawings by the free industrial evening classes have been made an¬ nually for three years past, have been visited by many thousands of persons, and have attracted much attention. The progress made during these three years, says Director Smith, is remarkable, and their suggestiveness even more marked. In conclusion he declares that rapid and sound progress is being made in the subject of industrial draw¬ ing in all directions, more than he could have believed possible in the short period of time elapsed since the act of 1870 was passed. — (Report for 1873-74, xip. 39, 44, 50.) EMPLOYMENT OF NORMAL SCHOOL TEACHERS. Secretary White presents a table collated from the returns for 1873-74, showing the number of normal school teachers employed in the several counties of the State dur¬ ing that year, from which it appears that in only one county was there none employed. In 268 of the 340 towns of the State, 1,666, or nearly 20 per cent, of the whole number of different persons employed as teachers, w'ere from the normal schools, and the demand for such is rapidly and constantly increasing. “ Thus,” he remarks, “ we are slowly but, I believe, surely approaching the fulfilment of the purpose for which Levi Lincoln, as governor, and Dwight Foster, William B. Calhoun, and Henry Dwight Marsh, as legislators, nearly fifty years ago urged tbe establishment of the Massachu¬ setts school fund, to wit, “ That teachers’ seminaries might be established in every county in the Commonwealth.”— (Report for 1873-74, p. 125.) T'EACHERS’ MEETINGS. Besides the larger and more public gatherings of teachers at national. State, and county associations, and at teachers’ institutes, it is becoming a very general custom, in the cities and larger towns especially, for all the teachers in the town to meet at stated periods, generally once a mbnth, for a half day or an evening, to discuss educa¬ tional topics, to give and receive counsel in matters relating to their individual experi¬ ence in teaching and governing their schools, and in various other ways to promote the interests of education. In some places the teachers are allowed a half day in each MASSACHUSETTS. 189 month, or once in two months, expressly to attend such meetings, and then are required to attend them. In others they are expected to give a half holiday or an evening for this purpose, and a frequent neglect to do so is regarded as showing a want of interest in their vocation which otten results in their failure to secure a re-election. — (Eeport for lS73-’74, p. 96.) KINDERGARTEN SCHOOLS. Ten Kindergarten, 5 of them located in Boston and the others in Newton, New Bed¬ ford, Northampton, Worcester, and Yarmouthport, report a total of 16 instructors and 167 pupils. Three of these schools were established in 1874 and 1 each in 1875, 1876, 1871, and 1870. The remaining school does not report its date of organiza¬ tion. In a majority of these schools the number of hours for daily study is 3, only 1 exacting 4, and 2, 3|. The age of admission ranges from 2^ to 3 years. — (Special reports to the United States Bureau of Education, 1875. For further particulars see Table V.) CITY SCHOOL SYSTEMS. BOSTON. Officers. — The public schools of Boston are under the control of a board of education, consisting, since its recent reorganization, of 24 members, with a city superintend¬ ent and 6 assistant supervisors. The powers of the board are to supervise and di¬ rect the public schools of the city ; elect teachers and other school officers, fix their compensation, and discharge them if there be cause ; arrange the courses of study in schools and determine such rules as may seem necessary ; elect a superintendent of schools and 6 supervisors and the head masters of the Latin, normal, high, and grammar schools. Women are not excluded, and are actually in the board, the only qualification demanded being residence in the city. — (New-England Journal of Educa¬ tion, May 29, 1875, p. 258.) Statistics. — Number of children between 5 and 15 years of age, 60,255, an increase of 3,571 during the year ; average number of pupils belonging to day schools of all grades, 44,984; average daily attendance, 41,606. Number of day schools, 477, of which 9 are high schools, 50 grammar, 114 primary, 2 for licensed minors, 1 Kindergarten, and I for deaf-mutes ; number of evening, including 6 drawing schools, 21; making a grand total of 498 schools. There were 203 men engaged in teaching these schools and 1,093 women ; total, 1,292 ; of whom 1,245 are regular and 51 special teachers. In the evening high school there was an average attendance of 330 pupils, of whom 124 were young women. In the 9 day high schools the average number of pupils was 2,091 ; teachers, 81 ; 455 pupils in these schools — 382 girls and 73 boys — received diplomas of graduation at the close of the school year. The number of promotions among the 24,413 grammar school pupils was 1,245, of whom 625 were boys and 620 girls. The expenditure for school purposes during the year was $2,081,043.35. — (Statistical report, for 1875, of the statistical clerk, Phineas Bates, esq.) Drawing. — The work of the primary schools of Boston shown at the fourth annual exhibition of industrial drawings of the schools of the State held at Horticultui al Hall, in June, 1875, was considered to be very full and fine. It consisted of free hand drawisg from cards, blackboard dictation exercises, memory drawing, and model drawings from the blackboard, and original designs by children from 6 to 10 or II years of age. While the copy work of this class of pupils shows excellent prac¬ tical skill, it is said that the cards of model and original drawings far surpass in ex¬ ecution any work of the kind ever before exhibited in America. Art critics are amazed at the results of the primary schools, and claim that they surpass in real merit the more finished work of the higher classes. — (New-England Journal of Education, June 12, 1875, p. 282.) About two-thirds of the whole number of the public school teachers of this city have been examined by Professor Walter Smith and received from him certificates of ability to teach drawing according to the requirements of the drawing course. — (Same journal. May 29, 1875.) Normal school.— The number of pupils who entered the Boston Normal School in the fall of 1875 was 76, all except 13 being graduates of the various high schools of the city. The average age was 19 years. — (Report for 1874-75 of statistical clerk of school board, p. 18.) CONCORD. Officers. — A school committee of 8 members and a superintendent of schools. Dr. E. W. Emerson. Statistics. — Whole number of schools 13, including a high school; whole number of pupils in three terms, 1,294 ; average enrolment each term, 431 ; average attendance, 349. Teachers employed, 18; wages of these, $100 to $500 a year. Notes. — Want of moral tone, a low standard of teaching, and consequent superficiality, lack of system, and want of support from parents are evils complained of by the 190 EEPORT OF THE COMMISSIONER OF EDUCATION. Buperintendent, and for wbicli he suggests some appropriate remedies. Drawing is practised as a required study in ^^all the schools except the primaries, while in music Burprising and gratifying progress has been made. Ventilation has been secured in winter by the simple device of narrow boards placed under the lower sash across the whole breadth of the window, thus throwing a current of fresh air upward toward the ceiling. — (Report of superintendent for 1875-76.) FITCHBURG. Officers, — A board of education of 18 members, 3 from each ward, of whom one-third go out each year, with the president of the common council as ex officio member, and the mayor of the city as ex officio chairman, and a superintendent of schools. Staiisiics. — Whole number of schools, apparently, 36, including 8 ungraded ones, 15 primary and secondary, 8 intermediate, 3 grammar, and 1 high school. An evening drawing school has also been maintained. Enrolment in the schools for the year, 2,473 ; average number belongkig, 1,944 ; average daily attendance, 1,750. Teachers employed December, 1875, 54, besides 3 special teachers ; wages of teachers, $350 to $2,250 per annum. A good and well arranged course of study accompanies the report, but the super¬ intendent, having been in office only a few mouths, speaks only in a general way of the manner in which this is carried out. — (Report of Superiratendent J. G. Edgerly for HAVERHILL. Officers. — A school board of 18 members, 3 from each ward, one-third going out each year, the mayor of the city as chairman ex officio, and 3 truant officers. Statistics. — Whole number of schools, including high, grammar, primary, and union schools, apparently, 51, besides an evening drawing school and an evening school for instruction in ordinary studies. Number of different pupils registered, 2,887 ; average number belonging, 2,260 ; average attendance, 2,013. Number in evening schools, 386; average number, 310 ; average attendance, 177. Percentage of attendance in all the schools, 85.24. The schools of the city have been for 1874-75, as previously, under the dissociated charge of subcommittees of the school board. These different committees being differ¬ ently conditioned as respected disposable time, experience, and qualifications, some schools have had the benefit of careful and judicious superintendence, while others have sutfered from partial or complete neglect, and all have felt the lack of one central con¬ trolling influence, harmonizing all their varied work and guiding it by a thoroughly balanced system, step by step, from the lowest to the highest grade. By having, as in some other cities, a supervisory board, serving, like the city council, without pay, and establishing a superintendent, with suitable salary, to attend to the detail work and general control, there would be, the committee think, with a slight increase of expense, a much more fruitful result from the outlay now made. — (Report of school commit¬ tee for 1874-75.) HOLYOKE. Officci's. — A school committee of 9 members, 1 from each ward and 2 at large, with Ihe mayor of the city as chairman and a superintendent of schools as secretary. Statistics. — Number of schools, not distinctly given. Teachers, including 3 in high school, 4 in grammar schools, 3 in intermediate, 15 in primary, and 5 in mixed schools, 31. Pupils enrolled, 1,557; average number belonging, 1,003 ; average attendance, 860 ; number of tardinesses for the year, 7,349 ; number of pupils neither absent nor tardy, 11. It is worthy of remark that while 1,.557 have been enrolled in the public schools “about as many more” are said by the superintendent to have been enrolled “ in the parochial schools connected with St. Jerome’s parish.” “ Not less than 200 have been ■enrolled twice, once in public school and once in the parochial school.” Still “ more than 1,000 children of legal age daily absent themselves from school.” This truancy, how¬ ever, it is hoped, may be checked by enforcement of the truant ordinance, as now the name, age, and residence of every absentee from school are known, and the truant officers can thus act efficiently. The committee on music report considerable progress made, and one on evening schools says that these schools were opened December 2, 1874 ; continued three months for 2 hours of 4 evenings each week, and had an attendance nightly of 450 eager xuipils. The evening drawing school was taught in a room poorly lighted and not centrally located; consequently the attendance was not as large as might have been secured. — (Report of school committee and Superintendent L. H. Marvel, for 1874-’75.) LAWRENCE. Officers. — A school committee of 2 members from each of the six wards of the city, with the mayor as chairman ex officio and a superintendent of city schools acting as secretary. One-third of the committee go out each year. MASSACHUSETTS. 191 Statistics. — Number of school buildings occupied by public schools, 18 ; single rooms for both study and recitation in primary, middle, and grammar schools, 51 ; double rooms in these, 1'2; in high school, 2 rooms for studies and 5 for recitations. Pupils enrolled in public schools, 4,749 ; average monthly eurolment, 3,713. Enrolled iu St. Mary’s Ronuiu Catholic schools, 1,029. Xo summary of average attendance. Teachers in public schools, 83, "^ith three additional special teachers of drawing, writing, and music ; wages of teachers, 8425 a year to S2,5U0. Under the operation of a truant law, with efficient truant officers, truancy has been reduced from 483 cases to none, not a single case of habitual truancy being known by the officers at the date of the report. In the schools the custom of daily marking each pupil in each recitation has almost entirely given place to a monthly examination in each study. Free evening schools have been maintained from October to March, 1 for men and boys and 1 for girls, with a total attendance of 419 aiid an average at¬ tendance of 287, under 23 teachers. — (Report of JSuperintendent G. E. Hood for 1875.) NEWBURYPORT. Officers. — A school committee of 9 members, with a chairman, secretary, and agent. One-third of the committee is changed annually. Statistics. — Puelic schools, 23 ; number of sittings, 2,476 ; scholars enrolled during the year, 2,142 ; average attendance in winter, 1,468 ; in summer, 1,414. Teachers emjdoyed, 46; salariesof these, 8350 to Sl/dOO. Evening school for women : enrolment, 103 : aver¬ age attendance, 60 ; evening school for men : eurolment, 109 ; average attendance, 90. — (Report of school committee for 1875.) SALEM. Officers. — A school committee of IS members from 6 wards, with the president of com¬ mon council as member ex officio and the mayor as chairman ex officio, a superintendent of schools, and a secretary of the board. Statistics. — X'umber of children of school age, 4,683 ; enrolled in public schools, 4,148 ; iu private or parochial schools, 764. Average daily attendance in public schools, 2,960. Teachers employed, 83, of whom 42 were graduates of normal schools and 9 others had studied iu them ; salaries not given. The study of vocal music is pursued in all the public schools, with marked imitrove- ment in its quality. Drawing also has been prosecuted with succeas. An evening school for boys enrolled 170, with an average attendance of 83 ; an evening school for girls, 105, with an average attendance of 57. An interesting history of the school system of the city is given by the superintend¬ ent, beginning with the first free school in 1637 and coming down to 1875, and showing in succession, first, the individual school, then, the growth of a system of schools, aud then, from the need of agents to regulate andanspect the schools, the appointment of a school committee aud a superintendent, the last not till 1866. — (Report of school com¬ mittee aud of Superintendent A. D. Small for 1874-75.) SPRINGFIELD. Officers. — A school committee of 8 from the wards with 1 at large aud a superintend¬ ent of schools, A. P. Stone, esq., who is also secretary of the board. Statistics. — Population of the city, 31,026 ; children of school age, 5,668 ; enrolled in day schools, of this age, 5,234 ; whole enrolment, 5,690 ; average daily attendance, 3,944. Pupils in evening schools, 404 ; in draughting schools, 178 ; in all schools, 6,272. The schools generally are reported to have been in good condition and to have made gratifying progress during the year ; grading improved and discipline satisfactory. — (Report for 1874-’75.) TAUNTON. Officers. — A school committee of 9, with the president of common council as member ex officio and the mayor as chairman. Superintendent of schools, W. W. Waterman, esq. Statistics. — Population of the city, 20,429 ; children of school age, 3,846 ; enrolled in public day schools, 3,647 ; in 3 free evening schools, 187 ; in 3 private schools, 216. Av¬ erage daily attendance in the city day schools, 2,567. Teachers in these, 74; wages, 8200 to 81,600. Some important remarks are made in the report on the proper method of securing good ventilation of a school-building. — (Report for 1874-75.) WOBURN. Officers.— X school committee of 7 men and 2 women, with a superintendent of schools, E. H. Davis, esq. Statistics. — Population of the town, 9,599 ; children of school age, 2,122 ; enrolled iu imbllc schools, 1,977 ; average daily attendance, 1,498. Schools, 37 ; school-houses, 13. Teachers, 51 ; wages of these, S350"to .82,000. — (Report of committee and superintend¬ ent for 1874-’75.^ A valuable hisiorical sketch of the schools from 1673 accompanies the report 192 EEPOkRT OF THE COMMISSIONER OF EDUCATION. ’V^'OECESTER. Oncers. — A school committee of 24 members, one-third changed yearly, with the mayor as president, and a city superintendent, who is also secretary. ^Statistics.— Population of city, 49,317 ; children of school age, 7,988 : registered in day schools, 8,896 ; in evening schools, 615 ; in free evening drawing schools, 155 ; total, 9,665 ; besides 1,200 in private and parochial schools. Average daily attendance in public day schools, 6,204 ; teachers in day schools, 164 ; in evening schools. 18 : wages, §450 to $3; 000. The schools appear to be thoroughly organized, and the report respecting them is an excellent one throughout, a brief historical sketch of the school system of the city form¬ ing a part of it. — (Report of school committee and Superintendent A. P. Marble for 1875.) TRADTCrGr or TEAEHERS. XORJIAE SCHOOLS. Secretary MThite states that at no time since his official connection with them have- the State normal schools been in a more satisfactory condition than now. The school- buildings of the four older schools have been enlarged and greatly improved, so that 200 pupils can be accommodated in each, instead of 120 as i)efore, thus allowing, at comparatively small cost, an increase of 320 pupils. The schools are rapidly filling. The Salem school is already full, having more than 230 pupils. The classes entering- the schools at the beginning of the school year in September last were larger than ever before, notwithstanding the fact that nearly 100 olfered themselves for admission at the new school in Worcester, of whom nearly 80 w'ere admitted. This school was- opened for pupils on Tuesday, the 15th of September, 1873. The building stands on a beautiful eminense in the easterly part of the city, and within fi-ve minutes’ walk of the new station for the use of all the railroads which enter the city. It is built of stone, quarried near by, with granite facings. In its simple but grand proportions, and especially in its well-nigh perfect adaptation to its high purposes, it is alike an ornament to the city and an honor to the Commonwealth. It will easily accommodate 250 pupils. The enlargement of the boarding house at Bridgewater was completed early in 1874, and the house at the date of the report was occupied by nearly 130 pupils. A new boarding house at Westfield was completed in July, 1874, and is admirably adapted to its purpose. It has a capacity for 130 pupils. The five schools have now a capacity for 1,050 pupils. When these are filled, others will be called for and one after another established, until — and that at no very distant day — not less than 2,000 pupils- will be found in them. — (Report for 1873-74, pp. 123, 124.) STATISTICS OF XORMAE SCHOOI.S. Framingham. — Opened at Lexington 1839. Attendance during the year, 142; grad¬ uates, 35, of whom 6 were from the advanced course. Of 657 graduates of this school heard ffiom, 95 per cent, were found to have engaged in teaching for an average period of 6.33 years. Westfield. — Opened 1844. Number of different pupils in attendance, 176 ; number who completed the course of study, 42. Since the opening of this school, in 1839, there have been 2,610 pupils, and 816 have received diplomas. Most of these have taught or are teaching in the schools of the State, the average period of their service being up¬ ward of five years. Bridgeicater. — Opened 1840. Number of difierent pupils during the year, 210 ; grad¬ uates from the regular course, 43 ; from advanced class, 6 : total, 49. Number admitted, siace the beginning of the school, 2,275 ; graduates in that time, 1,337. Salem. — Opened 1854. Number in attendance during the year, 273 ; graduates from the regalar course, 55 ; from advanced class, 3 ; total, 58. Whole number of pupils since the opening of the school, 1,848 ; number of graduates, 863. Worcester. — The number of pupils admitted since the beginning of this school in Sep¬ tember, 1874, has been 122. Of these 29 have withdrawn, leaving 93, divided into 3 classes of 28, 18, and 47. The library here has been increased by the purchase of 592 volumes of text books- and 457 volumes of reference books. Some illustrative apparatus for teaching draw¬ ing, physiology, &c., has been supplied. A chemical laboratory, accommodating 18 working pupils, has been fitted up and supplied at a cost of §800, and about §300 more- has been expended for philosophical apparatus. — (State report for 1874-75, pp. 27-52.) NORMAL ART SCHOOL. “ The progress made by this school since its first establishment,” says Mr. Walter Smith, State director of art education, “ has been a subject of astonishment to many experienced educators.” When the school was first established, Mr. Smith’s estimate that 100 students might be expected was, he says,- regarded as visionary. But before MASSACHUSETTS. 193 it had been opeued three mouths 107 students had been admitted and nearly as many more refused admission on various grounds, want of accommodation being the princi- j)al. At the close of the year 1874, there were on the books and in atleudauce at the school 188 students, and more than that number were refused admission or their ad¬ mission postponed. The school, which can only seat 7*2 students, has been made to jvc- commodate 188 by giving to each of the classes an average of about one-third of the instruction applied for. This has been done in order to give as many irulividuals as possible a little iustrustiou by way of a beginning. ‘‘ It has been,” says Mr. Smith, “ almost impossible to do otherwise than this. Parents have brought their sous and daughters, who have chosen to adopt the vocation of the art teacher, and claimed ad¬ mission to the school, oiicring to pay anything that might be charged for the instruc¬ tion or bear all the inconvenience of crowding and confusion, if only they might be allowed to attend even for one or two days a week. Nearly one hundred pupils from other States, offering to pay the fee of $50 per annum if they could come, have been re¬ fused on the ground that there was no room even for residents of this State. I judge that if a normal art school could be built in Boston, thoroughly adapted in plan and arrangements for the purpose and capable of accommodating as many students as ap¬ plied for admission, it might be ojieued with 500 students.’’ He therefore recommended very strongly in his report for 1873-74 the erection by the board of education of a building capable of holding as many students as would be likely to need such instruc¬ tion as the school could give, in which provision should be made for a four years’ course of study. This was not secured, but iu the fall of 1875 additional and more commo¬ dious rooms were leased and fitted for the uses of the school, and are now occupied. — (Report for 1874- 75, xip. 56, 57.) • Director Smith remarks that one of the most gratifying signs of the progress that is being made in the study of drawing is the great improvement in it which is found in the normal schools. During the year they were all examined in drawing more thoroughly than ever they had been before, and the result showed that every student who graduated from the schools would be able to teach drawing in some of its phases, and a large majority in all the elementary subjects. This advancement, he says, if continued, will make industrial art education both possible and permanent in the pub¬ lic schools, where, to be successful elsewhere, it must be commenced. He indorses a suggestion made by Mrs. Dickinson, who has charge of the drawing in the Westfield Normal School,*that some students, who have a great love for drawing and intend to become teachers of it, could be prepared for the normal art school examinations and prepare the diploma works while studying in the normal schools. This he thinks a valuable suggestion, for thus the art school course could be shortened by a year. — (Report for 1873-’74, p. 42.) EDUCATIONAL JOUENALS. The New-England Journal of Education, which grew out of the union of the State educational journals of New England together with the College Courant of New Haven, started at the beginning of the year 1875 under most favorable auspices. Each State association appoints its State editor, and thus each weekly issue brings tidings from all parts of New England. It is also becoming national in its character and circulation, already counting among its contributors many of the prominent educators of the country. — (Rej)ort of secretary of State board in Connecticut, pp. 131, 132.) teachers’ institutes. During the year 1873-’74 8 sessions of teachers’ institutes were held, with an at- tendanee ranging from 40 to 130 and aggregating about 700. These institutes were con¬ ducted on a plan differing from that which has heretofore been followed, in respect to the time devoted to each and the number of instructors employed. Owing to the failure of the legislature to furnish the means required by law to be furnished, it was decided to employ only the agents of the board and the principals of the normal schools and to reduce the time of each institute to two full days and three evenings. Secretary White declared himself, on the whole, so well satisfied" with the result of the experiment as to advise a further trial of it. Heretofore a serious obstacle in the way of the highest degree of success has been the failure to secure the constant attendauce of a class during the week usually devoted to a session. The effect of holding the institute for a shorter time has been to give to the class a degree of uniformity highly favorable to successful work. Secretary White states, moreover, that he has found himself grad¬ ually coming to the conclusion that teachers’ institutes must, at no distant date, give place to other agencies. In addition to the State normal schools, training schools or classes for teachers in high schools are existent iu many of the cities and larger towns, and such schools, the secretary thinks, are doing far more efficient and thorough work in the education of teachers than the institutes can be expected to do. He believes, too, that, the time has come when more labor and care should be expended on the super¬ vision of schools, even to a remission of labor in the institu'es, if there must be a choice between the two.— (Report for l873-’74, p. 12*2.) Eight of these institutes were held in 1374-’75, 6 in the western counties, by Spe¬ cial Agents Walton and Hubbard, and 2 iu the eastern, by the general agent, A. J. Phipps. — (Report for 1874-’75, pp. 14*2, 143.) 13 I 1S4 KEPORT OF THE COMMISSIONER OF EDUCATION. SECONDARY INSTRUCTION. HIGH SCHOOLS. The general agent, Mr. Phipps, reports the whole unmber of high schools in the State, according to his latest returns, (l87:i-’74,) as 209. These were maintained in 187 cities and towns — more than one half the number in the Commonwealth — many towns having such schools, though not required to by the statute, and a number having more than one. Of a large number of these schools the agent speaks in terms of the highest commendation, as being well supplied with apparatus for illustrating natural philos¬ ophy, chemistry, and such other subjects in the course of study as require illus¬ tration, with mural maps, classical and modern ; with encyclopedias, dictionaries, and other books of reference, and with the very best teachers that liberal salaries can com¬ mand. Not only can a most excellent English education be obtained in them, equal, and sometimes superior, to that obtained in many so-called colleges, but from many of these schools young men go to college with as thorough a preparation as the best New England academies can give. About one-third of the high schools, he thinks, are of this class. Another third embraces schools of much excellence, giving a fair English education and a passable preparation for college. The remaining third is of a much lower order, being but little in advance of the average grammar school. Even such as these, however, it is believed, are doing a good work, and are of great value to the towns maintaining them. — (Report of board of education, 1873-'74, pp. 90, 92.) The report for 1874-’75 appears to show only 203 high schools, 162 in towns required to keep them and 41 in towns not so required; but reference is made to places holding them for short terms, which may include still others. — (Report for 1873-’74, pp. 90, 92; report for 1874-75, pp. 137, 138.) No report is made of the number of pupils enrolled in the high schools, nor of the comparative numbers engaged in English studies only, in classical courses, or in mod¬ ern languages. For such returns the country still waits, in hope that they may yet be given. ACADEMIES AND SEMINARIES. Reports have been received from 49 schools of the above class, 5 of them for boys, 14 for girls, and 30 for both sexes. A majority of all these schools report themselves unsectarian, while 3 are under the influence of the Protestant Episcopal Church, and 6 under that of the Congregational. The Unitarian, Baptist, and Roman Catholic Churches have each 2, and the Universalist, New Jerusalem, and Methodist Episcopal Churches 1 each. Ten do not report on this point. In 28 of these schools were libraries ranging from 36 to 3,409 volumes, the total num¬ ber of volumes being 20,479. Some philosophical apparatus was possessed by 28, and at least the beginnings of a chemical laboratory by 15. Instrumental music was taught in 27, vocal in 30, drawing in 37. The 5 schools for boys reported an attendance of 181 pupils under 19 teachers, 71 of the boys pursuing classical studies and 14 studying modern languages. The 14 schools for girls report 109 teachers and 578 pupils, 101 of them apparently engaged in class¬ ical and 352 in modem language studies, with 20 unclassified ; while in the 30 schools for both sexes there was an attendanceof 101 teachers and 3, .394 pupils, (1,812 boys and 1,582 girls,) of whom 527 were pursuing classical studies and 417 in modern languages, making a grand total of 4,153 pupils (1,993 boys and 2,160 girls) instructed by 229 teachers, 699 of the pupils in Latin and Greek and 783 in modern European tongues. — (Returns to Bureau of Education, 1875.) PREPARATORY SCHOOLS. Twenty-two schools of this class, devoted, with one exception, exclusively or mainly to the preparation of students for colleges and scientific schools, report for 1875 a total of 1,142 students in training for a collegiate and 211 for a scientific course, be¬ sides 868 other students. Of these schools the Phillips Andover Academy shows 140 pupils in its classical department, with 99 scientific and general ; the Public Latin School, Boston, 373 in classical studies, with no note of any others ; the Adams Acad¬ emy, Quincy, standing next to these, and showing the influence of an old fainily by re¬ porting 130 in the classics; while Williston Seminary gives 110 in cla^ical, 30 in scientific studies, and 100 others. — (Returns to Bureau of Education for 1875.) Then 205 students are reported in the preparatory departments of Boston College, Boston, and the College of the Holy Cross, Worcester, all preparing for a classical collegiate course. — (Returns, &c.) NEW SECONDARY SCHOOL. A valuable addition has been made to the means of secondary education for this State by the founding of the Cushing Academy. Ashburnham, opened in 1875. This school is the fruit mainly of the liberality of Mr. Thomas Cushing, late of Boston, who devoted to it over |S0,000 of endowment, with a legacy of $25, 000 more, to come to it on the Mi^Sf^ACHUSETTS 195 death of Mrs. Cushing. The original sxim was to remain at interest till enough should accrue to defray the expense of building, to facilitate which Mr. George C. Winchester gave a site of several acres, pleasantly improved. The academy building, completed in the summer of 1875 at a cost of about $h0,()00, is said to be a tine specimen of school architect m e, and was opened in September with 80 pupils of both sexes. — (New-Eu- gland Journal of Education, July 31 and September 18, 1875.) BUSINESS Ci)LLEGES. Five business colleges and commercial schools, 4 of them located in Boston, the other in Pittsfield, report a total attendance of 826 pupils in 1875, of whom 108 were young women. Penmanship, book-keeping, and commercial correspondence enter into the course, and in some cases nautical studies. In one. Comer’s, Boston, engineering, surveying, mechanical and architectural drawing, French, German, and Spanish are also taught. — (Returns to Bureau of Education for 1-^75.) SUPERIOR INSTRUCTION. AMHERST. The courses of instruction pursued here are classical, scientific, and partial, the latter being for the benefit of students who, from ill-health or other causes, may he unable to pursue the full course. Candidates for the degree of master of arts in course must be graduates of at least three years’ standing and must have spent at least two years in professional and other liberal studies. Special attention is paid to physical education. A professorship of hygiene and physical education is filled by a competent physician, under whose direction the stu¬ dents are required to exercise at an appointed hour each day. A prize of $100, given by John H. Washburn, of New York, is offered to the class which shall most faithfully discharge its duties in the gymnasium and carry out most fully the instructions of the professor of hygiene. Great improvement in health has been secured during the last thirteen years by these provisions for physical education. — (College catalogue, 1874-’75, and Amherst Student.) BOSTON uni\t:rsity. The facilities for instruction in connection with the university were greatly increased and diversified during the year 1874-’75. At the close of that academic year the num¬ ber of officers of instruction and government, exclusive of those in the preparatory de¬ partments and in co-operating faculties abroad, was 102 against 87 the preceding year. The number of students in attendance in 187 4-’75, exclusive of those in preparatory departments, was 478, of whom 82 belonged to the colleges of liberal arts and of music and 402 were in the professional schools. Of the 478 in all the colleges and schools, 102 were young women, an excess of 38 over the number present the preceding year. No other university in the world, it is asserted, with possibly one exception, has ad¬ mitted so large a number of young women to studies of the same grade. The number of graduates from the professional schools was 126, against 42 the previous year, an increase of 300 per cent. The collegiate departments, having been organized in 1872 and 1873, have not yet presented classes for graduation. The financial resources of the university are classified as follows : (1) the real estate and funds of the school of theology, estimated, when received in June, 1871, at $242,- 736 36 ; (2) a guarantee fund, subscribed in 1872, to meet anticipated deficits of the law school for the period of five years ; (3) the real estate and funds of the school of medi¬ cine, valued at about $150,000, part raised by subscription and part received from the trustees of the New England Female Medical College ; (4) real estate and funds not restricted as to use, valued at a little over $2,000 ; (5) the annual income from tuition in the different schools and colleges, not far from $25,000 ; and (6, prospective) three pay¬ ments from the trustees of the Rich estate, prior to its final transfer in 1882. — (Presi¬ dent’s annual report, 1874-’75.) COLLEGE OF IHE HOLY CROSS. This college, located near Worcester, is under the control of the Roman Catholic Church. The course of study embraces seven years, three of which are preparatory. It is for male students only. Improvements involving an expense of nearly $50,000 have been undertaken to enable the college to accommodate 230 students, with a new chapel, study hall and dormitories, and gymnasium. The graduates iu 1875 numbered 16; volumes in library, 11,000. — (College catalogue for 1875.) HARVARD. Two new professorships were established in the college during the year 1874-’75, one of music and one of the history of art. The theory and history of music were first made a subject of regular college teaching iu the year 1871-’72. It has commended itself to 196 REPORT OF THE COMMISSIONER OF EDUCATION. the faculty as a serious and difficult study and a tit part of liberal training, and last year it was made one of the subjects in which honors may be given at graduation. The history of art was first offered to the choice of the students as a college elective in the spring of 1874, and was immediately chosen by a considerable number of per¬ sons. The subject proved to have a double value, for, while it had to do mainly with art, it had also close relations with history and literature. Tne ex))eriment of voluntary attendance at recitations and lectures on the part of seniors, which has been in progress since the beginning of the year 1874-75, has resulted satisfactorily. It has shown that, as a general rule — and taking due account of special reasons for absence — seniors absent themselves most from the least profitable exercises. The attitude of the students toward the university, their relations with their instruc¬ tors, and their conception of their privileges and responsibilities are gradually under¬ going a propitious change. Scholarship, as tested by the examinations, does not seem to have been affected either favorably or unfavorably by the voluntary attendance. In the spring of 1875 the hours of recitations and lectures were arranged upon the plan of having a midday lunch, a free hour for exercise before dinner, and a late din¬ ner; an arrangement which secures all the hours of daylight in winter for mental work, leaves a perfectly free hour for exercise after all lectures and recitations are finished, and dispenses with lectures and recitations by gaslight in winter. A trial of three months has developed no defects in this plan to counterbalance its merits. The average age of the young men admitted has been gradually rising during the whole of this century, until, as the president of the college believes, it has now reached a limit which had better not be exceeded, namely, 18 years and 6f months. The college library received four considerable funds for the purchase of books dur¬ ing the year 1874-75 : the proceeds of one-half of the residue of the estate of Charles Sumner, $29,005 ; a bequest of $15,000 from the late President Walker and of $3,000 from Ichabod Tucker, the time of payment of which was anticipated by a lady of Mr. Tucker’s family, who also ad 'ed $2,000 to the gift ; while $5,000 was received from the estate of the late Harriet J. G. Denny, paid by her children at her request — a total amount of $54,005. The library has now an annual income of more than $10,000 exclu¬ sively devoted to the purchase of books, and as the increase is far beyond the present accommodations for the books, an enlargement of Gore Hall has become a necessity. Summer courses in botany, chemistry, and geology were given in 1875 with good results. The number of students, 98, was larger than ever before, and 64 of them were teachers. The course in field geology was a novel experiment, the object being to promote good teaching of elementary science in schools by giving teachers opportu¬ nities for laboratory and field work. The course was given in a camp at Cumberland Gap, Ky., and, although the season was unusually rainy, the measure of success attained was sufficient to encourage a repetition of the course upon the same ground in the summer of 1876. — (Report of the president of the college, 1874-75.) TUPTS COLLEGE. This college, located near Boston, is under the influence of the Universalists, and is for the education of young men only. It has a classical, a philosophical, and an engi¬ neering course, the last extending through three years. The standard of admission to the classical course is a high one. The degree of master of arts, subsequently to 1876, is to be conferred on graduates who shall pursue, under the direction of the faculty, a prescribed course for one year in at least two departments, and on graduates of other colleges whose courses of study have been equivalent to those required of the graduates of Tufts.— (College catalogue for 1875-76 and special report to the United States Bureau of Education.) WILLIAMS COLLEGE, WILLIAMSTOWN. The catalogue for 1875-’76 shows that in this college the means of illustration in physics, chemistry, astronomy, and the other scientific branches are ample. The col¬ lege library, open to students for two hours each day, contains 17,000 volumes. Phys¬ ical training receives special attention. The custom of hazing is dead here, a pledge to refrain from this and all similar prac¬ tices being exacted by the faculty from all members of the sophomore class. — (College catalogue 1875-76 and New-England Journal of Education, September 18, p. 131.) COLLEGES FOR WOMEN. Eleven institutions for the superior instruction of women report their statistics for 1875, as follows: number of instructors, 179; number of students, 1,318; of whom 789 were pursuing collegiate studies. Music, both vocal and instrumental, and drawing are taught in all, and painting and modern languages in all but 1 ; 9 report the possession of chemical laboratories; 10, that of philosophical apparatus; 6, museums of natural history; 3, astronomical observatories; 5, at least the beginnings of art galleries ; 9, gymnasia ; and 10, libraries ranging in size from 300 to 12,000 volumes. Eight of these colleges f "e non-sectarian in their influence ; 2 are under control of the Congregational and 1 of the Methodist Church. MASSACHUSETTS. 197 Smith College, at Nortliatuptoii, was dedicated July 14, 1875. The requisites for admis¬ sion are equal to those iu colleges for meu,aud the length of the course and its require¬ ments the same as those of Yale, Harvard, or Amherst. It is meant that what is done shall be done well. Wellesleg College already numbers 300 students, GO of whom are pursuing collegiate studies. The building is represented as being one of unequalled beauty, convenience, and adaptation to its destined uses. Everything iu the way of costly apparatus, tine working libraries, with charts, maps, and illustrations of all kinds, has been provided. A large corps of accomplished teachers has been engaged, selected almost at the will of the founder, who, by olfering high salaries, has been able to call to his aid some of the highest talent. — (Replies to inquiries and New-Englaud Journal of Education, Feb¬ ruary G, 1875, p. 70.) Statistics of a univey’sity and colleges, 1875. Names of university and colleges. .2 O cc "c c, o O CO ft 3 CO o CO o ft ll 1 ^ Number of students. Property, income, 0 ; number studying T'nited States history, 4,701; studying civil government. .551. The Michigan Teacher, for June, 1S75, is authority for the statement that the high schools at Battle Creek and Pontiac, after insx»ection from a committee of professors of the university, have been placed among those whose graduates are to be received, without further examination, into the freshman class : and for the further statement that Professor Olney declares this class of students to be ready for more advanced work than those entering the university from other schools, PRIVATE SECONDARY SCHOOLS. Two schools for girls and 2 for boys and girls report for 1?75 a total of 24 teachers and .529 pupils, of whom only 7 are in a classical course, while 251 are in modern lan¬ guages. Vocal music is taught in ail these schools, instrumental music and drawing in ail but 1 ; 1 has a chemical laboratory and philosophical apparatus ; 1 other has the latter, but not the former : and 3 have libraries numbering respectively 100, 5C0. and GlO volumes. — (Eeturns to Bureau of Education. For further details, see Table VI.) PREPARATORY SCHOOLS. The preparatory departments of 7 colleges show, in their returns. 21 instructors ad¬ ditional to those in the colleges, with 1,410 students, of whom 737 are males and 673 females. Out of this number. 177 are said to be preparing for a classical and 193 for a scientific course in coBege. — ^Returns to Bureau of Education, 1575.) BUSINESS COLLEGES. These seem to flourish in Michigan, and 8 of them — at Battle Creek, Detroit, Grand Eapids. Hillsdale College. Jackson, Kalamazoo, and Lansing — report a total of 29 in¬ structors and 1.3C9 students in day and evening schools, 1.209 of these being males and 160 females. No special length of course appears to prevail in them, students being re¬ ceived at any time and taught for such x>eriods as they may please to continue. The ordinary .branches of instruction apiiear to be arithmetic, book-keeping, penmanship, and business xiractice. One, in Detroit, under &e former State superintendent, Mr. Mayhew, adds to these commercial law, political economy, moral scie ce, life insurance, and governmental accounts. The one at Hidsdale also adds political economy, and this one, with that at Kalamazoo and that at Grand Eapids, reports students in teleg¬ raphy. the Grand Eapids one teaching, too, French. German, and phonography. In the high school at Port Huron there is taught, by the superintendent of schools there, a class in book-keeping and general business usages. — (Returns to Bureau of Education for 1575.) .SUPERIOR IN.STEUCTION. UNTVERSITY OF MICHIGAN. The university is located at Ann Arbor, forty miles west of Detroit, on the line of the Central Railroad : was founded in 1~:J7 ; conferred its first degrees in 1545 ; organized its department of medicine in IroO and its department of law in lr59. Its site is a tract of forty acres of land donated by citizens of Ann Arbor, within five minutes’ walk of the principal busiue.ss portion of the city, improved with a grand main building for the de¬ partment of literature, science, and ar s, and two others of respectable proportions tor those of medicine and law, with some minor bnildings, and houses for the president and professors. An astronomical observatory, under the control of the university, occupies an eminence not far distant, and has done excellent work under the direction of Profes¬ sor Watson. The main departments of the university are the ones, above mentioned, of literature, science, and aits ; of medicine and surgery, and of law. To the first of these has been added, in 1575, a school of mines, metallurgy, architecture, and engineering : and to the second have been appended, as independent schools, without any direct connection with the medical facility, a homceopathic college, a college of dentistry, and it is said also a State hospital. There are about 45 professors, assistant professors and other insrmctors. The number of students has been for some vears past as follows: 1569-70, 1.126 ; 1570-71, 1,110; 1571-72, 1,224; 1572-73, 1,136; 1573-74, 1,112; 1574-7.5,1,193.' The number of female students included in the foregoing was, in 1570-71, 34 ; in 1871-72, 64; in 1572-73, 85 : in 1 573-74, 94 ; and in 157 4-75, 122. Professor M. Coit Tyler says of these, “ Neither good order nor scholarship in the university has snfiered any harm from the prt^nee of ladies in the class rooms, while the physical disasters which an eminent 216 REPORT OF THE COMMISSIONER OF EDUCATION. medical authority has of late clearly demoustrated to he the penal consequences of fem¬ inine toil at university study have thus far strangely failed to make their appearance in this neighborhood.” — (McCracken’s Sketches, Professor Tyler, in Scribner for Febru¬ ary, 1876, and calendar of university for 1875-’76.) DEXOMIXATIOXAL COLLEGES. Albion College, Albion, (Methodist Episcopal,) is in the central portion of the State on the line of the Central Railroad, has three college buildings, and occupies grounds about fifteen acres in extent. It admits females to its privileges in common with males ; has regular collegiate courses in letters aud science, and gives to those who wish it a course of thorough instruction in the theory and practice of music, as well as in pen¬ manship and book-keeping. Adrian College, Adrian, (Methodist,) is in the southeastern portion of the State, on the line of the Lake Shore and Michigan Southern Railroad; receives both sexes; has tour buildings on grounds containiug about twenty acres; has two d.stinct courses of instruction, the classical and the scientific ; gives to its students in these courses con¬ siderable liberty of election after the sophomore year ; organizes at the opening of each fall term a normal class for the benefit of those who wish to review the branches taught in common schools ; presents in this class the best methods of teaching the ordinary studies ; and, like Albion, has a school of music, vocal as well as instrumental. Battle Creek College, Battle Creek, (Seventh Day Adventists,) is on the Michigan Central Railroad, nearly midway between Detroit and Chicago, on a pleasant eminence overlooking the valley of the Kalamazoo. It is open to both sexes; has a classical course of 5 years, an English course of 3, aud a special course of 2; while below this are primary, intermediate, aud grammar courses of 1 year each. The special object is to keep the children of the denomination in schools where its principles are taught and its forms of religious influence may be maintained in connection with good courses of study. Grand Traverse College, Benzonia, at the head of Crystal Lake, on an elevation between this and Lake Michigan, is a new institution ; has a real estate of 2,000 acres, including four quarter sections in village lots, and started with fair prospects in 1873, but had the mislortune to lose its mam building by fire in the following spring. It bravely persevered, however, in its work ; secured new accommodations for its students ; set instantly about preparations for a brick building in place of the one burned ; and has organized three courses, classical, scientific, and normal, the last one appearing to be at present uppermost, the others to be grown into in due time. Hillsdale College, Hillsdale, (Fiee Vfill Baptist,) is on the southern border of the State, at the junction of the Michigan Southern Railroad with the Detroit, Hillsdale and Indiana Road, 180 miles east of Chicago, 80 west of Toledo, and 80 south of Detroit. It is on a hill overlooking the city, aud has four good buildings, three of them new erections after a fire from which it suffered in March, 1874. It admits both sexes, and has preparatory, literary, classical and scientific collegiate, aud theological depart¬ ments, with one devoted to commercial and telegraphic training, a school of music, and a school of art. Hope College, Holland, (Dutch Reformed,) is an outgrowth of the settlement of Hollanders in Ottawa County, near the shore of Lake Michigan. It has three depart¬ ments, preparatory, academic or collegiate, and theological. It has graduated 95 from its prej)aratory department, beginning in 1863 ; 53 from the collegiate, beginning in 1866 ; aud 24 from the theological, beginning with 1869. Kalamazoo College, Kalamazoo, (Baptist,) is in the second tier of counties east of Lake Michigan and north of the Ohio line; has a site of about five acres, with good buildings; admits ladies ; and presents to students entering it three collegiate courses beyond the preparatory : a classical course, which includes Latin aud Greek aud all ordinary college studies ; a Latin and scientific course, including all the studies of the classical course, except Greek, with liberty to substitute this for Latin ; and a scientific course, which omits both Latin aud Greek. Olivet College, Olivet, (Presbyterian aud Congregational,) is in the central por¬ tion of the lower peninsula, near the line of the Chicago aud Lake Huron Railroad, and has five departments: a preparatory ; a collegiate, embracing classical, scientific, and ladies’ courses ; a normal; a musical, conducted under the title of the Michigan Con¬ servatory of Music ; and an art department. — (McCracken’s Sketches, i^p. 103-113, and catalogues of colleges for 1874-75 and 1875-’76.) FEMALE COLLEGES. The Michigan Female Seminary at Kalamazoo, and the Young Ladies’ Collegiate In¬ stitute at Monroe, both chartered institutions, report for 1875 : Instructors, 17, of whom 2 are men and 15 women ; students in preparatory department, 46 ; in regular colle¬ giate course, 129 ; in partial course, 18 ; in post graduate studies, 9 ; music, vocal and instrumental, drawing, painting, French, and German are taught in both. Each has a library of about 500 volumes ; each a chemical laboratory or chemical appaiatus, and both report the possession of philosophical cabinets and at least the beginnings of a museum of natural history. — (Returns to Bureau of Education.) MICHIGAN. 217 Statistics of a university and colleges, 1875. Names of university and colleges. Corps of instruction. X X X ft Number of students. Property, income, &c. 3 X 2 3 'p o -2 3 Preparatory. Collegiate. c x 'x 5 c ^ Cm 3 ^ x"* 2 ^ > Amount of productive funds. Income from ])ioductivo funds. K X Zi JZ .Ci o s X X 5 3 CJ o X Q =2 2 X X 9. 3 O 3 53 'x r O 5.x tc < Adrian College . 9 4S 69 3137, 000 637, 000 $6, 000 $3, 000 $0 al, 425 Albion College . 9 140 43 70, 000 186, 000 14, Ov.0 0 0 1, 000 Battle Creek College .. 15 *6 273 27 60, OCO 0 0 2, 100 0 ?o Grand Traverse College Hillsdale College ..... 26 2 401 104 150, 000 85, 000 9, 000 0 0 70, 000 5, 000 Hope College . . 11 0 82 22 30, OCO 50, 000 3, 500 0 0 1. 200 Kalamazoo College .... 10 1 144 24 100, 000 71,(00 7, 100 1, OCO 15, 000 a3, ICO Olivet College . 11 2 317 124 93, 250 107, 426 2, 821 a6, 650 H niversity of Michigan 24 0 0 333 29, 255 83, 150 0 23, 000 a Includes society libraries. SCIENTIFIC AND PEOFESSIONAL INSTRUCTION. SCIENTIFIC. As a rule, the colleges of Michigan, in common with most in the Northwest, have sci¬ entific as well as classical courses of instruction. But also, as a rule, these differ little from the classical except in a slight enlargement of the English studies and the substi¬ tution of French and German for Latin and Greek. The first main exception to this rule is the university, which has for years given advanced instruction in ihe mathematical, physical, and natural sciences, and thor¬ ough courses in the practical application of these sciences to the arts. The addition of a school of mines in the past year has led the university authorities to give to the different scientific branches taught a closer grouping, a more compact organization, and an ampler development, and to recognize by name what they have for some time had in fact, the polytechnic school. This forms a portion of the department of litera¬ ture, science, and the arts, and its work is arranged with reference : (1) To those pur¬ suing the study of civil or mining engineering or the study of pharmacy (including chemistry) with a view to graduation ; (2) to graduates of colleges and other persona qualified for advanced study of mineralogy, geology, zoology, botany, civil or mining engineering, physics, analytical and applied chemistry, pharmacy, or metallurgy. — (Calendar of the universicy, 187.5-’76.) Another prominent exception is the Agricultural College of the State, ‘^the design of which,” according to the law creating it, “ is to afford thorough instruction in agri¬ culture and the natural sciences connected therewith,” and the course of instruction in which is to embrace “ the English language and literature, mathematics, civil engi¬ neering, agricultural chemistr.y, animal and vegetable anatomy and physiology, the veterinary art, entomology, geology, and such other natural sciences as may be pre¬ scribed, technology, political, rural, and household economy, horticulture, moral philos¬ ophy, history, book-keeping, and especially the application of science and the mechanic arts to practical agriculture in the field.” The full course is four years.— (President Abbott’s address on agricultural education.) The nineteenth annual catalogue of the college states that of the 676 acre farm 300 acres are under scientific cultivation ; thftit the museum contains fine scientific collec¬ tions, and five thousand models from the Patent Office ; that the average expenses of a four years’ course, above earnings at the college, are, as shown by statistics of the last senior class, 8741.33, or 8186.35 per year ; and that there have been valuable additions made to the philosophical and chemical apparatus. PROFESSIONAL. Theology. Theological instruction is provided for in Adrian, Hillsdale, and Hope Colleges ac¬ cording to the Methodist, the Free Will Baptist, and the Reformed systems. The course at Hillsdale is for three years, embraces a fair range of study, and* is open to any duly qualified Christian who wishes to pursue such studies. 218 EEPORT or THE COMMISSIONER OF EDUCATION. Medicine. The departineut of medicine and surgery at the university deserves commendation for its effort, iu common with Harvard and Boston University medical schools, to ele¬ vate the standard of medical training. To this end it requires every candidate for admission (unless already a matriculant of the university, a graduate of a college, academy, or high school) to undergo an exanduation as to his fftness for entering on and appreciating the technical study of medicine. This examination is in writing, a-nd covers at present English education only, with general mental capacity, hut is to he made more rigid and extended in future years. Carrying out the same idea, 10 out of 7.3 applicants for a degree were rejected in 1875, according to the New England Journal of Education of April 10. Of the remaining 63 who graduated, 12 were ladies. As before stated, a homoeopathic medical college and a college of dental surgery were annexed to the university in 1875. The two present in the calendar for 1875-76 quite respectable lists of students, and both conform to the rule above mentioned as to proof of candidates for admission. Law. The effort in the law departnnent of the university is to make the instruction im¬ parted and the advantages afforded equal to any attainable elsewhere in this country, and fit students for practice in any part of tffe United States. — (Catalogues of colleges and calendar of the university.) Statistics of schools for scientific and professional instruction, 1875. 3 a Property, income, &c. .9 03 Schools for professional instruction. 1 Coips of iustructio 3 p p. s o -c p ' a o cn o 3 S Number of years course. Value of grounds, buildings, and ap¬ paratus. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for the last year from tuition fees. Number of vclumi library. SCHOOL OF SCIENCE. Michigan State Agricultural College . . 13 ... 156 4 $231, 407 $231, 377 $16, 196 a$28, 602 64, 200 SCHOOLS OF THEOLOGY. Theological department of Hillsdale College. Theological department of Hope Col¬ lege. 4 1 24 3 1,000 4 1 7 3 2, 000 130 SCHOOL OF LAW. University of Michigan, (law depart¬ ment.) 5 321 2 3, 500 SCHOOLS OF MEDICINE. Tletmit Medienl College . . 16 99 3 40, COO 6, 287 Medical department of University of Michigan. Homoeopathic Medical College, Uni¬ versity of Micbigan. Dental College of Mie-higan University School of Pharmacy, University of Michigan. 10 312 2 1,500 2 24 2 7 19 3 11 74 2 a From State appropriatiou. b lucludes society libi-ai ies. SPECIAL INSTRUCTION. REFORM SCHOOL. The Michigan Teacher for October, 1875, quotes from the State Republican, at Lan¬ sing, the statement that there are at this school 220 boys, and that there is no reason to regret the removal of the high board fence and the locks and bolts w^hich at first made the institution a prison in all its pu'actical workings, as not a boy has tried to escape on account of the removal of the fence. Employment for boys in the shops was reduced by the panic, and a large force was kept at work on the farm, in clearing up 80 acres of land and in leveling and improving the grounds iu front of the school. The boys here work half a day and attend school the other half. STATE PUBLIC SCHOOL, COLDWATER. This school, for neglected and dependent children over 4 and under 16, closed in 1875 its first year with tolerable satisfaction. It contained then over 160 children, of 6 to MICHIGAN. 219 IG years. Of 150 received, 145 conld not vrrite, 64 could not read, only two could read a newspaper intelligently, 97 conld not count to 100, but 1 knew tbe u)ulri])licatioii table, and nearly all were ignorant of geography. At the end of the tirst year, 27 could read primary charts, 40 the primer, 20 the tirst reader, 22 the second, 25 the third, and 16 the fourth ; 30 can write letters, 28 know the multiplication table, and 140 can count 100; 108 study geography, and 12 read newspapers understandingly. The children are in good health. A hospital building, to cost -85,000, is to go up by December 1. When the new cottages are finished, children under 4 years will be re¬ ceived, and very young children will have the preference above those over 12. — (Michigan Teacher, October, 1875. p. 379.) INSTITUTION FOR EDUCATING THE DEAF AND DUMB AND THE BLIND. This school of the State is located at Flint, Genesee County, 60 miles north by west from Detroit. Tuition and board are free in it to all residents who need its teach¬ ings, and the trustees are authorized to assist indigent pupils to clothe themselves to the amount of $40 per annum. Including the jtrincipal, there are 10 teachers employed in the deaf and dumb depart¬ ment and 4 in that for the blind. Pupils in 1874, 191 ; in 1875, 225. The deaf-mute boys are taught cabinet making, shoemaking, and printing, and the girls sewing, knitting, printing, and kitchen and laundry work. The blind boys are taught basket making, and some of the girls sewing, knitting, and bead work. — (Mc¬ Cracken's Sketches.) SANITARY CONDITION OF STATE SCHOOL BUILDINGS. The Detroit Review of Medicine for February, 1875, presents a statement made by Dr. Kedzie, at a late meeting of the Michigan State board of health, in respect to the ventilation and general saniiary condition in certain public buildings personally visited and examined by him. From this statement it appears that in the new State imblic school building at Coldwater, the State prison, and the house of correction at Detroit, there was found a total absence of provision for ventilation. The air was consequently very foul, containing, in the school, from 14 to 16 parts of carbonic acid, and in the prison 32 parts to 10,000 of air. The water also in some of these institutions was im¬ pure, and in two the practice prevailed of using wooden buckets for the removal of excrements. The condition of the asylum at Flint, for the deaf and dumb and the blind, was not found to be quite as bad as that of those above mentioned, but it was far from being what it should be, tbe air being exceedingly impure in school rooms and dormitories. The ventilation at the reform school in the old building is reported as passable, but in the new part and in the hospital it is bad. EDUCATIONAL COXVEXTIOXS. STATE teachers’ ASSOCIATION. The twenty -fifth annual session of the Michigan State Teachers’ Association washeldin Grand Rapids, December 28-30, 1875. An address of welcome was given by Mr. Fralick, president of the city board of education, and was suitably responded to by President Tarbell. The address of the evening was by Professor C. A. Kent, of the law department of Michigan University, on “ The origin and extent of the duty of the State to educate.” The proceedings of the second day were opened with music from the pupils of the high school, led by Professor Herrick, director of music in the city schools, after which Superintendent Tarbell pronounced the president’s address, which embodied a forcible and comprehensive presentation of the claims of education, with a sketch of what seemed to the speaker a suitable public school system for the State. The address was rcfeired to two committees of three members each. Hon. John J. Bagley, governor of the State, addressed the association in behalf of the representation of education in Michigan at the Centennial Exposition, calling attention to several features of the exhibit that ought to be made. He was followed on the same subject by Rev. D. C. Jacokes, of Pontiac, State commissioner for the educational exhibit, after which Mr. Furd, of Kalamazoo, read a paper on “The relations of social science and education,” which was discussed by Professor E. A. Strong, of Grand Rapids, and President Angell, of the State University. Miss S. J. Pyne, of Grand Rapids, read an essay on “ Preparation for teaching,” which was discussed by Superintendent George, of Kalamazoo, Super¬ intendent Ewing, of Ionia, Professor Putnam, of the State Normal School, and others. Professor Pease, of the State Normal School, then read an essay on “Teaching music to children,” and Mr. Charles K. Backus, of the Detroit Tribune, delivered an address, giving “An outside view of tbe public schools,” in which he discussed briefly certain criticisms upon the average free school which are sometimes heard in friendly quarters, as^ that the public schools cost too much and that their courses of study are clogged with unnecessary branches. In his experience as a journalist the speaker- had found no question upon which the public mind is more aroused and restless than upon this. The suggestions made by some that higher and secondary education at the public ex¬ pense should be abolished and the wages of teachers generally reduced, the speaker regarded as extremely unwise. He suggested, however, that the studies of the earlier 220 REPORT OF THE COMMISSIONER OF EDUCATION. years should he fewer and more fundamental; that, even with trained teachers, there should be a vigilant supervision of methods, the text books of the simplest kind and seldom changed, and, tiu ally, that the disposition to erect expensive school edifices, with elaborate ornamentation and rich furnishing, be restrained. CITY superintendents’ ASSOCIATION. The state Association of City Superintendents held an important semi-annual ses¬ sion in Jackson on the 13th and 14ch of May, 1875. This association comprises only superintendents who have at least 15 teachers in charge. The chief subject of discus¬ sion was the course of study for graded schools, which has been referred to under elementary instruction. It was the sense of the associati9n that a high school course should be adopted that would be general and thorough and prepare the student for the scientific course in the university ; and a committee was appointed to confer with the university faculty in regard to such a course as they might accept. The superiu- teudents were recommended to conform themselves, in their reports in regard to the designation of grades, &c., to the blanks furnished by the United States Commissioner of Education. The jDractice of keeping pupils after school was generally disap¬ proved. — (Michigan Teacher, June, 1875, p. 223.) MICHIGAN STATE MEDICAL SOCIETY. The ninth annual meeting of this society was held in Detroit June 9 and 10, 1875. The annual address of President Kedzie, instead of taking up any general topics, treated a specific one : ozone. The relations of this mysterious agent to health and disease were considered, the history of its discovery given, and the proportions of its existence in ditferent portions of the country stated. A resolution disapproving of the action of the regents of the university in establish¬ ing a homoeopathic medical college in connection with it was offered by a member, but laid on the table by the society. — (Detroit Review of Medicine, July, 1875, p. 413.) OBITUARY RECORD. MISS MARTHA M. BREWSTER, An esteemed teacher in the schools of Detroit, died October 18, 1875. Miss Brewster received her first appointment in the Detroit public schools in August, i860. She was one of the most faithful and earnest teachers in the employ of the board; giA'-- ing her whole life and energy to her school work, and never sparing her strength in its service and improvement. She continued her labors long after her own safety required complete cessation from them, and was a teacher who studied and knew the individual character and wants of her pupils, and labored conscientiously and earnestly to meet these wants. — (Detroit school report.) REV. SPENCER J. FOAVLER, A. M., Professor of physics in Hillsdale College, died in Saco, Me., August 29, 1875. He had gone East for his health some time before, having suffered from consumption of the blood, but the change brought no relief, and the disease reached its fatal termination at the time above indicated. Further particulars respecting him are wanting. SCHOOL OFFICIALS IN MICHIGAN. Hon. D. B. Bkiggs, State superintendent of public instruction, Lansing. [Term, January, 1875, to January, 1877.J STATE BOARD OF EDUCATION. Name. Post-ofBce. Term expires — T) B Rriorcra snpArintondoriti _ Eonieo _ _ _ _ _ ....... December 31, 1876. December 31, 1876. December 31, 1878. December 31, 18t0. "Witter J? Baxter . . Jonesville . Eflwflrrl nr>rseh . _ _ - Monroe . - . EdpfaT Rext'ord _ _ Ypsilanti . REGENTS OF THE UNIVERSITY. .Tnsepb EstabrnoTr _ Ypsilacti . . . . December 31, 1877. .T FT TCTr.Gowan . _ Coldwater _ _ _ _ _ _ _ December 31, 1877. r',barlpa*R ynd _ Adrian . r. . December 31, 1879. (1 R Grant, . . . Hougbton ..... _ _ _ ...... _ December 31, 1879. Andrew Clinne _ Leonidas . . December 31, 18el. E. G. AVallrer _ _ _ Detroit _ _ ...... _ _ _ .... _ December 31, 1881. R. M. Gntcbenn _ Manistee . December 31, 1883. Samuel S. Walker . . . St. John’s .......... - _ . December 31, 1883. James B. Angell, president, regent ex officio MINNESOTA. 221 inix:\EsoTA. STATISTICAL SOIMARY. SCHOOL POPULATION ANT) ATTENDANCE. Number of youth of lecral school age, (5 to 21 years) . 210, 550 Number enrolled in schools during the year . 130,280 Average monthly enrolment . 12, S19 Average daily attendance . ♦ 71,292 TEACHERS AND TEACHERS’ PAY. Whole number of teachers emploved in the pnblic schools during the year : Male, 1,372; female, 1,591 - 1 . . . 2,963 Number teachers necessary to supply public schools . 3, 362 Average monthly salary of teachers in pnblic schools, male . $41 36 Average monthly salary of teachers in public schools, female . 28 91 SCHOOLS. Number of school rooms, exclusive of those used for recitation rooms . 3, 085 Number of rooms used exclusively for recitations . 25 Average duration of school, in days . 1-0 Schools corresponding to public schools below high schools : Male, 48,367 ; female, 47,605 . 95,972 Schools corresponding to pnblic high schools . 34, 308 Teachers in said schools : Male, 120: female, 444 . 564 PEPJMANENT SCHOOL FUND.* Amount of available school fund ...r . $3, 200, OCK) Increase of permanent fund in the school year . 200, 000 Amount of permanent fund including portion not now available, ten to twelve millions. INCOME AND ESLPENDITURE. Beceipis, From local tax . $6.59,427 Total from taxation . 876,427 Interest on permanent fund, including rents of school lands . 191, 578 Revenue frum other funds . 48, 870 From other sources . . . 84, cod Total . 1, 661, 158 Expenditures. Sites, buildings, and furniture . $2, 600, 125 Salaries of teachers . 702, 662 Miscellaneous or contingent : fuel, light, rent, repairs . 247,755 Total . . . 3, 550, 542 Expenditure 7)er cap!. 'a by school population . $5 74 Expenditure per capita on enrolment . 9 29 Expenditure per capita on average attendance . 16 98 SCHOOL SYSTEM OF THE STATE. coNSTrrunoNAL provisions. Minnesota still maintains the constitution adopted at her admission into the Union in 1858. Article VIII of this, section first, provides that, “The stability of a republican form of government depending mainly on the intelligence of the people, it shall be the duty of the legislature to establish a general and uniform system of public schools.” Section second, that the proceeds of lauds granted by the United States for the use of schools shall remain a perpetual school fund for the State, the principal being pre¬ served inviolate, and the income distributed to the difierent townships in proportion * These fignres are c-opied from the superintendents report, without auy change in them. 222 REPORT OF THE COMMISSIONER OF EDUCATION. to the nnmher of scholars in each township between the ages of 5 and 21. Sec¬ tion third, that “ the legislature shall make such provisions, by taxation or other¬ wise, as, with the income arising from the school fund, will secure a thorough and effi¬ cient system of public schools in each township of the State.” Section fourth, that the locatiou of the universitj^, as established by existing laws, is coutirmed ; that it is declared to be the University of the State of Minnesota ; and that all rights, immuni¬ ties, franchises, and endowments previously granted it are perpetuated, with all lands to be subsequently granted or other donations for university purposes. — (School law of 1873, with amendments of 1875.) PBOVISIONS OF THE SCHOOL LAW. School laws of 1873, with amendments of 1875. , OFFICERS. (1) A State superintendent appointed by the governor, with the consent of the sen¬ ate, and holding office for two years from the first Tuesday in April following bis appointment ; (2) a board of regents of the univ^ersity, consisting of the governor, State superintendent, president of the nniversity, and of eight others holding office in three different classes for a fixed term ; (3) a State normal school board, consisting of six directors, appointed by the governor, with the consent of the senate, for terms of four years each, with the State superinrendent as secretary ; (4) county superin¬ tendents appointed by the couuty commissioners for terms of two years ; (5) district boards of trustees, composed of a director, treasurer, and clerk, elected at the an¬ nual district meeting in October, for terms of three years each, one going out each year and being replaced by new election ; (6) boards of education for independent school districts, (consisting, for the most part, of towns or cities,) chosen by the quali¬ fied electors at the annual town meeting, and embracing ordinarily six members, who serve each for three years, two going out each year to give place for new material. These boards may elect a superintendent of schools. POWERS AND DUTIES OP THESE OFFICERS. The State super irJendeni, wffio is ex officio a regent of the university, has the power to grant to such persons as may be found worthy, by himself or by a committee of teach¬ ers appointed by him, State certificates of eminent qualifications as teachers, valid in any county or school district in the State for seven years. It is his duty to meet in council the county superintendents of each judicial district, or of two or more districts combined, at such time and place as he may appoint, for the discussion of all matters relating to the well-being of the schools; to hold annually State teachers’ institutes, of a week each at least in the sparsely settled counties, and in the more densely set¬ tled ones normal training schools, of four to six weeks each, with a view to aiding teachers, or such as wish to teach, in acquiring a knowledge of the best methods of managing and teaching schools. He is also to apportion the available current school funds among the several counties on the first Monday of March and October in each year, according to their school population ; to recommend, in conjunction with the Tiresident of the university and secretary of state, text books for the common schools; and to prepare and transmit to the legislature, on or before the 5th day of December, in each year, a report showing: (1) The number of organized school districts in the State, the number of schools taught, the number of persons of school age, male and female, the number between 15 and 21, and the number taught in the public schools ; (2) the condition of the public schools and of all other educational institu¬ tions that may report to him ; (3) the amount of school moneys collected and expended, specifying the amounts from all sources; (4) all matters relating to his office, the pub¬ lic schools of the State, and the school fund, the number and character of teachers, and whatever else he may deem expedient. Salary, $2,500. The regents of the university have the usual duties belonging to such bodies, such as care of the general interests of the institution, a looking after its finances, and an appointment of its officers. The State normal school hoard has the general supervision and management of the State normal schools and of all their property. It has power to contract for the erection of buildings, to ajipoint professors and teachers in the schools, to fix the salaries of these, to prescribe the courses of study and conditions of admission, with all needtul rales and regulations. It is made a duty to visit and inspect the grounds, buildings, modes of instruction, and the discipline and management of each school at least once in each term ; and to report to the governor, on or before the 1st day of December in each year, through the president, the condition of each school, its receipts and disburse¬ ments, its wants and prospects, together with such recommendations for its improve¬ ment as aie thought proper. The board organize, in connection with each normal school, model schools for the illustration of the best methods of teaching and government. No compensation but for expenses incurred. The county superintendents, who are to be of high moral character and literary allain- ments, and to hold a first class certificate from the State superintendent or president of the university, are to examine and license teachers; to visit and instruct the schools MINNESOTA. 223 once at least in each term, giving the teachers such advice as may seem necessary ; to organize and conduct a teachers’ institute once a year; to encourage teachers’ asset i.i- tions ; to introduce to teachers and people the best modes of instruction anti plans for building and ventilating school-houses and ornamenting their grounds ; to stimulate school officers to prompt and proper performance of their duties ; to receive the reports of the school district clerks and transmit an abstract of them to the State superin¬ tendent, with the report which each one has to make for himself of the condition of the county schools. This last report is to embody the particulars above mentioned for the State superintendent’s report to the legislature, with the number of private schools, high schools, colleges, and universities in the county of each one, their condition and resources, and the number of teachers and pupils therein. Penalty for failing to make such report, $50. The county superintendents are also the agents of the State super¬ intendent for the distribution of blanks, reports, and circulars to the clerks of their several school districts. Compensation, not less than $10 for each organized school district iu their respective counties, unless the number of such exceeds one hundred, in ■\hich case the sum is to be $1,000 to $1,250. The boards of trustees for school districts have the general charge of schools and school- houses in their districts, such as leasing or purchasing of sites ; building, hiring, or purchasing of school-houses; opening of new schools, when required by the district, and grading such schools, assigning to each its proper grade of scholars. Each member of the board is to visit the schools once in each term, and give such advice to the teachers as may be for the good of the school, while the board, as such, must submit to the annual district meeting an estimate of the school expenses for the coming year, with a view to proper provision for supply of means. It belongs to them also to con¬ tract with and hire teachers for the district schools, and provide all things necessary for the school-house. Specific duties are also assigned to the treasurer and clerk of the district board, not unlike those mentioned as belonging to the assessor and clerk in Michigan, the last being held in a penalty of $50 for failure to make full annual report of the schools to county superintendents. The boards of education in independent school districts have nearly the same powers with those of district trustees ; but the duty of visitation and grading of schools is generally performed for them by the superintendents whom they are authorized to elect, and a board of examiners whom they appoint. SCHOOLS UNDER THIS SYSTEM. The public schools have, as their minimum of time, 3 months; minimum of studies orthography, reading in English, penmanship, arithmetic, grammar, modern geography, and the history of the United States, rising from these to studies which prepare for the univessity. They are free to all persons of school age (5-21) resident in the dis¬ tricts where they exist ; but persons over age or non-residents pay such rates of tuition as may be determined by the school board. Instruction in them is required to be given in the English la;nguage, except that a board of trustees may provide for one hour of instruction daily in any foreign language. Three normal Schools, under State direction, supply teachers for the public schools; while teachers’ classes in academies, brief teachers’ institutes in the slightly settled counties, and training schools of some weeks’ continuance in more populous ones aid in bringing up the teaching force to a higher grade of efficiency than might otherwise be reached. The university and its colleges of agriculture and mechanic arts form also, as has been stated, a portion of the State system, though the link of connection between them and the schools is not yet definitely settled. There is also a State in¬ stitution for deaf, dumb, and blind. SCHOOL FUNDS. A State school fund derived from the sales of lands granted by the Government amounts now to about $3,200,000, with a possibility of its increase to ten or twelve millions more. The interest of this fund goes to encourage and aid local taxation for the schools, which may be levied in each county at the annual rate of one-tenth of one per cent, on the regular assessment, and maybe supplemented also by the proceeds of fines for penal offenses, of licenses for selling liquors, and of unclaimed moneys from sale of estrays, making an annual revenue of nearly $2,000,000 for the schools. ELEMENTAEY INSTRUCTION. EQUAmZATION IN POPULAR EDUCATION. Discussing this subject the State superintendent lays down two principles: (1) Taxation for the support of primary schools must be upon the property of citizens as a whole, regardless of the question whether or not they have children of their own to be educated. The rich bachelor, the unmarried wmman holding property, the child¬ less married man, whatever the extent of the possessions of each one, must pay their 224 REPORT OF THE COMMISSIONER OF EDUCATION. quota of special taxes for schools, and thus help educate the children of the poor and penniless. It is not yet determined to what extent this principle should be carried into higher education. Some would apply it to high schools, academies, and even col¬ leges ; others would limit its application to common schools for primary education. (2) Allied to this principle is the axiom that educational privileges, secured by such taxation, must be equalized, as nearly as possible, among all our children without regard to the accidents of nationality, color, poverty, wealth, or social conditions of their parents. While no man of wealth or high moral culture is forced to send his children to school with the children of low-bred parents, the principle must be main¬ tained that the children of the poorer and lower classes shall be provided with good schools of sufficient length to educate them into the duties and possibilities of good citizens. The distribution of State funds for popular education must also be reg¬ ulated by this fundamental principle of equalization. It must be so made that the benefit shall acme impartially to all the children receiving education in the public schools. No just claim can be made by any church, or sect, or party to a share of this income from school funds, to be used under special plans for itself, because the condi¬ tion on which such funds were created is that their proceeds shall go to the support of public schools, impartial, broad, and free, as defined in the foregoing statements. — (State report, 1875, pp. 6 and 7.) GRADED AND UNGRADED SCHOOLS. In some statistics, meant to show the relative cost of these two kinds of schools, the State superintendent gives a list of 85 towns and cities in which The principal graded schools exist. In some of these the enrolment in the public schools runs into the thousands, while in most it is from about 100 to 900. The total number of the graded schools is elsewhere stated to be 222. In the ungraded class, the superintendent says, are included all the schools in the rural portions of the State and in the small towns with too few pupils for more than one teacher. Many of the newer counties have no other kind of school. In counties having graded schools, like Winona and Olmstead, more than two-thirds of the pupils are in the ungraded schools. In Hennepin County the proportion is more than one-half. Only in Ramsey County do we find a majority of the children in the graded schools. In the Staie, as a whole, about three-fourths of the children are in ungraded schools.” — (Report of 1875, p. 47.) In the interest of these lower schools and with a view to an increase of their advan¬ tages, the superintendent discusses as follows the equalization of taxation for the schools and of distribution of the proceeds of the taxes : TERRITORIAL BASIS FOR EQUALIZATION. The superintendent complains that the adoption of narrow geographical limits or the division of the State into small portions by arbitrary lines prevents the children of the poor and sparsely settled districts from enjoying equal educational advantages with those of the more thickly settled and prosperous ones, and this renders unequal the raising and distribution of the money for the support of schools. To remedy this inequality, he says that the territorial basis of taxation for the support of schools must be common to the largest number of children possible, and that the units of territory on which we can secure this result must be subdivisions of the State, probably coun¬ ties. It is impossible to secure an equality of educational privileges with petty districts as the units of operation, apportioning to each only the tax that can be raised in its limited territory, with the share of the income from the State proportional to the num¬ ber of its children, and requiring each to build its own school-houses. The next step would be to let every man within these districts, rich or poor, educate, without public help, his own children. Of this proposition a ruinous illiteracy would be the inevitable result. “ We should, therefore,” he says, “return to the principle ot the two-mill tax, with the improvement of dividing the amount of such taxation upon a county, so as to give discriminating help to the weakest schools. We must bestow equal primary edu¬ cational iKlvautages upon all children, whether they belong to large or small, rich or poor districts. This, and nothing less than this, is equalization in popular education.” — (State report, pp. 7-13.) TEXT BOOKS. The superintendent, speaking of the great evil of such a variety of text books being used in the schools, concludes by saying: “This whole question now rests with city boards of education and district trustees. Superintendents, city and county, have, however, an advisory duty to perform ; and it is earnestly recommended that they con¬ sult with their leading teachers and trustees, and in each county come to a general agreement for that county. The economy and convenience of county uniformity are such that they render the wisdom of this recommendation evident. The city schools should, if possible, be included in the plan. It is very desirable that the graded schools of the cities use the same books that are used in the rural districts. The friends of education in each county should make an effort to regulate this matter before the diver¬ sity of books becomes too great for control.” — (Superiutendeui’s report, 1875, p. 34.) MINNESOTA. 225 SALARIES OF COUNTY SUPERINTENDENTS. “ The school law provides that the coinpensatiou of a county superintendent shall not he less than at the rate of $10 for each organized district in any county. This requirement, iu some counties, is disregarded. Candidates have been allowed to bid for the office, aud persons underbidding the legal rates have been appointed. With equal propriety might the office of county auditor or treasurer be sold to the lowest bidder. The fact that such shaving is practised only upon an educational office is one of sad significance. It indicates a disregard of popular education, an indiflerence to the condition of our schools aud the welfare of our children, foreboding degeneracy and evil to coming generations. A county may be suffering temporarily from a loss of its crops, but why should retrenchment fall upon an interest as vital as that of the schools ? Men may be out of employment and desperately in want of money, but one in such a condition should not attempt to relieve himself at the expense of the cause of education. To underbid the stipulated salary is to depreciate the popular idea, already too low, respecting, the importance and value of school supervision. To render such service for less than it is really worth will inevitably lead the popular mind to the inference that the price asked is the measure of the value of the service rendered.” — (Keport of State superintendent, 1875, p. 23.) GOOD COUNTY SUPERINTENDENCY. The State superintendent has placed in his report an earnest argument for the con¬ tinuance of the county superintendency of schools. He admits that there are difficulties in the way of its efficiency. The best men, for instance, cannot do everything that may be wished, and in many cases the best men are not attainable. Schools languish, hence, in some counties, from want of visitation; in others, from want of a due skill in it. The remedy for such difficulties, however, is not an abolition of the system, but an amendment of it in some points. In populous counties, with very many schools, the superintendent, good as he may be, cannot visit all the schools at the best time. The earlier in the school term the visitation can be made the better in most cases, especially for young teachers. But in populous counties certain schools must wait till past the middle or near the conclusion of the term. Visits at that late period may do much good, but not the full good that is desirable. This defect, however, is not an insuperable one. It may be remedied by giving superintendents in such counties some help in the work of visitation. Let them be allowed to select assistants for themselves, or let county commissioners appoint assistants, to be paid by the county, with a view to securing a visitation of all schools in season to confer the greatest benefit. The additional advantage would pay for the increase of cost. In sparsely settled counties, with few schools, a first rate superintendent cannot generally be had, because of the necessarily small salary. The difficulty here, Mr. Burt thinks, may be met by a provision already made in some western school laws, viz, the allowance that in counties with under thirty schools superintendents shall be eligible to office on certificates of lower grades than in counties with more wealth and popula¬ tion. The only guard he asks for is that the State superintendent shall approve the choice made by the county officers. With that guard, men of good sense, good charac¬ ter, and very fair possibilities for work, he thinks, may be obtained for even the poor counties. Then, for the wealthier portions of the State, a full system of county supervision, with its best forces aud conditions, may exist ; while, for poorer portions, there may be one which, if not all that could be wished, may yet grow up to eventual completeness with the growth of population and consequently of wealth. — (Eeport, 1875, pp. 17-22.) KINDERGARTEN. One of these schools, located in Minneapolis, and conducted by Mrs. E. R. Hol¬ brook, reports an attendance of from 10 to 26 pupils, who are kept at Kindergarten plays and employments three hours a day during five days of the week. The ages of the children admitted are from 3 to 7. — (Special report to United States Bureau of Education, 1875.) CITY SCHOOL SYSTEM. ST. PAUL. Tlie officers here are a board of education of 18 members, of whom one-third are changed each year, and a city superintendent of public schools, appointed by the board. Statistics of schools. — Population, 33,000 ; children between 5 and 21 years old, 15,114 ; enrolled in public schools, 4,941 ; average daily attendance on these, 2,503; enrolled in schools other than public, 2,100. Teachers in the public schools,. 18 males and 68 females ; in private and parochial, 20 males and 40 females. Average monthly pay of teachers in public schools : males, $105 ; females, $54. School-houses occupied under the 15 I 226 REPORT OF THE COMMISSIONER OF EDUCATION. public school system, 14 ; rooms, exclusive of recitation rooms, 68 ; recitation rooms, 15; sittings for pupils, 3,625. The schools are divided into primary, intermediate, grammar, and higli ; the expenses for the year, (including ^20,200 for sites, buildings, libraries, and apparatus,) were $78,635 ; the cost per capita of pupils enrolled, $13 ; per capita of average attendance, $21. The superintendent accounts for the comparatively small enrolment and attendance by the unprecedented severity of the winter of 1874-75 and the prevalence of several infectious diseases. Details respecting the high school may be found under the head of secondary in¬ struction. Ventilation of the schools. — This important matter has not escaped the attention of the board. In their new Lincoln school building, beautifully situated on the heights over¬ looking the Mississippi, provision has been made for it by brick shafts, 26 by .36 inches in the clear. Through the entire length of these pass galvanized iron pipes, 10 inches in diameter, of No. 18 iron. These, heated by the exhaust smoke from the furnaces, create a strong upward current, carrying off the foul air from the rooms during the time that fires are in operation. In warmer weather the windows have to be de¬ pended on. — (Report of board and of Superintendent L.M. Burrington for 1874-’75.) Free night school. — The Wisconsin Journal of Education for April, 1875, gives an aceount of the free night school at St. Paul, taken from the St. Paul Daily Pioneer. A representative of that paper, on visiting the school, found about 130 pupils present, representing many nationalities, as Germans, Scandinavians, French, Bohemians, Irish, English, Africans, and Americans, ranging in age from 12 to 40 years. Four sessions are held each week ; there are upon the rolls about 180 names ; the average attend¬ ance, 125. The pupils were represented as making very satisfactory progress, all carefully preparing their lessons before the school hour. The small expenses of the school, it was stated, had thus far beeu paid by the subscription of liberal gentle¬ men. The teachers, except the principal, give their services, and all enter upon their work with the greatest zeal. TRAINING OF TEACHERS. NORMAL SCHOOLS. The state normal school board report a gratifying increase in attendance at these schools, affording, it is remarked, “ good evidence that they are rapidly gaining in favor with the public.” Tfie total enrolmeut in the three schools was 979, of whom 688 were in the normal departments; average attendance, 412; graduates during the year, 70; total number of graduates, 415. The principal of the State normal school at Winona reports, for the year 1875, an increase of the “ unexampled prosperity referred to in the report for the previous year.” This encouraging state of things, he says, is shown no less in the higher qualifieations than in the increased numbers of the persons admitted and in the growing demand for the services of the graduates and pupils of the school in all parts of the State. There were engaged in the studies of the normal department 75 men and 226 women-J-total, 301 — an increase of 46 on the number of the preceding year. The average number be¬ longing was 195, an increase for 1875 of 47. The influence of the graduates of this school upon the institutes, and through them upon the mass of teachers, has already become a power in the State. Many of them have acquired an enviable reputation as institute conductors and workers, and it is conceded that they rank with the best in Minnesota. Special instruction in this kind of work is now given to the graduating class, from which at least 10 or 12 may be relied upon as being qualified to teach iu the institutes during the coming year. The principal of the State normal school at Mankato reports an attendance in the normal department greater than that of any previous year since the organization of the school, and this notwithstanding the fact that the territory patronizing the school has been devastated for three successive years. The enrolment of men was 63 ; of women, 150 ; total, 213 ; average attendance, 59. This small average attendance is explained by the faet that two-thirds of the pupils procure the means to attend the normal school by teaching, and leave about the 1st of April to secure summer schools. The departure of so large a number six weeks before the close of the term greatly reduces the aver¬ age attendance for the year. The principal of the State normal sehool at St. Cloud reports his school in an ex¬ cellent condition. The new building, which has been occupied one year, fully meets the expectations of those who planned it and those who use it. The increase in attend¬ ance has. been beyond all antieipation, the enrolment being 75 per cent, greater than a year ago. The patronage of the school is very largely from among the agricultural classes. Enrolment in the normal department: Men, 50; women, 124; both, 174. Average attendance of men, 28 ; of women, 64 ; of both, 92. — (Report of superintendent of public instruction, pp. 195-223.) INSTITUTE "WORK. At the meeting of the normal board in May, 1875, a resolution was offered by the super- MINNESOTA. 227 intendent of public instruction asking the board to engage its teachers subject to calls for a certain amount of service annually in the State institutes and training schools, for -which their salaries as normal teachers shell be deemed compensation ; whereupon the following resolutions were adopted : “ Besolved, * * * That the services of the principals and teachers of the normal schools from the 1st of April until the third Wednesday of May be given to institute work under the direction of the State superintendent of public instruction. “ That the superintendent of public instruction be authorized to call on the principals and teachers of the normal schools for such services in the institutes of tho autumn as can be rendered without detriment to the schools.’’ In accordance with this plan the normal schools assisted the superintendent of pub¬ lic instruction in the institutes of last autumn. This employment of principals and teachers of normal schools in these institutes has produced good results. Their methods have commanded almost universal approbation, and they have, in every in¬ stance, worked in perfect harmony with county superintendents as the presiding ofiScers of the institutes. — (State superintendent’s report, 1875, pp. 39-4*2.) SECONDAEY INSTRUCTION. PUBLIC HIGH SCHOOLS. How many schools exist in the State prepared to conduct their students up to the doors of the university or of the colleges does not distinctly appear. In a table ap¬ pended to the report of the State superintendent 222 graded schools are enumerated, with 34,308 pupils on their rolls and 18,808 in daily attendance. But this list includes the lower grades as well as the higher ones, and affords no means of determining the number of high schools, the number of pupils in them, or the extent of the high school course. A set of interesting reports of *22 graded schools, appended to his own report, fails, likewise, to supply such definite information, except that 7 high schools out of the 22 appear to prepare students for a university or college course. Yet, of these 7 only 2 (those at St. Paul and Winona) present, in the State report or otherwise, such a schedule of the course pursued as to show them to be true preparatory schools, the former having a four years’ course in Latin and Greek and the latter one of three years in Greek and four in Latin, besides other courses. The missing link for perfect¬ ing the desired connection between the State schools and the university would thus seem not to exist; nor can it, until a definite course, satisfactory to the university authorities, shall be adopted by the high schools as a rule. Such a course has been sketched by the university, embracing, for admission to the classical curriculum, four books of Cgesar’s Commentaries, the first oration of Cicero, the Greek grammar and reader, and eight chapters in the first book of Xenophon’s Anabasis, in addition to English grammar and composition, rhetoric, outlines of general history, arithmetic complete, and algebra through quadratic equations. For admission to the scientific curriculum there must be, in addition to these last named studies, an examination in physical geography, natural philosophy, physiology, free hand dra^ring, history of England, study of English words, and elementary astronomy, or, in lieu of the last three, the Latin or Greek of the classical requirements. It now remains to be seen whether the high schools generally, or to any great extent, will adopt the course thus sketched. Of this the State superintendent seems to be in doubt. — (See State report, p. 44.) ACADEMIES ANT) SEMINARIES. Eleven schools of the above class report an attendance of 1,026 pupils instructed by 50 teachers ; classical studies were pursued by 57 and the modern languages by 230. Four of these schools are under the patronage of the Roman Catholic Church, 3 are non-sectarian, 3 are under the inflnence respectively of Protestant Episcopal, Lutheran, and Wesleyan Methodist Churches, and 1 makes no report upon this point. Drawing is taught in 6 of these schools and vocal and instrumental music in 9. Three report the possession of some kind of philosophical apparatus and 8 have libraries ranging in size from 75 to 450 volumes. For names of schools and further details see Table YI at the end of this volume. — (Special reports to the United States Bureau of Education, 1875.) Of the following schools of this class a description is given in the State report ; The Shattuck School at Faribault, under the management of the Protestant Episcopal Church, prei^ares boys for college or busiuess life, and the course extends to the junior year. It has a military organization under the charge of an experienced officer of the United States Army. The school is beautifully located on 65 acres of land, has three large and commodious halls, a beautiful chapel, and a fire-proof library, which have cost over $80,000. The St. Croix Valley Academy, incorporated in 1867, has two departments, musical and literary, instructing in all the common and higher English branches, Latin, and German, fitting pupils for the collegiate course. It has also fitted a large number of teachers who are satisfactorily employed in the district schools. 228 REPORT OF THE COMMISSIONER OF EDUCATION. Wesleyan Seminary, Wasioja, (Wesleyan Methodist,) has an endowment of $10,000 nearly completed. Its object is to prepare students for college and to give them a thorough practical education. Although it has been in progress but two years it is rapidly growing in importance and usefulness. During the year 98 students were enrolled, all of whom were influenced to good conduct by a sense of duty and honor. Taylor’s Select Graded School, St. Paul, aims to prepare pupils for teachers for the high school or for college. The course of study embraces the common and higher English branches and the classics. The methods of this school are molded somewhat upon the conviction that in some schools much precious time is wasted in needless details, especially with those whose opportunities are limited.— (Report of superin¬ tendent of public instruction, pp. 57-70.) PEEPARATORY DEPARTMENTS OF COLLEGES. The colleges of the Northwest have often to prepare the students for their collegiate classes, and in this State 303 such students are reported, 96 of them in preparation for a classical course in college and 123 for a scientific course. — (Return to Bureau of Education, 1875.) BUSINESS COLLEGES. The International Business College and Telegraphic Institute, at St. Paul, organ¬ ized in 1865, has graduated about 200 students. The length of course is from two- thirds of a year to a year; the studies pursued, besides the English branches, are book¬ keeping, commercial arithmetic, common law, penmanship, and telegraphy. There were in the day school in 1875, 186 pupils, 11 of whom M^ere young women ; in the even¬ ing school, 27, 3 of them young women ; the total attendance was 213. The stu¬ dents in telegraphy numbered 23. — (Special report to the United States Bureau of Education, 1875.) The Minneapolis Business College ofiers to both sexes a course of study embracing commercial arithmetic, mercantile law, the customs of trade, book-keeping in all its applications, business correspondence, English grammar, spelling, and penmanship. — (Report of superintendent of public instruction, 1875.) SUPERIOR INSTRUCTION. THE UNIVERSITY OF MINNESOTA, MINNEAPOLIS. This university was chartered in 1868, is undenominational, and admits both sexes on equal terms. From the necessity of the case it has hitherto been largely engaged in preparing students for itself in what are called the fourth and third classes of its col¬ legiate department, or what would elsewhere generally be called lower and higher classes of its preparatory school. It feels now strong enough to leave a portion of this prepara¬ tory work to the high schools and graded schools throughout the State, and after the year 1875-’76 proposes to dispense with its lowest class and add the branches now studied in that class to the requirements for admission to the next above. The lowest then remaining will be the third, or subfreshman, full standing in which can only be secured by passing a satisfactory examination in specified studies about equivalent to those of good high schools. The third annual commencement of the university was held in its new audience hall June 24, 1875, on which occasion 3 of its students were made bachelors in arts, 2 in science, 1 in literature, and 3 in civil engineering. — (Report of the president in State report of 1875, pp. 179-191.) OTHER COLIJ^GIATE INSTITUTIONS. Carleton CoZZeye, Northfield. — This college ofiers its privileges to all alike, irrespective of race, sex, nationality, or denominational preferences. Though receiving the special patronage of the Congregational churches, it is not under any ecclesiastical control, nor is it sectarian in methods or influences. The young women reside with the lady teach¬ ers in a separate building, but both sexes meet in all general exercises, are instructed in the same classes, and may take the same degrees. The courses of study are English, preparatory, academic, and collegiate. — (College catalogue, 1874-’75, aud report of superintendent of public instruction, 1875.) Hamline University was organized under the auspices of the Methodist Episcopal Church in 1854, and located at Red Wing, but owing to financial reverses was discon¬ tinued in 1869. It is to be opened again in the fall of 1876. A new location has been chosen between the cities of St. Paul and Minneapolis, those cities having contributed largely toward a university building which is now in process of erection at a cost of $60,000. — (Report of superintendent of public instruction, 1875, p. 61.) St. John's College, near St. Joseph, (Roman Catholic,) is conducted by the Benedictine Fathers. The course of study is conformable to the most recent progressive methods, aiming at the highest standards. There are elementary, scientific, commercial, and MINNESOTA. 229 classical courses, the latter extending over a term of 5 years, and including advanced studies in mathematics, belles-lettres, rhetoric, and poetry, the English, German, Latin, and Greek languages. French, Italian, Spanish, and Hebrew, with music, painting, and other studies, are optional. The situation of the college is said to be delightful and the faculty large and highly trained. — (Eeport of superintendent of public instruction, 1875, pp. 57, 58.) COLLEGES FOR WOMEX. St. Mary’s Hall, at Faribault, (Protestant Episcopal,) and the Minneapolis Female Seminary"(non -sectarian) report a total of 16 professors and instructors, 4 ladies and 12 gentlemen, and 149 students, of whom 69 were pursuing the regular college course. The Minneapolis Seminary is authorized by law to conler collegiate degrees and has a library "of 600 volumes. There are two courses of instruction, the English (scientific and literary) and the classical, including a full course in Latin and French or German. The departments of music, drawing, and painting are conducted by the ablest teach¬ ers. — (From special reports to the United States Bureau of Education and report of State superintendent, 187.5, pp. 60,67.) Statistics of a iniiversity and colleges, 1875. Xames of univer¬ sity and colleges. 1 1 = i ' 1 i £ S" c ! 'S i 1 % Xnmber of students. i Property, income, P O r5 P ^.3 I Income from productive funds. u g , o c Receipts for the last year fiom State appropria¬ tion. O 11 C 2 £S s'" £X Jefferson College . Madison Colle^'e * _ _ _ 3 0 a75 $i2, 000 $0 $0 ^,500 $0 |o 650 M i s<5i asi ppi Gnllege _ _ p 0 66 84 75, 000 40, 000 4, OOo! 3, 500 0 63, 055 Sbaw University ... _ ... 8 75 38 12,0.0 8,000 400 300 University of IJississippi .... 11 45 55 275, 000 . I ^,66o 67, 447 1 1 I From Report of Commissioner of Education for 1874. o Unclassified, b Includes society libraries. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENCE. The school of agriculture, a department of the University of Mississippi, was estab¬ lished in accordance with an act of the State legislature assigning two-fifths of the congressional donation for this purpose to the university. In accordance with the terms of the act of donation, the course is intended not to turn out mere apprentices to the art of agriculture, but to teach it as a profession, requiring varied knowledge and a liberal education. The conditions of the congressional grant will be fully complied with by the organization of the mechanical and military courses so soon as the requi¬ site funds shall have been provided.— (Catalogue, 1875, University of Mississippi.) Since the appropriation by the legislature of the State in 1871 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 late State superintendent of education, however, in his report for 1875, p. 31, speaks slightingly of the results attained, though it had from the State an appropriation of ^2.3,750. THEOLOGY. A special report to the United States Bureau of Education from the Bishop Green Asso¬ ciate Mission and Training School, at Dry Grove, under the charge of the Protestant 238 KEPOET OF THE COMMISSIONER OF EDUCATION. Episcopal Church, gives an attendance of 15 pupils, instructed by 3 teachers. No degrees are conferred here, the graduates being simply admitted to deacon’s orders. A large and interesting class in theology was reported at Tougaloo University by the American Missionary Association in 1873, but nothing is said of such a class in the report for 1875. There is a partial theological course at Mississippi College, Clinton, designed to meet the wants of students who cannot go elsewhere. LAW. The law school of the University of Mississippi provides a course of instruction last¬ ing one year and comprising all the branches usually pursued in such schools. Text books are the chief means of instruction ; law is regarded as too abstruse a subject to be taught advantageously by lectures. The diploma obtained by graduation is made by statute a license to practice law in any court in Mississippi. Statistics of schools for scientific and professional instruction, 1875. Property, income, &c. 0| Schools for professional instruction. SCHOOLS OF SCIENCE. Agricultural and mechanical department of Alcorn University. College of Agriculture and Mechanic Arts, (University of Mississippi.) $28, 905 $123, 150 75, 000 $9, 852 6, 000 6$15, 000 50 SCHOOL OF THEOLOC.Y. Bishop Green Associate Mission and Training School. 4 0 15 5, 000 0 0 a Also 39 preparatory students. & From State appropriation. SPECIAL INSTRUCTION. EDUCATION OF THE BLIND. The Institute for the Blind at Jackson reports for the year 1874 an improved finan¬ cial condition and an increased attendance of pupils, whose advancement in every department was commendable. In that year, for the first time, the colored blind of the State availed themselves of the advantages of the institution. — (Report of the insti¬ tution, 1874.) EDUCATION OF THE DEAF AND DUMB. The Institute for the Deaf and Dumb at Jackson reports (1874) that the department of instruction is in a better condition than ever before ; that the pupils are under better control and are more contented in school ; that the discipline is better and wiser, and the teachers more efficient and earnest. The sign method of instruction is used. There is a mandatory statute that requires the male pupils in the institution to be instructed in some useful trade, but to carry out this provision means are lacking, and are asked for, to erect shops. The matron teaches the girls all kinds of needle-work, including a knowledge of the use of sewing machines. — (Report of the institute, 1874.) LIST OF SCHOOL OFFICIALS IN MISSISSIPPI. Thomas S. Gatheight, State superintendent of public edvication, Jackson. STATE BOAED OF EDUCATION. [Term, to January, 1878.] Name. Post-office. •Tames Hill, secretary of state _ _ _ _ • . Jackson. George E. Harris, attorney-general . Jackson. Thomas S. Gathrivht, .superintendent of public edncation . . . Jackson. MISSISSIPPI, 239 COUXTY SUPERDCTEXTEXTS OF PUBUC EDUCATIOX. [Term, two years.] CouBty. 1 Superintendent. 1 Post-oflGice. Adams . J. S. Montgomery . Yatchez. Alcorn . J. L. Wofford . : Corinth. Amite . B. K. Webb . I Liberty. Attala . David Carr . j Kosciusko. Benton . W. T. Brooke . Ashland. Bolivar . Alex. Yerger . , Floreyville. Calhoon . J. L. Lvon . 1 Pittsbotongh. Chickasa-w . A. J. Jamison . j Houston • J. B. Hemphill . French Camps. Claiborne . Dr. W. D. *Sprott . ' Port Gibson. Clarke . Eev. S. J. Bmgham . 1 Enterprise. Coahoma . J. M Chrestman . ■ Friar's Point. Clav . Eev. H. J.Yallandingham . West Point, Hazelburst, Mt. Carmel. S. L Eeid . Hernando. Meadville. L S. Parker . . ! Grenada. P. A. Wolfe . j Jackson. Holmes . J. L. Dvson . i 1 Lexington ' Shieldsborongb. ' Pass Christian. j Maversville. 1 Fulton. 1 Paulding. ! Fayette. i EUisville. Tvemper _ _ E, L. Gully . , Moscow. T.incoln _ _ Eev. W. Burc-ess . Srookbaven. T.nnderdale Eev. .J. Bard well . . . . 1 Meridian T a Favpttft A. S. Lewis _ _ _ _ _ _ _ ... _ _ .... 1 Oxford. Lowndes _ _ _ _ _ _ _ •J. Ml Barrow . . . . ... Columbiis. Lee _ _ 1 G. W. Turner . . . . Tupelo. T wren ee. . . i S. W. Dale . Monticello. Leake _ . , E. H. Caldwell . Of ah am g Leflore . E. H Sammons . i Greenwood. Madison . W. B. Stinson . | Canton. Marlon . . | j S. A. Fox worth . . . . . . • Columbia. Marshall . j J. A. Mahon . | Holly Springs. Mont^comerv _ yv. E. Simpson . . . . . Winona. Monroe _ . Eev. J. W. Bozeman . . . ' Aberdeen XewTon . - . E. D. Beattie _ _ _ ............. _ j L.awTence. Xeshoba . . . ^oxnlree . . . C. "R. A mes _ _ ! Macon Oktibbeha . L. A. Fort . . . ' Starkville. . Peaile . J. W. Winningham . . . ' Augusta. Prentiss . G. W. Archer . . . . . . 1 Boonevillc. Panola . J. A. Eain water . . . ■ Sardis. Pike . Eev. J. C. Graham . . . 1 Summit. Pontotoc . . . 'Rankin . Scott _ _ \V'. E. Butler ....... _ .......... _ _ _ _ j Harpersville. Sharkev . - _ Simpson . . . G. W. Farlow . . . . . . WestviEe. Smith . •T. Eanch .. _ _ ■ Trenton. Sunflower . . Sumner . j Aaron Smith . . - _ _ _ _ Greensborough. Tallabatchee . . W. J. Tavlor . Charleston Tishemingo . T.MlMiiler . Burnsville. Tippah . ! G.M-Mltddox . ' Eipley. Tate . j D. E. Smith . . . . . . . t Senatobia. Tunica . j Edward CarTer _ _ ’ Austin. E. Y. Eeaves . Xew Albany. arren . j C. E. Bent .. _ _ _ _ _ Yicksbnrg. "VTashington . Winston . j Wavne . . j Thomas Hutchinson . j W aynesborongh. Wilkinson . I J. S. Lewis . j W oodville. Yazoo . ! W.P.Eing . Yazoo Cicbool system inferior to none in the Union. — (Report, 1^75, pp. 6. 7.) In this connection it may be said that the new rotate superintendent seems to have done good work in not only stirring up school officers to more faithful performance of the duties required of them by the law, especially the duty of making accurate and j'unctual returns of school statistics, bxit also in stimulating the grand juries to indict delinquent officers, and thus make sure a compliance with the law. rMPROVEMZNTS SEEN A^-D HOPED FOR. The public schools, it is stated, are growing better. A more general interest isbein. manifested in their success. Prejudice is gradually disappearing; and, while much re mains to be done, commendable progress is being made. An evidence of increasing interest in the public schools is found in the greater ful¬ ness of official reports. In 1S74 McDonald County made no report and received no part of the distribution in March, 1?75. The present year (1875) she reported 24 schools in operation and 2,:570 school population. Jasper in 1874 returned an enume¬ ration of only 2,947 children, while for 1873 she had reported 8.412, losing, in conse¬ quence, about $3,500 which would have been given her under a correct enumeration, but for the year 1875 she reports 9,683 cMldren of legal school age. There was. also, in Livingston County an increase of 4,671 in the enumeration returns over 1874. In the State at large there was, according to official returns, an increase of the school population in the year 1873-74 of only 140, while for the last year the increase of enu¬ meration was 31,251 over that of the year preceding. These figures show the effective¬ ness of a correct application of the law ; but the returns are yet very unsatisfactory^, and, it is believed, grossly incomplete in many instances. In order to know, if possible, what is needed to promote the best interests of the system, the superintendent has conferred freely with teachers, teachers’ associations, superintendents of city schools, other school and county officials, and directly with the people. The workings of the law, the defects of the system, the difficulties of putting into operation, under varied circumstances, the strong points of the law, and its generally recognized good features have all been carefully observed. He has also labored zealously, by public addresses, by social intercourse viith the people, by visiting schools, and en¬ listing teachers and others in the same work, and by other means, to remove the apathy too generally existing in respect to the public school interests. In these efforts he had the cordial co-operation of a large majority of the county commissioners of schools and of the public press as well, not half a dozen journals in the State being found in oppo¬ sition to the public school system. There is now an apparent manifestation of popular sentiment in favor of public schools in many localities where worse than indifference prevailed. There are strong prejudices yet to be removed and determined opposition to be overcome ; but it is the fight of the many with the few : the interests and the desires of the State as against the imagined interests of individuals and a few denom¬ inational and private enterprises. — (Superintendent’s report, 1875, pp. 10, 11, 15.) SCHOOL FUXDS. The township swamp land and county school funds are under the control of the various county courts, and as a general rule have been badly managed, having, to a great extent l^en lost, squandered, or stolen. This was more particnlarly true dur¬ ing the war. There is now a disposition to guard more faithfully these interests, though still in some cases a looseness of management that amounts to culpable neglect ; and it is believed that the indictment and punishment of some county officials may be¬ come necessary in order to entirely eradicate the evil. — (State report, 1875, p. 13.) COLORED SCHOOLS. The laws in relation to the establishment and maintenance of schools for colored children are so different from the provisions in reference to those for white children as to create a distinct system. Schools for whites are supported by the districts with the help of State aid, while the whole township in which a colored school is located is taxed for its support. h«o district in the State can be compelled to maintain a school for white children, but if there are a sufficient nnmber of colored children for a school, the law compels the local authorities to establish it ; or, in the event of their failure to do so, directs the State superintendent to levy a sufficient tax for this purpose. Gen¬ erally, it is only necessary to explain this law to the local officials to secure the estab¬ lishment of schools, and in only a few cases has it been necessary for the superintendent to resort to such summary proceedings as the law provides. It is mentioned as a' sig¬ nificant fact that Callaway County, the most strongly southern county in the State during the late war, evinces the greatest readiness to provide good schools for her very large colored population. This, it is thought, augurs well for the future of colored schools, since it indicates the kindly disposition of the intensely southern element of the State toward them. There are good schools for colored children in St. Louis, Kansas City, St. Joseph, and in nearly all the towns of the State in which there is a 244 EEPORT OF THE COMMISSIONER OF EDUCATION. sufficient colored school population (16) to permit of their establishment by lavv. — (Superintendent’s report, 1875, p. 12.) KLN'DERGARTEN. Special reports have been received from 11 Kindergarten, all located in St. Louis. Nine of these were organized in 1875, one in 1874, and one in 1873. The number of pupils in attendance was 461 ; teachers, 46. The age for admission in 8 of these schools was from 5 to 7 ; in 3, it was 4 to 7. The length of session was three or more hours in most of them, school being kept five days in the week. A number of these schools belong to the public school system, having been organized by the board as an experiment, which proved successful beyond expectation. The primary difficulty in the way of engrafting the Kindergarten on the system of public schools is its expensiveness. This objection- was overcome to some extent in St. Louis by the fact that sufficient assistant teachers volunteered their services without pay. In one of the schools, too, an afternoon as well as a morning session was held, each accommodating different sets of children, thus utilizing the room and apparatus to twice the extent. Superintendent Harris does not doubt the success of these schools, under reasonably competent teachers, in producing the following results : Quickness of invention and fertility of imagination ; good physical development ; a keen sense of symmetry and- harmony; great mechanical skill in the use of the hands, ability to form rapid judg¬ ments in number, measure, and size at a glance of the eye, and initiation into the con¬ ventionalities of palite society in their demeanor toward their fellows, and in the matters of eating, drinking, and personal cleanliness. — (Report of board of St. Louis public schools, 1874-75, and special reports to the United States Bureau of Education.) CITY SCHOOL SYSTEMS. CALIFORNIA. Official staff. — A board of education of 6 members, elected for terms of 3 years each, one-third being changed each year, and a superintendent of schools. Statistics of schools. — Population of the place, 1,600 ; whites between 5 and 21 years, 520 ; colored 67 ; total of school age, 587. Enrolled in public schools : whites", 385 ; colored, 64 ; total enrolment, including 26 from outside the district, 449 ; per cent, of enrolment from the district on the number eligible, 72. Teachers besides the superin¬ tendent, 7, including 1 teacher of German. Teachers ‘wages, $40 to $50 per month; salary of superintendent, $1,200. School huilding. — An excellent school building two stories high, of tasteful outlines, contains eight rooms, 36 by 30, in which the schools are accommodated. These rooms are supplied with good blaekboards and excellent school furniture, and are made com¬ fortably warm with three wood furnaces. It is creditable to the town that all this has been paid for, so that California has no school debt to hamper operations. Teachers^ meetings. — In addition to the supervision of the schools, the superintendent has held twice a month, or oftener, meetings of teachers, at which, besides conferring as to the working of the schools, some branch of study or method of instruction usually received attention. Methods. — In orthography no spelling book is used until about the fourth year in school, the exercises previous to this being confined to words found in the readers and introduced in object lessons and oral instruction. The aim is to make the pupil fully acquainted with words in common use, both as to their sense, form, and composition. In arithmetic, written and mental processes are combined, without the use of text books, till the third or fourth year, with practical examples and steady reference to principles. Composition writing is begun, with the simple combination of words at the beginning, and continued through the whole course, English grammar being re¬ served for the last two years. Drawing is combined with writing, map drawing and map study with history, and pictures of German life and scenery, with instruction and conversation in the German language— all good things.— (Report of Superintendent E. P. Lamkin for 1874-75.) JEFFERSON CITY. Official staff. — A board of education of 6 members, and a city superintendent of schools, F. A. Nitchy. Statistics of schools. — Number of children of school age, (5-21,) 2,286 ; number enrolled in public schools, 744, of whom 588 were white and 156 colored. Average number belonging, 507 ; average daily attendance, 465 ; percentage of attendance on average number belonging, 91. Number of teachers employed, including siperinten- dent, 11 ; salaries of teachers, $50 to $100 a month ; salary of superintendent, $150 a month. Total expenditure for the schools, $17,554.04; cost per pupil on average number belonging, including cost of special instruction in German and penmanship, $19.38. MISSOURI. 245 Branches taught. — Besides the more common English studies, instruction has been given in book-keeping, algebra, geometry, trigonometry, astronomy, geology, German, Latin, etymology, synonyms, and rhetoric. Writing, lor two and a half mouths, was taught by a special teacher with satisfactory results. A regular course of study was adopted in September, 1874, and has been since adhered to, with classification of the pupils according to the studies pursued aud their proficiency iu these. The schools were in session 40 weeks ; 3 pnpils, 1 boy and 2 girls, were neither absent nor tardy for that time, aud 3 pupils graduated from the high school at the close of the year, being the first that had completed the full course. — (Report of board and of retiring superintendent, A. E-. Werdner, for 1874-75.) KANSAS CITY. Offico's. — A board of education of 3 members, with a city superintendent of schools appointed by the board. statistics of schools. — Estimated population of the city, 40,000 ; whites of school age, (5-21,) 7,187 ; colored, 957 ; total, 8,144. Enrolment in public schools, 4,262 ; average number belonging, 2,643 ; average daily attendance, 2,442 ; percentage of attendance, 91.85 ; number of pupils not absent nor tardy during the year, 149. Number of schools, 9; of rooms, 61 ; of teachers, 58. Amount paid teachers, $41,136; cost of tuition per pupil attending, $15.56. Studies and school course. — An excellent schedule and syllabus of a course of study for the schools is given, including drawing from the first year, physiology from the sec¬ ond, botany from the third, natural history from the fourth, physics from the fittb, history and physical geography from the sixth, and review of other studies in the seventh, with a four years’ general and classical course for the high school, the latter reaching into Virgil and Homer. For promotion from grade to grade, a system similar to that of St. Louis is pur¬ sued, pupils being subjected to written examinations every fifth week, while a record of daily recitations and deportment is kept. If the mean average of the written ex¬ amination, the recitation record, and the deportment record reaches 70 per cent., the pupil is permitted to go up higher. Excellent results, alike in scholarship and behav¬ ior, are said to have been secured by this means, pupils having constantly before them the hope of advancement according to the progress made and the character devel¬ oped. — (Report of Superintendent J. M. Greenwood for 1874-75.) ST. LOUIS. Officers. — The city schools are under the control of a board of president and directors, of 26 members, 2 from each ward of the city. There is a city superintendent and 2 assistants who are elected by the board of directors annually. Members of the hoard must he free white males at least 21 years of age, and have resided in the city at least 12 months previous to their election. They are elected hy qualified voters of the city (free white males over 21 years and tax-payers) for the term of 3 years and until their successors shall he duly elected and qualified, one-third going out of office at the end of every year. The officers of the hoard are a president and vice-president, elected by them from among their own number, and a secretary, treasurer, attorney, superintendent, bailiff, and architect, who hold office for one year and until their successors are duly elected and qualified, unless sooner removed by the hoard. Statistics. — The number of children 5 to 21 years of age drawing State money was 153,128 ; number of pupils enrolled in 1874- 75 : hoys, 17,692 ; girls, 18,249 ; total, 35,941 ; aA'erage number belonging, 26,183 ; average daily attendance, 24,438 ; per cent, of at¬ tendance, 93 ; average number of pupils to each teacher, 46 ; average number of teach¬ ers, including German, 954 ; cost per scholar on average number belonging, $21.74. Total expenditures, $835,846.62 ; receipts, $845,382.46. Courses of study. — Four courses of study are provided for by the hoard : the normal school, the hjgh school, and the district school course, and the O’Fallon Polytechnic Institute. The course of study for the normal school covers a period of two years, and is divided into four classes, each occupying half a year, as at present arranged. The high school course covers a period of four years and constitutes a general and classical course. The district school course is divided into eight grades, each grade including an average year’s work, as nearly as may he, and embracing, in addition to the elemen¬ tary English branches, the history and Constitution of the United States, composition, and outlines of physics, and natural history. German is elective in such district schools as are designated by the board from time to time, but is actually taught in all. The O’Fallon Polytechnic Institute is a system of evening schools, and includes, first, an elementary course in the ordinary branches — reading, writing, industrial drawing spelling, arithmetic, and geography — conducted in schools established by the board from year to year for the benefit of such of the industrial population of the city as, have no facilities for availing themselves of the day schools ; secondly, a higher course, including line drawing, higher arithmetic, algebra, geometry, chemistry, natural phi- 246 EEPORT OF THE COMMISSIONER OF EDUCATION. losophy, English grammar, and such other branches of technical instruction as may be required by a sufficient number of pupils to form a class. In St. Louis there is no attempt to bring all classes within the same grade to one standard of advancement. At all times there are new classes just beginning the work of a grade, or a year’s work, in some one of the schools. The classes are not separated by intervals of one year in their work, but by irregular intervals, varying from six to twenty weeks. It is considered desirable to have these intervals small, so that re¬ classification may be mere easily managed. Pupils who fall behind their class for any reason, such as absence, lack of physical strength or of mental ability, may be reclassi¬ fied wirh the next lower class without falling back a year and thereby becoming dis¬ couraged, and those who are unusually bright or mature may be promoted to the class above or form new classes with the slower pupils of the class above who need to review their work. Half time schools. — The policy of half time schools is under trial in a few schools whose accommodations are inadequate to the wants of their districts. This is tried only in the first year of the primary school. One set of pupils comes in the morning and another one in the afternoon. In this way the capacity of the school is greatly increased without much additional expense to the board. An extra teacher is employed to assist the regular ones in instructing the new classes formed. Kindergarten schools. — During the past two years a.n important experiment has been initiated, through the voluntary assistance of Miss Susie E. Blow, to ascertain what is available in the Kindergarten system for use in connection with public schools. Under the impulse of Miss Blow’s enthusiasm, great practical ability, and insight, there has been a degree of success in this experiment which has surprised all. The school estab¬ lished in 1872-’73 in South St. Louis having succeeded beyond expectations, two others were established near the centre of the town, and were equally successful under the management of teachers who had been trained by Miss Blow the previous year. In the>fall of 1875 the number of Kindergarten was 13. From 2 to 5 assistants have been allowed each director or manager. No compensation has yet been necessary in order to secure the services of able assistants. They volunteer in large numbers to teach for one year gratuitously, for the sake of the opportunity of learning how to con¬ duct a Kindergarten. O’ Fallon Polytechnic Institute Erening Schools. — The average age of students in these evening schools is 16 years/' and none are admitted under 12. There were in attend¬ ance, during the winter, 852 of the age of 21 and upwards. Many foreign born adults visit these schools to learn English. These are usually placed in a separate room, and taught by one of the corps of German-English teachers. The length of session of the evening schools is 16 weeks. The higher course of the Polytechnic Institute is held one month longer, or 80 evenings altogether. The number of pupils enrolled in evening schools in 1875 was 5,751: males, 4,999; females, 752; in 1867 it was only 1,553. The chief cause of their rapid growth is their connection with the public school library. Each ptipil of the evening schools who attends punctually not less than 60 evenings of the course, and is satisfactory in scholarship and deportment, receives a certificate of membership, entitling its holder to the privilege of the library for one year, and counting as one-third payment of life membership. Over a thousand pupils acquire certificates of membership annually. Gemnan- English instruction. — The increase in the German classes of the present year over the year previous is 859 German-Americans and 542 Anglo-Americans. The Anglo-American pupils commence in the lowest grade in the same classes with the German-Americans, and continue in them in the second, third, fourth, and even as far as the fifth year or grade. There seems now to be no room for doubt that this may be carried out in all the grades of the district schools. This arrangement requires one- third less classes than the old system and saves much of the confusion that was occa¬ sioned in the English classes by the absence of a part of their pupils to attend German recitations. Normal school. — The normal school is intended exclusively for the education of young ladies who intend to teach in the St. Louis public schools, but is open to persons from any section of the country. Tuition is free, and all text books are furnished for use free of charge. The increase of the school in numbers is noticeable. The number enrolled the past year is 254, being 77 more than the previous year and 115 more than the number en-rolled in 1871-72. The standard of admission was raised in 1871, and more recently it has been raised still higher, and the length of the course increased to two and a half years. The number of graduates is now about 70 each year, a number nearly sufficient to supply all vacancies occurring in the corps of teachers. High school. — An unusually prosperous condition of this school is reported. The number of pupils for 1874-’75 is 396, or 54 more than for 1873- 74. A class of 56 pupils was graduated, whose average age was 18.1 years.— (Annual report of the board and of Superintendent W. T. Harris, for 1874-75.) MISSOURI 247 TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. * Superintendent Shannon says that the normal schools are in better condition and are doing better work than ever before. Their largely increased attendance, under the adverse circumstances surrounding them for the past two years, he regards as marvelous. The Xorth Missouri School, at Kirksville, reports through its principal a more advanced class of students and a much larger average attendance than ever before, and that great harmony and earnestness have characterized the workings of the school. The attendance during the year was : ladies, 270; gentlemen, 439 ; total, 709. The attend¬ ance in the normal department was 72 against 40 the previous year.' It is estimated, says the principal, that over 400 of the students of last year are now teaching, mostly in the public schools of Missouri, graduates being generally employed in the graded schools, while the mass of those who teach before graduation are engaged in the rural districts, from which nine-tenths of them come. The demand for normal teachers is constantly increasing. The South Missouri School, at Warrensburg, had an enrolment during the year of 408 pupils, 198 ladies and 210 gentlemen; 57 diplomas were granted, 49 of them being in the elementary course. This course comprises two years, while the advanced gives four with an additional professional course of half a year. The Southeast Xormal School, at Cape Girardeau, had its new building completed in April, 1875, but was not occupied till J une. The enrolment during the year was 164 — 77 ladies and 87 gentlemen — an increase of 107 over the attendance of the previous year. Three ladies and four gentlemen completed the elementary course of study and re¬ ceived diplomas at the close of the year. — (Report of superintendent, 1875, pp. 13, 185- 193.) ST. LOUIS NORMAL SCHOOL. This school, a part of the public school system of St. Louis, has sent out, since its foundation in 1857, almost 500 teachers, and upward of 15,000 children have been taught by them. In consequence of the large number of admissions into the senior class last year, most of whom were graduates of the high school, the number of teach¬ ers graduated by the school in 1875 was sufficient, for the first time in the history of the school, to fill all the vacancies in the public schools. The enrolment of pnifils was 254, the average attendance 97 per cent., the best ever reported. — (Report of the board of St. Louis public schools, 1874-’75.) LINCOLN INSTITUTB. Lincoln Institute, Jefferson City, is said to be a most efficient instrumentality for the training of colored men and women for the profession of teaching. Its principal is a colored man, who prosecutes his work with energy and ability. Its graduates are teaching colored schools in a large number of counties and are giving general satis¬ faction. The institution, however, is sadly in lack of means and is heavily in debt. — (Report of superintendent, 1875, p. 13.) About 150 young men and young women have, on an average, attended this institute since its commencement. The closing exercises in 1875 were attended by the gov¬ ernor, the superintendent of public instruction, and others, who all expressed the oi)in- ion that the students had done well. Besides the usual course of studies in normal schools, the students are instructed in the laws of the State, and thoroughly familiar¬ ized with the school law, so as to enable them not only to instruct but also to organize and carry forward the school work and make due reports respecting it. — (American Journal of Education, September, 1875, p. 11.) NORMAL DEPARTMENTS IN COLLEGES. Departments for instructing students in the art of teaching exist in at least three colleges of the State ; the State University, Drury College, and La Grange College. That in the university provides both a regular academic and a professional course of two years. Since its organization in 1868 it has graduated 7 classes, number¬ ing in all 49, while not less than 400 students have received instruction in the theory and practice of teaching. teachers’ institutes. The practice of holding teachers’ institutes has been comparatively abandoned. The law does not now require them, except in counties which employ the whole time of the commissioner, and Jasper is the only county in the State which so employs him. The superintendent thinks there have not been over a score of institutes held in the State during the past year, while there should have been at least 228, exclusive of those held in the larger towns and cities. He regards these institutes as efficient instruments for the training and improvement of teachers, and also as an important means of over¬ coming the lethargy of the people in the localities where they are held, and of impart- 248 REPORT OF THE COMMISSIONER OF EDUCATION. ing new zest to their support of the public schools. Hence he is maturing a plan in which the faculties of the normal schools, the superintendents of the city schools, and other prominent educators will co-operate to restore these valuable ai^.— (Superin¬ tendent’s report, p. 10.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. No records of this class of schools appear in either the report of the State superin¬ tendent or in those of the county commissioners to him. One at California is said by the school board to have completed the course of the first year and to contain 20 pu¬ pils. One at Jelferson is reported by the school board to have graduated its first class of 3 in June, 1875. One at Kansas City presents a good course of study extending through four years, hut gives no statistics beyond the fact of its having 5 teachers. That at St. Louis presents a general and a classical course, each of four years, with a total enrolment for 1874-’75 of 396, an average attendance of 329.9, and a graduating class of 56. Latin is required of all pupils for the first two years. ACADEMIES AND SEMINARIES. Special reports have been received from 16 schools of the above class, 9 of which are for the education of both sexes, while 4 are exclusively for boys and 3 for girls. Six of these schools are non-sectarian in their religious influence, 2 are under the control ofthe Protestant Episcopal and 2 of the Methodist Episcopal churches, while the Meth¬ odist, Baptist, Presbyterian, Methodist Episcopal South, and Roman Catholic churches each controls 1, and 1 makes no report upon this point. The attendance of pupils was 1,345, of whom 760 were boys and 585 girls ; number of instructors, 81. There were en¬ gaged in classical studies 176 and in modern languages 211. Drawing was taught in 6, and music, both vocal and instrumeutal, in 11 j chemical laboratories and philo¬ sophical apparatus are reported in 5 and libraries in 10, ranging in size from 50 to 2,000 volumes.— (Special reports to the United States Bureau of Education, 1875.) PREPARATORY DEPARTMENTS OF COLLEGES. In the colleges of the State 1,956 pupils have been engaged in secondary studies un¬ der 47 instructors, additi«nal to those of the colleges proper. Of these, 694 are reported to have been in preparation for a classical course in college and 143 for a scientific course. — (Returns to Bureau of Education, 1875.) BUSINESS COLLEGES. Four business colleges, one located in St. Joseph, the others in St. Louis, one of which is the commercial school in St. Louis University, report a total of 27 instructors and 892 students, of whom 49 were youug women. Of the 3 which report their course of study, 1 embraces purely the business branches, 1 other, in addition to these, the ordinary English branches, with algebra, natural philosophy, chemistry, German and French; the other adds to its English and business course, political economy, and detec¬ tion of counterfeit money and telegraphy. There were in all 58 students pursuing Ger¬ man, 6 French, and 35 telegraphy. — (Special reports to United States Bureau of Educa¬ tion.) SUPERIOR INSTRUCTION. UNIVERSITY OF THE STATE OF MISSOURI, JEFFERSON CITY. The existence of the university was originally due to the liberal policy adopted by the Congress of the United States in regard to the new States upon their admission into the Union. Its enlargement by the addition of the College of Agriculture and Mechanic Arts, and the establishment of the School of Mines at Rolla, is due to the congressional land grant of 1862. Upon the admission of Missouri as a State, in 1820, Congress granted two townships of land for the support of a seminary of learning, which were sold by the State legisla¬ ture in 1832 ; only $70,000 having been realized for land worth half a million. In 1839 all act was passed making provision for selecting a site for the university. Boone County, in consequence of offering a bonus of $117,500, received the preference, and on July 4, 1840, the corner stone of the university was laid. The first class was graduated in 1843. The general plan adopted in 1867, and since pursued, was intended to meet the actual wants of the people of Missouri, and embraced (1) substantially the usual college cur¬ riculum for those who desire that; (2) an enlarged and perfected scientific course ; (3) the College of Agriculture and the Mechanic Arts, comprising schools of engineering, ana ytical chemistry, mining, and metallurgy; (4) a normal school ; (5) a law school, and (6) a preparatory school. Others were to be added as the means of the uni¬ versity should permit or the wants of the State demand. The studies of the col- MISSOURI. 249 legiate department are adjusted in four courses, those of orts, science, letters, and philosophy. The professional schools novr forming a part of the university are the normal, opened in lc6S ; the agricultural and mechanical college, ISTU; the school of mines and metallurgy at Rolla, 1S71 ; the college of law, 1672 ; medical college and the department of analytical and applied chemistry, 1673. Young women are* received upon the same terms as young men, and several young ladies are at present in advanced classes in university courses. The remarkable suc¬ cess which has thus far attended the opening of the university to women has encouraged the board to enlarge the facilities for their accommodation. — (Report of curators, 1874-75.) OTHER COLLEGES. Central College, Fayette, affords preparatory and collegiate courses, the latter com¬ prising schools of mathematics, moral philosophy, English literature, Latin lan¬ guage and literature, Greek language and literature, modern languages, natural phi¬ losophy, and physical science. In the latter school, throughout the whole course, the relation of the sciences to medicine, agriculture, and the mechanic arts is carefully pointed out, and the instruction given in the first part of the senior year in anatomy and physiology has reference to a preparation of the student for medical studies. — (Catalogue, 1674-75.) Drury College, Springfield, was organized in 1673, with preparatory, normal, and ladies’ departments, in addition to the regular collegiate, and aims to furnish a thorough education in the classics, mathematics, and sciences. Lady students enjoy the same advantages as young men, and in general they recite in the same classes, pursue the same course of study, and obtain the same degrees. At the same time, a less severe and extended ladies’ course is arranged for those whose health and circumstances may re¬ quire it. A commodious hall for the accommodation of lady students from abroad is being erected.— (Catalogue, 1S74-75.) La Grange College, La Grange, was chartered in 1659 j the building was completed in 1666, since which date about 1,400 pupils have matriculated. Both sexes are admitted. There are courses in preparatory scientific and normal studies, also in modern lan¬ guages and music. Pritchett Institute, Glasgow, offers preparatory, collegiate, and post graduate courses in arts, sciences, and literature, and confers on graduates the degrees of A. B., B. S., and B. L. Graduates of the school of arts, upon their completion of a prescribed course of two years, receive the degree of A. M. Thayer College, Eidder, embraces preparatory, collegiate, and scientific departments, with a ladies’ course for such as may not wish to pursue in full the studies of the col¬ legiate course. Washington University, St. Louis, was incorporated as a university in 1653, and em¬ braces the whole range of university studies except theology. According to the con¬ stitution, “ Xo instruction either sectarian in religion or partisan in politics is allowed in any department of the university.” Its organization at present comprehends the academy or preparatory school, Mary Institute, the college, and the polytechnic and law schools. Mart' Institute, a seminary for ladies, establis&d under the university charter in 1858, secures to ladies all the means of high intellectual culture accessible to young men. The buildings and grounds are distinct from those of the university, but the classification, course of study, and general management are identical. Graduates of the polytechnic school and of Mary Institute are allowed free admission to the college classes, either as regular or partial students ; others must show proficiency in four books of Caesar, six of Virgil, and in Cicero's select orations, as well as a due acquaintance with grammar and with Greek through the reader. The studies of the freshman and of the first term of the sophomore year are all required, but certain studies are elective during the second term of the sophomore year and during the junior and senior years. The aim is to secure a high standard of scholarship rather than a large number of stu¬ dents. — (Catalogue, 1875-76.) Westminster College, Fulton, offers preparatory and collegiate courses of study, the lat¬ ter comprising, besides the classical, a scientific course, arranged for the benefit of those who, having only one, two, or three years at command for study, wish to devote themselves to those branches bearing directly on the practical business of life. — (Col¬ lege catalogue, 1875.) William Jeicell College, Liberty, is under the control of the Baptists in Missouri. The course embraces preparatory and collegiate departments, the latter being divided into eight schools, viz : Latin, Greek, mathematics, natural science, modern languages, En¬ glish and history, moral philosophy, and theology. Each student is required to select as many of these schools as shall occupy three recitations daily. The degrees conferred are, B. L., B. S., A. B., and graduate oV a school ; the degree of A. M. is given those who are graduates of the 7 collegiate schools. The course in theology is so arranged as to be pursued in connection with a literary course, and parts of it are taken in lieu of proportionate parts of the literary course. — (Catalogue, 1674-75.) 250 EEPOET OF THE COMMISSIONEE OF EDUCATION. COLLEGES FOR WOMEN. Eight institutions for the superior instruction of women report a total of 73 profess¬ ors and instructors, and 507 students, of whom 36‘2 were pursuing collegiate studies, 5 were in special or partial courses, and 8 in post graduate studies. Two of these colleges claim to be non-sectarian in their influence, two are under the control of the Methodist Episcopal Church South, and one each under the Christian, Baptist, and Eoman Catholic churches ; the remaining college making no report upon this point. Six are authorized by law to confer collegiate degrees, 5 provide a four years’ course, s.nd 5 have libraries, the largest numbering 2,000 volumes, the smallest 200. All teach vocal and instrumental music ; 6 teach French and German ; 1, Latin and Greek ; 7, drawing and painting ; while 1 reports chemical laboratory, museum, art gallery, and gymnasium, and 3, philosophical apparatus. — (Special reports to the United States Bureau of Education.) Stalistics of universities and colleges, 1875. Names of nniversities and colleges. Corps of instruction. Endowed professorships. Number of students. Property, income, &c. Number of volumes in library. Preparatory. Collegiate. Value of grounds, build¬ ings, and apparatus. Amount of productive funds. Income from productive funds. Ileceipta for the last year from tuition fees. Iloccipts for the last year from State appropria¬ tion. Aggregate amount of scliolarsliip funds. Baptist Colleo'e . 4 25 22 812, 000 82, 500 Central College . 7 '"6 43 80 40, 000 860, 000 84, 800 3, 000 eo 80 500 Central Wesleyan College . . 6 c99 35 Christian University . 11 30 82 100. 000 5, 000 500 4, 000 0 0 300 College of the Christian 30 0 270 34 150, 000 0 0 50, 000 0 0 15, 000 Brothers.* Drurv Collef^e* . 9 130 32 35, 000 4 000 0 0 1,200 Hannibal College* . . . 6 "6 73 44 13, 850 0 0 5, 200 0 0 Ea GraD; U c 'g Property, income, Ac. Number of volumes in library. " X S 2 p = Sl'C <= O Ifi Ammiiit of productive fUIlUH. Income from productive funds. 1 _ X II £ 5 CD ^ -i: 11 8 bS3 3 $35,000 $7,000 c5, 000 dl,678 19 e32 4 5 90 3 40. 000 1 . 4,800 5 2 45 3 $40, 000 2,500 16 157 5 21 2 1,000 £ .... 65 2 500 50 3, 500 3,000 9 28 2 /1, 200 1, 000 100 1, 550 100 33 2 11 200 1 ^ 50 000 14 non' _ 9 135 2 ! 60, 000 1 . 1 1. 130 12 2 0 0 2 non' _ .a 19 1 1 400 . . . i _ 600 2i 12;. . . . 14 2 1. 000 1. 500 300 al 2 /500 1, 500 100 1 1 * Prom Keport of Commissioner of Education for 1874. a Deported with classical department. b Also IS preparatory students. c From State appropriation. d Includes society library. e Also 206 preparatory students. / Apparatus. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The board of commissioners of the Missouri lustitution for the Education of the Deaf and Dumb, at Fulton, state that in its buildings, its furniture, its corps of teachers, and outfit generally, it is now more thoroughly prepared for the work for which it was created than ever before. Both the French and German methods of instruction are used here. It is believed possible by long and careful training in articulation to teach some to pronounce a sufficient number of words for ordinary intercourse ; and if such success should be attained only in respect to the semi-mutes, it will be considered that the efforts have been amply repaid. At present shoemaking is the only trade taught, but it is hoped that others may soon be afided. The girls are instructed in plain and ornamental needlework, and in cut¬ ting and making garments for themselves and the younger pupils. A number of the boys find suitable employment in gardening and in keeping the grounds in order, or in the workshop. — (Report of the institution for the years ld73 and 1874.) The State superintendent, in his report for 1875, says, “The institution for the educa¬ tion of deaf-mutes, located at Fulton, and the institution for the education of the blind, located at St. Louis, are well managed and prosperous.” The report of the latter institution has not been received at the Bureau. MISSOURI. 253 SCHOOLS FOR ORPHANS. Four of these schools, all in St. Louis, report an aggregate of 41 officers and teach¬ ers, and 457 children under training ; 101 boys and 356 girls. In three of the four, reading, writing, and arithmetic were taught, and in one of these three singing was added ; in the remaining one only reading and writing were attended to. In all the four there was some training in industries, such as needlework, washing, ironing, and housework for the girls, and gardening or some other occupafion for the boys. One other institution made report of 74 inmates, but without any mention of teach¬ ers or any indication of instruction given in either literary or industrial lines. — (Re¬ turns to Bureau of Educatiou for 1875.) EDUCATIONAL CONVENTIONS. STATE teachers’ ASSOCIATION. The annual meeting of this association was held during the last week of Decem¬ ber, 1875, at Mexico. In his address of welcome President Terrill, of Hardin College, said : “We welcome you because, if the great State of Missouri has a future grand and glorious, the teacher must make it. The legislator may make the laws, the judge in¬ terpret those laws, and the executive carry them into effect, but it is the teacher who makes the citizen, and the citizen who makes the State. ^ # j care not what political party controls, our Government is safe ; but destroy our free public schools, and you destroy every vestige of republicanism. ^ ^ Nothing but the education of the masses will do; nothing but a universal education, free as the air we breathe.” Governor Hardin spoke in eloquent terms of the determination of the State to fur¬ nish all the best iiossible facilities for education. The addresses and papers were un¬ usually able and pointed, and the discussions searching, but, for the most part, good in spirit. Superintendent Shannon delivered several valuable addresses, and did much to give practical direction to all the discussions. The attendance was large, the interest intense, and the session was characterized by ability, enthusiasm, and practical work. Among the important measures adopted, the association pledged its best efforts to co-operate with and sustain the State superintendent ; recommended that public libra¬ ries should be encouraged ; recognized county supervision as a necessity ; and author¬ ized the State superintendent to appoint a committee of one from each congressional district to co-operate with him in holding a normal institute during the months of July and August in each congressional district of the State. — (American Journal of Educa¬ tion, February, 1876, p. 10.) CONVENTION OF COUNTY SCHOOL COIVIMISSIONERS. At this convention, held at Mexico, in close connection with the preceding one, it was resolved that in order to secure uniform results from the examination of teachers in the various counties of the State, all examinations hereafter should be public, and held quarterly; also, that the State superintendent should designate the times for holding said examinations, and should, in conjunction with the principals of the three normal schools, prepare quarterly, and send to the various commissioners, lists of exam¬ ination questions. Among other valuable measures agreed upon may be mentioned : (1) The gradual perfection of the present school law, and additional opposition to frequent changes ; (2) the necessary increase of the duties and compensation of county commissioners, the abolition of the county superintendency being believed to have resulted in great injury; (3) the re-establishment of county and normal institutes; and (4) an annual meeting of the commissioners to be held as a section of the State association. — (Amer¬ ican Journal of Education, February, 1876, p. 10.) NORMAL CONVENTION. The faculties of the several normal schools, with the State superintendent as chair¬ man, met also in convention at Mexico, in December, 1875, and adopted a uniform plan of work to be submitted to the respective boards of regents. Among the features em- bpced in it are a uniform course of study ; the same standard for admission ; the con¬ ditions of graduation to be the same ; the candidates to be examined by the State superintendent and presidents of each school ; the diploma for the advanced course to include a State certificate. — (American Journal of Education, February, p. 10.) LIST OF SCHOOL OFFICIALS IN MISSOURI. Hon. E.ICHARD D. Shannon, State superintendent of public schools, Jefferson City. STATE BOAEB OF EDUCATION. Name. Term. Post-office. Hon. R. D. Shannon, State superintendent, president. . Hon. Charles H. Harden, governor of the State . January 1, 1875-January 1, 1879.. January 1, 1675-January 1, 1877. January 1, 1875— January 1, 1877 January 1, 1875-January 1, 1877. Jefferson City. Jefferson City. Jefferson City. Jefferson City. Hon. Michael K. McGrath, secretary of state . Hon. John A. Hockaday, attorney-general . 254 REPORT OF THE COMMISSIONER OF EDUCATION COUNTT CO'^MISSIONERS. [Term, Apnl, 1875-1877.] County. Commissioner. [ Post-office. County. Commissioner. Post-office. Adair . Andrew . Atchison .... Audrain . Barry . Barton . Bates . Benton . Bollinger .... Boone . Buchanan.... Butler . Caldwell . Callaway .... Camden . Cape Girar¬ deau. Carroll . Carter . Cass . Cedar . Chariton . Christian .... Clarke . . . Clay . Clinton . Cole . Cooper . Crawford .... Dade . Dallas . Daviess . Do Kalb . Dent . Douglas . Dunklin . Franklin . Gasconade . . . Gentry . Greene . Grundy . Harri.son .... Henry . Hickory . Holt . Howard . Howell . Iron . Jackson . J asper . Jefferson .... Johnson . Knox . Laclede . La Fayette. . . Lawrence .... Lewis. . Lincoln . Linn . S. M. Pickier .V... F. T. McFadden . . . ! George F. Bixby . . i J. P. Gass . J. C. Sellers . ; A. K. Wray . J otham Sen dder . . ' T. C. Chapman _ ' G. W. Tallant . i M. Cheavens . ; C. F. Craig . i Isaac B. Tubb . ' D. M. Fergurson..- J. 1. Xichols . X. F. Knight . I J. B. Scott . j J. C. Anderson _ j Henry Hardin .... G. S. Spring . S. H. Gray bill . F. T. Dysart, coun¬ ty clerk. H. F. Davis . E. L. Lotz . George Hughes... Vincent P. Kelly.. W. S. Glover . O. F. Arnold . IV. F. Chapman . . . W. E. Bennington A. G. Hollenbeck . J. T. Conlson . T. J. 'Williamson. . Phil. F. Powelson Clark Doby . Homer SpiVa . S. Cahill . G. H. King . Wm. B. Whiteley J. H. Creighton . . . B. F. Thomas . T. B. Sherer . Thomas J. Clagott D. B, Biddle . Edmund Anibal . . Thomas Owings . . W. K. Glass . X. C. Griffith . D. L Cal dwell _ S. D. McPherson . . Isaac H. Brown... John McGivens .. L. F. Cotty . Daniel Matthias .. G. M. Catron . E. Boucher . George J. Taylor. . J. M McLellan _ B. A. Jones . Kirksville. Savannah. Phelps City. Mexico. Cassville. Lamar. Butler. Cole Camp. l^Larble HilL Columbia. Si. Joseph. Poplar Bluff. Hamilton. Fulton. Linn Creek. Cape Girar¬ deau. Carrollton. Freeland. Harrisonville. Stockton. Keytesville. Ozark. Kahoka. Liberty. Plattsbnrg. J efferson City. Bunceton. Cuba. Greenfield. Buffalo. Gallatin. Maysville. Salem. Ava. Clarkton. W ashington. Hermann. Albany. Cave Spring. Trenton. Bethany. Clinton. Quincy. Bigelow. Fayette. Chapel. Iron ton. Independence. Carthage. De Soto. W airensburg. Edina. Lebanon. Lexington. Mount Y emon Monticello. Troy. Linneus. Livingston.. McDonald .. Macon . Madison .... Maries . Marion . Mercer . Miller . Missis.sippi . Moniteau ... Monroe . Montgomery Morgan . Xew Madrid Xewton . Xodaway ... Oregon . Osage . Ozark . Pemiscot ... Perry . Petli’s . Phelps . Pike . Platte . Polk . Pulaski . Putnam . Ealls . Eandolph . . . Eay . Eeynolds . . Eipley . St. Charles.. St. Clair - St. Francois Ste. Gene¬ vieve. St. Louis _ Saline . Schuyler. . . . Scotland .... Scott . Shannon .... Shelby . Stoddard.... Stone . Sullivan .... Taney . Texas . V ernon . Warren . Washington Wayne . Webster.... Worth . Wright . G. A. Chapman ... J. J. Shorthill . Ben. Eli Guthiie.. Thos. H. J ohnson J acob A. Love _ J. M. McMurray . . Daniel Hubbell . . . J. S. Martin . W m. T. Marshall. . J. M. Hardy . Jesse Lewis . J. S. McCleary _ H. A. Blake . Wm. W. Farmer.. J. A. Livingston . . S. C. McClusky ... E. T. Burns . J. K. Kidd . Thomas Eoss - G. W. Carleton _ David W. Crow. .. W. F. Hansberger W. S. Perkins . J. D. Meriwether. . Jeremiah Clay... Morris A. Ewing. . Y. A. S. Eobinson . John Pickering . . . J ohn W. Keithlev B. S. Head . “. W. S. Thompkins J. Sutton . Gns. Eife . E. F. Hermanns. . . J. P. Lawton . O. A. Belknap . Cyrus C. Korlagon George T. Murphy Oliver Guthrie. . . . D. T. Truitt . James DonneUy .. J. B. Torbert . Joshua Shaller .. Wm. B. Magruder D. C. Flynn . Francis M. Kelly . Lucien Cover . S. Barker . Thomas A. Ausley A. J. King . Byron Taylor . W. H. Stuart . S. H, Honeymau. . . J. W. Thomas . T. C. Tebbles . Thomas Eidgway. Mooresville. PineviUe. Macon. Frederick town. Lane's Prairie. Palmyra. Princeton. Iberia. Charleston. Cahfornia. Paris. Mont g o m e r y City. Yersailles. Point Pleasant. X eosho. Maryville. Alton. Kiddridge. Ahnertha. Gayoso. PeiryviUe. SedJiia. St. James. Louisiana. Camden Point. MoirisviUe. Eichland. Hartford. Sidney. Moberly. Eichmond. Centreville. Little Black. St. Charles. Osceola. Iron dale. Wash¬ ing ton County. Ste. Genevieve. St. Louis. Miami. Lancaster. Memphis. Commerce. Eminence. Shelbyville. Dexter City. Mabry’s Ferry. Milan. Forsyth. Elk Creek. X'evada City. Wright City. Potosi. Patterson. Waldo. Grant City. Hartville.' NEBRASKA. 255 WEBKAS5£A. SUMMARY OF STATISTICS. SCHOOL POPULATION AND ATTENDANCE. Number of youth in State 5-21 years of age: Boys, 41,980; girls, 38,142.. 80, 122 Number between 7 and 16 years of age . 49, 196 Number enrolled in schools during the year . 55, 423 SCHOOLS. Number of school-houses in the St^te . 1, 805 Number of other school-rooms, (about) . . 100 Average duration of school in days, (about) . 96 TEACHERS AND THEIR PAY. Number of teachers employed : Men, 1,504 ; women, 1,587 . . . 3,091 Number necessary to supply the schools, (about) . 2, 500 Average salary of male teachers per mouth . $38 60 Average salary of female teachers per month . 33 10 FINANCIAL STATEIMENT. Income. From State tax . . . $164, 388 86 From interest on permanent fund . . . . . . 95,230 11 From other sources . . . 32, 856 17 Total income . . . 292,475 14 Expenditure. For sites, buildings, and furniture . . 316, 596 01 For libraries and apparatus . . . . 10, 810 35 For salaries of superintendents . . . 18, 916 35 For salaries of teachers . . . — . 414, 827 50 For miscellaneous expenses . . . . . . . 167, 038 68 Total . . . 928,188 89 Expenditure in the year per capita of school population . $7 769 Expenditure per capita of pupils enrolled in public schools . 11 42 SCHOOL FUND. Amount of available school fund, (except tax) . $121, 228 70 Permanent school fund, excluding value of unsold land . 1, 212, 287 70 Permanent school fund, including value of unsold landj (about) . . 15, 000, 000 00 Value of school property . 1, 848, 239 84 — (From special report to the United States Bureau of Education, by Hon. J. M. McKen¬ zie, State superintendent of public instruction, for 1875.) SCHOOL SYSTEM OF THE STATE. CONSTITUTIONAL PROVISIONS. The new constitution of 1875, superseding that of 1867, makes the governor, secre¬ tary of state, treasurer, attorney-general, and commissioner of public lauds and build¬ ings a board of commissioners for the sale and management of lands and funds set apart for educational purposes, and for the investment of school funds in such manner as maybe prescribed by law; declares that lands, money, and other property conveyed in any manner to the State for educational purposes shall be used and expended in ac¬ cordance with the terms of such conveyance, and defines as perpetual funds for com¬ mon school purposes, the annual income from which alone can be appropriated, (1) such per centum as has been or may be granted by Congress on the sale of lands in the State ; (2) moneys arising from the sale or lease of sixteenth and thirty-sixth section lands in each township, or lands selected in lieu of these ; (3) the proceeds of all lands granted or to be granted to the State, and not otherwise appropriated ; (4) the net proceeds of all property coming to the State by escheat or forfeiture, from unclaimed dividends, or distributive shares of the estates of deceased persons ; (5) all moneys, stocks, bonds, lands, and other property already belonging to the common school fund. It says that all other grants, gifts, and devises made or to be made to the State, and not otherwise appropriated by the terms of the conveyance, as well as the interest of 256 EEPORT OF THE COMMISSIONER OF EDUCATION. the funds above mentioned, the rents of unsold school lands, and such other means as the legislature may provide, shall be exclusively appropriated to the maintenance of common schools in each school district of the State. It gives for common school purposes to the several counties all fines, penalties, and license moneys levied within them under the general laws of the State, and to cities, villages, and other subdivisions of a county, all such arising under their especial rules, by-laws, or ordinances, the same to be appropriated exclusively to the common schools in the counties or subdivisions where they accrue. It then goes on to require that the legislature shall provide for the free iBstruction in the common schools of all persons between 5 and 21 years old ; and that provision shall be made by general law for an equitable distribution of the income of the com¬ mon school fund among the several school districts,* except those in which school is not maintained for at least three months ; while it forbids the sale for less than 87 per acre, or less than the appraised value, of university, agricultural college, common school, or other lands, held or to be acquired by the State for educational purposes. It declares that all funds belonging to the State for such purposes the interest and income of which only may be used, shall be held to be trust funds forever inviolate, losses on which shall be supplied, that they may remain forever undiminished ; and, in order to this, forbids the investment of them in any securities but those of the United States, or of the State, or the registered bonds of counties in the State; ancj equally forbids the transfer of them to any other fund or use than that for which they have been set apart. It says that the general government of the State University shall be, under the direction of the legislature, vested in a board of six regents elected by the voters of the State at large, for terms of six years, except that the first board shall be so arranged as to have two members go out at the end of two years and two more at the end of other two years, with a view to the introduction of fresh material. The two last sections of the article on education forbid the introduction of sectarian teaching into any school or institution supported in whole or part from public educational funds, as well as the acceptance by the State of any property or moneys to be used for sectarian purposes ; but allow the legislature to provide a State school for the moral, intellectual, and industrial training of children who, from any cause, are growing up in mendicancy and crime. PROVISIONS OF THE SCHOOL LAW. School Laws of Nebraska, 1873-75, as amended ; published by authority. OFTICEBS. A state superintendent of public instruction, six regents of the State University, a State board of commissioners, county superintendents of public instruction, district boards, and boards of education for cities form the regular ofncial staff of the school system, other officers ha%nng, however, certain duties to perform that interlink them with these. POWERS AXD DUTIES OF SCHOOL OFFICERS. Tfie State superintendent, elected by the people at a general election every four years, from the one in 1870, and entering on duty on the Ist day of January succeeding his election, is entitled to an office at the seat of government, to a salary of $2,000 per annum, and to a general head.ship of the educational interests of the State. His duties are (1) to organize, attend, and lecture at State teachers’ institutes in different districts of the State, counselling with the county superintendent-s w'ho are required to meet him there, on all matters connected with the school system ; (2) to visit such schools as he can, and advise with teachers on the manner in which they are conducted ; (3) to visit county institutes and lecture before them on topics that may subserve the interests of education ; (4) to define the text books to be used in the public schools ; (5) to prescribe the forms and regulations for reports and proceedings under the school laws ; (6) to attend to the printing and distribution of these laws, forms, and regulations ; (7) to submit annually, on the 1st day of January, to the governor, a full report of the ope¬ rations of his office during the year, embracing in such report everything relating to the working of the school system ; (8) to cause his report to be printed and properly distributed; (9) to apportion semi-annually the income from the State school funds and school moneys from other sources, according to the enumeration of youth reported to him by the county superintendents. He has the power to require of county super¬ intendents and other subordinate officers copies of the reports required to be made by them, and such other information as may be necessary to the conduct of his dej)arr- ment, and may grant State certificates to qualified teachers. The regents of the university have the general supervision of its interests, appoint¬ ment of officers, &c. ; but are entitled to no compensation beyond a reimbursement of expenses incurred in the discharge of their duty. ^ The State hoard of commissioners has the charge of the sale, leasing, and general man- NEBRASKA. 257 agement of all lands and funds set apart for educational purposes, and of tbe invest¬ ment of school funds in the manner prescribed by lav\'. County siqyerintendents of iiistruction are chosen by the people at the October elections every two years since the one in October, 1869, and enter on duty the 1st day of No- A'ember following. They are entitled to from 83 to $5 for each day actually employed in the performance of their duties, these duties being to hold, four times in each year at the county seat, an examination of all persons offering themselves as teachers for the public schools, with other such examinations at pleasure ; to grant certificates to those whom they find qualified in respect to character, learning, and ability to instruct and govern schools ; to make record of the certificates thus given, with the date, grade, and duration of each ; to visit each of the schools in their respective counties at least once in each year ; to note the condition of the school-houses, methods of discipline and in¬ struction ; to make record of tlieir observations, and counsel with Teachers and district boards as to improvements ; to promote, by public lectures. Teachers’ institutes, and other means, the improvement of both schools and teachers ; to receive from the State superintendent and distribute to district officers and teachers school blanks, forms, vtc.; to examine into the correctness of the reports of district boards, indorse approval on such as are found right, and require others to be amended ; to transmit the approved reports to the State superintendent ; and to report annually to him their own official labors and the condition and management of the schools under their charge. They also apportion the school funds to districts, one-fourth equally among all that have kept school the legal time and three-fourths according to the school population. The district boards are composed of a moderator, director, and treasurer,^ elected at the annual district meetings for terms of three years each, one going out each year to allow of new elections. They have the general care of the district schools ; may estab¬ lish rules for management of these ; may purchase or lease sites for school-houses, and erect, hire, or purchase the needful buildings ; have the care and custody of these and of all the school property connected with them; engage and pay certified teachers; fill vacancies occurring in their own number, and make annual report to the county clerk of taxes voted by the district the preceding year, and of those which they are authorized to impose. Specific duties are assigned also to the several members, as, that the moderator shtrll preside at the district meetings and countersign warrants and orders for money ; that the treasurer shall receive and pay over these on the order of the director, counter¬ signed by the moderator ; and that the director shall act as clerk of the board and of dis¬ trict meetings, and be the special agent for contracts with teachers, for taking an an¬ nual school census, for care of the school-house, and for making reports of school mat¬ ters to the county superintendent in several specified particulars. The boards of education for cities are composed ordinarily of four members, two of whom are elected each year for terms of two years. They serve nearly the same pur¬ poses as the district boards, and have a kindred distribution of offices and duties among themselves. SCHOOLS rxDEE xms system:. From the report for 1874 it appears that the whole number of public schools in that year was about 1,-500, of which 32 were graded. In the lower elementary schools spell¬ ing, reading, writing, grammar, geography, and arithmetic are taught ; in higher grades, the history of the United States and elementary drawing are added : in still higher, algebra, geometry, physiology, botany, and natural philosophy, while a few high schools prepare pupils for the university, the agricultural college connected with it, or the State normed school. SCHOOL FUXDS. Permanent common school fund, 1875, excluding value of unsold school lands, $1,212.287.70 ; annual income, from interest, taxation, &.c., $292,475. ELEMENTARY INSTRUCTION. GEXEUJLL EDUCATIOXAL CONDITIOX. The past two years have been exceedingly unpropitious for Nebraska in all her ma¬ terial interests. The drought and locusts have impoverished the people, and education has deeply felt their depressing influence. Still, about 69 per cent, of the youth between 5 and 21 years of age attended school or were enrolled on the school register. Of the 2,405 school districts in the State, 2,100 hpd school and some 809 sustained school six months or more during the year. The length of time school was sustained on an average in each school district was 96 days, and the average number of days each en¬ rolled pupil attended school during the year was 65 days ; but as one-fifth of all the scholars in the State, or 16,000, are found in 52 school districts which sustain nine * In districts containing more than 150 children of school age, the board may be composed of 6 trnstees. 17 I 258 REPORT OF THE COMMISSIONER OF EDUCATION. months’ school durinpj the year, it may not be too much to say that not more than half of the enrolled pupils attended school to exceed two months. The cost of tuition per each enrolled pupil, counting teachers’ wages, incidental expenses, aud 10 per cent, on the value of school property, was about $11.42. — (Address of State superintendent at State Teachers’ Association, March 30, 1876.) SCHOOL BUILDINGS AND APPURTENANCES. There are 1,805 school buildings in the State : 41 stone, 59 brick, 1,492 frame, and 213 log, sod, or dug-out, valued, including sites, at $1,748,239.80. Of these 1 is valued at more than $200,000, another at $50,000, 6 others between $20,000 and $40,000, 10 be¬ tween $10,000 and $20,000, 29 between $3,000 and $10,000, 332 at over $1,000 and less than $3,000, 680 at between $500 and $1,000. — (Same address.) One thousand one hundred and thirty-three school houses are furnished with patent seats and desks, and 632 have some apparatus, though but $10,810.35 were expended in the State during the year for apparatus ; 312 school houses have no blackboard, and 693 are entirely without outhouses. While many of our school buildings make a fine external appearance, too many of them are deficient in proper internal arrangement, comfort and convenience being sacrificed for show. Little regard has been paid to ventilation, and rarely has any effort been put forth to fence and improve the grounds. — (Superintendent’s address.) GRADED SCHOOLS. There are 21 districts which have 200 pupils and upwards ; 22 have more than 100 each, and there are about 10 that nearly reach 100 each. There are, then, in the State the nuclei of at least 50 graded schools. In the 21 districts with 200 pupils, schools should be established with at least four departments and such a course of study adopted as will afford preparation for at least the scientific department of the State university. teachers’ certificates. During the year there were 2,948 certificates issued by the county superintendent — 95 first grade, 1,345 second grade, and 1,508 third grade — besides quite a number hold¬ ing certificates from the State normal school. Number of certificates annulled, 6, a fact that speaks well for the teachers. — (Super- • intendent’s address.) SCHOOL SUPERVISION. The 60 county superintendents were employed in the duties of their office during the past year 5,119 days, making 2,497 school visits in the 2,100 districts having schools. Their compensation, as far as reported, amounted to $18,916.35, less than twenty-five cents tax on every $1,000 valuation. The number of school directors’ visits amounted to 5,274 during the year. — (Address of State superintendent.) GENERAL VIEW OF SCHOOL AFFAIRS. A county superintendent, writing to the Bureau of Education in 1875, says of the State : “We have a good school system; but as this country is new and thinly settled, we are deprived of many of the advantages of the Eastern States, such as lectures and well filled libraries, whereby the teachers may find access to such information as is necessary to keep them up to the times. I am satisfied that the people of the Great American Desert are wide awake in the cause of education. Our bountiful State school fund is one great incentive to this interest in education. Our school-houses are larger, more convenient, and better furnished, in comparison to our needs, than they are in most of the States east of the Mississippi River. Our teachers, on the whole, are earnest workers in the school-room.” PUBLIC SCHOOLS OF LINCOLN. In this city there are 5 schools, 1 only of which is graded. The others are situ¬ ated from one to two miles from the central building. They are all nominally under the superintendence of Professor W. W. Jones, city superintendent; but, as he is com¬ pelled to spend the most of his time in teaching classes in the high school, they are practically without supervision. TRAINING OF TEACHERS. STATE ]?fORMAL SCHOOL. This institution the State superintendent reports in a flourishing condition. The buildings are commodious and in good repair, and are ample for the accommodation of from three to four hundred pupils. There are 7 regular teachers besides the principal, 4 of whom receive a salary of $1,200 per annum each; the other teachers receive much less. The principal’s salary is $2,000 per annum. NEBRASKA, 259 The course of study iu the normal school is nearly equivalent to the amount neces* sary to enable the student to enter the junior class in the university scientific course. The institution had a landed endowment of twenty sections of laud. Of this, 2,800 acres were sold at something more than $20,000. This gave a regular income up to the present year of about $2,000 per annum. But the hard times have caused much of this land to revert again to the school, so that now it must depend almost wholly on appro¬ priations. But as the land is all situated in Lancaster County, it will not be long before it can all be sold, and thus put the school on a firm foundation, independent to a great extent of State aid. — (Address of the State superintendent before the State Teachers’ Associa¬ tion, March 30, 1876.) A letter from the school, dated December 5, 1874, published in the Nebraska Teacher of January, 1875, (p. 17,) states that the partial failure of the crops had not, as had been anticipated, reduced the attendance, but, on the contrary, it had increased. There was also a larger number of students in the higher classes of the normal course than ever before. The Nebraska Teacher for February, 1875, page 45, says, editorially : “ Bills have been introduced into the legislature for the establishment of normal schools at Fremont and Tekama. The time is near at hand, if it has not already arrived, when the State will need another normal school. If this had been an average year, the present one, even with its new building, would have been filled to overflowing.” SECONDARY INSTRUCTION. INSTITUTIONS OF HIGH SCHOOL GRADE. There are but few schools in the State in which pupils can obtain proper instruction in any except the common branches. Assuming that but 1 scholar iu 50 will desire a fair education such as a good high school can afibrd, there are then in Nebraska more than 1,600 young people desiring such opportunities. The State University and State Normal School provide for 300 of these, the private institutions in the State for 200 more, leaving 1,100 to find their education elsewhere or not at all. The only source left, says the State superintendent in his address to the Teachers’ Association, must be through the higher departments of the graded schools. A special report from Brownell Hall, a school for the secondary instruction of girls, at Omaha, under the charge of the Protestant Episcopal Church, shows an attendance of 70 pupils, instructed by 7 teachers. Drawing and music, both vocal and instru¬ mental, are taught. The school has an indifferent chemical laboratory and philosoph¬ ical apparatus and a library of 1,500 volumes. PREPARATORY DEPARTMENTS OF COLLEGES. In the preparatory classes of the colleges of the State 260 students were engaged in secondary studies during 1875, of whom 73 were in preparation for a classical collegiate and 58 fur a scientific collegiate course. — (Returns to Bureau of Education.) BUSINESS COLLEGE. The great Western Business College at Omaha reports an attendance of 75 students — 50 young men and 25 young women — engaged in the study of orthography, reading, penmanship, grammar, arithmetic, history of the United States, book-keeping, commer¬ cial law, telegraphy, and phonography. Since the organization of the school, in 1 873, there have been 33 graduates, 3 of whom were women. Five students were studying phonography and 10 telegraphy. — (Special report to the United States Bureau of Education, i875.) SUPERIOR INSTRUCTION. STATE UNIVERSITY. The university is at present in a very good condition. The number of professors now actually engaged in the work of instruction is 6 besides the chancellor. Four of these receive $2,000 per annum, 1, $1,000, and 1, $600. The chancellor’s salary is now $3,000 per annum, but at the last meeting the board raised it again to $4,000. The in¬ stitution has a well selected library of more than 1,500 volumes, valued at $3,000 at least. The cabinet and apparatus are also creditable for so young an institution. — (Address of State superintendent.) OTHER COLLEGES. Doane College is located in Crete, and is under the control of the Congregational Church. Mr. Thomas Doane gave the institution $12,000 and a name. The present assets, besides the building, amount to about $20,000 in notes, 600 acres of land in Crete, 200 more in Polk County. About 50 pupils were in attendance last year. 260 REPORT OF THE COMMISSIONER OF EDUCATION. NehrasJca College is situated in Nebraska City, and is for young men only. ‘‘ It sup¬ ports itself entirely by its current patronage.” The number of pupils usually in at¬ tendance is about 70. Young men can here be prepared to enter the junior year of the university. The annual expenses of the pupils boarding in the institution are $280. Recently a theological school has been opened near the college for the benefit of the young men studying for the ministry. Statistics of a university and colleges, 1875. Names of university and colleges. 1 Corps of instruction. 1 Endowed professorships. Number of students. Property, income, &c. Number of volumes in libr.ary. Preparatory. Collegiate. Value of grounds, build¬ ings, and apparatus. Amount of productive funds. Income from productive funds. Receipts for the last year from tuition fees. Receipts for the last year fro-m State appropria¬ tion. Aggregate amount of scholarship funds. I*oane College . 3 62 7 $8, 000 133, 785 $2, 478 $614 250 Nebraska College* . 10 "o’ 88 4 23, 000 0 0 8, 000 $0 $0 al,700 University of Nebraska.. 9 0 110 35 150, 000 0 0 0 20, 000 1, 400 * From Keport of Commissioner of Education for 1874. a Includes society libraries. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCnSNCE. The agricultural department of the State university is growing in efficiency and importance. During the past fall and winter a neat substantial house was erected on Jthe farm at a cost of about $4,000. There are now good accommodations on the farm for from 20 to 30 students. Some start is also made in the best breeds of cattle and hogs. One hundred and seventy-one acres were cultivated during the past year, and the crops were among the finest in the State. Could 134,800 acres of land belonging to the university and agricultural college bo made available by sale or lease, the success of the institution would be assured. Until that can be made available it must depend on the fostering care of the State. — (Ad¬ dress of State superintendent.) THEOLOGY. The divinity school of Nebraska College is intended to prepare for the ministry of the Protestant Episcopal Church such young men as desire to enter on that sacred office. The bishop of the diocese is professor of pastoral theology. Statistics of schools for scientific and prof essional instructian, 1875. al8 Property, income, &c. Value of grounds, buildings, and apparatus. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for the last year from tuition fees. 1 . 1 1 . O >> > ^ O JS 150 800 .Schools for professiomil instruction. SCHOOL OF SCIENCE. Jtfrricultural college, (IJnivereity of Hebras- •ka.) SCHOOL OF THEOLOGY. irivinity school of Nebraska College* . From Keport of Commissioner of Education for 1874. a Also 15 preparatory students. NEBRASKA. 261 SPECIAL INSTRUCTION. EDCCATIOX OF THE DEAF AND DUMB. The asylani for the deaf and dumb is located near Omaha. It has very good grounds and buildings. Fitty-three pupils have been admitted into the institution since its organization in 1869. The running expenses of the school are about $15,000 per annum. Mute children, whose parents live in the Stat«, of' good moral habits, suitable age, and sound minds, are admitted to all the privileges of the institution free. A course of eight years is allowed. Parents who are unable to clothe their children may, under certain regulations, obtain aid from the State. There are, it is stated, over a hundred deaf-mutes in the State ; but, notwithstanding the liberal provision for their educa¬ tion, only 37 are in the institute. — (Address of State superintendent before State Teachers’ Association, March, 1876, and Nebraska Teacher, March, 1875, p. 76.) EDUCATION OF THE BLIND, During the past year a fine brick building has been erected a little north of Ne¬ braska City as an asylum for the blind. For the amount of money expended — about $10,000 — it is one of the best buildings in the State. The institution is in charge of Professor Bacon, a blind man himself, who has shown great perseverance and energy in planning, superintending, and push¬ ing forward the work. There are now about 14 pupils in the asylum receiving instruction. — (Address of superintendent before the State Teachers’ Association, 1876.) EDUCATIONAL CONTENTIONS. STATE teachers’ ASSOCIATION. The ninth annual session of the association met at Omaha, March 31. The president and vice-president both being absent. Professor Kellom was elected president j>7*o tempore. The address of welcome was delivered by Hon. B. E. B. Kennedy, vice-president of the Omaha board of education. Addresses were afterward delivered by Hon. J. M. McKen¬ zie, State superintendent of public instruction, on “ The present condition of education in the State by Mrs. Fannie J. Ebright, on “ The influence of Music ; ” by Chancellor A. E. Benton, ofthe State University, on “ Moral education ; ” by Professor S. E. Thompson, dean of the Agricultural College, on “ The industrial education of women.” Hon. Alouzo Abernethy, State superintendent of Iowa, delivered an able and interesting lecture on the general topic of public school education, among other points urging the importance of moral training and insisting upon equal educational advantages for boys and girls. A paper on industrial drawing was presented by Professor G. E. Bai¬ ley of the State University, one on oral instruction, by Professor J. H. Worthen, prin¬ cipal of the Nebraska City high school, and one on the duties of county superintend¬ ents, by F. M. Williams, county superintendent of Richardson County. This meeting was, in many respects, says the Nebraska Teacher, the best ever held in the State. The attendance was large, notwithstanding unpleasant weather, and several of the papers were marked with more than ordinary ability. — (Nebraska Teacher, May and June, 1875.) LIST OF SCHOOL OFFICIALS IN NEBRASKA. Hon. J. M. McKexzie, State superintendent of pxiblic instruction, Lincoln. [Term, January 1, 1875, to January 1, 1879.] COUNTY SUPERINTENDENTS. [Term, Xovember 1, 1875, to November 1, 1877.] County. Name. Post-ofl&ce. Antelope . . . H.J. Miller . Neligh. Hastings. Kearney. Decatur. Boone. TTlysses. Weeping Water. Sidney. St. Helena. Sutton. Schuyler. Wisner. Dakota City. Adams . A. Ti. WigtoTi _ _ _ Buffalo . .T. S wen son _ _ _ Bnrt. _ _ _ _ _ W. E. Drnry _ . Boone . tv. A. Hosford _ _ _ _ _ Butler . A. .T. Combs _ Cass . G-. B. Crippen _ ... Cheyenne . B. IT. Bordwell _ _ _ Cedar . . . Frank (’ampbell Clav . T. tv. Brookbank _ .. Colfax . .Lames A. (rrimison Cuming . J. H. Moekett _ _ Dakota . i J. Zimmerman . 262 REPORT OF THE COMMISSIONER OF EDUCATION. List of school officials in XehrasJca— Concluded. / Dixon . Dodge .... Douglas.. - Dawson... Fillmore . . Franklin.. Furnas ... Gage . Greeley... Gosper. ... Hall . Hamilton . Howard... Harlan . . . . Hitchcock Johnson .. Jefferson. . Knox . Kearney .. Keith . Lancaster. Lincoln . . . Madison .. Merrick... NnckoUs.. Kemaha .. Otoe . Pawnee... Pierce .... Platte .... Polk . Phelps . Kichardson . . Bed TTillow.., Sarpy . Saline . Saunders _ Seward . Stanton . Sherman . Thayer . Valley . Washington ., Webster . Wavne . York . . County. Commissioner. Post-office. J. H. Addison . H G. Wolcott . John Kush . . W. H. Lengel . J. A. Dempster . Mrs. M. E. DeClercq . T.K Clark . J.K. Little . Mansel Davis . . Henry Kunn . Delevan Bates . Thompson McKahb . Miss Alice Murdock C. A. Gesselm an .... . George B. Foster - A. C. Koutzahn . C. A. Lyon . J.J. Bartlett . E. K. Searle . S. G. Lamb . Alexander Stewart.. E. M. Squires . John Patterson . J. B. Kesbitt . D. W. Pierson . HKKaymond . William Ballance . . . . C. H. Frady . Charles A. Speice . . . J.B. Mitchell... . Frank Hazen . F. M. Williams . M. H. Skinner . M. Langdon . W. P. Grantham . S. X. Knepper . J. D. Messenger . J. H. Darling . H. A. Gladding . Barzilias Price . Oscar Babcock . Charles Cross . J. S. Gilham . Andrew Bevins . James E. Cochran . . . Daily Branch. Fremont. Omaha. Plum Creek. Geneva. Bloomington. Arapahoe. Beatrice. Korth Lonp. Grand Island. Orville City. St, PanL EepubUcan City. Culbertson. Helena. Fairbnry. Creighton. LoweU. Ogallalla. Lincoln. Xorth Platte. Shell Creek. Central City. Kelson. Brownville. Kebraska City. Pawnee City. Pierce. Columbus. Stromsburg. Williamsburg. Salem. Lebanon. Lisbon. DeAVitt. Wauhoo. Seward. Stanton. Loup City. Alexandria. Korth Loup. Herman. Ked Cloud. LaPorte. York. NEVADA. 263 NEVADA. SCHOOL SYSTEM OF THE STATE. EDUCATIONAL PRO'^^SION8 OF THE CONSTITUTION. The constitution of 1864, under which the State came into the Union, directs, article XI, section 1, that “ the legislature shall encourage by all suitable means the promo¬ tion of intellectual, literary, scientific, mining, mechanical, agricultural, and moral improvement, and also provide for the election by the people, at the general election, of a superintendent of public instruction,” whose term of oflQce should be 2 years, (since lengthened to 4 years ;) section 2, that “ the legislature shall provide for a uniform system of jiublic schools by which a school shall be established and maintained in each school district at least six months in every year section 3, that the proceeds of lands given by the General Government, of escheats, of fines for penal offences, and of property given or bequeathed to the State for educational purposes shall be made the basis of a school fund, the interest of which only shall go to aid the schools and a State Uni¬ versity ; section 4, that provision for the establishment of said university, to embrace departments for agriculture, mechanic arts, and mining, shall be made by the legislar- ture ; section 5, that the legislature shall have power to establish, normal schools and such different grades of schools, from the primary department to the university, as shall be deemed necessary ; section 6, that a special tax of half a mill on the dollar of all tax¬ able property for ten years and afterward of a quarter of a mill on the dollar, at least, shall be levied in aid of other means for the support of the university and . common schools ; section 7, that there shall be a board of regents of the university, to consist, for four years, of the governor, secretary of state, and superintendent of public instruc¬ tion, and afterward of their elected and qualified successors; section 8, that these regents shall, out of the first funds coming into their hands, organize a mining depart¬ ment, preserving, bowever, intact, for the agricultural and mechanical department, all proceeds of the congressional land grant of 1862 ; section 9, that no sectarian instruc¬ tion shall be imparted or tolerated in any school or university established under this constitution. PEOV^SIONS OF THE SCHOOL LAW. Laws Eelating to the Public School System of the State of Nevada, compiled and published by the superintendent of public instruction, 1873. OFFICEES. A State board of education. State superintendent of public instruction, three regents of the university, county superintendents of public schools, county boards of examiners, boards of school trustees for districts, and district census marshals are the school officers recognized by law. POWERS AXD DUTIES OF THESE OFFICERS. The State hoard, composed of the governor. State superintendent of public instruction, and surveyor-general of the State, with the governor for president and superintendent as secretary, is the supreme advisory council in school affairs, and, at -its semi-annual and special sessions, devises plans for the better organization of the public schools and the improvement and management of the public school funds ; has a power of supervision over the apportionment of these, power to act with the superintendent in providing for a State teachers’ institute, and to prescribe and cause to be adopted a uniform series of text books for the principal studies pursued in the public schools, not to be changed under four years. The regents have the general care of establishing and providing for the organiza¬ tion and maintenance of the State university, which is thus far still in embryo. The State superintendent — who is elected by the people at the general fall election in every four years, beginning with 1866, and enters upon duty the first Monday of January following — has it as his duty to apportion the State school moneys to the counties in proportion to their school population ; to furnish to the proper officers an abstract of such apportionment, with the needful orders, under seal of the State board, for the same ; to prescribe and distribute forms and regulations for school reports, with copies of the school laws, to all local school officers ; to convene, preside over, and provide for the exercises and expenses of an annual State teachers’ institute; to visit once a year each county in the State, with a view to the inspection of schools, consultation with county superintendents, and addressing public assemblies on edu¬ cational themes ; to report to the governor biennially, on or before the Ist of De¬ cember preceding the legislative session, everything relating to school affairs ; and to attend to the proper distribution of this report when printed. 264 REPOKT OF THE COMMISSIONER OF EDUCATION. Tlie covnty superintendents are chosen by the people of their respective counties every two years, beginning with 1866, at the general election, and take office on the first Monday in January following. It is their duty (1) to apportion to the several school districts, in proportion to their school population, the moneys for school purposes in the county treasury, and to forthwith notify the treasurer and school trustees of the details of such apportionment ; (2) to draw warrants on the county treasurer in favor of the trustees of any school district in their counties for the amount of any duly authenti¬ cated bill attended with an itemized account, and for the purchase of school books for indigent children ; (3) to visit and exercise a general supervision over each pub¬ lic school in their counties, said visits to be once a year or once a term, according to the distance of the schools ; (4) to distribute promptly to trustees, teachers, &c., the forms, laws, instructions, and reports received from the State superintendent; (5) to keep on file in their offices all reports received from subordinate officers and full records of their own official acts, to be delivered to successors at the conclusion of their terms ; (6) to make annually to the State superintendent, by September 15, on pain of forfeiting $200, a full report of the matters reported by subordinate offi¬ cers respecting school affairs for the year preceding ; (7) to preside over, regulate, and conduct county teachers’ institutes ; (8) to appoint school trustees in districts where the voters fail to elect, and to fill vacancies occurring in the board; (9) to subscribe annually for a sufficient number of copies of an educational journal to furnish one to each school officer and teacher in their counties and pay for the same out of the county school fund. The compensation for performing these duties is “such as shall be allowed by the board of commissioners of each county, at least sufficient to pay all necessary travelling expenses” incurred in the discharge of legal duty. The county hoards of examination consist of the county superintendent and two com¬ petent persons appointed by him. They are constituted for the purpose of examining persons wishing to teach in the public schools, and may give certificates of two grades of qualification to such as stand the tests for them. School trustees. — Boards of trustees for school districts consist ordinarily of 3 per¬ sons ; but in districts polling 1,500 votes, of 5. They are elected by the people, at the general elections, for terms of 4 and 2 years^ and enter upon office on the first Mon¬ day of January following. They have the care and custody of all public school prop¬ erty within their districts ; the building, purchasing, or hiring of school-houses and the erection of needful outhouses ; the employment of teachers and dismission of them for cause ; the providing of school-houses with furniture and apparatus, as well as books for indigent children ; the division of schools into primary, grammar, and high school departments ; the expulsion of incorrigibly disorderly children ; the proper apportionment of school funds among the schools ; and the making of annual reports to the county superintendent as to the number of children of school age, (6 to 18,) the number of schools, of teachers, of children in attendance, and average attendance, with other particulars showing the educational condition of their districts. The district census marshals are officers appointed by the school trustees of each district, on or before the 1st of May in each year, to take a specific census of all the children of school age, with full particulars as to sex, residence, parentage, and school connec¬ tion, to be reported to the county superintendent or board of education in their respec¬ tive districts, towns, or cities. SCHOOLS. The schools of the State, as above indicated, are divided into primary, grammar, and high. In the first are to be taught spelling, reading, writing, arithmetic, the elements of natural philosophy, and geography ; in the second are to be added English grammar, history of the United States, physiology, hygiene, and chemistry ; and in higher schools, algebra, geometry, drawing, natural })hilosophy, astronomy, or the elements of book¬ keeping. These schools are free to all residents of school age for six months of the year. After that, rate bills may be imposed on all who send children to them. A compulsory law requires attendance at school for at least sixteen weeks each year. The State University exists thus far only in its preparatory department. ELEMENTARY INSTRUCTION. NO KEPORT. The report on school affairs in this State is made biennially, as before stated, and is not due till the close of 1876. The only information available meanwhile is the fol¬ lowing abstract of the first semiannual apportionment of school moneys for 1876, which is made by the superintendent at the rate of $3.740015-j- per census child : NEVADA. 265 TaUe showing the first seniianuual ajyportionmeni of school moneys for 1S76. Name of county. 1; life = -5 = .J < Name of county. 1; Pi lii Amount. ... _ .47 $175 78 Lyon . 373 1 $1. 395 03 253 946 2-2 . le4 1 '688 16 Flki? . 479 1,791 47 Ormsby . 7C7 , 2, 863 59 190 710 60 1 Storey . 2, 672 1 9, ajJ3 32 . . 1 1 vf* kn . . 3‘.2 1,241 69 W aslioo . 639 2, 389 87 ... 3S3 1. 432 43 1,231 21 : White Pine . . 272 , 1, 017 28 330 T.trtPnln . 589 2; 202 87 ■ Total . 7, 510 1 28, 087 52 SECONDAEY INSTEUCTION. PUBLIC HIGH SCHOOLS. In the absence of a report from the State superintendent for 1874-’75, no reliable infor¬ mation respecting high schools in the State school system can be presented. OTHER SECONDARY SCHOOLS. The only one of these making direct return to the Bureau of Education for 1675 is the prei)aratory department of the State University, at Elko, vhich reports 1 in¬ structor, with i5 male and 16 female students. SUPEEIOE INSTEUCTION. STATE UNIVERSITY, ELKO. This, as before stated, exists thus far only in its preparatory department, the uni¬ versity proper waiting for a fuller preparation of students for its classes and for an increase of its funds by sale of lands belonging to it. The principal of the preparatory department writes, with his return, “ This school, jnst started, you may say, has its foundation of land grants from the General Government, as others in other of the new States. Several of my pupils are pursuing a university course, but the most are of about high school grade, and may be prepared for college at short notice.” LIST OF SCHOOL OFFICIALS IN NEVADA. Hon. S. P. Kelly, Stat£ superintendent of public instrucuon, Carson City. [Term, 1875-’79.] STATE BOARD OF EDCCATIOX. Name. Post-office. Hia excellency L. E. Bradley, governor . . . . . . . Carson City. Carson City. Carson City. Hon. John Day, surycvor-general . Hon. Samuel P. Kelly, State superintendent of public instruction . . . COUXTY SUPERrVTEXDKXTS. [Term, 1S75-1677.J County. Superintendent. Post-office. Churchill . 1 W. H. A. Pike . . . Educational Institute. Genoa. Elko. Aurora. Eureka. Winnemucca. Austin. Pioche. Silver City. Belmont. Carson City. GoldHilL Peno. Hamilton. Douglas . John E. Johns _ _ _ _ _ _ Elko . E. S. Yeates _ . _ i-. _ Esmeralda . D. H. Fletcher . . . . Eureka . .A.W. Kave . . . . Humboldt . ('. Cbennwith . Lander . Lincoln . J. P, Williamson . (t. R. .Alev.and,^.r ... _ . . Lyon . C. "McDuffie _ _ _ - _ Nye . F. C. (rran a-pr . Ormsby . L. S. Greenlaw _ _ _ Storey . . J. N. Flint . "Washoe . Orvis Ping . White Pine . n. S. Herrick _ _ _ _ 2G6 EEPORT OF THE COMMISSIONER OF EDUCATION. ]¥EW HAIflPSHlKE. STATISTICAL SUMMARY. 1675. 1873. Increase. Decrease. 6CHOOI. POPULATION AND ATTENDANCE. Humber of boys enrolled . Humber of girls enrolled . Humber enrolled under 6 years of age . Humber enrolled over 16 years of age . Humber enrolled betTvoen 6 and 16 years of age . Totai enrolment . Average attendance . Average attendance for each school . Ratio of average attendance to whole number . Humber attending private schools . Humber between 5 and 15 not in any school . Ratio of non-attendants to number enrolled . Whole number of children reported . Humber reported in higher branches . TEACHERS AND TEACUERs’ PAY. Humber of male teachers . Humber of female teachers . Average wages of males per month, including board . Average wages of females per month, including board . .. Humber teaching for the first time . Humber teaching same school successive terms . . Humber that have attended institutes . Humber that have attended normal schools . . Humber that “ boarded round ” . SCHOOL DISTRICTS, SCHOOLS, AND SCHOOL-HOUSES. Organized school districts . Districts formed under special act . Humber of schools . Humber of schools graded . Humber of town high schools . Humber of district high schools . . . Humber of schools averaging 12 scholars or less . Humber of schools averaging 6 or less . Average length of school term in weeks of 5 days . Humber of school-houses . T . Humber reported unfit for school purposes . I . . . Humber not used in the past year . Humber built in the past year . Humber having no blackboard . Humber that have globe or outline maps . Estimated'value of school buildings and sites . Estimated value of school app.aratus . Average value of school buildings and sites . Average value of apparatus to each school . INCOME AND EXPENDITURE. Income. Raised by town taxes . Raised by district taxes . Literary fund . Local funds . Railroad tax for schools . Dog tax and contributions . Total revenue * . Expenditure. For new buildings . For permanent repairs . For miscellaneous expenses . For teachers’ salaries, including board . Total exjienditure * . . Average per scholar . Average per scholar on average attendance..^ . 35, 901 32,65« 6,222 6, 664 55, 665 68, 751 48, 288 18.54 .702 3, 357 4, 164 .06§ 76, 272 5, 172 36, 529 33, 345 628 495 46, 759 1,529 ! 14. 73 3.81 1 .68 .22 ! 2, 613 744 3, 680 484 76, 167 105 ' 503 3,166 H2 61 25 54 646 1,189 1, 891 237 383 527 3, 296 $40 78 $1 63 23 84 1 70 632 14 1,135 54 1 1, 762 129 2,118 31 2, 599 403 19 20 964 241 20 2,223 388 49 25 58 649 $2, 228, 905 29, 154 1, 002 13 11 2, 183 2, 496 392 103 11 65 I [ 938 26 : 2ii H 402 14 1 1 . $1,917,625 1 23, 347 1 . $3li, 280 1 5, 807 i . i i $478,318 I 60,847 27,3411 ! 25,348 I 6,401 I 24, 883 I $367, 552 66, 598 23, 491 2.3, 701 10. 316 10, 868 $110, 760 3, 849 1, 647 r"i4,’6i5 $5, 751 3,915 623, 137 226, 523 37, 721 61,850 424,889 1 5C2, 526 i 120.611 1 111,604 j 152, 640 750,983 i 507,446 | 243,537 10 95 15 40 BUTE R VISION. Humber of public school examinations . Humber of educational meetings for the benefit of teachers Humber of teachers examined in part by written exercises. Humber of teachers that have failed to secure certificates. 2, 480 113 999 122 * The figures of the State report, with explanations which cannot here be given, are : For total revenue, 1875, $621,649 ; 1873, $507,446 ; increase, $114,203. For total expenditure: 1875, $742,854; 1673, $507,446 ; increase, §235,408. NEW HAMPSHIRE. 267 —(From the twenty-ninth annual report of public schools of New Hampshire, for the school year 1874-75, by Hon. J. W. Simonds, State superintendent of public instruction. Mr. Simonds has used 1873 for the comparison of increase or decrease in these tables because the returns for 1874 were less complete.) SCHOOL SYSTEM OF THE STATE. CONSTITUTIONAL PROVISIONS. The constitution, as amended in 1874 and since continued, declares that as knowl¬ edge and learning generally diffused through a community are essential to the pres¬ ervation of a free government, and as a spreading of the opportunities and advantages of education is highly conducive to this end, “ it is the duty of the legislators and magistrates in all future periods of this government to cherish the interest of literature and the sciences, and all seminaries and public schools ; to encourage private and public institutions, rewards and immunities for the promotion of agriculture, arts, sciences,” &c. PROVISIONS OF THE SCHOOL LAW. Digest of School Laws, by C. R. Morrison, 1869, with amendments and additions to 1875. OFFICERS. The principal ofiScers are a State superintendent of public instruction, trustees of the State normal school, school committees for towns, and prudential committees for districts. POWERS AXD DUTIES OF THESE OFFICERa The State superintendent — who is appointed by the governor and council and holds his oflBce for two years — has a general supervision and control of the educational interests of the State. He prescribes the form of school registers and of blanks for the returns to be made by school committees ; sends these to the clerks of the several towns and cities for distribution ; receives and arranges all reports and returns of school committees ; distributes State documents in regard to public schools or other forms of education ; investigates the condition and efficiency of the school system ; and is to pursue such a course as to him seems best fitted to excite an interest in education, and guide such interest in the best channels when aroused. He is also annually, on or before the first Wednesday in June, to lay before the general court a printed report, containing abstracts of the reports of school committees, details of his own acts as superintendent of instruction, a like detail of the condition and progress of popular education in the State, and such suggestions as to improvement in it as his information and judgment may dictate. His salary is $1,200, with allowance for postage, station¬ ery, and other office expenses. The trustees of the State Normal School are appointed by the governor, by and with the consent and advice of the council ; consist of fifteen persons besides himself and the superintendent of instruction, not more than two from one county ; hold office for two years, part going out each year and being replaced by new appointees ; have the gen¬ eral management of the normal school and the appointment of the principal ; and are, at their annual meeting, to appoint committees of their number for the oversight of the several departments of their work. The school committees for toivns are elected ordinarily by ballot at the annual town meeting, but may be chosen for such terms as the town thinks proper ; consist of any number the town may choose ; may include female members ; and have it as their duty to examine and license teachers, to visit the schools twice in each term, to prescribe suitable rules for managing and grading them^to make regulations respecting attend¬ ance on them, to furnish to each teacher a blank register for keeping a school record, and to make annual report (under penalty of $50 for failure) to the town meeting and the State superintendent of all matters relating to the schools, with an enumeration of the school population of each sex and the number between 5 and 15 years of age that have not attended school. They may dismiss teachers, after twenty-four hours’ notice and a hearing, if requested to do so by a majority of the legal voters, and may, of their own motion, do the same without a hearing, if they find any teacher incapable or unfit to teach or disobedient to the rules made by them. Text books introduced by them into schools must continue in use for three years from the time of introduction, and not more than one such book or series of books on one subject, used in each class of schools, may be changed in any year; but no sectarian or partisan work may be in¬ troduced. For the performance of their duties committee men receive “ such reason¬ able compensation as the town may determine.” Prudential committees, not to exceed three persons, elected by the voters at a school district meeting, are required to call meetings of their districts, giving fourteen days’ public notice ; to select and hire teachers for the district, provide them board, furnish necessary fuel, make such repairs to the school-house as may be required, notify the 268 REPORT OF THE COMMISSIONER OF EDUCATION. superintending school committee of the commencement and close of schools, and give them such information and assistance as may be necessary for the performance of their duties. In case the school-house should be out of repair or not of sufficient size to accommodate the scholars, the prudential committee, -with the consent of the school committee, may provide suitable rooms and conveniences for the use of the scholars, at the expense of the district. SCHOOLS. The schools under the State system vary in character from the primary district school, in which are taught only reading, spelling, writing, English grammar, arith¬ metic, and the elements of geography and history, to union and high schools in which students may be prepared for college. Of all kinds there were 2,599 reported in 1875, among which 403 were graded and 39 were high schools of either united, districts or towns. A compulsory law requires that all children from 8 to 14 shall attend school for at least twelve weeks in each year. The existence of a State normal school has been noticed. There is also a State Agri¬ cultural College, sustained from the congressional land grant of 1862, in connection with Dartmouth College. SCHOOL FLUmS. A permanent school fund of nearly $500,000 enables the State to supplement the amounts raised by local taxation and other means, bringing ihe annual school revenue up to $621,649 in 1875. ELEMENTARY INSTRUCTION. CIECULARS OF SDPERIXTEXDEXT SIMONDS. For the purpose of awakening and guiding public sentiment in relation to the prac¬ tical interests of education, it seemed advisable to the superintendent to institute an official correspondence with the supervising school officers, and submit for their con¬ sideration information and suggestions calculated to assist them in the discharge of their duty. The results accomplished by these efforts have been very encouraging. Circular No. 1, directed to town school committees, called their attention to “An act to compel children to attend school,” and urged them to secure an impartial and systematic execution of its provisions. Circular No. 2 contained a resume of the duties of school committees, accompanied with suggestions. Circular No. 3 contained inquiries con¬ cerning the progress of the school, competency of teachers, the practicability of hold¬ ing town teachers’ meetings, the re-establishment or teachers’ institutes, and the supervision of the schools. Circular No. 4 called attention to the law allowing towns to elect school committees for different periods of one, two, and three years, and after the first election one member annually for three years. Circular No. 5 contained ques¬ tions concerning elementary instruction, system and unity of effort, value of merit marks of teachers’ institutes, worth of State school report, how many copies the Stato sliould distribute, and the effect of establishing a State board of education. Circular No. 6 invited attention of selectmen of each town and assessors of each city to their duty “ to make an enumeration of the children of each sex between the ages of 4 and 17 in their respective towns and cities.” Circular No. 7 was addressed to town school committees, respecting examinations of applicants for teachers’ positions. Cir¬ cular No. 8 called attention to the same points as No. 6, and, in addition, to the number of children between 5 and 15 that have not attended schools. — (Appendix to twenty- ninth annual report.) ABSTRACT OF TOAVN REPORTS. The thirty-ninth annual report is largely made up of the reports from superintending school committees. Some of these state facts ; some discuss principles or practices. As far as can be gathered from the former class, the following appear to be the facts concerning the condition of the schools ; Disadvantages. — Complaint is made in many of the reports of there being an excessive number of school districts, and, as a natural consequence of this, short schools, low standards, imperfect classification of pupils, a lack of illustrative apparatus, poorly paid teachers, and comparatively slight results. Rural districts that once sustained a large population are now sometimes almost deserted, and instead of 25 or 30 scholars attendant on the schools, there may be found, it is said, not more than 4, 5, 10, or 12. The tax raised in such districts is, of course, generally small. Cheap teachers and poor teaching too often come of this, and instead of good school rooms, with ample appara¬ tus, lively classes, and rapid upward strides, there is apt to be a neglected building, in which classes, too small to awaken the enthusiasm of a teacher, study as they best can, with almost no means of geographical, arithmetical, or philosophical illustration. Thus, as to the districts, one committee says : “ Districts formerly having large and flourishing schools are now almost destitute of children of school age.” Another, “ There has been a time when there were 40 to 60 scholars in many of the districts ; now the largest one contains only 26, and the four smallest an aggregate of only 23 NEW HAMPSHIRE. 269 and still another, “ Many of the districts have become nearly depopulated, and nothing remains but the old cellars to tell the stranger that once a flourishing farm house stood there, vhich was the home of numerous children. Instead of 2o, 30, or 40 scholars, we now find 4, 5, in very few instances more than 12. In such small schools there is but very little interest manifested on the part of either teacher, scholars, or parents.” As to school houses, it is said by one, “ The school houses are, in many cases, unfit for the use they were designed for, and the few farmers left in the district hardly feel able to incur the expense of furnishing a better house for so few scholars by another, “We have several districts with few scholars, little school money, and bad houses;” by a third, “ I speak with candor when I say that several of the school houses are no longer fit for school purposes, especially in winter;” by a fourth, “One school-house has no shed nor entry way, and two others, which have, are left with large openings, with no proA’isions for closing. The doors and windows are so impaired that the snow- blows in, and so much cold air enters that it would seem almost as wise to attempt to warm the atmosphere outside as within. Then the arrangements for warming these houses are mere shams ; stoves small, pipe old and nearly burned or bursted out, and so disconnected that the smoke as easily escapes by way of the doors and windows as by the chimney.” As to illustrative apparatus, a chairman of a school committee in a fairly prosperous town writes: “Our schools are almost destitute of this great desideratum. There is hardly a district in town but needs a globe, maps, and a dictionary.” A second says : “ In nearly all the school rooms in town there is a want of proper and necessary imple¬ ments for the teacher to work with.” A third puts into his report the statement : “We find some schools sadly destitute of illustrative apparatus, not possessing so much as a blackboard;” a lady elsewhere seconding this with a like account : “ Our blackboards are fast becoming whiteboards, and some are almost useless;” and a committee man saying, “ In no school in town did I find even the cheapest kind of a dictionary belong¬ ing to the school; maps and charts are minus, or nearly so.” Improveinenis. — Happily, against such statements we are able to set others more en¬ couraging, such as “The schools have had able instructors and scholars that took hold of their studies with a determination to accomplish the tasks set before them. Perhaps in no former year has the standard of our schools been higher or the work that has been done more thorough. ‘Aot how much, hut how well,’ has been the motto of both teachers and scholars.” And again, “ During the three years past there has been a gradual but marked improvement in teachers, teaching, and taught ;” and still again, “ Our schools will, it is thought, bear a favorable comparison with those of former years. Many of our teachers are abandoning the blind devotion to the text book which has so long obtained, and are disposed to seek methods of explanation from all available sources. Scholars are not content with the mere statement of a fact, but wish to know not only what is true, but why it is true.” As to school-houses, we have from one town the pleasant statement that “The town never had so good school-houses as at the present time. They are built and furnished with great care and expense, and indicate the interest and pride which the people feel in education. The people in the north district last year ornamented the school grounds with trees, this year have dug a well, and next year intend to improve the fences. In the south district they have built two school houses, and will doubtless improve the grounds so as to render them pleasant and attractive to the children.” In another we read of a high school building, commodious and well furnished, though not yet fenced in and shaded as it ought to be. As to apparatus, we read of one school that has obtained for itself a fine globe ; as to teachers, that in one case their “ instruction has been eminently practical ;” that in another they have been faithful ; that in a third they have “ attained a high success ;” and that in a fourth “ they have fully met all expectations,” though these expectations seem to have been high. — (State report, pp. 4-102.) KCSTDEEGAKTEX. There is in Nashua a private Kindergarten, established in 1874, and conducted by Anna Held, having 14 children from 3 to 7 years of age engaged, during 5 days of the week, three hours each day, in the usual Kindergarten occupations. — (Special report to the United States Bureau of Education.) CITY SCHOOL SYSTEMS. DOVER. School officers. — ^The schools are governed by a board of school committee, elected by qualified voters of the town for the term of two years, one-half of them going out of office each year. The chairman, who is elected by the board, appoints all committees, has authority to call special meetings, and is ex officio chairman of the committee for examining teachers. 270 REPORT OF THE COMMISSIONER OF EDUCATION. ' Statistics. —The number of children from 4 to 16 years of age is 1,806 ; the number attending school two weeks during the year, 1,864; average attendance, 1,191; aver¬ age amount expended for each scholar, $12.06 ; receipts and expenditures for school purposes, $22,400.55. Course of study. — The schools are divided into primary, grammar, and high, with some of mixed grades in those portions of the city where it is impracticable to adopt a system of gradation. Drawing has formed a part of the regular course of study for several years, but only in the grammar schools has it received a systematic course of teaching. The high school has maintained for another year its high standing. Three objects are held in view here : the securing of a tolerably wide course of academic study, a plan specially adapted to a business life, and the preparation of boys for college. — (Repojt of school committee, 1875.) NASHUA. Officers. — The school committee is composed of as many members from each ward as the said ward is entitled to aldermen in the city council. The mayor of the city is ex officio chairman. The committee thus constituted have the care and superintendence of the schools, and may, if deemed expedient, and in fact do at present, appoint a superintendent, who, under the direction of the committee, manages and superintends the schools. Statistics. — Number of children in the city from 6 to 16 years of age, 1,549 ; number from 16 to 21 years of age, 602 ; number from 4 to 21 years, 2,755 ; number of pupils, 2,238 ; average number belonging, 1,629 ; average daily attendance, 1,492 ; numljer admitted to high school, 51 ; number of graduates of high school, 21 ; number of teachers in all the schools, 54 ; expenditures for school purposes, $32,049.03. Xeiv school huilding. — In school-houses and school accommodations Nashua now com¬ pares favorably with any city in the State. The high school building, recently completed and occupied, is not only the most costly, but is the largest and best constructed school edifice in New Hampshire. It is strongly, as well as neatly finished. The entrance halls are spacious, affording ample means of ingress and egress. The supply of air is pure, not forced from the basement, but taken directly from the open atmos¬ phere. The course of study is liberal and comprehensive. Evening schools. — The two evening schools were never more serviceable than during the past winter ; the total attendance in both was 137 ; average attendance, 80. Attendance. — The daily school attendance in the city, though 20 per cent, less than it ought to be, is higher than the average in the State and vastly higher than that of the country. The school population of the United States is 12,000,000, while the aver¬ age daily attendance is only four and a half millions. Provision is made in this city for the education of the entire school population, and it would not add to the cost of the department if every child, instead of three-fourths of all, were in constant attend¬ ance. — (Nashua school report for 1875.) THE CITIES GENERALLY. Extracts from the school reports of Concord, Dover, Keene, Manchester, and Nashua are given by the State superintendent, and show, in general, a greatly better state of things than is indicated in reports from country towns. In all these cities music and drawing are receiving a considerable measure of attention, the former for its refining and animating influence, the latter for its effect in the improvement of all industries. In all, too, the graded system for the schools appears to reign, with a specific course of study for the grades, promotions from one grade to another being made in most cases after careful testing of qualification by means of written examinations. In Man¬ chester these examinations take place every month, and promotions based on the re¬ sults of them are made twice in each year. — (State report, pp. 102-140.) TRAINING OF TEACHERS. STATE NORMAL SCHOOL. The attendance of students during 1875, amounting to 270 in the normal depart¬ ment, has been larger than for any preceding year. There were 34 graduates, 3 of them from the second course and 31 from the fo’st. The acts of the legislature establishing and controlling the State normal school prescribe and limit its work of instruction and drill to branches and methods designed to qualify its members for an efficient and successful discharge of the duties of the common school teacher. The normal school, thus established and managed by a board of trustees appointed according to the laws of the State, is in reality a professional school. It has already furnished the State many excellent teachers whose services and improved methods of instruction are working marked improvements in school management, according to the reports and testimony of town school committees where the normal graduates have been employed.~(State report, 1875, pp. 176, 177.) NEW HAMPSHIRE. 271 SECONDARY INSTRUCTION. SCHOOLS OF HIGHER GR-VDE. In M.-irch. 1S75, Snperintendent Simonds addressed to the principals of the various secondary schools, public and private, a circular, requesting returns of their statistics for the current school year. Sixty-eight schools vrere embraced in this request, of which 21 were public high schools, 28 were chartered academies and private schools, 1 the State normal school, 1 a business college, and 3 recognized as preparatory schools. Out of the 68 addressed, ^ made more or less complete returns, showing an aggregate of 96 male teachers and 113 female ; 3,276 male pupils and 3,239 female ; 3,745 engaged in higher branches of study, of whom 1,952 were in ancient languages and W6 in modern. Thirty-one reported libraries ranging from 12 volumes to 4,000, and making a total of 21,569* books. The number of weel^ in the school year of the 67 reporting schools was generally from 30 np to 52, though 1 rex>orted only 10 weeks ; 2, 12 ; and 3 24. The aggregate of the estimated value of grounds, buildings, and appa¬ ratus was $1,147,325. — (State report for lS74-’75, pp. 345-349.) Besides the above mentioned, the Bureau has reports for 1875 of 38 schools of kindred grade, 3 of these being for girls, 29 for boys and girls, and 1 for boys, with 5 preparatory schools, some of them admitting both sexes. The 33 academies and seminaries report 63 male teachers, 67 female ; 1,709 male pupils and 1,548 female ; 663 of whom are engaged in classical branches, in modem languages. Music is taught in 18 ; drawing, in 15 ; 14 report chemical laboratories ; 21, philosophical apparatus. There are libraries of 75 to 4,000 volumes in IS of these, the total number of books being 14.212. These schools are under the influence of the following denominations : Congrega- tionalists, 8; Christian, Swedenborgian, Baptist, Methodist Episcopal, and Protestant Episcopal, 1 each; while 15 are non-sectarian and 5 do not report on this point. The 5 preparatory schools report an attendance of 742 pupils taught by 40 instructors The course of instruction in 2 lasts 4 years; in 2. others, 3, and in 1, 6. All report libraries, the smallest numbering 100 volumes, the largest 1,700. Three report chemical laboratories, and 4, philosophical apparatus and gymnasia. The continental system of pronunciation is used in all but 1 of these schools ; in that, the English method is used in respect to the Latin language, while the Greek is taught according to the conti¬ nental method. BUSrXESS COLLEGE. Gaskell’s Business College at Manchester, organized in 1865, reports a total attend¬ ance of 333 students, taught by 2 instructors. The number of weeks in the scholastic year is 50 ; average age of students, 13 years. SETEEIOE INSTRUCTION. DAR-rsIOUTH COLLEGE. The departments of instmction in connection with this instiration are as follows : (1) The academic department, with its four years’ curriculum, including Latin, Greek, and the modem languages, with the privilege of a partial course and a number of particular options; (2) the scientific department, with a regular course chronologically parallel with that of the academic, and having, with the option of a partial course through all the years, several elective lines of study in the last year, while Latin and Greek are omitted, French and German included, and scientific branches made most prominent : (3) the agricultural department, so called, or the New Hampshire College of Agriculture and the Mechanic Arts; (4) the engineering department, or the Thayer .School of Civil En¬ gineering ; and (o) the medical department, or the New Hampshire Medical College. Ikere are 10 college buildings, 3 of them recently erected. Of the others, the scientific and medical buildings have lately been enlarged and renovated, and various improvements have been made in the rest, particularly in the lecture rooms, and the college buildings are now lighted with gas. The college has been, during 1574-75, favored with a gift or bequest from Hon. Tap- pan 'SYentworth, of Lowell, Mass., amounting to about $300,000 in stocks and real es¬ tate, for the general fund of the institution, and of another amounting to $112,000 from Hon. Joel Parker, of Cambridge, Mass., to found and endow a law department, and for a library fund. Only the income of the TYentworth fund is to be used, and this not till the principal shall reach $500,000, so that some years must elapse before it can be¬ come available. — (College advertisement in The Dartmouth for September, 1875, and return to' Bureau for that year.) ^TEW ENGLAND UNTTERSITT OF ARTS AND SCIENCES, ilANCHESTER. A written scheme of this institution, “ chartered by the State of New Hampshire,” has been sent to the Bureau, in which it is stated thut “this university was founded 272 REPORT OF THE COMMISSIONER OF EDUCATION. for the purpose of giving a thorough practical and technical education to those who propose to engage in the following pursuits, viz : engineering, civil, mechanical, dynam¬ ical, and mining; chemistry, with its many applications to the arts; geology; metal¬ lurgy and assaying ; mining ; mechanical drawing ; architecture ; law ; medicine, and dentistry.” It is said, further, that “ the educational work of the university is carried on in 6 dis¬ tinct yet closely related departments:” (1) The theological, (2) that of general lit¬ erature and science, (3) that of engineering and applied science, (4) that of law, (5) that of medicine, and (6) that of dentistry. The work of all these departments is thoroughly mapped out. How far it has been reduced to practice does not yet appear. COLLEGES FOR WOMEX. There are 3 schools for the superior instruction of women, having, in aU, 26 teach¬ ers, and in 2 of them an attendance of 177 students. One reports 41 students in its regular course ; another, 17 post graduate students, and 23 in special or partial course. Two of them have a four years’ course, and are authorized by law to confer collegiato degrees ; all report libraries, numbering 310, 500, and 1,100 volumes respectively. In respect to religious preference, 1 reports itself as ^‘orthodox;’’ the other 2, “non- sectarian.” — (Returns to Bureau of Education, 1875.) Statistics of Dartmouth College, 1875. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENCE. The Xeio Hampshire College of Agriculture and the Mechanic Arts, a department of Dart¬ mouth College, is based on the congressional land grant. It has a regular three years’ course of study, with an option, after the first year, of either an agricultural or a me¬ chanical line of study. Thayen' School of Civil Engineering is substantially, though not formally, a post gradu¬ ate or professional department, with a two years’ course. The requisites for admission are, in some important branches, even more than a college curriculum commonly em- hraces, and it is designed to carry the study of civil engineering to the highest point.— (College advertisement in The Dartmouth.) MEDICINE. The medical department of Dartmouth College, or the New Hampshire Medical College, was established in 1797, has had a long and prosperous career, and ranks now with the best medical institutions in the country. There is connected with it, in addition to the lectures, a good course of private instruction. — (The Dartmouth, April 6, 1876.) NEW' HAMPSHIRE. 273 Statisiics of schools for scientific and professional instruction, 1575. i ! c I X s o o ^ 1 Property, income, &c. 5 Schools for professional instruction. 2 X X 2 *x x X X Ic ‘5 ® X ^ c S* S i ^ O > *2 c C ^ X < j O 2 d. 2 5 }| c: X 2 •r-'S j 2 1 X "p u £ SCHOOLS OF SCIEXCE. i i 1 1 1 Chandler scientific department of Dart¬ mouth College.* 17 i 1 1 ! T7 4 ; §10, 000 ; §100,000 $7, OCO $4, 592 1 New Hampshire College of Agricul¬ ture and Mechanic Arts, (Dartmouth College.) 14 1 1 29 i 3 ; 106,000 1 1 110, 000 i 6,600 also 51,446 1 Thayer School of Civil Engineering, (Dartmouth College.) 4 1 1 1 - i 1 7 2 55, C-00 i 3, 000 360 2, O OO ! SCHOOL OF }^DICrVE. i i i j Dartmouth College, medical depart¬ ment. 10 : 84 1 3 40, COO I 0 6, OCO 1,000 1 ' From Keport of Commisgioiier of Edncation for 1674. a Also §5,000 from State appropriation. b Includes society libraries. EDUCATIONAL CONTENTIONS. STATE TEACHERS’ ASSOCIATION. The association met at Wolfborongh October 14 and 15, 1S75. After short addresses by Mr. Hall and Mr. Simon ds, the president read a paper on “ The duty of teachers to themselves and their pnpils.” A committee of three vas appointed by the president to nominate committees on various topics. Mr. S. W. Clarke, of Portsmouth, read a paper on “The duty of the teacher to the parent;” Mr. J. Warren Thynge, of Salem, Mass., gave a lecture on dravring ; Mr. Philbrick, of Boston, spoke on “ How to make our com¬ mon schools practical and ilr. C. C. Chatfield on “ The New-England Journal of Edu¬ cation.” A paper was read by Mr. B. F. Dame, of Manchester, on “ Reading,” after which Messrs. Powers and Edgerly,.of Manchester, and others, discussed “ What studies should be pursued in our common schools, and to what extent should the State educate ?” Papers were read by State Superintendent Simonds on “ The progress of education by A. C. Hardy, of Fisherville, on “The common sense school;” and by Superintendent Dearborn, of Manchester, on “ New Hampshire at the Centennial.” Among the resolutions adopted was one indorsing the New-England Journal of Edu¬ cation as worthy of patronage, and one expressing, as the sense of the association, that “ The work performed by the National Bureau of Education, in collecting and dissem¬ inating useftil educational information, has established the practical value of that Bureau,” and asking the hifluence of Congress to sustain it. — (New-England Journal of Education, October 23, 1875.) LIST OF SCHOOL OFFICIALS IN NEW HAMPSHIRE. Hon. JoHX W. Sryio^s, State superintendent of public instruction, Franilin and Concord. CITY srPEBIXTmmEXTS OF PUBLIC IXSTEUCTIOX. Name. Post-office. Name. Post-office. D. C. AUen . J. B. Stevens, clerk . Concord. j 1 Dover. I Manchester. Clinton S. AveriU . Devfi^r tv. GriTnerr Nashua. Keene. Portsmouth. Josiah Gr. Dearborn . William H. Aiden, chairman . 274 REPORT OF THE .COMMISSIONER OF EDUCATION. ]\^EW JERSEY. . SUMMARY OF STATISTICS. SCHOOL POPCTLATIOX AND ATTEND) ANCE. 1874. 1875. Increase. 298, GOO 312, 694 14, 694 186,392 191, 731 5, 339 1, 865 96. 224 98, 089 155, 1.52 172, 906 17, 754 36, 527 42, 434 5, 907 71, 895 76, 168 4, 273 Decrease. Total school census between 5 and 18 years of age. Total enrolment in the public schools . Average attendance upon the public schools .... dumber of children the public schools will seat.. ^Tumber in attendance upon private schools . Xumber attending no school . TEACHERS AND THEIR PAT. Humber of males . 960 ; 946 ! ' 14 Humber of females . I 2,256 1 2.307 1 51 Average salary per month paid to male teachers . . j 865 77 j $67 65 $1 68 i Average salary per month paid to female teachers . 38 00 37 75 1 j 1 1 $0 25 SCHOOL DISTRICTS, HOUSES, ETC. 253 259 1 1, 369 1,371 2 1,493 1, 539 46 2, 835 2,948 113 253 240 13 101 106 j 5 2,852 3, 025 173 112 101 11 147 116 31 299 285 14 429 473 44 353 372 19 51 40 11 82 73 9 29 24 1 39 38 5 372 339 33 396 387 9 492 557 65 84 94 10 44 52 1 8 66 72 I $2, 100 00 $2, 142 00 1 $42 00 1 4. 020 00 4, 085 00 65 00 6, 000, 732 00 6, 287, 267 00 ; 286, 535 00 dumber of townships and cities . Xumber of school districts . . Xumber of school buildings . dumber of school departments . IsTumber of unsectarian private schools . ii’umber ox sectarian private schools . . ii'umber of school visits made by county super¬ intendents. Xumber of districts in which the school-houses are very poor. dumber in which they are poor . . . . . Xumber in which they are medium . if umber in which they are good . !Xumber in which they are very good . dumber of new house's erected . dumber of school-houses refurnished or remodeled IN'umber of districts without school-houses . ZSTumber of buildings valued at §100 or less . dumber valued between 8100 and §500 . Xumber valued between 8500 and 81,000 . . dumber valued between $1,000 and 85,000 . i^Tumber valued between $5,000 and $10,000 . Number valued between 810,000 and $20,000 . . 2s umber valued above 820,000 . . Average value of the school-houses outside the cities. Average value, including those in the cities . Total valuation of school property . DfCOJlE AND) EXPENDITURE. ii, 225, 592 21 -$1, 238, 578 57 $12, 986 36 1 100, 000 00 100, 000 00 23^ 833 50 24, 865 31 1,031 81 31, 573 41 31, 769 46 196 05 310,161 17 367,383 01 57, 221 64 613, 237 84 .548, 869 17 1, 691, 160 29 1, 762, 596 35 71. 436 06 2. 304, 398 13 2, 311, 465 52 7, 067 39 229 367 138 1 : 445 427 852 771 $5 67 $5 63 17 57 ! 17 97 1 1 $0 40 Revenue. Two mill Tax appropriated by the State . . . $1, 225, 592 21 AdiUtioual State appropriation . Township school tax . Interest of surplus revenue . District and city tax for teachers’ salaries . District and city tax for building school-houses .. Total amount for maintaining the schools . Total amount, including thaUraised for huilding. . i 2, 304, 393 13 Distnct school tax. Humber of districts that raise tax to pay teach¬ ers’ salaries. Humber of districts that raise tax to build school- houses. Humber of districts that raise no tax . Cost of education. Average cost per pupU, calculated on total school census. Average cost per pupil, calculated on average attendance. 64, 368 67 13 SI $0 04 — (Rexiort of Hou. EUis A. Apgar, State superintendent of public instruction, for 1875.) NEW JERSEY. 275 SCHOOL SYSTEM OF THE STATE. EDUCATIONAL PROVISIONS OF THE CONSTITUTION. Section 6, article YII of tbe constitution as amended in 1844, provides that the fund for the support of free schools, and all money, stocks, and other property which may hereafter be appropriated for that purpose, or received into the treasury under the provisions of any law passed to augment the said fund, shall be securely invested and remain a perpetual fund, and it shall not be competent for the legislature to borrow, appropriate, or use the said fund, or any part thereof, for any other purpose, under any pretext ; the income of this fund, except so much as it may be judged expedient to ap¬ ply to an increase of the capital, to be annually appropriated lor the support of public- schools. In 1875 amendments were adopted (1) forbidding donations of land or appropriations of money by the State or any municipal corporation to or for the use of any society, association, or corporation ; (2) requiring the legislature to provide for the maintenance and support of a thorough and efficient system of free public schools for the instruction of all the children in the State between the ages of 5 and 18 years ; (3) restricting it from passing private, local, or special laws providing for the management and sup¬ port of free public schools. PRO’SHSIONS OF THE SCHOOL LAW. New Jersey school law, with notes, blanks, and forms for the use and government of school officers, prepared by the State superinten-dent of public instruction, 1875. OFFICERS. A State beard of education. State superintendent of public instruction, county super¬ intendents, district school trustees, district clerks. State, city, and county boards of examiners, trustees of the State normal school, and trustees of tj^e fund for the support of public schools are the officers recognized by law. ROWERS AXD DUTIES OF THESE OFFICERS. The stale hoard of education, consisting of the trustees of the school fund and the trustees of the State normal school — these two boards being appointed and constituted as hereafter mentioned — has the power and duty of making suitable by-laws for its own government ; of considering the necessities of the public schools and recommend¬ ing such amendments to the laws as are deemed necessary for perfecting the school system ; of appointing the State and county superintendents, the latter subject to ap¬ proval of the freeholders ; of prescribing rules and regulations for teachers’ institutes; of ordering repairs to the grounds, buildings, and furniture of the State normal school; of authorizing the payment by the State treasurer, on warrant of the State comptrol¬ ler, of the incidental official expenses of the State superintendent ; and of deciding all appeals from the decision of ihe State superintendent of public instruction. They are required to make an annual report to the legislature of all matters committed to their care. The trustees of the school fund — composed of the governor, the president of the senate, the speaker of the house of the assembly, the attorney -general, the secretary of state, (who is ex officio secretary of the board,) and the comptroller — are the custodians of the fund for the support of public schools. They are required to appropriate $40,000 an¬ nually for the upport of the schools, from the proceeds of the school fund, with $60,000 from the revenue of the State. The State treasurer is required by law to report to this board the condition of the school fund on the first day of the meeting of the legislature, and at such other times as they may require. The State superintendent of puhlic instruction is elected by the State board of educa¬ tion, and holds during the pleasure of the same, provided that no term of office shall exceed three years. He is ex officio secretary of the State board of education, presi¬ dent of the Association of School Superintendents, and a member of the State board of examiners, as well as of all county and city boards. It is his duty to supervise all the schools of the State ; to be the general adviser and assistant of the county super¬ intendents ; to apportion State school moneys to the counties according to their school population ; to furnish to the State comptroller, county superintendents, and county collectors an abstract of such apportionment; to forbid the payment of the same to any district in which the school or schools have not been kept according to law ; to furnish school officers with a copy of the school laws, with instructions and forms for making reports and conducting school business annexed thereto ; to decide, sub¬ ject to an appeal to the State board, all controversies that may arise under the school laws of the State or under the rules and regulations of the State board of education; to preserve in his office such school books, maps, apparatus, works on education, plans for school buildings, and other articles of interest to school officers and teachers, as may he procured without expense to the State; to file all school reports sent to his dffice, keep a record of all his official acts, and pre- 276 REPORT OF THE COMMISSIONER OF EDUCATION. serve copies of all his decisions; to report to the State board of education, at its annual meeting in December, a statement of the condition of the public schools and of all educational institutions receiving aid from the State, together with such plans and suggestions for the improvement of the schools and the advancement of public instruction as he may deem expedient. He is empowered and directed to cause county collectors to withhold from delinquent county superintendents any portions of their salaries till their duties are fully performed ; to cause county superintendents to do the same by delinquent teachers ; and to suspend or revoke the license of any teacher on report of the county superintendent that he is incompetent or inefficient. His sal¬ ary is $2,000 per annum. The State hoard of examiners — composed of the State superintendent and principal of State normal school — has the power of granting certiticatos to teachers valid in any portion of the State for the grade mentioned, or of revoking the same. The trustees of the normal school — appointed by the governor, two from each congres¬ sional district, the term of one expiring each year — have the control and management of the normal school. The State superintendent is ex officio a member of the board. They receive no compensation except for necessary expenses. The county superintendents are appointed by the State board of education, subject to the approval of a board of chosen freeholders in the counties, and for the same term as the State superintendent of public-instruction. It is their duty to apportion school moneys to townships, cities, and districts in the ratio of the number of children of school age ; to issue orders on the county school collectors for school moneys ; to ex¬ amine and license teachers; to fix the boundaries of school districts; to appoint trus¬ tees for districts which do not elect them ; to provide for graded schools ; to have a general supervision over the schools ; to visit each at least twice a year ; to hold county institutes; to appoint students to State scholarships in the agricultural college; to give advice in all controversies under school laws ; to constitute, with other county and city superintendents, the State Association of School Superintendents ; and to make an annual report, on or before the 1st of October, to the State superintendent, in man¬ ner and form prescribed by him.* Their compensation is to be at the rate of ten cents for each child of school age in the county, but in no case less than five hundred nor more than twelve hundred dollars per annum with necessary expenses. County hoards of examinee's — consisting of the county superintendent and a number of teachers, not exceeding three, holding first grade certificates — examine all apxdi- cants for teachers’ certificates. Those receiving the first grade certificates wilT be allowed to teach in any of the schools of the State, without further examination; those below that grade good only for the county. Their compensation not to exceed $3 and traveling expenses for each quarterly session of the board, with the right to charge each applicant for special examination at other times a fee of $2. City hoards of examinee's — composed of a portion of the members of the boards of edu¬ cation — have the power to grant certificates valid in the schools of their respective cities or to recognize the certificates of other cities and issue corresponding ones to the holders. The school trustees — 3 for a district — are elected by the legal voters of the distpicts for a term of three years. The term of one expires each year, and his successor is elected on the first Monday iu September. Women are eligible as well as men. It is their duty to employ teachers, janitors, &c., and fix their pay; to rent, erect, enlarge, repair, or improve school-houses ; to prescribe text books in connection with the county superintendent ; to susjiend or expel pupils ; to provide books for iudigent children, and to see that the rules of the State board of education are carried out in the schools under their charge. They shall make an annual report to the county superintendeut. The district trustees of each township constitute together an association called the township board of trustees, forming with' the county superintendent a sort of town¬ ship council in respect to school affairs. District clerks — elected by the school trustees within ten days after their own election, or, in default thereof, appointed by the county superintendent from their number — keep a record of the proceedings and expenditures of the school trustees; annually make a census of all children iu their respective districts, and make an annual report to the county superintendent. It is their duty to keep the school buildings iu repair and provide necessary fuel and supplies. Their compensation is such as the trustees may allow. Special laws provide for boards of education in cities. THE SCHOOLS. Each district must provide a suitable school building and outhouses, and maiutaiu one school at least five months during the year, to enable such district to draw its ap¬ portionment of State school moneys. Two or more districts may establish a graded school, and such school shall be entitled to its pro rata share of the school fund. In¬ struction in these schools must be free to all persons of school age residing in the dis- * City suijerintendents are to make like annual reports. NEW JERSEY. 277 tricts iu which tlie schools are situated. Not more than $20, except such moneys as may be raised in the districts, shall be used for auy other purposes than the payment of teachers and the pm chase of fuel. School libraries are provided for as well as school apparatus. The system also embraces a normal school, to which each county is entitled to send three times as many pupils as it has representatives in the legislature. The applicants must give a written declaration that it is their intention to qualify themselves for public school teachers and to engage in that employment for two years in this State. A compulsory law, approved March 27, 1874, requires all parents and guardians, on pain of $20, to cause children under their control, unless incapacitated by their mental or physical condition or prevented by extreme poverty, to attend some public school for at least twelve weeks during the year, six of which must be consecutive, or to be instructed in some private school or at home for the same period. The State agricultural college forms a department of Rutgers College, New Bruns¬ wick. There is no State university. SCHOOL FLWUS. A permanent school fund of about $800,000, affords a revenue in aid of public schools. This, amounting to about $40,000, is supplemented by an annual State ap¬ propriation of $60,000, and by the proceeds of a State tax of two mills on the dollar of all taxable property, making about $1,240,000 annually in aid of township, district, and city taxes for public schools. ELEMENTARY INSTRUCTION. EDUCATIONAL PROGRESS. The wonderful progress made during the last decade, in matters of education and educational facilities, is due to the wise provisions of the school law enacted in 1867, and made still better by the amendments of 1870. The State board of education, com¬ posed of earnest, judicious men, has exercised a thorough and careful supervision over The educational interests of the State. The work of the county superintendents has been carefully made out for them and a strict account required of its performance. The constituting of a State board of education has been the means of unifying the school work of the State and making it greatly more effective. The county superintendents have, as a body, been earnest, faithful men, have worked up an enthusiasm in the minds of the people, and have secured a far better class of teachers for the children. To their constant, persistent efforts may be traced the won¬ derful improvement in the character of the school-houses, most of the unsightly, dilapi¬ dated structures having disappeared, and neat, pleasant, comfortable ones having taken their places. To the people themselves great credit is due. As soon as legal barriers were taken out of their way, they came forward nobly, and by vote determined to raise the neces¬ sary means to obtain better facilities for the instruction of the children. Good, ap¬ proved, properly educated teachers became in demand, and good houses with proper furniture and educational appliances were soon in course of construction. — (Report of Superintendent Apgar for 1875, p. 20.) SCHOOLS. An increase of 520 schools, kept open for nine months or more during the year, is one of the most gratifying results of the decade. Most of the schools that kept open for only a few months were in the rural and sparsely settled districts. This was, however, as disadvantageous to the inhabitants of those districts as the want of educational facilities to the agricultural population of England. It is a well known fact that it is among this class of England’s population that the greatest ignorance prevails, and that the efforts of her great reformers have been turned, the last few years, mainly to¬ ward the educational improvement of this class. The school law of New Jersey, en¬ acted in 1867 and amended in 1870, has secured for the numerous rural districts of the State an open school for nine months and a good public school education for every child, thus guaranteeing immunity from ignorance and its train of evils. — (Report of Superintendenc Apgar for 1875, p. 19.) SCHOOL RETENUUS. The total amount for maintaining the schools, from the State appropriation, town¬ ship tax, tuition fees, and other sources in 1865, was $646,398.06. The total amount from State appropriation, township tax, district tax, and surplus revenue in 1875 is $1,762,596.35, an increase of $1,116,198.29. The total amount for building and repairing in 1865 was $47,096.17. The total amount for the same purposes in 1875 was $916,252.18, an increase of $869,156.01. Thus it will be seen that, when the people were permitted to raise what they believed to be necessary for the support of public schools, they will- 278 REPORT OF THE COMMISSIONER OP EDUCATION. ingly taxed themselves double, treble, even twenty times as much for certain school purposes. Although the State appropriation, including the two mill tax, is now twice as great as the sum then raised from State appropriation, township tax, tuition fees, and other sources, the citizens tax themselves, in addition, by district and city tax, for the maintenance of the schools, to an amount nearly equal to the entire township tax of that year, besides raising $548,869.17 for building and repairing purposes. — (Report of Superintendent Apgar for 1875, p. 18.) SCHOOL-HOUSES. The improvement in the condition of school property since 1865 may be seen from the statement that the number of school-houses classed as “ very poor” has decreased 77 ; the number of “ poor,” 234, and the number of “ medium,” 53 ; while the number of “ good” has increased 148, and of “ very good,” 216. Moreover, as greater exactness is now required in reporting the condition of school property, it is fair to believe that the change is even greater than is exhibited, many of those heretofore classed as medium, or even good, being now classed as poor, or very poor. During the year, 40 new school-houses have been erected, 11 less than last year, and 73 old buildings have been repaired, 9 less than last year. The amount of money ex¬ pended for building and repairing has been $613,237.84, and the amount ordered to be raised for the same purpose next year is $548,869.17. The total valuation of the school property is $6,287,267, an increase of $286,535 over that of last year. The number of school-houses denominated very poor decreases again this year, being 101, 11 less than last year ; those denominated poor, 116, a decrease of 31 ; medium, 285, a decrease of 14 ; good, 473, an increase of 44 ; and very good, 372, an increase of 19. — (Report of Superintendent Apgar for 1875, p. 11.) TEACHERS. The increase in the number of teachers in the ten years is equal to one-half of the total number in 1865. The number of female teachers has increased much more than that of males. This is owing to the fact, recognized all through this land, that special endowments are given by the Creator to women for the training of the young. While the number of female teachers has increased in greater proportion than that of the males, their compensation has not made the same proportionate advance, the increase of salary per month paid to them being $13.50, against that of $27.82 to males. — (Report of Superintendent Apgar for 1875, p. 20.) teachers’ certificates. Of first grade county certificates, 75 have been issued to male teachers and 37 to females ; of the second, 94 to males and 127 to females, and of the third, 531 to males and 1,071 to females. It is gratifying to note the increase in the number of first and second grade certifi¬ cates, being an increase of 16 of the former over the number last year, and 55 of the latter. The excellent effect of the examinations required to be passed in order to ob¬ tain these certificates is manifest through the whole State. Teachers are stimulated to study and to prepare themselves more thoroughly for their work. — (Report of Super¬ intendent Apgar for 1875, p. 10.) enrolment and attendance. The percentage of total enrolment has decreased this year, being 1 per cent, less than last ; the attendance for ten months shows a decrease of 2 per cent. ; the attend¬ ance between eight and ten months and between six and eight months, an increase each of 1 per cent. The percentage of attendance varies but little from that of last year. If the number attending private schools be added to the number attending public schools, it will be seen that 75 per cent, of the total school census attended school last year. Taking away the number of children between the ages of 5 and 7 years, often considered by parents too young to go to school, and the number between the ages of 16 and 18 years, generally considered old enough to work all the year round, it will be seen that nearly all the children between 7 and 16 years of age attend school part of the year. That is true for the greater part of the State. It is only in the manufacturing centres where the exception occurs. — (Report of Superin¬ tendent Apgar for 1875, p. 13.) KINDERGARTEN. Reports have been received from 13 Kindergarten, 4 of them located in Hoboken, 4 in Newark, and 1 each in Carlstadt, Hackensack, Montclair, New Brunswick, and Plain- field. Four of these were organized in 1875, 2 each in 1874 and 1872, 3 in 1871, and 1 each in 1870 and 1873. In the 13 schools there were 28 teachers, 12 of whom report a total attendance of 510 pupils. The one in Carlstadt is a department of the public school, preparatory to the elementary one. It has proved a valuable preparation, especially in the development of the perceptive faculties, correct speaking, writing NEW JERSEY. 279 and drawing, sense of order, &c. The plan of studies in the Kindergarten has been made out with special reference to the above-mentioned purpose. “ It is gratifying,” says the principal, “ to perceive the politeness and civility, even gracefulness, of the Kindergarten pupils ; their cleanliness, ready nse of their senses, and quickness in expressing ideas.” — (Reports to the United States Bureau of Education, 1875.) CITY SCHOOL SYSTEMS. CAMDEN. Orgavizaiion. — A hoard of education and city superintendent of schools. StiUisiics. — Estimated present population, 36,000; children of school age, (5-18,) 9,000; enrolled in public schools, 5,000; estimated enrolment in private and parochial schools, 1,000. Number of days the schools were taught, 230 ; average daily attend¬ ance, 4,500. Number of teachers in public schools, 100 ; salaries of teachers, $400 to $1,600; salary of superintendent, $900; receipts for public schools, $152,373.37; ex¬ penditures on them, .$138,059.02,— (Report of Superintendent H. L. Bonsall, for 1675.) ELIZABETH. Organization. — A board of education and city superintendent of schools. Statistics. — Present population, 25,000 ; children of school age, (5-18,) 7,145 ; enrolled iu public schools, day and evening, 4,639 ; average attendance, 3,987 ; teachers em¬ ployed, 123 ; salaries of these, $400 to $1,600 in day schools ; $160 to $240 in evening schools; salary of superintendent, $350, Number of school buildings under public school system, 13 ; of rooms for both study and recitation, 41 ; for recitation only, 5. Value of grounds, buildings, and furniture, $116,500 ; total receipts for public schools, $46,176.90; total expenditures on them, $42,552.68; cost per capita on average daily attendance, $18.92 ; days schools were taught, 201. Estimated enrolment in schools other than public, 2,300 ; buildings for such schools, 19, with 46 rooms used for both study and recitation, and 12 used for recitation only. — (Report of Superintendent E. D. Smith, for 1575.) JERSEY CITY. Organization. — A board of education and city superintendent of schools. Statistics. — Population, 116,883 ; children of school age, (5 to 18,) 38,068 ; enrolled in public schools, 18,827 ; average daily attendance, 9,583. Teachers in public schools, 263; salaries of these, $260 to $2,316; salary of superintendent, $3,500. School buildings, 20 ; rooms used for both study and recitation, 233 ; for recitation only, 0. Sittings for study, 11,133. Total receipts for public schools, $235,150 ; total expenditures on them, $262,310 ; average expense per capita on attendance, $27.26. Number of days schools were taught, 199. Estimated enrolment in private and parochial schools during the year past, 7,530. — (Report of Superintendent W. L. Dickinson, for 1875.) NEWARK. Official staffi. — A board of education of 30 members, 2 for each ward, and city super¬ intendent of schools. Statistics of schools. — Population, 120,000; children of school age, (5 to 18,) 35,125; enrolled in public schools, including evening and normal schools, but taking iu none under 6 years old, 18,197 ; average daily attendance, 10,940 ; number of sittings for study, 12,400 ; number of rooms used for both study and recitation, 263 ; used for recita¬ tion only, 236 ; total, 499. Number of teachers, including principals, 280 ; salaries of these, $250 to $2,400; salary of superintendent, $2,500. Total receipts for public schools, $209,677 ; total expenditure on them, $261,616 ; average expense per capita on attendance, $18.97. Number of days the schools were taught, 206. Estimated enrolment in private and parochial schools, 7,056. — (Report of Superin¬ tendent George B. Sears for 1875.) NEW BRUNSWICK. Organization, as in the other cases, a board of education and superintendent of city schools. Statistics. — Estimated population, 18,000 ; children of school age, 5,075 ; enrolled in public schools, 2,395 ; average daily attendance, 1,562.. Teachers in public schools, 41 ; salaries of these, including principal, $300 to $2,500, the latter being that of the super¬ intendent, who is principal of all the public schools. His male vice-principal in the high school gets §1,400 ; female, $1,000. Number of school buildings, 6 ; rooms in these for both study and recitation, 39 ; for recitation only, 1. Total receipts for public schools, $38,993; expenditures on them, the same; cost per capita on attendance, §16.25. School days, 206. Estimated enrolment in private and parochial schools, 1,234 ; school buildings for 280 EEFORT OF THE COMMISSIONER OF EDUCATION. these, 12; school roouis, 30: teachers, 30.— (Report of Superintendent H. B. Pierce for 1875.) In tbe report of the hoard, it is said that heating by steam has been found on trial to be the most economical and efficient mode. The “ course of study ” pursued since 1867 is gently criticised. Increased regularity in school attendance is noted, from 1866, when 2 pupils did nob miss a day, to June, 1875, when a list was published giving the names of 195 who had been preseffi every day during the school year. One of these had been 7 years without loss of a day ; 4, for 6 yea,rs ; 12, for 5 years ; 17, for 4 years ; 20, for 3 years ; and 44, for 2 years. A better attendance on the higher grades and an increased disposition to complete the full course of study are also declared in the re¬ port. PATEKSOX. Organization, a board of education of 16 members, 2 for each ward, (one-half going out each year,) with a city superintendent of schools. Statistws. — Population, 39,000 ; children of school age, 14,028 ; enrolment in public schools, 8,949; average enrolment, 5,621 ; average attendance, 4,281 ; per cent, of at¬ tendance on enrolment, 78.8. Teachers, including principals, 100 ; salaries of these, $375 to $1,500. Salary of superintendent, $2,000. School buildings, 10 ; schools and departments, 22 ; rooms for both study and recitation, 88 ; for recitation only, 3. Re¬ ceipts for public schools, $94,957 ; expenditures on them, the same. Expense per capita on average attendance, $17.50. Days schools were taught, 211. Estimated enrolment in private and parochial schools, 1,200. Number of buildings and teachers not given. Special instruction. — Two teachers of music were employed by the board, with results said to be commendable, but not yet all that could be desired. Five evening schools have been maintained, with an enrolment of 1,106, somewhat less than the preceding year, but with an average attendance of 548, somewhat better than then. A city normal school has also been kept up, which all teachers emiDloyed by the board, below prin¬ cipals of grammar schools, were required to attend, and to which a number of other persons desiring to qualify themselves for teaching were admitted. This has been a source of supply for the schools, as well as a means of improvement to those already employed in them. The attendance on this school and the interest in its exercises are said to have been more satisfactory than in any previous year. — (Report of board of education and of Superintendent W. J. Rogers, for 1874-75.) TRMNING OF TEACHERS. STATE NOKMAL SCHOOL, TUEXTOX. This school offers a thorough three years’ course of instruction, upon completion of which certificates are granted that authorize students to teach in the common schools of the State without further examination. Drawing is taught here very exten¬ sively. Vocal music is taught thoroughly, and is obligatory. Instrumental music is optional. The school has connected with it a model school and boarding houses, erected by the State, where cheap board can be secured by those who desire it. There is a cabinet and apparatus for illustration of natural philosophy, a chemical laboratory, and a library of 2,500 volumes. Tuition is free, and there are State scholarships of $100 each for specially qualified students. The amount of State appropriation for 1875 was $15,000. The number of students in attendance was 269, of whom 39 were young men and 230 women. — (Return to Bureau of Education, 1875, a.nd report of trustees.) FAEXUM PREPARATORY SCHOOL, BEVERLY. In this school, a feeder of the State Normal School, the average enrolment for the year was 125. SECONDARY H>[STRUCTION. PUBLIC HIGH SCHOOLS. The information in respect to the public high schools of the State is not as full as could be wished. Some note is made of the existence of such schools, or of higher departments of graded schools corresponding to them, in the reports of city superin¬ tendents. According to these, such schools exist in Atlantic City, Gloucester, Hoboken, Newark, Orange, Passaic City, and Phillipsburgh. In some of these the course of instruction is partially indicated. In the higher department at Gloucester City instruction is given in all the higher English branches, and students are fitted for busi¬ ness. In Hoboken there are two high classes engaged in the study of the higher English branches, including ancient history, rhetoric, and English literature. The classical course in the high school at Phillipsburgh prepares young nien to enter the freshman class in full standing in any American college. The board of education at Newark, in 1875, made the terms of admission from the grammar schools to the high NEW JERSEY. 281 more difficnit than formerly, the miiiimum per ceot. ou examination being fixed at 70 instead of 66| per cent. The attendance, however, has been greater than at any former period of its history, numbering about 450 pupils. — (Report of State superinteudeut, 1675, pp. 3-24.) ACADEMIES AXD SEr^IIXAEIES. Forty-one out of 50 such schools for secondary training report 332 teachers and 2,907 scholars, of whom 419 are in classical courses, 404 in modern languages, 262 preparing for a classical course in college, and 118 for a scientific course. Drawing is taught in 31 of these schools, vocal music in 29, instrumental music in 32. Eleven have chemical laboratories, 19 philosophical apparatus ; and 15 report libraries of 100 to 4,000 volumes, the total number of books in the 15 libraries being 13,950. One of these schools has furnished 15 teachers to the public school system of New Jersey aud 10 to that of New York. — (Returns to Bureau of Education, 1875.) PREP-VKATORY SCHOOLS. Four schools for the preparation of pupils for college report a total of 24 instructors and 266 pupils, of whom 110 were preparing for a classical and 32 for a scientific conrse in college. Tliree report chemical laboratories ; 2, apparatus for the illustration of natural philosophy, aud 1 uses the cabinet and apparatus of the Stevens Institute of Technology. Two have a gymnasium, but only 1 — Princeton Preparatory School — reports even the beginning of a library. This was commenced in 1874, and now num¬ bers 30 volumes. In this school the continental method of pronunciation is used in both the Greek and Latin languages, the accents being observed in the pronunciation of the former. The same method, nearly, is used in Rutgers College Grammar School, the Greek pronunciation taught there being the same as that given in Goodwin’s Greek Grammar. In the two remaining schools the ordinary English pronunciation is used in the Latin, and the Continental in the Greek. For other particulars see Table YII. To the above may be added 93 jpupils in the preparatory departments of colleges, 42 of them preparing for a classical collegiate course and 38 for a scientific course. — (Re¬ turns to Bui'eauof Education, 1675.) BUSINESS COLLEGES. Three business colleges, located respectively in Elizabeth, Newark, and Trenton, re¬ port a total of 20 instructors and 706 pupils. In addition to the usual English and business branches, phonography, German, French, and Spanish were taught in one of these colleges, aud German in another. For further iiarticulars see Table IV.— (Reports to the United States Bureau of Education.) SLTPERIOR INSTRUCTION. COLLEGE OF NEW JERSEY, PRINCETON. This oldest college of the State, among the oldest of the country, has thoroughly re¬ newed its youth within a few years past. A visit to it in 1«75 showed that, besides the beautiful new buildings of the John C. Green Scientific School and the magnificent new library hail, unsurpassed in all the country, the old buildings had been so thor¬ oughly repaired aud beautified as almost to seem new ones, and in respect of comfort to be such. New window and door casing.^, new windows and new doors, large re¬ newal of the flooring, addition of closets and other conveniences, with a fresh pointing of all dilapidated masonry, were among the improvements noticeable in the old halls, making them harmonize in general appearance quite fairly with the plainer one of the Green school hnildings, which is comparatively simple in its ornamentation, though built substantially of good brown stone. The other Green school building, Norman in its style, with a fine tower and rich adornments, furnishes as beautiful a college lecture room as well may be, the seats rising in amphitheatric form, each with a little note table or arm attached, and each giving the student seated in it a full view of the lecturer, of his table, and of the chemical, philosophical, or other illustrations he may present. Li the rear of the lecture room, and thus again in full view of the students, is the splendid apparatus of the school, the glass inclosure of the large room in which it is contained, allowing opportunity for study of it without exposing it to handling or to dust. The old college has reason to rejoice indeed at the favor it has found and at the liberal gifts bestowed on it since the entrance of Dr. McCosh upon the presi¬ dency. In its buildings, in the aspect of its grounds, in its well apiiointed and splen¬ didly housed library, and in the mingled air of modern freshness and grave age which it presents, it comes now very near onr ideal of what a high class college ought to be. According to the catalogue of 1874-75, the faculty of the college, with Dr. McCosh at the bead, consisted then of 18 professors and tutors and 1 lecturer, with 1 vacant chair. The list of students contained the names of representatives from 28 States and 2 Territories, Syria and Japan helping also to swell the list. One specially interesting 282 REPORT OF THE COMMISSIONER OF EDUCATION. feature is the existence of 6 fellowships, meant to reward students of nunsual merit and afford them an opportunity for prosecuting studies heyond those of the college course. These fellowships are in 4 cases of the value of $600 and in 2 others of $250 each for the year during which they may be held. They are awarded after special ex¬ amination in certain lines of study to which each is devoted, and are conferred under the conditions that no student shall compete for more than one and that the success¬ ful student shall pursue, under direction of the college faculty for one year, the line of study from which the fellowship takes its name. During this time he may reside at the college or elsewhere ; but if elsewhere in the United States must personally report himself at Princeton from time to time, and, if in a foreign country, must furnish, at regular intervals, written reports of what he is doing. From the return of statistics for 1875 it appears that there were then six post graduate students, probably the ones on these fellowship foundations. RUTGEES COLLEGP:, NEW BRUNSWICK. The standard of admission at Rutgers has for years been high, and the instruction generally thorough ; but the eminently conservative spirit of the denomination by which it is controlled (the Reformed) has been unfavorable to any extensive change iii either the entrance examinations or the collegiate course. Now, however, it not only shows signs of sympathy with the progressive movements of the day, allowing con¬ siderable freedom of selection of its studies and showing some partial students on its roll, but is also said to have in contemplation an increase of the demands for admis¬ sion to its classes and an arrangement of post graduate studies for such as have com¬ pleted the old course. The movements in these directions have not yet taken such definite shape as to be published, but it seems probable that such publication may be made in season for the report of 1876. At present the college has four courses, the ordinary classical collegiate ; the partial course of two years for the scientific school, the groundwork of which is a thorough English course, with French, mathematics, and political science; then the full scientific course, which after two years becomes elective, one branch being chemistry, the other engineering; and, finally, a post graduate scientific course in chemistry, which doubt¬ less will have its students in due time, but does not present any in it yet. — (College catalogue and return for 1875.) ST. benedict’s college, NEWARK. This is a comparatively new institution, founded in 1869, under the auspices of Most Reverend Archbishop Bailey, now of Baltimore, then Roman Catholic bishop of Newark. It is conducted by the Benedictine Fathers, and is designed to give young men a classical or commercial education, to piepare for which it has a preparatory department. — (Catalogue for 1874-’75.) SETON HALL COLLEGE, SOUTH ORANGE. This institution, also Roman Catholic, owes its origin, like St. Benedict’s, to Arch¬ bishop Bailey, by whom it was first established, at Madison, in 1856. After four years of residence there it was removed to its present location at South Orange, 16| miles from New York and 6J from Newark. Here it has buildings of great architectural beauty on an elevated and commanding site, overlooking a beautiful country. The college is under the immediate supervision of the Roman Catholic bishop of Newark, and is conducted by secular priests, assisted by lay professors. The domestic arrange¬ ments are under the care of the Sisters of Charity, by whom every needed attention is paid to the neatness and cleanliness of the establishment, as well as to the nursing of the sick. The aim is to train at once the moral, intellectual, and physical being of the students, health, manners, and morals receiving constant attention. In close connec¬ tion with the scholarly training given, all pupils are instructed in the doctrines of the Roman Catholic Church, as well as in its practices ; while in a large gymnasium, well provided with the necessary apparatus, they are drilled in calisthenics and gymnastics. — (Catalogue of the college and return for 1875.) BURLINGTON COLLEGE, BURLINGTON. Founded many years ago, under promising auspices, by Right Reverend G. W Doane, then the Protestant Episcopal bishop of New Jersey, this institution has for some reason failed to reach a true collegiate rank, and, though well conducted and well officered, still exists only in a preparatory department, with 9 instructors and 58 male students. In a return for 1875 these numbers are increased to 39 and 233 by adding in the teachers and students of St. Mary’s Hall, adjoining, which is under the same general oversight, but which appears under another head in Table YIH, among institutions for superior instruction of young women. NEW JERSEY. 283 ■Statistics of colleges, l^TS. Xanies of colleges. . 1 1 : '5 ' 5 ’ 1 "x 1 i "? ' 1 Number of students. Property, income, 6ic . r. 4 Tl ■-r 5 C X - ^ > ~ o < I r [Xu 1 ' r ** -r" ; > p I < 2 College of New Jersey . 21 10 40 4S0' $600,000 $862. 405 $57, 750 $18. 128 $65. 785 all. 500 Kutgers College . U i 4 2 119 690.000 390,000 20,000 3, 8-59 . $0 20,400 a 10. 614 St. Benedict's College., i 6 13! 71 18,400 ! 3,000 . . a950 Seton Hall College . ’ lOi 0 40 4£ 300,000 0 0 6.350 a Includes society libraries. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. sciz^:cE. Butgers Scientific Scfiool, a department of Rutgers College, was founded upon the con¬ gressional grant for the benefit of agriculture and the mechanic arts. The course of study lasts four years. Tuition is 875 per annum, hut there are 40 State scholarships entitling the possessors to the pririleges of the school free. As the number of students attending is but 46, and the income from tuition fees as reported about $1,200, it would appear that only 30 of the State scholarships are at present filled. — (Report to the United States Bureau of Education, 1875.) The course of study in this department, having been referred to under the college, does not need further notice here. Hie sdentific department of Princeton College was established for the purpose of giving a thorough scientific training, together with a liberal education, to those who may not choose to devote such attention to classical and philosophical studies as is required in the academic course. The students in this school are regularly engaged in laboratory, museum, and field work. A great improvement was made in the year 1574-T5, the second building for this school having been completed in time for the opening of the college in that year. This bnilding, a beautiful structure, stands on the eastern por¬ tion of the grounds, facing the campus, and no expense or labor has been spared to make the accommodations complete in every respect. — (Philadelphia Evening Tele¬ graph, June 30, IS? 5.) Additional to all its previous large indebtedness to Mr. John C. Green, for buildings, apparatus, and endowment fund, this department has in the last year fallen heir to a legacy of $100,000, left it by the will of ]Vlr. Green, for the endowment of a subdepart¬ ment of civil engineering. — (Return to Bnreau of Education for 1875.) The Stevens Institute of Technology, at Hoboken, was organized in 1871. Besides the regular course of four years, there is a post graduate course of study. There are 12 scholarships established by the city, and 20 other free scholarships are provided for. The library numbers about 5,000 bound volumes besides 2,000 unbound pamphlets. — (Report to United. States Bureau of Education.) Tlie Philotechnic Institute of Camden, y. J., ofiers a comprehensive course of instrac- tion in the sciences, languages, and the principles of the arts. The technical depart¬ ment affords opportunities for acquiring skill in several mechanic arts without the drudgery imposed on learners* in ordinary workshops. Among the studies are botany, zoolo^, mineralogy, drawing, Greek, Latin, French, and German. — (Advertisement in Evening Visitor, published and printed at the institute.) THEOLOGY. Drew Theological Seminary, at Madison, (Methodist Episcopal,) has a regular course of three years and a preliminary one of two for those who have not received a collegiate training. Students who have the degree of A. B. or its equivalent in classical and scientific culture, and who complete the seminary course of three years and pass a satisfactory examination, receive the degree of B. D. Elocution is taught systemati¬ cally and by progressive courses. Special instruction is given to those desiring it in the Arabic, Syriac, and Sanskrit, also in German, French, Italian, and Spanish. — (Cata¬ logue, 1874-'75.’' 284 REPORT OF THE COMMISSIONER OF EDUCATION. The Gei'man Theological School, Ne^vark, (Presbyterian.) has a course of study divided into tvro departments, theological and academic, of five years’ duration, designed to furnish a compact course of studies usuaUy taught in the academy, the college, and the seminary. — (Catalogue, 1874-’75.) , Theological Seminary, Princeton, (Presbyterian.) ohers to college graduates a very thor¬ ough four years course of instruction, embracing a careful study of the Scriptures, both of the Old and New Testament, including a comprehensive survey of the various boots in their individual plan and contents and in their relations to one another and to the geceral scheme of which they form a part. Hebrew is taught throughout the course, but the grammatical study of the language as such is confined mainly to the first year. The course also comprises exegetical theology; biblical and ecclesiastical history : ecclesiastical, homiletical, and pastoral theology : Ch] istian ethics and apolo¬ getics, and rhetorical exercise and sermonizing. Special instruction is given in the art of elocution. The Chaldee, Syriac, Arabic, and Sanskrit languages are optional studies. — ( Catalogue 167 5-76. ) The renewal previously mentioned as noticeable in the coPege buildings, is observ¬ able in those of the seminary also. The old hails were in process of repair in 1875, so complete as to make them substantially equal to new buildings, adding greatly to the comfort of accommodation for the students, as well as to the attractiveness of these buildings to the eye. And then, as evident success attracts attention and secures an increase and continuance of gifts, two liberal friends of the seminary in New York are said to have since ofirered to put up for it a new hall, to cost $100,000, and to meet all needs as to accommodation for some years, while $45,000 additional comes to it from the late John C. Green, esq., the great benefactor of the coPege, and other friends. — (Return to Bureau, 1875.) The Theological Seminary of the Pefo:'med Chnrch in Jmei'ic'a, at New Brunswick, is under the control of the general synod of that church. Tuition is free. The library numbers more than 20,000 volumes, and is housed in an elegant and spacious fire-proof building. The seminary building, erected in 1&56, with moneys amounting to $30,700 donated by ilrs. Anna Hertzog, of Philadelphia, contains a chapel, library, reading room, study rooms, dormitories, diningrooms, laundry, and bath room. Students from every denomination of Christians are admitted. The course of instruction lasts three years. — (Catalogue, 1375-76.) Statistics of schools for scientific and professional instruction, 1675. Schools for professional instruction. j ^ i Ic 1 ® 1 J I -7 j 1 i 1 1 1 X i 1 1 5 i C il 1 Property, income, Ac. cl i i ^ 3 i A i 9 ^ X > 1 .| Z ! ^ ^ 1 = 1 i 1 1 1| i 1 1 1 ^ <5 X c; c 5 ii 1 F i ! - ' SCHOOLS OF scmxcs. i i ! 1 1 1 1 1 .John C. Green School of Science . 13 j 1 46 j 3 ' SloO.OOO 1 6200,000 6’ 4. 000 1 $2,700 Stevens Institute of Technolosw . ’ 11 I 100 1 4 500.000 1 500, 000 ! 40.000 j 4,000 5,000 Scientific School of Eutgers College. .. 11 1 i 46 1 4 a8, COD 1 116,000 6, 960 1,200 1 SCHOOLS OF THEOLOGY. j i 1 1 i i ! 1 ! Drew Theological Seminarv . 1 15 i i 104 1 3 300. COO 1 250. 000 17 500 ' 1 10, 8*5 German Theological School of Hewai k. 6 i ”o'| Jio j 3 30, 000. i 1C, GOO 600 , .400 Theological Seminaiy of the Eeformed 1 1 1 1 1 ! Church in America . 5 1 4 1 45 1 3 300, 000 i 260,000 17,900 26, COO Theological Seminary of the Preshy- j i i 1 [ terian Church at Princeton . . hi “I 120 I 1 3 300,000 1 450, 000 30.000 , I 26, 779 a CoUege farm for experimental purposes. SPECIAL INSTRUCTION. XEW JERSEY STATE IIEE0R:M SCHOOL, JAilESBURGH. In 1565 the legislature of New Jersey enacted a law providing for the establishment of a reform farm school for juvenile delinquents, to which boys between the ages of 6 and 16 were to be sent, with a.view to their iustructiou and amendment. A farm NEW JERSEY. 285 of 490 acres was purchased ia 1860, near Jameshurgh, in Middlesex County. Build¬ ings were erected and the school opened hy the reception of the first pupil, July 6, 1867. There are now nearly 200 scholars, who are instructed in the elementary branches of learning, and accustomed to agriculture and other varieties of labor, with an allowance of time for yoxithful recreation. October 31, 187'>, there were 192 in the institution, the highest number during the year preceding having been 202, and the average number for the year 186^, When considered to be fitted for removal, (in not less than a year after admission to the school,) good homes are sought for the boys, either with their friends or by inden¬ ture to proper persons, the board of trustees coutiuuiug to be their guardians during their minority. The deportment of the pupils is said to be good, the gentle though strict discipline of the ofiicers being found sufficient to secure orderly conduct. A refusal to obey proper commands is almost unknown, and the opinion is expressed that the steady enforcement of rightful authority from the cradle would save many parents the anguish of having children in such institutions. — (Report for 1875.) STATE LNTDUSTRIAL SCHOOL FOR GIRLS. The discipline here, too, is mild but firm, punishment of any kind beyond confine¬ ment in the dormitory being rarely found necessary. The uniform kindness with which the girls are treated wins them to cheerful submission, and begets in hearts but little accustomed to such kindness a frequent genuine warmth of love. The girls take turns in the difierent departments of housework ; make their own clothes and keep them in repair ; do such plain sewing as is sent in from without, and are taught, each after¬ noon, such branches of study as will be of practical use to them through life. At the close of 1873-74 there were 19 inmates of the school. Ten have been admitted during 1874-75, 9 indentured, and 2 discharged ; remaining, 20. Satisfactory accounts are received from most of those who have been indentured, and the managers feel that in the record of their established virtuous lives there is evidence that the care be¬ stowed upon them in the school has not been without some blessed fruit. — (Report for 1875.) EDUCATIONAL CONTENTION. STATE teachers’ ASSOCIATION. The twenty-second annual meeting of the New Jersey State Teachers’ Association was held in the hall of the Normal School, at Tj enton, August 24 and 25, 1875. After the usual words of welcome and responses thereto, the president. Rev. F. R. Brace, de¬ livered an address on “ The relation of the State to education,” and Prof. J. A. Lippin- cott, of Dickinson College, one entitled “ Method of limits.” Addresses were also de¬ livered by Prof. J. W. Dickinson, of the Massachusetts Normal School, on “Method in teaching;” by Dr. Alexander Shiras, of the Bureau of Education, Washington, and Hon. J. P. Wickersham, State superintendent of schools, Pennsylvania, on “ Prepara¬ tion for the Centennial ;” by Prof. F. D. March, of Lafayette College, on “ Reform in spelling;” by Dr. Hunt, of Metuchin, on “ Physiology and sanitary laws;” and by l^Iiss Julia M. Thomas. The meeting was well attended by an intelligent looking set of teachers ; the ar¬ rangements were good, and the exercises interesting. The officers elected for lS75-’76 were M. H. Martin, of Trenton, president ; John M. Enright, of Freehold, first vice- president ; Miss Clara Hall, of Trenton, second vice-president ; H. B. Pierce, of New Brunswick, corresponding secretary ; (j. O. T. Taylor, of Essex, recording secretary : .and William N. Barringer, of Newark, treasurer. — (Trenton Dailv State Gazette, August 25.26,1875.) . o OBITUARY RECORD. MR. E. A. STILES. For the first time since the enactment of the law creating the office of county super¬ intendent, death has entered this corps of school officers and taken one of their num¬ ber. Mr. Stiles was elected' to office in 1869. He performed its duties faithfully, was beloved by all who knew him, and his death occasioned profound regret. The parents of Mr. Stiles moved from Morris County into Vernon Township when he was but two years old. Nine years later, in 1819, they settled on the farm where Mr. Stiles died, and where he spent the greater part of his active years as principal of Mount Retirement Seminary. This school arose from the humblest beginning. In 1833 a half dozen boys were instructed in a room of the farm house. But the teacher had found his calling, and as he developed with his work his school rat>idly increased to a size and reimtation far beyond his early hopes. For many years there was an average of 75 pupils under his tuition, and it was in full vigor when he relin¬ quished its control in 1865. In 1869 he was appointed to the superintendency of Sussex County, and the constant growth in all matters material pertaining to the educational system of the county, the gradual elevation of public sentiment, the increased efficiency of teachers, all bear witness to the success of his administration. For more than forty years he has been devoted to the work of education, and, whether 286 REPOST OF THE COMMISSIONER OF EDUCATION estimated by bis capability or bis devotion or ample success, be well deserves tbe title of educator. He bad excellent common sense, and a most reliable judgment, and behind all bis v/ords and actions was a character so far beyond reproach that bis purity of motive was never questioned. — (Report of State superintendent, 1875, pp. 85, 86.) LIST OF SCHOOL OFFICIALS IN NEW JERSEY. Ellis A. Apgae, State superintendent of public instruction, Trenton. IIEHBEES OF THE STATE BOAED OF EDUCATIOX, 1875-’76. Xame. Post-office. Joseph D. Bedle, governor . Jacob Vanatta, attorney-general . A. L. Punyon, State comptroller . Henry C. Kelsey, secretary of state . John W. Taylor, president of the senate . George 0. Vanderbilt, speaker of the assembly, Charles E. Elmer . Eichard M. Acton . . John Maclean, D. D., LL. D . James Bingham Woodward . Benjamin Williamson . . Eobert AUen, jr . Thomas Laurence . Eymer H. Veghte . J ohn M. Howe, M. D . Eodman M. Price . William A. Whitehead . . William EL Steele, D. D . Bennington F. Eandolph . . Charles K. Imbrie, D. I) . Ehas Cook, treasurer of State Xormal School. . Jersey City. Morristown. Kew Brunswick. Trenton. Kewark. Princeton. Bridgeton. Salem. Princeton. Bordentown. Elizabeth. Eed Bank. Hamburgh. Somerville. Passaic. Eamseys. Kewark. Kewark. Jersey City. Jersey City. Trenton. OFFICEES. President, Joseph D. Bedle . Vice-president, William A. Whitehead . State superintendent and ex officio secretary, Ellis A. Apgar. Jersey City. Xewark. Trentoiu COFXTT SLTEEINTEXDEXTS. County. 1 Name. Post-office. Salary. Atlantic . i George B. Wio-ht . Absecom . $500 00 833 90 Bergen . ' John A. Eemarest . Eiver Edge . Bnrlincrtcm . . . j Edgar Haas . . . . . Burlington . 1, 200 00 776 50 Camden . '• F. E. Brace . Blackwoodtoivn . Cape Mav . 1 ( Maurice Beesley . Dennisville . 500 00 Cumberland . | j E. L. Howell . . . . . . Alillville . - 577 70 Essex . 1 [ Charles M. Eavis . Bloomfield . 779 80 Gloucester . William Milligan . Woodburv . 734 70 Hudson . William L. Dickinson . Jersev Citv . 1, 200 00 1,083 70 TTnnterdnn . ■ C. S. Conklin or . . . . Frenchtovm _ Mercer . ! William J. Gibby . Princeton . ’682 00 Middlesex . Ealph Willis . Spotswood . 840 70 ‘Monmonth . _ ^ Samuel Lockwood . Freehold . 1, 200 00 1, 200 00 500 00 Morris . | 1 Lewis W. Thurber . Dover . . Ocean . j Edward M. Lonan . Forked Eiver . Passaic . J. C. Cimikshank . Little Falls . 500 00 SfllPTTI - 1 William H Eeed . . . Woodstown . 640 00 Somerset ... ! Elias W. Earick . . . . . . Somervillo . 691 90 Sussex . 1 L. Hill . Andover . 783 60 TTninn _ 1 X. W^. Pease . . . . . Elizabeth . 500 00 W arren _ _ i Ephraim Dietrich . . . . . Columbia . 1. 036 80 CITY SUPEEIXTEXDEXTS. City. 1 Xame.. | City. Xame. Atlantic City . Camden . Elizabeth . Jersev City . Millvble . Xewark . S. E. Morse. Henry L. Bonsall. E. D.' Smith. William L- Dickinson. J. W. Xewlin. George B Sears. Henry B. Pierce. Israel H. Gerry. 1 Paterson . Perth Ambov . | : PMllipsburgh . j 1 Salem . | WiUiam J. Eogers. Henrv Farmer. F. C. Tolies. C. H. Stillman. James Anderson. T. Patterson. CorneEus Shepherd. Xew Brunswick . Orange . 1 Trenton . j 1 1 NEW YORK. 287 ]\EW TORI^. SUMMARY OF STATISTICS. SCHOOL POPULATION AND ATT8NDANCE. Number of children of school age (5 to 21) in 1873. Number of children of school age (5 to 21) in 1874. Number of children of school age (5 to 21) in 1875. Number in attendance on public schools, 1873 .... Number in attendance on public schools, 1874 - Number in attendance on public schools, 1675 - Average daily attendance, 1873 . Average daily attendance, 1874 . Average daily attendance, 1875 . Cities. Rural dis¬ tricts. . 693, 075 C39, 810 867, 745 857, 036 416, 063 438, 049 614,716 ! 606,315 j . 203, 697 , 215, 907 295, 772 1 299,318 . 1 State. 1, 560, 820 1, 596, 846 1, 583, 064 1, 030, 779 1, 044, 364 1, 059, 238 499, 469 515, 225 531, 835 TKACHERS -AND TEACHERS’ PAY. Wales. Females Both. "Wlinlp TinnibAr of tenober.s in public .s'^bnols 1873 . _ _ 7, 097 7, 187 22, 367 29, 464 "Whole number of teachers in public schools, 1874 _ _ _ _ _ _ 22, 435 29, 622 30, 013 "Whole number of teachers in public schools, 1875 . 7, 428 22, 585 Cities. Rural dis¬ tricts. State. Number cmnloyed at the same time for 2.8 weehs 1873 4, 940 13, 355 13, 370 18, 295 18, 605 Number employed at the same time for 28 weeks, 1874 . 5, 235 1873. 1874. 1875. Average district quota to such teachers . . . . . . . 848 19 ! 848 48 $48 56 Cities. Towns. State. Whole amount expended for teachers’ wao’es, 1873 . . . $3,693,641 $3, 721. 539 3, 720, 982 $7,415,181 7, 601,518 7, 849, 667 405 31 Whole amount expended for teachers’ wages, 1874 . . Whole amount expended for teachers’ wa^es, 1875 . Average annual pay of each teacher, 1873 . 747 70 278 66 Average annual pay of each teacher, 1874 . 741 26 i 278 38 408 57 Average annual pay of each teacher, 1875 . Not given. Not given. Not given. SCHOOL DISTRICTS AND SCHOOLS. State. Number of school districts, 1873 . Number of school districts, le74 . . . . Decrease from consolidation of small districts and formation of union graded schools in the more populous towns and villages. 11, 327 11, 299 28 Log. Frame. Brick. Stone. Total. School houses according to material. 1873 . 113 9, 939 1, 232 455 11, 739 School houses according to material, 1874 . 107 9, 969 1, 252 1 453 11, 781 Cities. Towns. State. "V"alne of school prouerty, 1865 . $5, 041, 061 19, 006, 446 $4, 904, 862 $9, 945, 923 29, 216, 149 29, 928, 626 "Value of school property, 1874 . 10, 209, 703 Value of school property, 1875 . 288 REPORT OF THE COMMISSIONER OF EDUCATION, CLASSIFICATION OF PUPILS IN SCHOOLS. • 1873. 1874. 1875. In common schools . 1, 030, 779 6,319 27, 887 3,414 135, 956 1, 044, 364 6, 515 31, 421 2, 675 137, 840 582 924 1, 059, 238 In normal schools . In academies . In colleges . In private schools . In law schools . In medical schools . . Total . 1, 204, 355 1, 224, 321 1, 059, 238 Statistics of normal schools : Number of such schools exclusive of new city . 8 Whole number of pupils in all departments . 6, 515 Average attendance . 3, 609 Whole number in normal departments . 3, 256 Average age of male pupils, years . . . . 19i 4 Average age of female pupils, years . . . 18. 7 Number of graduates, 1874 : Males, 46 ; females, 187 . 233 Receipts for normal school instruction . 1^162, 103 66 Expenditures for normal school instruction . 157, 765 42 Statistics of schools for Indians : Number of districts . 28 Number of children between 5 and 21 . 1, 728 Number registered in schools . . 1, 018 Average daily attendance . 498 Number of teachers employed : Male, 4 ; female, 27 . . 31 Number of white teachers . 19 Number of Indian teachers . 12 Average number of weeks of school . 32^ Value of school-houses . $14,150 00 Total receipts for school purposes . 8, 466 32 Total expenditures for school purposes . 8, 466 32 INCOME AND EXPENDITURE. Cities. Rural districts. State. Receipts for schools. Amount on hand October 1, 1873 . . Apportionment of public moneys . Proceeds of gospel and school lands . liaised by tax . . . i $814, 304 65 1, 070, 643 86 44 59 4, 941, 827 50 $238, 388 60 1, 676, 580 24 36, 553 68 2, 922, 876 01 199, 706 71 285, 582 28 $1, 052, 693 25 2. 747, 224 10 36, 598 27 7, 864, 703 51 199, 7(.6 71 397, 803 52 Estimated value of teachers’ board . . ... _ _ Erom all other sources . Total receipts . Expenditures for schools. For teachers’ wages . For libraries _ _ _ ... _ _ _ ......... _ 112,221 24 1 6, 939, 041 84 5, 359, 687 52 12, 293, 729 36 3, 880, 536 24 15, 070 94 188, 219 .32 54, 458 18 1. 146,008 79 705, 804 95 3, 720, 982 49 17, 942 32 36, 595 96 7, 668 37 * 816, 169 21 495, 325 60 179 33 264, 804 24 7,601,518 73 33, 013 26 224, 815 28 66, 126 55 1, 962, 198 00 1,201,130 55 179 33 1, 209, 747 66 For school apparatus . For colored schools _ _ _ ..... _ ... _ _ _ _ For school-houses, sites, &c . For all other incidental expenses . Forfeited in hands of supervisors . Amount ou baud October 1, 1874 . Total expenditures . Amount actually expended, less amount on hand . Coi’responding amount for 1875 _ ......... _ _ _ 944, 943 42 6,939,041 84 5, 994, 098 42 5, 359, 687 52 5. 094, 883 28 12, 298, 729 36 11,088, 981 74 11, 601, 256 30 CAPITAL OF PERMANENT SCHOOL FUND. Bonds for lands sold . $247,746 59 Bonds for loans . 152,750 54 Loan of 1840 . 49,326 00 Bank stock . 50, 000 00 NEW YORK. 289 Stat^ stock . 81,165,057 24 Comptroller’s bonds . 36,000 0 Oswego city bonds . 17,u00 oO Money in the treasury . 1,336, ^01 73 Total, 1S74 . . . 3,054 772 10 Correspondiugainountin 1S75 . 3, OcO, 107 68 — (From report of Hon. Neil Gilmonr. State snperintendent of public instruction, for 1S74, and return to Bureau of Education for 1875.) SCHOOL SYSTEM OF THE STATE. COXSTITUTIOXAI. PROVISIONS. Article IX, section 1 of the constitution, as amended in 1M6. provides that '• the cap¬ ital of the common school fund, the capital of the literature fund, and the capital of the United States deposit fund shall be respectively preserved inviolate. The revenues of the said common school fund shall be applied to the support of common schools: the revenues of the said literature fund shall be applied to the support of acadeuiies ; and the sum of 825,000 of the revenues of the L'nited States deposit fund shall each, year be appropriate to and made a part of the capital of the said common school fund.” Subsequent amendments have not affected these arrangements. PROVISIOXS OF TILE SCHOOL LAW. General School Law of the State of New York, 1875, w ith amendments of June 29 of that year, and Randalfs History of the Common School System of New York. OFFICERS. A board of regents of the university, a State superintendent of public instruction, a deputy superintendent, school commissioners for counties and parts of counties, boards of education for cities and superintendents of city schools, town clerks, with district trustees, clerks, and librarians, form the official staff' of the State system. POWERS AND DUTIES OF TETESE OFFICERS. The hoard of regents of the university — instituted in 1787 — was at first empowered to incorporate academies and colleges, and now has, in addition, a general supervision of the education given in the literary and medical colleges of the State, which together form the university, and of that in academies and academical departments of union schools, which all are preparatory schools for it. Both these classes of institutions are subject to the visitation of the regents, and must make to them annual reports of their property and their systems of instrnctiou and discipline. The board has also supervi¬ sion of the State museum of natural history and of the State librari,', as ideal parts of the university ; of the instiRction of common school teachers in academies ; of the distribution of the literature fund to these for such instruction; of appropriations for the purchase of books and apparatms for their use, and of preliminary academic exam¬ inations to determine who of the pupils entering the academies and academic depart¬ ments of free schools are most worthy of assistance. The tenure of office of the re¬ gents is for life. They number 23 in all, 19 being elective by joint ballot of the two branches of the legislature, and the remaining 4 being the governor, lieutenant-gov¬ ernor, secretary of state, and superintendent of public instruction, who are members ex officiis. The State superintendent of public instruction is elected like the regents, by joint ballot of both houses of the legislature: holds office for three years: has a general super¬ vision of the schools of the State, with advisory control of their management, discipline, and course of instruction ; and determines finally, on appeal, all controversies arising under their local administration. He apportions and distributes the public school money; examines its supplementary apportionment among the several districts by the commissioners, and supervises its application to its legitimate purposes, through the several officers charged with its disbursement. He issues, upon evaminatien insti¬ tuted by himself, certificates of qualification to approved teachers, valid until revoked, in all the counties of the State ; and may issue temporary licenses to teach, limited to any school commissioner district or school district ; or revoke, for cause, licenses granted by himself or othem. It is his duty to visit, as often as is consistent with his other duties, the common schools of the State, to inquire into their course of instruc¬ tion, management, and discipline, and advise and encourage pupils, teachers, and school officers, though he may delegate to citizens of a county this duty of visitation for the schools of that county, they reporting to him the result. He is charged, too, with the general control, visitation, and management of teachers' institutes in the several counties, the employment of teachers and lecturers therein, and the payment of the expenses incurred by the district commissioners in conducting the exercises of them ; with the 19 I 290 REPORT OF THE COMMISSIONER OF EDUCATION. appointment of State pupils to the institutions for the instruction of the deaf, dumb, and blind, upon the certificates of the proper local officers; with the selection and appointment of pupils for the several State normal schools, and the general super¬ vision, direction, and management of these ; with the charge of the several schools for Indian children wfithin the State; with the compilation of full abstracts of the reports of trustees and commissioners of the several school districts ; and with the preparation of an annual report to the legislature of the condition of the schools and institutions siil ject to his supervision, said report to contain recommendations of such measures as will, in his judgment, contribute to their welfaie and efficiency. He is ex officio a regent of the State university and chairman of the regents’ committee on teachers’ classes in academies, a member of the board of trustees ot the State Asylum for Idiots at Syracuse, the People’s College at Havana, and the Cornell University at Ithaca. For the perlorniance of his duties he receives an annual salary of $5,000, and is allowed $3,000 annually for a deputy and $0,000 for such clerks as he may need, with $500 for traveling expenses. /School commissioners. — These, to the number of 112, are elected triennially by the people at the general election in November, and hold office for three years from the 1st day of January next after their election. They have supervision over the schools of districts which in some cases include a county, in others only the half or third of one. They are to ascertain, and if need be rectify, the boundaries of school districts within their jurisdiction ; to visit and examine the schools as often in each year as shall be practicable; to inquire iuto their management, course of study, mode of instruction, text books, and discipline, as well as the condition of the school-houses, grounds, and outbuildings; to examine the district libranes; advise with and counsel the trustees; recommend text books and courses of smdy; direct repairs or alterations of school- houses, or condemn these if unfit for use ; examine and license teachers for their dis¬ tricts, or revoke such licenses for proven cause ; take affidavits in matters relating to schools; report testimony in any case of appeal to the superintendent; apportion among the school districts within their supervision the amount of public money be¬ longing to each one; report to the superintendent up to October in each year all needed information in relation to the schools ; and in general use their utmost influence and efforts to promote sound education, elevate the character and qualifications of teachers, improve the means of instruction, and advance the interests of the schools under their care. Their salaries are $’';00 annually, with $200 more for expenses. Boards of education in cities and the city superintendents who act as executive officers for these have essentially the same duties for the cities they represent as school com¬ missioners for their districts. Toivn clerks of each town have it as a portion of their duties to keep carefully all books, maps, papers, and records of their office touching common schools; to report to the supervisor any loss or injury of these; to receive from him the certificates of the apportionment of school moneys to their towns, and record them in a book kept for the purpose ; to notify forthwith the trustees of tlie school districts and separate neigh¬ borhoods of the filing of each such certificate ; to see that the trustees deposit with them their annual reports within the time prescribed by law, and to deliver these to the school commissioner ; to furnish to the commivssiouer the names and addresses of school district officers ; to distribute to the trustees all blanks and circulars forwarded to them by the superintendent or commissioner ; to receive, record, and copy, for the State superintend¬ ent, the supervisors’ annual account of the receipts and disbursements of school moneys for their towms, and the descriptions of school districts and neighborhoods within the town ; to act, when legally required, in the erection or alteration of a school district, and to receive and preserve the books, papers, and records of dissolved school districts, ordered to be deposited in their offices. School district officers. — The territory of the State has been divided into upward of 11,000 districts, each averaging about four square miles. In these districts, at the annual district meetings, on the second Tuesday of October, the legal voters elect a trustee of the district schools, a district clerk, a collector, and a librarian. The trustee may be elected for a term of one year or three, in which last ease he forms one of a board of three trustees, one-third of whose personnel is changed by the annual election. The duties of the trustees are to call special meetings of their district ; to give due notice of special, annual, or adjourned meetings ; to make out tax lists for every district tax voted at such meetings, with warrants to the collector for the col¬ lection of the same ; to purchase or lease sites, and build, hire, or purchase school- houses ; to have the custody of these, with the charge of keeping them in repair, and furnishing them, as well as of insuring them and the district library, when so ordered ; to contract with and employ teachers, excluding unlicensed ones and relations to them¬ selves within two degrees by blood or marr age, and to pay these teachers each terra. Between the first and second Tuesdays of October in each year they are to make and direct to the school comnii -sioner a written report, bearing date October 1, setting forth the time iluring which the schools of their districts have been taught the pre¬ ceding year by qualMied teachers, the sums paid for the wages of such teachers. NEW YORK. 291 and for school books and apparatus, out of the State money ; the number of children taught ami the sum of the days of their attendance ; the number of school age (5-‘il) residing iu the district, with the names of their parents or guardians, and the amount paid for teachers’ wages out of district taxes, additii nal to the State allowance, as well as the taxes levied iu the district for the purchase of school-house sites or the erection, purchase, hire, repair, or insurance of school-houses, for fuel, for district libraries, or for any other purpose allowed by law. The district clerk keeps the records of the trustees and of the district, and acts as the agent of the trustees in giving notice of meetings; the collector attends to the collection of the district taxes, giving bond with one or more sureties for faithful care and disbursement of them ; and the district librarian has charge of the district library. Four neighborhoods within the State have the character of school districts and the same officers as these. SCHOOLS. The common schools in the several school districts of the State are free to all per¬ sons over 5 and under 21 years of age residing in the district. Non-residents, other¬ wise competent, may be admitted with the written consent of the trustees, and on such terms as they prescribe. Teachers in them must have diplomas from a State normal school or certificates of qualification, given after examination by either the commissioner of their district or the State superintendent. Separate schools are pro¬ vided for Indian children, and in many cases for colored children also, though these last are not required by law. Children between 8 and 14 arereqn* ed to attend some school at least fourteen weeks in each year, eight of which weeks must be consecutive, unless they are taught at home spelling, reading, writing, English grammar, geography, and arithmetic, or unless the physical or mental condition of the child is such as to render such attendance or instruction inexpedient or impracticable. In the poorer country districts the schools are largely primary, including little be¬ yond the above necessary elements of study ; but in the larger towns and cities schools of all grades, and often of high excellence, are found, some of the high schools and academic departments of union schools ranking with the best preparatory schools for colleges. Eight State normal schools, besides a great normal college in New Y^ork, pre¬ pare teachei's for the public schools, and 113 incorporated academies are utilized for the same purpose, receiving an allowance from the literary fund for training teachei's’ classes. Cornell University receives from these academies and from the higher depart¬ ments of the public schools one student from each assembly district in the State, free of all charge for instruction in any of its departments, as a reward for proven superior ability in such students, thus making the highest instruction open to any class. Two State institutions for the blind and two for the deaf and dumb provide special instruction for these unfortunates. SCHOOL FL'XDS. The several sources from which the schools are sustained are (1) the common school fund, amounting to about $3,060,000 and yielding an income of about $170,000 for the schools ; (2) the United States deposit fund, yielding for them an income of $16.5,000; \3) a general State tax of mills on the dollar, yielding over $2,500,000 ; (4) some local funds, yielding, with sales of school land, $36,000 ; and (5) district, village, and city taxation for building, repairing, and furnishing schools, yielding, in 1874, $7,864,705.51, the total from all sources in that year being $12,298,720.36. ELEMEN'TARY INSTRUCTION. SCHOOL-HOUSES. The reports of district commissioners, contained in the report of the State superin¬ tendent, contain often interesting details as to school houses, which can be found nowhere else. Tl.us one says, “ Five new school-houses have been built during the year, and many others have been thoroughly repaired. The uun;ber of the ‘ragged beggars’ is hopefully diminishing.” Another: “The houses are generally good ; but there are a few that are not fit for use. Strange to say, these miserable shells are not in poor and thinly settled districts, but iu those well able to build comfortable houses.” A third: ‘‘It seems to have been the design of some districts to locate their buildings in the most forlorn and out of the way place possible, perchance covering nearly the whole site, on highways without one vestige of shade tree. This is not as it should be, for the places where children spend the greatest share of their time should be as pleasant and inviting as possible.” The districts spoken of are in a wealthy county,, and a like statement comes from one just out of New York. Per contra, another writes :: “ Several of the schools have much improved their surroundings during the past year,, making attendance more attractive to the scholars. In one district especially severall flower beds have been planted in the school grounds as an experiment, with the hap- 292 REPORT OF THE COMMISSIONER OF EDUCATION. piest effect. Not only have the flowers not been inpired, but the children take pleasure in weeding the beds and keeping them in order. They are thus learning, out of school, some valuable lessons, such as to respect the property and rights of others and to care for their own. And they are unconsciously acquiring, through their love of flowers, a love of what is beautiful generally and a refined taste which they will be likely to carry with them through life.” — (State report, pp. 283, 295, 321, 361, 423.) DISTRICT LIBRARIES. Mr. Gilmour says that “ under the law the sum of $55,000 is annually apportioned to the school districts of the State for library purposes ; that the number of volumes in the libra¬ ries has, however, diminished from 1,286,536 in 1864 to 831. .554 in 1874, a decrease of 454,982 volumes, notwithstanding the annual appropriation. He hence declares that he is sat¬ isfied that the day of the usefulness of the district libraries is past ; that (as is elsewhere said) the people of the districts now take little if any interest in them ; that in some places many of the inhabitants are ignorant of the existence of a library, and that in others, though they know there is one, they cannot tell where it is. He therefore recom¬ mends either that the annual ax)propriations for such purposes be abandoned or that such action be taken by the legislature as will render the system more effective. He submits for the consideration of the legislature whether a System of town libraries would not bo preferable to that now in existence, the books of the district libraries (nearly all of which belong to the State) being gathered together to lorm one library for the whole town, to be under the charge of the towm clerk, as librarian, or some other person designated for that purpose.” — (Superintendent’s report, 1875, page 27.) SCHOOLS FOR COLORED CHILDREN. ,The amount expended in the towns of the State for the instruction of this class of children during the year covered by the report is given as $7,668.37 ; that expended in the cities, as $58,458.18 ; that in all the State, as $66,126.55. — (Report of superintendent, .1875, pp. 90, 92.) INDIAN SCHOOLS. From the figures given, it would appear that the atteudauce of Indian children at the schools provided for them by the State has been smaller than for some years past. The superintendent says he is not, however, satisfied that the reports made to his depart¬ ment by the local superintendents of Indian schools are altogether accurate. The cen¬ sus of children residing on the several reservations is not taken with sufficient care, nor are the teachers’ registers kept with proper accuracy. Of the financial statements made to him by the seven local superintendents, only one stated correctly the amount of money received from the State during the year. It is hence his purpose to require greater care and accuracy on the part of the local superintendents hereafter, and to have the schools under their charge oftener visited. Something must be done to make the schools more attractive, to improve the quality of the instruction given in them, and to increase the attendance; otherwise the funds of the State appropriated for the support of the Indian schools cannot be said to be judiciously expended. During the year the superintendent personally visited the schools on the C-ittarau- gus, Tonawauda, and Tuscarora reservations, and caused those on the St. Regis and hinneeock. reservations to be visited and inspected by corapeten|i persons. — (Superin¬ tendent’s report, 1875, pp. 32-34.) THE COMPULSORY LAW. Speaking of the act passed May 11, 1874, to secure to children the benefits of ele¬ mentary education, the superintendent says that, while not believing a compulsory law to be unconstitutional or unnecessary in some cases, he is convinced it will take some years of co-operation between the legislature and school officers, in preparing ample accommodations, in improving the course of instruction, and in making proper provisions for truants and vagrants, before it can be put into successful operation. He therefore thinks that if the results of this law can be approximated by a voluntary system it would be far preferable. He urges that, if the law is to remain, it be aujeuded by striking out the defective and especially obnoxious provisions. He points out the following defects in the present law : (1) The first and second sections of the act require that all children between the ages of 8 and 14 years be instructed in “ spell¬ ing, reading, writing, English grammar, geography, and arithmetic,” while some of the children between 8 and 14 years do not know the alphabet, so that it must be impos¬ sible to comply with the law in teaching the branches required. (2) The second sec¬ tion also prohibits the employment of any child who has not a certificate of having attended school at least fourteen weeks out of the fifty-two preceding weeks, which he thinks would be a great hardship in the case of orphans and children compelled to earn their own support, and ought to be supplemented with a discretionary power to excuse such absences as the school trustees deem proper. (3) The law, too, makes it the duty of school trustees and boards of education to see that the provisions of it are NEW YORK. 293 complied with, yet makes no provision for corapeiipating these officers. Hence the need of an amendment giving them compensation. (4) The eighth section directs the scli(»ol trustees of each town and the board of education of each city “to provide suit¬ able places for the disci])line and iustrnctiou and confinement of habitual truants and vagrants when necessary.” He says that cities might comply with this section, but that the expense of erecting and maintaining a house of correction in each town would be too great. He therefore recommends that the law be so amended as to require one Inuise of correction in each county and each town to pay for the suj)port of its own truants and vagrants thereat. He finally recommends that, if the compulsory law is to be repealed, the free school system be supplemented by a practical truancy and va¬ grancy act ; and that steps be taken to encourage the establishment and maintenance of night schools in cities and manufacturing villages.— (Superintendent’s report, 1874- 75, pp. 61-66.) SUPERtT^SION. The success of any educational system depends greatly on the manner of its super¬ vision. The present plan of supervision by school commissioners was inaugurated in 18.56. Time sufficient has elapsed to enable us to judge of the merits of the system. That it is perfect, no one claims. That it is, however, the best method yet tried in the Stare aud preferable to any yet suggested, the superiutendeut expresses his fi m belief That the office of school commissioner is an iuiportant one, he thinks is gener¬ ally admitted. He therefore asks the favorable consideration of the legislature to for¬ mer recommeudations from the school department urging the necessity of having the law so amended that school commissioners shall be required to give their whole time and attention to the duties of the office, aud that engaging in other business shall work a forfeiture thereof. — (State superintendent’s report, 1874-’75, p. 51.) KINDERGARTEN. Speci 1 reports have been received from 17 Kindergarten in this State, of which 7 are located in New York City, 4 in Brooklyn, and 1 each iu Albany, Glens Falls, Irving¬ ton, Staten Islaud, Rochester, and Syracuse. Five of these schools were organizeil iu 1875 ; 2 each in 1874, 1873, and 1870; 4 iu 1872 ; 1 in 1666, and 1 in 1860. The aggre¬ gate number of pupils iu atteudauce in 1875 was 444, instructed by 34 teachers. The number of hours of attendance each day varies from 2 to 5, onlj- 1 session being as short as 2 hours and 3 as long as 5. The ages for admission range from 3 to 8 years, the greatest in a majority of cases being 7. — (Returns to Bureau of Education for 1875.) CITY SCHOOL SYSTEMS. ALBANY. Officers. — A hoard of education of 12 members ; a city superintendent, J. 0. Cole, who is ex officio secretary of the board ; and a superintendent of buildings aud repairs. Statistics. — Number of pupils enrolled, 12,773 ; average daily attendance, 7,340 ; num¬ ber of schools, 25. Two new primary school-houses have been built during the year, and a building for the high school commenced, which is expected to be completed by May, 1876. The seating capacity of all the schools is 9,313, aud the superintendent says this is evidently insufficient when compared to the registered number, 12,773. At some sea¬ sons of the year, especially during the winter, many applicants for seats are turned away, and are compelled either to wander through the streets or to pay tuition at other schools. Examinations. — The committee on examinations report that the annual examination of the public schools, required by the manual, has, in general, been highly satisfactory. In most of the schools there has been a decided inqjrovement manifested; iu afew there has been none ; and in one or two the results have been unsatisfactory as com¬ pared with former years. The result of the examinations has shown that the course of study adopted by the board is too extensive. In very few of the schools are the teachers able to get their classes up to the grade, and it becomes a question whether the board would not do well to change some features iu the course of study. As it now stands, the conscientious teacher is iu danger of imposing too great a burden upon his pupils iu a well meant endeavor to keep up to a standard which has been unfortunately set too high. Music.— Yoca.1 music is taught iu an excellent niauner in all the senior departments by a special teacher. In many of the primary schools it receives some attention from the regular teachers aud in two or three it has made quite a notable progress. The committee think it would be well to require candidates for teaching to possess sufficient knowledge of music to be able to instruct the children in the rudiments of the sci¬ ence. They also recommend that a training school for those wishing to teach be estab¬ lished iu the new high school building, when completed. 294 REPORT OF THE COMMISSIONER OF EDUCATION. AhoUixon of race disti-ncUons. — The committee report that the abolition of the Wilber- force School as a school for colored children, and the reception of the children into the schools on the same terms as white children, according to the law of April 9, 1873, works well. The committee say that they are treated in all respects as other pupils, and if there was, at first, a reluctance on the part of some white children to associate with them, this reluctance seems to have disappeared as the result of familiarity and custom.” — (From report of board of education for 1874-75.) NEW YOBK CITY. Organization. — A board of education composed of 21 commissioners of common schools, of whom one-third are changed each year, with 5 school trustees for each ward, of whom 1 is changed yearly. The board appoint the executive staif, consisting of a city • superintendent and 7 assistant superintendents of schools, a superintendent of school buildings, and an engineer, with such special teachers as are to be employed ; while the trustees, with a general oversight of the schools of their wards, have the nomination of principals and vice principals for these, subject to confirmation by the board. Schools and teuchers. — The whoU number of schools under the care of the board is 307, including 45 grammar schools for males, as many for females, and 13 for both sexes ; 65 primary departments, 46 separate primary schools ; 8 schools for colored children ; 46 corporate schools; 35 evening schools, including an evening high school ; 1 nautii al school ; 1 normal college for young women, and L training school connected with the same. In addition to these, the Saturday sessions of the normal college provide a normal school for the fuller instruction of teachers employed in the primary and gram¬ mar schools. The number of teachers in all the schools is 3,257, of which number 424 are males and 2,833 females. Of the males, 183 are employed in evening schools. — (Returns to the Bureau of Education, 1875.) Attendance. — The average attendance of pupils in all the schools for the year end¬ ing at the date of this report was 120,958 and the whole number of pupils enrolled and taught during any portion of the year is reported at 254,722 ; thus showing an increase over the corresponding returns of last year of 3,719 in the average attendance and 3,177 in the aggregate enrolment. The average attendance in the grammar and primary schools, exclusive of the col¬ ored schools, was 99,090, against 96,249 last year, showing an increase of 2,841, or about 3 per cent, during this year. The average enrolment for the year has been 109,899, or about 69 per cent, of the total enrolment ; and the average attendance nearly 91 per cent of the average enrol¬ ment, showing that of all the pupils on the registers only 9 per cent were absentees. This shows an improvement over last year, when the rate of absenteeism, based on the average enrolment, was about 11 per cent. Course of instruction. — Mr. Kiddle says : “ The changes made in the course of instruc¬ tion last year, in the direction of a simplification or reduction of studies, have been followed by good results. In some of the grades of the grammar school course, it seems advisable, from the exper ence of this year, to make a still further reduction of the prescribed branches for simultaneous study. It is, in my opinion, very desirable to retain in the course whatever tends to train and develop the intelligence of the pupils, as well as to see that the children have the time, opportunity, and instruction needed for their thorough proficiency in reading, writing, and arithmetic.” Exaxninations. — An examination has been held at least once in every school under the care of the board, and every class that failed at the time of the regular annual visit of the superintendent has been re-examined. By these examinations much good is efirected. Each teacher, being aware that during the year the class under his or her instruction will be carefully and minutely inspected, and that not only the methods of instruction employed, but the results of the same, will be carefully scrutinized and re¬ ported on, necessarily feels solicitous that every child in the class should make the necessary impravement. A perfunctory discharge of duty will not accomplish the object; ihe results must be looked into at every step, and care taken that due progress is made. The principal, too, is much more anxious that the school, in all its grades and in all respects, should be efficiently taught and conducted. Besides, a constant com¬ parison of the methods and results of dilterent classes and schools with a common standard tends to produce that uniformity so desirable in a large system like this. A published table shows the general results of the examinations in each class of schools, as to the efficiency of the instruction imparted ; from which it may be seen that of 2,219 cla.sses examined the instruction in 1,222 was found to have been excellent, in 850 (/ood, in 134 fair, in 11 indifferent, sxud in 2 bad. Of 2 242 classes either inspected or examined in detail, the discipline, as manifested by the order, attention, &c., of the pupils while under examination, was excellent in 1,698, good in iAl.fair in 89, and indifferent in 8. These results show a considerable improvement over those of the preceding year, both as to instruction and discipline. In 1874, the number of classes found to 1^ ex- NEW YORK. 295 cellent in instrnction was 49 per cent. ; this year it is 55 per cent. ; while the nnniher of (leticient classes this year is only Hi per cent., against 9 ])er cent, the year previous. In discipline, the number of excellent classes this year is 75 per cent, of the wliole and the nnmber of deticient classes about 4 per cent., against (39 per cent, and G per cent., respectively, last year. Details of results. — The results of the examinations indicate improvement in reading in every class of schools, the average amount of this improvement being about 2 per cent. Still the general condition of the reading is by no means satisfactory as re.specrs cori'ectness of utterance, expression of emotional sentiments, pronunciation, and accent¬ uation. Penmanship stands at 834 per cent, against 824 last year. In geography, of 728 classes examined, 335 are reported excellent, 320 good, 66 fair, and 7 indilierent. In English grammar, of 360 classes examined, the instruction in 140 is reported excel¬ lent, in 137 good, in 73 fair, and in 10 indifferent. In history, of 259 classes, 1.53 have been returned as excellent, 87 good, 15 fair, and 4 indifferent. Of 1,752 classes in ele¬ mentary science, 873 proved excellent, 721 good, 145 fair, and 13 indifferent, an average result of 85 per cent. In addition to this, 59 classes were examined in astronomy, of which 27 were excellent, 21 good, and 11 fair or indifferent. Of 63 classes in algebra, 43 were excellent, 11 good, 8 fair, and 1 indifferent, an average of nearly 90 per cent. Iluring the year 431 classes were examined in German, 254 proving excellent, 134 good, 40 fair, and 3 indifferent, the proficiency among the females here being much in adv'auce of that among the males. In French, 4 classes out of 25 were reported as excellent, 16 good, and 5 fair. Few had passed in this beyond the rudiments. In the evening schools, of 278 classes examined, the instruction in 123 was found to have been excellent, in 126 good, in 27 fair, and in 2 indifferent. In all these, with 8 others inspected without minute examination, the discipline was reported as either excellent or good, except 14. Evening school statistiGs.— Fu^HsenroWed: Males, 16,709 ; females, 5,506; colored, 333 ; total enrolment, 22,548. Largest attendance at any session: Males, 9,283; females, 4,088; colored, 156; total, 13,527. Average attendance for the term: Males, 6,022; females, 3,215; colored, 105; total, 9,342. Evening high school. — This institution is not included in the statements of the preced¬ ing sections of this report. In compliance with the general requirements of law and under special direction of the board, the school was examined near the close of the term of 1874-’75. The largest number enrolled at any one time during the term w'as 1,594 and the largest attendance 1,.563. Toward the close of the term the attendance had fallen off more than 50 per cent. Excellent instruction, and to large numbers of pupils, was given in arithmetic, book¬ keeping, penmanship, drawing, and English grammar; besides which there were classes in astronomy, natural philosophy, chemistry, physiology, algebra, geometry and trigo¬ nometry, municipal law, Latin, German, French, Spanish, and phonography. These classes were not, however, so well attended as those in the more useful elementary branches. In the department of languages there were 197 pupils at the time of the examina¬ tion, distributed as follows: German, 4 classes and 99 pupils; French, 4 classes and 64 pupils ; Spanish, 2 classes and 34 pupils. The largest aggregate attendance in this deoartmeut was 53(3 and the number enrolled 639. The school commenced its sessions for the term of 1875-’76 in October, with an en¬ rolment of 1,935 pupils and an attendance of 1,544, doing excellent .service in a very important line. It is recommended that other evening schools, of a grade above the ordinary schools, be established in other parts of the city. Draicing.— About $20,000 is paid annually to special teachers for instruction in this useful art, this instruction being given mainly to the classes of the higher grades, with some supervision of the work of the lower ones. The results have varied much in dif¬ ferent schools, and, under the impression that the system pursued is not sufficiently uniform and progressive, the superintendent recommends that the course be revised and the system reorganized on the industrial basis now popular in Massachusetts and elsewhere. The kindred art, music, is also said to be made too much a matter of rote and of display, and to be in need of such revision as shall teach to read at sight and make the ability to sing a useful and permanent accomplishment. Law to enforce the educational rights of children. — Of the working of this law Mr. Kiddle says that the provisions with regard to truancy and vagrancy have been to some extent enforced, but not those requiring parents and guardians to send children to school or have them taught at home. Truancy has been thus diminished and attendance on the schools somewhat increased, but the full intended effect of the enactment of the law not reached. — (Report of Hon. Henry Kiddle for 1875.) ROCHESTER. School officers. — A board of education of 1 6 members — 1 from each ward of the city — and a superintendent of instruction, who is clerk of the board and curator of the central library. 296 REPORT OF THE COMMISSIONER OF EDUCATION. Attendance.— The number of pupils registered for the year 1874-’75 was 11,213, an in¬ crease of 414 over the regisiration of the previous year, while the average number be¬ longing was 7,446, an increase of 543. The average daily ai-tendance was 6,969, against 6,096 The year before, an increase of 873. This relative increas-e of 414 on the registra¬ tion list, of 543 in the average number belonging, and of 873 in daily attendance shows a decided improvement in attendance. CompuLsory law. — It was at first hoped that the law passed May 11, 1874, might lessen somewhat the amount of truancy and secure to young children confined in stores and workshops the means of limited instruction in cominou English studies. Experience has shown, however, that many provisions of the law could not be carried out under the existing sys’em of education, and it thus remains substantially a dead letter on the statute books, awaiting such amendments as maj’ make it available. d/i/sic in the schools. — At the beginning of the school year in September, 1874, vocal music was, by order of the board, incorporated into the course of study. It had to contend against many obstacles, such as a divided sentiment in the board and among the teachers in regard to its value, a want of charts and music books in the schools, and a lack of practical knowledge of the subject on the part of many that must teach it; still, the results of the year’s labors have greatly disarmed opposition, and are held to indicate a decided success, upon the whole. German. — The work in this department the past year has strengthened the conviction previously expressed, that the introduction of German into the course of study was a wise measure; for, although the teachers have had to labor wnth comparatively slight facilities and under numerous disadvantages, the succes.s attained has been most grati¬ fying. At first the interruption to the teachers in the English department, losing them half an hour two or three times a week, proved a serious obstacle; but, as the loss of time by the pupils in the English course has not seemed to interfere with their progress or promotion, all serious objections to the study of German seem to have ceased. ih-awing and pe/nnans/iip.— While much attention has been given to penmanship and very considerable improvement in it secured, drawing is said to have had to fight its way to a ])osition iu the course of study. Under the new State law, passed May 14, 1875, it must, from October, 1875, hold a recognized place and be prosecuted as a means to indus¬ trial improvement. The free academy. — This school, now housed iu an elegant new building, completed for it in 1874, is substantially the high school of the city, it has a classical and a scien¬ tific course of 3 years each and a business course of 1 year. T® enter it, pupils must be at least 12 years of age and must have passed a satisfactory examination iu spelling, penmanship, arithmetic, geography, grammar, analysis of ti e Constitution, composi¬ tion, and United States history. To graduate from it, they must have beeu regularly attendant ; must have completed the course of study in which they have been engaged, and have passed a written examination in the different branches, i caching 75 percent, on an average and not falling below 60 in any branch. Graduates may remain one year pursuing optional studies. At the examination in 1874 the pupils secured 54 regents’ certificates of proficiency, the largest number obtained that year by any school in the State ; but in 1875 the school excelled itself, carrying off 118 such certificates. It should be mentioned that it is a school for both sexes, and that the superintendent says: “ Even those who question the plan of educating the sexes together have never uttered a complaint ” respecting it. Shortened ^oiuvs.— The school hours were shortened last year throughout all the grades without any loss in the amount of work accomplished. — (Report of board and of Super¬ intendent S. A. Ellis for 1874-75 and School Bulletin, August, 1875.) SCHENECTADY. School officers. — A board r>f education, composed of 2 members from each of the five wards of the city, with a superintendent, w’ho is ex officia secretary and librarian, as executive officer. General statistics. — Population of the city, 12,807 ; number of school age, 4,431 ; per¬ centage on population, 34.60; number of school-rooms, 26; number of sittings, 1,744; number of school buildings, 8; number of teachers em])loyed during the year, 37: number of pupils registered, 2,155 ; increase from last year, 63 ; average number be¬ longing, 1,479; average daily attendance, 1,371; average percentage of attendance, 92.7 ; average number of pupils registered to a teacher, 65.4 ; average attendance to a teacher, 41.1. Total expenditure for schools, $27 708.74. Total cost per pupil, on number registered, $10.29; on number belonging, $15 ; ou average daily attendance, $16.18. School accommodations. — Superintendent Howe says there is a pressing need of in¬ creased school accommodations. Give ns more ample school room, and so distribute the buildings that they shall be very easy of access to the pupils, and not only the whole number registered, but also the average attendance, will bo very materially increased. Attendance. — The superintendent explains the falling off in attendance from last year by the unusually severe winter and the great amount of sickness prevailing. By act- NEW YORK. 297 nal conut, it was ascertained that over GOO pupils were absent from tlie various depart¬ ments on account of catarrh and other disorders caused by the intense cold. rroinotions. — An ettbrt is being made to make a pupil’s promotion depend more upon his standing during the year than upon any one examination at the close of the year. The usual examinations were held at the close of the school year, and, notwithstanding the many interruptions in the attendance, were fully up to the mark of preceding years. The total number of regents’ certiticstes received was or 8 more than the year previous. — (Report of Superintendent S. B. Howe, for 1874-’75.) syiiacu.se. School officers. — The board of education consists of 8 commissioners, 1 from each ward, whose term of office is one year. The superintendent of schools is the clerk of the board. School accommodations. — The school accommodations have been increased during the year by building 1 and enlarging 2 school-houses, thereby adding to the sittings nearly 800. The Salina school-house, which was burned in April, is being rebuilt and is expected to be ready for occupation at the opening of the school year, 1875-’76. Enrohnent and attendance. — Besides the enrolment of 8,193 in the graded schools, there have been 245 in the ungraded schools and 225 in the evening school. These make an enrolment of 8,663 pupils in the schools under the direction of the board of education, being an increase over last ear of 534. The entire enrolment is 52 per cent, upon the school census. The average daily attendance was 6,214, being 75 per cent, of the number enrolled. Evening school. — The whole number registered was 225, the av'erage number belong¬ ing 95, and the average daily attendance 76. Pupils of all ages, from 10 years old to gray-haired men and women, are gathered in the school five nights in the week. They do not all come regularly. Many are able to attend only three evenings in the week, and some have engagements for one evening each week. Draiving. — In this department more satisfactory work has been done than ever be¬ fore in the schools. During the past year every class has been properly organized and its specific work laid out, and in nearly all the classes the work has been accomplished. Music. — The great advancement in this study is the grading of it in all the schools. The pupil, in going from a lower to a higher grade, is now prepared for the advanced course presented. An extensive examination of the papers reveals the fact that very many are acquiring a valuable fund of information upon this subject. Course of study. — The reduction of the time allowed for preparation for the high school from nine to eight years has been found to work well and to fully vindicate the wis¬ dom of the change. — (Annual report of Superintendent Edward Smith, for 1874- 75.) TROY. Organization. — The public schools of Troy are under the management and control of a board of school commissioners whose term of office is for three years, the term of one-third^ expiring each year. They have a clerk of the board and a city superintend¬ ent in their employ, as executive officers. Siaiislics of schools. — The number of public free schools in the city for the year was 16; the number of children who attended public schools during some portion of the year, 8,049 ; average number belonging, 5,006 ; average daily attendance, 4,616; cost of tuition per pupil, estimated on number belonging, $13.98 ; cost for, each in average daily attendance, $15.17 ; number of licensed teachers employed sometime during the year, 11 males, 127 females ; total, 138 ; number of children over 5 and under 21 attend¬ ing private schools, not including colleges, incorporated academies, or seminaries, 2,013; number of such schools, 14; the whole time public schools were taught, forty- one weeks and three days ; amount paid for teachers’ salaries, $70,002; total expend¬ itures for schools, $115,541.50. School huildings. — The superintendent takes up seriatim each school-house and shows its defects, among the chief of which is ihe want of proper ventilation, of grounds for recreation, and of proper sites. He thus concludes this subject : “ Our school houses are far from being a credit to the city, and some of them are blots and a positive disgrace to our spirit of progress and our material development.” Studies. — Penmanship receives care and attention, and is on the whole well and cred¬ itably taught. A system of traciug books has beeu used very successfully in the lower fP'ades. Music has made regular and substantial progress in the schools. The super¬ intendent says of drawing: “The amount and character of the work accomplished in the high school course can only be appreciated by those who have frequently observed the progress of the several classes. Drawing is not taught as a mere accomplishment, but with industrial purposes constantly before us. I have seen a series of drawings of plans of houses, accompanied by ideal cabinet perspective views of the different floor's and rooms, prepared by our higli school pupils during the last year, which would do credit to professional architects.” Drawing will hereafter be taught in all the schools. —(Report of Superintendent D. Beattie, 1875.) 298 REPORT OF THE COMMISSIONER OF EDUCATION. UTICA. School officers. — A board of school coimiiissioiiers of 6 members, "with a city superia- tendent of schools. Siatistics. — The city owns 18 school-houses, valued, with their sites, furniture, &c., at $417,971.73. The schools are 30, besides an eveuiug school ; the teachers, 87 ; the sittings for pupils, 4,038. The total enrolment in public schools for the year was 4,711 ; the average number belonging, 3,155 ; the average daily attendance, 3,066 ; the per cent, of attendance on number belonging, 96.5. The receipts for schools during the year, including a balance of $26,274.20 on hand from preceding year, were $108.183.20 ; the expenditures on them, $78,818.61, leaving a remainder of $29,364.59. City Library. — A library owned by the city in connection with its schools now num¬ bers 6,055 volumes of biographical, historical, and descriptive works, voyages and trav¬ els, novels, tales, with many books on scientific, political, and dramatic'subjects. It is open daily from 3 to 8 p. m. New building. — A new and fine building has been prepared for the advanced school, the provisions for warming and ventilating of which seem worthy of notice. Fresh air is taken in through large boxes, in which are placed coils of steam pipes, heated from a non-explosive sectional boiler. The air passing over these pipes is conducted into flues leading to all parts of the building. In all cases where it could be so arranged, this pure warm air is introduced into the rooms through registers near the ceiling, thus forcing the impure air near the floor out through openings into flues leading to the basement and attic, avoiding the currents that must necessarily arise when the warm air is taken in through registers in the floor. Provision is also made for warming by direct radiation, should the weather be cold enough to require it. Tea^'^ 8 progress. — The result of the annual examinations is said to have shown that the pupils generally had made co’umendable progress in their studies, while general good health has proved that they were not overworked. The advancement made in the departments of penmanship, music, and drawing, each under the direction of a spe¬ cial teacher, has been UHUsually satisfactory, demonstrating the wisdom of assigning the care of these branches to teachers who are eminently qualified by native talent, culture, and large experience for their special vocation. — (Report of Superintendent A. McMillan for 1874-75.) WATERTOWN. School officers. — A board of education of 11 members and a superintendent, who is ex officio clerk of the board. ibtatistics. — Number of children of school age registered during the year, 2,032 ; average number belonging, 1,410 ; average daily attendance, 1,229 ; number of teachers employed during the year, 47 ; total expenditures for schools, $36,99G’.35. The schools. — The public schools are divided into primary, junior, and senior depart¬ ments, and a high school. Each department or school requires three years to complete its course of studies. The high school, uuder the charge of a principal and five assist¬ ants, graduated 16, at the end of the year, out of an average number of 294.8 belonging, and an average daily attendance of 261.8. The full course of instruciiou of this school, together with the text books used, is given in the report. There is a well selected library of 2,815 volumes belonging to the schools. — (Report of Suiierinteudent D. G. Griffin, 1875.) TRAINING OF TEACHERS. STATE NORMAU SCHOOLS. There are in the State at present, and in a flourishing condition, 8 normal schools, established by the State for the purpose of preparing young men and women to enter the common schools well qualified as teachers. The best evidence that these schools are succeeding in the work for which they were established is to be found in the fact that they have overcome the determined oppo-ition which they had to encounter, and that to-day they are towers of strength in the educational system of the State. The State superintendent bears testimony, from observation and personal examination, to the good w'hich they are accomplishing. Although the whole number who attend these schools is small compared with the number of teachers required in the common schools, yet, after graduating or partly completing the course prescribed, they are scattered throughout the State, and the influence which they exert is powerful for good. Many who are opposed to the normal schools urge as an objection to them their great expense to the State ; but, when it is remembered that the eight schools are a part of the great educational system and that their cost is less than $150,000 of the nearly $12,000,000 annually expended, it will be seen that the amount invested gives good returns in the number of young men and women devoted to teaching, and sent forth prepared for their life work. Albany Normal School. — In 1826, some years before any school for the professional training of teachers was put into operation in this country, De Witt Clinton, then governor, in his annual message recommended “ a seminary for the education of NEW YORK. 299 tenchers.” By an act of the legislature passed May 7, 1844, “a normal school for the instruction and practice of teachers of common schools in the science of education and in the art of teaching, to be located in the county of Albany,” was established as an experiment, aud $10,000 per annum was appropriated from the revenue of the lit¬ erature fund. That the experiment was successful is proved by a history » f thirty years. The school was opened December 18, 1844, with 29 pupils, aud registered, during its first term of 12 weeks, 98. The second term was attended by 200, and at its close 34 gradnared. A building for the school was provided gratuitously by the city of Albany. David Perkins Page, of New Hampshire, was the first principal. Col. Samuel Young, State superintendent of common schools, with Gideon Hawley, Alonzo Potter, Francis Dwight, and William H. Campbell, constituted the first executive committee, and with their coadjutors laid the foundation for the 8 prosperous State normal schools. The Albany school has graduated 2,041 students, 759 young men and 1,282 young women, among whom are to be found some of the leading educators of the State aud nation. Unlike any other normal school of the State, the regents of the university have the supervision and management of this, in conjunction with the superintendent of public instruction, who is ex officio a member of the executive committee. The value of the school property is set at $84,000. Brockjmrt Sormal School wms established under the provisions of the legislative act of April 7, 1866, and went into operation in 1667. The grounds, embracing more than six acres, are graded and adorned with shade trees, gravelled walks, and drives. These, with ihe buildings, became the property of the State in April, 1869. Daring its seven years of existence the school has gi-aduated 105 students, 31 young men and 74 women, and now holds property, in buildings, apparatus, &c., valued at $140,000. Buffalo formal School. — A special act establishing this school was passed by the leg¬ islature in 1867. The sum of $90,000, equally divided between Erie County and tue city, was appropriated for the erection of a suitable building, which was completed in 1870, aud the school opened in 1871. During these three years 57 students were grad¬ uated, 54 of whom were ladies. The property is now valued at $127,000. Cortland Xormal School was established under the general law of April, 1866, the town of Cortland having, under an act passed in 1867, proceeded to raise money and elect aud furnish suitable buildings for its accommodation at an expense of about ^98,000, and in two years thereafter the school was opened. During the succeeding five years 120 students were graduated, 19 of whom were young men. The local board late the property at $104,616. Fredonia Xonnal School was also established under the general law of 1866. Build¬ ings were erected by the village of Fredonia at a cost of about $100,000, and in 1868 the school was opened. Since 1869 there have been graduated 133 students, of whom 9 were young men. Present value of school buildings and property, $107,750, Genesfco Xormal School, conditionally authorized in 1867, was opened in 1871, and has graduated 26 students, 6 of whom are young men. It is located on a lot of saven acres and its property is valued at $93,430. Oticego Xormal School was established by the city of Oswego in 1861 for the training of its itrimary teachers. The methods of instruction adopted soon attracted public attention, aud pupils from other parts of the State sought admission to it. In 1863 the legislature provided for an annual appropriation of $3,000 for ten years for its support, conditioned upon the free tuition of not less than 50 teachers, and in 1865 this sum was increased to $6,000 on condition that the city should provide a suitable building for the school. In 1867 the building, grounds, and appurtenances were accepted, and the school admitted to the privileges of State normal schools. The graduates of this school number 587, of whom 48 are young men. Estimated value of the school property, $84,500. Potsdam Xormal School was established in accordance with an act passed in 1807, and opened in 1869, since which time 59 students have been graduated, of whom 13 were young men. Its buildings, valued, with their furniture and apparatus, at $95,000, front the public park of Potsdam, the use of which is granted to the pupils of the school. The total attendance in all the schools during 1874, including those in normal, model, and all other departments, was 6,515 ; in normal departments, 2,875 ; total average attendance, 3,609; graduates, 233, of whom 46 were young men. Whole number of graduates from all the schools, 3,128. — (Report of superintendent, pp. 41-47,102, 103. Each county is entitled to send to the State normal schools twice as many pupils as it has representatives in the assembly. To gain admission, pupils must be at least 16 years of age and possess good health, good moral character, and average abilities. They must pass a fair examination in reading, spelling, geography, and arithmetic as far as the roots, and be able to analyze and parse simple sentences. All appointments for admission are made by the State superintendent of public instruction, subject to the required examination, upon the recommendation of the several school commissioners or city superintendents of schools, whose duty it is to use every reasonable means to secure the selection of suitable candidates. Tuition and the use of all text books are free. 300 REPORT OF THE COMMISSIONER OF EDUCATION. There are three courses of instruction : the elementary English, advanced Eno-lish Md classical. Students who satisfactorily complete either of tliese receive correspond¬ ing diplomas, which serve as licenses to teach in the public schools of the State —(Re¬ port of State superintendent, pp. 268-272.) ’ ^ teachers’ classes in academies. By the laws of 1855, chap. 410 ; 1864, chap. 556 ; 1873, chap. 642, the regents of the university are authorized to pay for instruction in academies and the academic depart¬ ments ot union schools, selected by them for that purpose, “ in the science of common school teaching,” a certain amount of tuition. This tuition is fixed by the laws of 1873 at ^lo pel pupil for each term of 1.1 weeks ; and for any number of pupils nursuing the course of study prescribed by them, tuition at the same rate for not less" than 10 nor more than 20 weeks. Under these provisions, 92 of these institutions during the calendar year 1874 have maintained teachers’ classes. During the academic year l-'73-’74, the attendance upon these classes was 644 males and 1,400 females — in all. 2,044 — as compared with 1 661 reported last year. The amount paid in tuition was ^29,337.62.— (Superintendent’s re- port 1875, p. 50.) ^ teachers’ institutes. ' These important agencies for directing and stimulating the educational forces of the State have been sustained during the year covered by the superintendent’s report with no diminution^ in numbers, interest, or usefulness. They have been held in 58 of the 60 counties of the State, a number unprecedented in their history. The only exceptions are New York County, with its 2,667 teachers, and Hamilton County, with only 34 teachers. These do not hold teachers’ institutes. Besides these, a session of one week was held for the teachers of the Indian schools on the Allegany and Catta¬ raugus reservations. In 47 counth s, sessions of two weeks each were held, while in 11, a larger number than usual, they were held for only one week each. The aggregate number of weeks was 105, I more than in 1873. The whole attendance reached 11,478, a larger number than we find reo'istered in any former year. Of these, 3,726 were males and 7,752 were females. Tins gives an average of 198 to each institute and county. But it is to be observed that the average daily attendance \vas only 113, or 57 per cent, of the whole attendance. In the counties in which these 58 institutes were held, there are reported for 1874 15,904 teachers employed for the full term of 28 weeks. Compared with these, a little rnore than 72 per cent, attended the ins-titutes. The teachers in a few institutes had their attention called to free hand drav>dug. This subject, now receiving much con¬ sideration, is deemed worthy of further attention. The expense to the State of the institutes for 1874 was $16,319.39, or $1.42 for each teacher in attendance. The suptrintendent visited as many of the institutes as possible, and testifies to the generally excellent and practical character of the instruction, to the judicious man¬ agement of the commissioners, and the earnest attention of the teachers.— (Superin¬ tendent’s report, 1875, pp. 28, 29.) SCHOOL JOURNALS. The New York School Journal, The American Educational Monthly, and The National Teachers’ Monthly, all published in New York City, and The School Bulletin, published first at Alfiany and afterward at Syracuse, did good service in the educational field during 187o, by a variety ot valuable papers published and important and interesting news conveyed. The Brooklyn Journal of Education, subsequently removed to New York and made simply The Journal of Education, labored efficiently in the same field, while aid was also rendered by an occasional paper called The Educational Reporter, published by Ivisou, Blakemsn, Taylor & Co. SECONDARY INSTRUCTION. ACADEMIES AND UNION SCHOOLS. These two represent substanrially, for New York, what are commonly known else¬ where as the high schools ot the State systems ; the former receiving into academic classes pupils trom the public grammar schools on consideration of a certain State al¬ lowance for tuition of them, the latter being public graded schools, with academic depart¬ ments answering to high schools. The thirty-eighth annual report of the regents of the university, transmitted to the legislature February 9, 1875. presents abstracts from the reports ot 113 academies and 109 academic dejiartments of union schoids. The whole number of ditferent students in tnese during the year covered by ihe report was 31,46.3; the number claimed to have pursued classical or higher English studies, or both, for four mouths o more of said year, 8,012. O: this niunlx r, 951 are said to intend to make teaching a profession and 1,659 to be preparing for college. NEW YORK. 301 Addin^I to the above 8,012 the introductory and freshman classes of the College of the City of New York, exclusive of the commercial ]>art. with a jiroporiionate number Iroui the Normal College, which is also a girls’ high school, we have about 9.272 as the total of those kuowu to be engaged in the secondary studies of this class of schools. To this total, however, may piob'ably be added nearly a fourth of the 6,7)15 students in the 8 St-iite normal schools, as engaged in the classical courses of those schools. In that case, w'e have the total raised to about 11,000 ; still rather a small number for so large and populous a State, without the following PREPARATOkY SCHOOLS. Special reports have been received from 16 schools in this State for the preparation of students for colleges or scientific schools. Out of an aggregate attendance of 2,445 pupils in these schools, 523 were preparing for the classical and 198 for the scientific course. The age for admission ranges from 6 to 13 years, while in some it is limited only by capacity to perform the work. The course of instruction lasts 3, 4, 5, 6, lO, and even 12 years. All but 3 of these schools report libraries ranging in size from 80 to 3,000 volumes, and aggregating 14,464. Eleven have chemical laboratories and philo¬ sophical apparatus and 8 have gymnasia. Six use the continental pronunciation in Latin, 5 the Roman, 3 the English, and 1 the “ ancient.” In Greek, the continental method is used by 9, the Erasmiau by 3, the ancient by 1, Hadley’s by 1, and Good¬ win's by 1. Eight report themselves not under control of any religious denomination, while 2 are under the influence of the Protestant Episcopal Church ; 2, of the Baptist ; 1. of the Methodist Episcopal ; 1, of the Methodist ; and 1, of the Independents. Besides the above number of preparatory pujiils, there were reported for the same year in ihe preparatory departments of colleges (exclusive of the College of the City of New Yerk, before given) 2,.370 students, of whom 1,301 were in preparation for a class¬ ical collegiate course and 491 for a scientific course. — (Returns to Bureau of Educa¬ tion, 1875.) BUSINESS COLLEGES. There are 15 business colleges, which report a total attendance for 1875 of 2,919 pupils, taught by 72 instructors. One of these is located in Albany, 4 are in Brooklyn, 2 in Bufialo, and 1 each in Elmira, Hudson, New York, Poughkeepsie, Rochester, Syracuse, Troy, and Utica. In addition to the English and business branches, some of these schools embrace in their course of study phonography, telegraphy, German, Eieuch, and Spanish. As far as reported, 25 students were pursuing phonography, 95 telegraphy, 187 German, 140 French, and 27 Spanish. — (Returns to Bureau of Edncaiion for 1875.) SUPERIOR INSTRUCTION. CORNELL UNTN^ERSITY. The existence of Cornell University is due to the combined bounty of the United States Government afid of Ezra Cornell. New York’s share of the congressional land grant for the benefit of agriculture and the mechanic arts, amounting to 990,000 acres, was transferred 7 o the university upon its compliance with certain conditions, the most important of which were that Ezra Cornell should give to the institiniou $500,000 and that provision should be made for the education, free of all charge for tuition, of one student fi’om each assembly district of the State. The trustees of the university have decided that this exemption from jiaymentof the usual dues shall con¬ tinue iu tlje case of each student for four years. This makes the number educated free of all expense for tuition 512, which is equivalent, when all the scholarships are full, to a remission of fees to the amount of $30,720 per annum. These students are selected from the various public schools and academies of the State by yearly competi¬ tive examinations, which are open to both sexes. Among the special features of this university are liberty in the choice of studies, the prominence given to practically useful studies, the absence of a marking system de¬ termining the relative rank of each student in his class, and its uusectarian character. Several courses carefully arranged are presented, from which the student may make selection. He may also, from among the various branches pursued at the university, form for himself an entirely independent course, subject to the approval of the tac- ulty; or he is permitted, upon proper representations to the facnky, to devote him¬ self, as a special student, to a single department of study. Particular attention is paid to the modern classics, especially those of our own language. Among the subjects which are carefully treated are history and the various historical studies, political and social science, the natural sciences, the application of science to the arts, human anat¬ omy, physiology, and the laws of health. The general courses of the university are : (1) The course in arts, leading to the de- ^e of bachelor of arts. This extends through four years. It includes the Greek and Latin languages, and is similar to the usual academic course in the other colleges and universities of the country. (2) The course in literature, leading to the degree of 302 EEPOET OF THE COMMISSIONER OF EDUCATION. bachelor of literature, also extends through four years. It differs from the course in arts in requiring no Greek, and is characterized by a larger amount of attention to the modern languages and English literature. (3) The course in science, extending through four years, includes five hours a week during the last year devoted to some one science as a specialty. Its peculiar features are the study of mathematics, of the French aud German languages, and of the historical, physical, moral, and political sci¬ ences. (4) The course in philosophy, which is designed to be a scientific course of a higher grade than the preceding. By an act of the trustees, passed in 1872, women are to be admitted on the same terms and conditions as men, except that they must be 18 years old. A separate build¬ ing, the Sage College for Women, has been provided by the munificence of Hon. Henry W. Sage. It will accommodate about 100 pupils, and, besides the dormitories, con¬ tains lecture and recitation rooms, a museum, laboratories for students in botauy, with greenhouses, forcing houses, aud other i ecessary facilities for the pursuit of flori¬ culture aud ornamental gardening. — (Cornell University register for 1874- 75.) OTHEU COLLEGES. Alfred Universiiy, Alfred Centre, (Seventh Day Baptist,) has two general depart¬ ments : an acaden.ic and a collegiate. These have each a male and a female departme nt, with equal powers and privileges. As subdivisions of these general departments, the following courses of study have been established : (1) A classical course, {2) a scien¬ tific course, (3) a normal and teachers’ course, (4) an industrial mechanics’ course, aud (5) a theological course. The first two are separate for the freshman and sophomore years and are combined in the junior and senior. The fourth has three different divisions, the first being a course in mechanical drawing, continuing through one year and open to all students without restriction ; the second, a course extending through two years, followed by a diploma bearing the seal of the university ; the third, a course extending through three years, followed by the degree of Sci. B. — (Report to the regents of the univer¬ sity, i874.) Brooklyn CoUegiaie and Polytechnic Jwsti/ate, incorporated in 1854, has academic and collegiate departments The pupils are distributed into eight grades, corresponding to successive yearly stages in the course of study. Provision is made for all the essential brauehes of a classical, scientific, liberal, or commercial education, the plan embracing ten distinct departments of instruction. — (Catalogue, 1874.) Ca7iiaitiS College, Buffalo, (Roman Catholic,) conducted by the Fathers of the Society of Jesus, opened in 1870, embraces in its course of instruction classical and commercial branches. College of St. Francis Xavier, New York City, (Roman Catholic,) conducted by the Fathers of the Society t f Jesus, affords a collegiate and commercial education. There are in it 5 distinct departments, viz : postgraduate, undergraduate, grammar, com¬ mercial, and preparatory.— (Catalogue, 1875-76.) College of the City of Xeiv York, (non-seclanan.) — Two courses of instruction, ancient and modern, are provided here, dittering only in the languages studied. There is a library of 18,000 volumes of well selected works, their value being estimated at about $44,000. The repository contains 9,500 text books, valued at $16,000. — (Annual report, 1874.) Columbia College, (Protestant Episcopal.) — The course of instruction here is divided into nine departments, viz : (1) Greek language and literature ; (2) German language and literature ; (3) chemistry ; (4) mathematics and astronomy ; (5) mathematics; (6) philosophy, history, political economy, aud belles-lettres ; (7) physics; (8) LaTn lan¬ guage and literature; (9) botany. Free tuition is given to all industrious students of good character who may be unable to pay for it ; various associations are entitled to free scholarships ; every religious denomination in the city of New York is entitled to have at the college all the time one free student who may intend toeuter the ministry, aud every school from which there shall be admitted in any one year into the college four students who pay their matriculation fee has the privilege (»f sending one scholar to the college to be educated free. — (College catalogue, 1874-’75.) Elmira Female College, (Presbyterian.)— The collegiate course here is equivalent to that in other colleges, and comprises a thorough course in Latin, modern languages, mathematics, sciences, literature, and esthetics. There is also a department of the fine arts, embracing schools of design and of music, also preparatory aud eclectic depart¬ ments. The college has by law the right to confer degrees, both academic aud honor¬ ary. Careful attention is paid to health and physical culture. — (Catalogue, 187.3-74.) Hamilton Co>?Zci7e, f Presbyterian) offers two regular collegiate courses of four years, classical and scientific, aud a law department. The libraries amount to 12,000 volumes and are housed in a new building erected by funds received from Hon. Perry H. Smith. A legacy of $5,000 has also been received from Hon. Peter B. Porter, as an endowment for the care and increase of the library. — (Catalogue, 1874-75.) Hobart College, Geneva, (Protestant Episcopal,) is the college of the five dioceses of NEW YORK. 303 the State of New York, and was projected by Bishop Hobart in 1822. There is a cla.59, and in 1875 was chartered and emimwered to confer academic and honorary degrees. The course of study is ecclesiastical, classical, scientific, and commercial. The classical aud scientific course lasts s:x years, the commercial four. St. John's College, Brooklyn, (Roman Catholic,) is conducted by the priests of the congregation of the mission. There are classes in Christian doctrine, reading, writing, speiling, defining, Euglish grammar aud composition, geography, arithmetic, history, declamation, algebra, geometry, trigonometry, natural philosophy, astronomy, book¬ keeping. Latin. Latin composition, Greek, German, and French. — (Catalogue, 1874-75.) St. John's College, Fordham, (Roman Catholic.) — The instruction fnrnished here is of two kinds, classical and commercial. In the former line there are preparatory studies extending through 3 grammar classes, an undergraduate course of four years in classics, belles-lettres, rhetoric, and philosophy, and a post graduate course of one year in ethics and civil, political, and international law. The commercial course embraces all the branches of a good English education and is completed in four years. — (Report to re¬ gents, 1874.) St. Joseph's College, Buftalo, (Roman Catholic,) under the dhection of the Christian Brothers, includes in its course of study, besides the common aud higher English branches usually taught, phonography, commercial correspondence, metaphysics, ethics, with the Greek, Latin, German, and French languages. — (Catalogue, 1873-’74.) St. Lawrence University, Canton, (L'niversalist,) as at present organized embraces two departments, the college of letters and science and the theological school. Both sexes are admitted. A number of scholarships, amounting to 11 annually, are awarded by the university to high schools in St. Lawrence County. These are open to either sex, are competed for on the ground of scholarship, and are awarded on examination. — (Catalogue, 187.5-76.) St. Stephen's College, Aunandale, (Protestant Episcopal,) was chartered in 1859, and opened as a college the following year. It is designed especially for the training of such youug men as are looking forward to the ministry. Its growth in its lesom’ces and in the number of its students has been steady aud sure. A good classical course of four years is supplemented with careful instruction in ecclesiastical music. — (Cata¬ logue, 1873-74.) 304 REPORT OF THE COMMISSIONER OF EDUCATION. Umversity of the City of Xetc Yor'k, (non-sectarian,) — This university embraces depart¬ ments of arts, of sciences, law, andmedicine. In the two former the instruction is free, the course occupies four years. In the school of art connected with the department of science, instruction is given in drawingand painting from nature andfromliving models, with attention to the general principles of composition, ornament, and the arts of design, and the application of these to the mechanic arts. — (Report to the regents, 1874.) University of Rochester, Rochester, (Baptist,) has a plan of instruction so adjnsted that two courses of systematic study are open to the students, one being the usual classical and scientific course, and the other a scientific course iu which modern languages replace the Greek and Latin of the ordinary university curriculum. The regular course for all students extends through four years. — (Report to regents, 1874.) Union College, Schenectady, (non-sectarian,) has three courses of study : classical, sci¬ entific, and engineering. The general mode of instruction is by analysis and recitation from text books, with occasional lectures on subjects connected with the daily recita¬ tions. Prizes are awarded annually for excellence in oratory, general good standing, and essays on English literature and history. — (Report to regents, 1874.) Vassar College, Poughket-psie, (non-sectarian, for young women. )— The course here embraces both preparatory and collegiate studies, the latter extending through four years and including the ordinary subjects of a good collegiate course, with rather more attention to French and German and apparently rather less to mathematics, Latin, and Greek than in some of the older colleges, instruction in painting and drawing and iu music is given both to the classes in the regular collegiate course and to indi¬ viduals in extra-collegiate and optional lessons. All students receive regular drill in light gymnastics four or five times a week during the year and many take other exer¬ cise as members of a floral society or of boating clubs.— -(Repmrt to regents, 1874.) Wells College, Aurora, (non-sectarian,) also for young women, has, like Vassar, pre¬ paratory and collegiate courses, the latter of four years. Mathematics are studied with special regard to their value as a means of intellectual discipline. In ancient languages, close syntactical criticisms on construction, with double translations, from the original into pure English and the reverse, are required ; while modern languages receive a full share of attention and rhetoric and English literature are made impor¬ tant branches in the course. The natural and physical sciences, music, and art are also duly attended to. — (Report to regents, 1874.) NEW YORK. 305 Siaiistics of universities and colleges, 1875. Names of nniversities and colleges. Corps of instruction. $ » s 00 02 "P o Number of students. Property, income, &c. Number of volumes in library. Preparatory. Collegiate. Value of grounds, build¬ ings, and apparatus. Amount of productive funds. Income from producth'e funds. Keccipts for the last year from tuition fees." Kecoipts for the last year from State appropriation. Aggregate amount o f scholarship funds. Alfred Fniversitv. . . 14 332 ne $87, 600 $86, 000 $6, 025 $3, 543 $2, 992 4, 676 29 0 450 127 138, 620 62, 088 2, 495 3, 000 and Polytechnic In- stitute. 17 120 1 1 alO, 800 33 276 210, 200 150, COO a20, 600 New York. 42 242 77 228, 000 21, 519 0 al6, 000 Xavier.* 1 Columbia College . 10 2 0 151 i 787, 600 4,581,694 301. 087 12, 100 0 $0 a20, 266 Cornell University... 39 1 0 345 ! 844, 700 1.283,999 82, 735 19, 480 35, 000 0 39, 000 Elmira Eemale Col¬ 12 81 45 i 154, 800 100,000 7,000 i 629,000 1 3,500 30, 000 03, 700 lege.* 1 1 Hamilton College . . . . 13 8 139 ; 320, 000 300, 000 18, 300 6, 500 50, 000 12,000 Hobart College . 8 3 '"b 31 ! 75, 600 238, 050 13, 747 1, 635 68, 392 13, 000 Ingham University. . . 25 0 51 136 ! 123, 500 0 0 6, 718 0 0 04, 600 Madison University.. 17 5 37 119 165, 500 393, 347 24, 711 4, 293 50, 000 013, 000 Manhattan College. . . Martin Luther College 40 0 409 235 . i 178, 000 0 0 652, 224 0 8, 500 Ent°'ers Eemale Col¬ 13 "84 . . I 150, OOC . 1 5, 000 lege.* . 1 St. Bonaventure Col¬ 26 135 58 i 192, 000 0 0 32, 650 0 i 0 5,000 lege. 1 1 St. Francis College . . 14 150 100 1 75, 000 0 6, 000 10, 500 ' 0 ' Sc. John’s College, G 135 *50,’ 000 0 1 0 Brooklyn. 1 j St. John’s College, . 1 Fordham. . St. Joseph’s College . . 16 215 10 120, 000 2, 050 St. Lawrence Univer¬ 6 1 0 49 38, 200 "83,912 1 5,873 355 0 0 7, 008 sity. 1 St. Scephen’s College 9 0 24 54 150, 000 2, 000 140 45 0 0 2, 000 Syracuse University 11 0 153 300, 000 250, 000 14, 000 4,800 0 5, 000 8,000 Union College* . 15 "e 151 200, 000 465, 000 22, 000 6, 795 0 100, 000 ol8, 000 University of the City 17 0 0 155 500, 000 500, 000 35, 000 0 0 5, 000 of New York. University of Hoches- 8 c3 0 164 378, 662 212,016 0 56, 000 12, OCO tcr. 1 1 Vassar College . . 34 0 159 225 676, 959 281, 000 j 19, 534 1 48, 868 0 56, 000 9, 632 Wells College* . 12 1 76 300, 000 100, 000 7,000 15, 200 3, 000 * Erom Heport of Commissioner of Education for 1874. a Includes society libraries. b Includes board. c Partially. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENCE. The agricultural department of Cornell University offers two courses of study, one of which, requires four years for its completion and leads to the degree of bachelor of agriculture. The other is an abridged course of three years, comprising all the purely agricultural instruction given in the full course. It is recommended to all who enter the school to take one of these courses of study, but students who have a limited amount of time at their disposal are at liberty, as in other departments of the univer¬ sity, to select and follow any studies from these courses that they may be (Qualified to pursue with advantage. In practical agriculture, five hours weekly during the senior year are devoted to technical instruction, this time being divided between lectures, reviews, agricultural calculations, and farm accounts, besides which students are required to spend three hours a day two days in each week in field practice, and in the handling and feeding of domestic animals, and if this amount of practice does not prove sufficient to make the student expert in the various operations ©f the farm, enough additional time will be required of him to accomplish the desired object. The 20 I 306 REPORT OF THE COMMISSIONER OF EDUCATION. instracriou is given by lectures and recitations, and illustrated with the aid of the Auzoux models of plants and domestic animals and parts of auimals, and various other collections belonging to this and other departments of the university. Tuition is free. — (University register, 1874-’75.) Cornell also x^ruvides various scientific and mechanical courses of study, as architec¬ ture, chemistry and physics, civil engineering, mathematics, and astronomy, military science, natural history, geology and paleontology, and mechanic arts. The school of mechanic arts is one of the departments for which the university is bound by the laud grant to make special provision, and ijrofessoi-ships of industrial mechanics, civil engineering, mathematics, and practical mechanics were early estab¬ lished and filled. But in 1870, Hon. Hiram Sibley provided for the erection of a special building for this department. He also gave ^10,000 for increasing its furniture, and has since enlarged his gift by a further donation of $30,000 for the school. This depart¬ ment has been thus x)laced in a condition to do its work in the most satisfactory man¬ ner. There are in it three courses of instruction: a four yeans’, or full course, leading to the degvee of bachelor of mechanical engineering ; an optional course, under the direction of the dean, and a special course for such young men as have a fair knowl¬ edge of the machinist’s or ijattern-maker’s trade, who desire to fit themselves for fore¬ men or leading positions in their business. The instruction given in the school of chemistry is embraced in a full course of 12 terms and in special courses. The full course of civil engineering extends through four years, and includes free¬ hand drawing, machine-shop x^i’actice, blow-x)ipe analysis of minerals, geology, elemen¬ tary and structural metallurgy, and astronomy. The studies in the dexiartment of natural history are arranged with special reference to the needs of those intending to become naturalists or physicians. — (University reg¬ ister, 1874-’75.) The school of mines of Columbia College was established in 1864 for the purpose of fur¬ nishing a thorough knowledge of those branches of science which form the basis of industrial pursuits, and includes courses in civil engineering, mining engineering, met¬ allurgy, geology, and natural history, and analytical and applied chemistry. — (Colum¬ bia College catalogue 1874-75.) In Eamilion College the senior class in chemistry received a thorough course of in¬ struction in the science as applied to agTiculture. Through the munificence of the late Silas D. Childs, of Utica, the chemical laboratory has recently undergone extensive alterations, and is supplied with new and valuable ax^paratus. The department of natural philosophy has recently been established upon an independent footing, and is being supplied with the most ax^proved apparatus. — (Catalogue of college, 1874-75.) THEOLOGY. Hamilton Theological Seminarg oflers a regular course of two years to graduates of colleges or those who have attained an equivalent culture, the completien of which commands a certificate of graduation. For others it has a sx^ecial course in biblical interpretation, church history, systematic theology, pastoral duties, and homiletics. Students for the ministry in the university study Hebrew and the evidences of revealed religion as a part of their college course. A course of instruction embracing an ad¬ ditional year is provided for such as desire to pursue further theological study. The seminary is not a department of Madison University, the two institutions having dis¬ tinct boards of government and instruction, yet working harmoniously together and afibrdiug advantages to students which could not be secured in an institution without such connections, — (Catalogue of Madison University, 1875.) Harhcicl' Seminary, near Coox^erstown, is at once a classical and theological school, •under the charge of the Lutheran Church. The theological dex^artment embraces a course of three years. — (Catalogue of seminary, 1875.) The theological school of St. Lawrence University (Universalist) provides a three years’ course of instruction, commanding the dixiloma of the school, and a x^artial course for those who do not wish to complete the regular one. — (Catalogue of uni¬ versity, 1375-’76.) The ecclesiastical course of St. Bonaventure's College, (Roman Catholic,) which is com¬ pleted in three years, embraces dogmatic and moral theology, canon law, scripture, ecclesiastical history, hermeneutics, and liturgy. — (College prospectus.) Auburn fheological Seminary, (Presbyterian.) — The regular course of theelogical study in the seminary occupies three full years. A regular collegiate education is required for matriculation, though exceptions to a complete collegiate education may be made in some cases. But in all these evidence is required of such scholarship as will enable the student successfully to pursue all the studies of the theological course. — (Cata¬ logue of seminary, 1873-74.) The Tahernacle Lay College, Brooklyn, Rev. DeWitt Talmage, D. D., president, is a train¬ ing institution for laymen and women intended to prepare for Christian work, without regard to -denominations. Since its first opening in 1872, there have been 700 students NEW YORK. 307 enrolled. They are engaged in varions forms of Cbristiim work, in teaching, in mis¬ sions, in’ visitation, and in preaching the Gospel. The course of studies extends over those branches of knowledge taught in theological seminaries, adapted to laymen, with the exception of Hebrew and Greek, and these may bes tudied privately. Stu¬ dents are divided into four classes: preparatory, junior, senior, and theological. — (Cir¬ cular of Lay College.) St. Stephen'8 College, Annandale, was organized by the Protestant Episcopal Church as a church training school.' Its classical course is arranged with special reference to a subsequent study of theology in one of the church seminaries. A special course in theology is offered to such as do not intend to pursue the regular course for a degree, but to become candidates for orders by a shorter road. — (Catalogue for 1875-’76.) The General Theological Seminary of the Proteetant Episcopal Church in the Cnited States of America furnishes a course of theological study lasting three years and embracing Hebrew, scriptural exegesis, ecclesiastical history, systematic divinity, pastoral theol¬ ogy, ecclesiastical polity and law. Every student in the seminary must be a member of one of the classes and engage in all the studies which appertain to his class. Stu¬ dents are examined by the professors at the close of the session in every year, in the presence of a committee appointed for that purpose. — (Catalogue of seminary, 1875-’76.) Union Theological Seminar Y’ork, (Presbyterian,) was founded in 183b, and has now 1,032 alumni. The regular course of theological study occupies three full years. The library contains 33,500 volumes, chiefly rare and valuable works. The seminary edifice contains a chapel, library, reading room, lecture rooms, and rooms for 60 stu¬ dents.— (Catalogue, 1875-’76.) Eochester Theological Seminary offers a course of study lasting three years and embrac¬ ing biblical literature, ecclesiastical history, theology, homiletics, and pastoral theolo¬ gy. The course is designed for graduates of colleges, but there is a partial course for those whose circumstances require it. — (Catalogue of seminary, 1874-''75.) LA^. The laic school of the Unicersiiy of Xeic Tori: provides a full course of two yeans, and an elective one which prepares for mercantile life, but does not command a degree. The subjects in the course of instruction are classified as follows : (1) persons and reme¬ dies, 02) property, (3) obligations, and (4) succession. The methods are by approved text books, read and recited in class, with exposition ; by lectures by the professor on topics not treated in the text books or requiring fuller or more YU'actical treatment ; by lectures by leading members of the bar ; by moot courts, and by drawing pleadings and papers. — (University catalogue, 1873- 74.) Columhia College School of Law has a course of study lasting two years and including the various branches of common law, equity, commercial, international, and constitu¬ tional law. Especial attention is given to all topics embraced within the rule of the supreme court of New Y’ork, prescribing the studies requisite for admUsion to the bar. It is expected that a third or iDost graduate course will soon be organized., — (Catalogue of college, 1874-75.) Hamilton College law department provides a course of instruction which is completed by college graduates in one year. For others, it requires one year and a third. It in¬ cludes the thorough and careful study of the most ax^proved "text books, and familiar oral lectures are connected with each recitation, — (College catalogue, 1874-75.) Albany Law School, now a department of Union Lmiversity, offers a course of in.struc- tion divided into tliree terms and lasting one year. The means of instruction are mainly by lecture and examination. All the lectures are oral and are expositions of legal principles, with illustrations and ai^xflications. Moot courts are an im]3ortant feature in the course, two being held each week, the class discussing and deciding the case in each instance, and then the presiding professor giving his views on the question involved and on the correctness or incorrectness of the decision. — (Cata¬ logue of law school, 1874-75, and report to regents.) MEDicrxE. The Long Lsland College Hospital reports a continued growth and success of the insti¬ tution, owing, it is believed, to the advantages offered in practically combining clinical with elementary instruction. The courses of instruction are given within the hospital buildings, and clinical teaching is thus made a reality. Among the requirements for graduation it is mentioned that the candidate must have studied medicine for three years with a physician and surgeon duly authorized by-law to practise; must have attended two full courses of lectures, the last of which must have been in this institu¬ tion ; and must pass a satisfactory examination. — (Announcement and circular, 187,5-76.) Albarg Medical College since 1873 has constituted one of the departments of Union University. The course of instruction lasts one year. It claims to be practical, com¬ bining with didactic lectures clinical lectures, recitations, practical work in the labora¬ tory and dissecting room, and the examination and diagnosis of cases. — Circular of college, 1875.) 308 SEPORT OF THE COMMISSIONER OF EDUCATION. Medical department of the Z^niversity of Buffalo. — In the plan of instruction adopted here clinical teaching occupies a prominent position, all the practical subjects presented in the didactic course being fully iUnstrated at the bedside. For graduation it is re¬ quired that the student should have studied medicine for three years under the tuition of a regular praetitionerj that he should have dissected during the course, and attended two full courses of lectures, and he must pass a satisfactory examination. — (Announce¬ ment, 1875-76, of the medical department.) Bellevue Hospital Medical College claims for 1874-75 the greatest number of matriculants and the largest graduating class of any medical college in America. This prosperity is ascribed to the system of thoroughly combining clinical with didactic teaching, and the prompt introduction into the curriculum of such special courses as seemed necessary. Recently a chair of psychological medicine and medical jurisprudence has been estab¬ lished, and filled by Dr. John P. Gray, also one of gynecology, filled by Prof. E. R. Peaslee. In order to keep pace with the constant advancement of medical science and to present in New York City those opportunities for the study of special departments for which stu¬ dents and practitioners have been compelled to resort to European schools, the faculty have established special courses of lectures, which are being extended, and it is claimed that at present the advantages otfered by this college are not surpassed, if equalled, in any of the capitals of Europe. The requirements for graduation are three years’ pupil¬ age, after 18 years of age, with a regular physician in good standing," inclusive of the time of attendance upon medical lectures ; attendance on two full courses of lectures, the last being in this college ; certificates of at least one course of practical anatomy or dissections ; proper testimonials of character ; an acceptable thesis composed by and in the handwriting of the candidate, and a satisfactory examination in each of the seven departments of instruction, viz, practice of medicine, surgery, obstetrics, materia medica, physiology, anatomy, and chemistry. — (Circular of college," 1875-76.) College of Fhysicians and Surgeons, New York, a department of Columbia College, af¬ fords instruction by lectures and by clinical teaching, recitations, and personal instruc¬ tion in subjects involving physical manipulation. Ten clinics are held weekly during the year in the college building, covering all departments of medicine and surgery. During the year, 5,600 cases were registered. — (Catalogue of College of Physicians and Surgeons, 1875-76.) New York Free Medical College for Women was established for the purpose of afford¬ ing women the best opportunities for acquiring medical education. All instruction is free, and, it is claimed, is as broad and liberal as can be obtained in any other insti¬ tution in the world. — (Catalogue of college, 1875-76.) Woman’s Medical College of the Xeiv York Infirmary. — The plan of instruction in this school is arranged to secure a gradation of studies through the three years of the student’s course. During the first year they are principally occupied with the elemen¬ tary branches of anatomy, physiology, materia medica, and chemistry, with practical work in the anatomical rooms and pharmacy. In the second year, instruction in med¬ icine, surgery, and obstetrics is added to these. In the third year the students engage in practical medical work, under the direction of their teachers. Hygiene is taught through the three years. — (Catalogue of the college, 1875.) College of Medicine of Syracuse University, — This department was organized in 1872. The course is a graded one, and covers three years of collegiate instruction. First year, anatomy, physiology, and general chemistry ; second year, added to these, medical chemistry, materia medica and therapeutics, pathology, principles and practice of med¬ icine, surgery, and clinical medicine and surgery ; third year, added to these, are ob¬ stetrics, medical jurisprudence, gynecologv, dermatology, ophthalmology, &c.— (Cata¬ logue, 1875-’76.) __The medical department of the College of the City of Neio York embraces in its course of instruction anatomy, surgery, and hygiene, materia medica and therapeutics, institutes and practice of medicine, obstetrics, physiology, and clinical lectures on physical diag¬ nosis. Clinical instruction constitutes "a prominent feature in the plan of education. — (Catalogs of college, 1873-74.) ih NEW ‘YORK. 309 Statisiics of scieutifio and professional schools, 1575. Schools for professional instruction. SCHOOLS OF SCIEN'CE. College of Agriculture, Mechanic Arts, &.C., (Cornell University.) Department of science, (University of the City of Xew York.)a Engineering School of Union College*..: Eensselaer Polytechnip Institute* . I School of Mines of Columbia College. ..; United States ^Military Academy . ECHOOIi OF THEOLOGY. De Lancey Divinity School . General Theological Seminary of the Protestant Episcopal Church. Hamilton Theological Seminary . Hartivick Seminary, (theological de¬ partment.) Martin Luther College, (theological de¬ partment.)* , Xewburgh Theological Seminary . . Eochester Theological Seminary . I SL Joseph’s Provincial Seminary . I Seminary of Our Lady of Angels . i Theological Seminary of Auburn . ; Tabernacle Free College . , Theological department of St. Lawrence University. ; Union Theological Seminary . SCHOOLS OF LAW. j Albany Law School, (Union University.) Columbia College Law School . !.. Department of law, (University of the City of Xew York.) ‘ j Law School of Hamilton College . SCHOOLS OF MEDICHS'E. Albany Medical College, (Union Uni¬ versity.) Bellevue Hospital Medical College . College of Physicians and Surgeons, (Columbia College.) j Free Medical College for Women . Long Island College Hospital . • Medical College of Syracuse University. Medical department of University of j Buffalo. " ! Medical department of University of the City of Xew York. Woman’s Medical College of the Xew York Infirmary. Eclectic Medical College of the Citv of i Xew York. “ ! Xew York Homoeopathic MedicalCollege Xew York Medical College and Hospital for Women. Xew York College of Dentistry . College of Pharmacy of the Citv of Xew York. x Cm 5 O 5 "t. X X § Ic u X 5 f Property, income. Ac. Number of voliimpH in library. ^ ^ r x“ ^ "r ci. ^ " ^ £ - ^ ^ 5 > ^ < \ ~ x 5 ^ . ^ X eS T - *c c 34 187 ' 4 . 630,000 62.100 4 15 47 2 i . , 3,000 13 _ 190 4 676, COO 25, 000 $38,000 , 3,200 25 _ 6145 3 20, 525 1 5,798 45 .... 307 4 ' 25. 000 1 1 o i 1 . 26. 671 1, 866 250 6 2 72 3 650,000 . 666,020 25, 045 15, 208 5 37 3 40, 000 35, 900 2. 143 1 3 ... 8 3 4 1 10 i 13,000 . i 300 4 2 9 3 35, 000 34, 400 3. 244 ! 3,500 7 1 4 79 : 3 80, OOO 238, 000 16,600 : 10,000 ! ' 133 ' ofin nan . 8 000 4 "o' 88 ■ i i5o!ooo 6 0 4! 500 6 5 50 i 3 200, 000 280, 500 19,600 10,000 4 346 2 40,000 . 3 3 '2S 3,4 19,000 , 92,000 ' 6,440 1 5,600 12 6 14= 3 ! 200, 000 ' 750, 000 5.5, 000 33, 500 3 89 1 . 0 0 •J" 522 •2 4. 100 67 i •2 .... 0 0 3, 5G0 1,200 2 1 5, 000 10 .... 125 3 50,000 0 0 8, 485 4, 8!30 19 425 2 clO. COO 0 0 0 25 .... 434 3 15i; 000 d9, 332 0 35, 375 500 18 67 3 27, 250 0 0 379 0 19 •2 15 72 3 25. 000 0 0 3,000 i 2.000 S .... 116 3 45, 000 . 6,450 i 600 32 .... 450 3 100.000 . 16 40 3 27,500 . 1, 865 10 .... 100 3 26,000 0 0 3,000 400 22 133 3 10,000 . 14,929 13 .... 27 3 135,000 10,000 : 600 200 11 66 o c4. 000 0 0 6,471 5 . ... 170 2 c4. 000 19, 700 1,400 : i 9, 151 1.200 * From Eepnrt of Commissioner of Education for 1S74. cEeported with classical department. b Also 56 preparatory students. Apparatus. d Also a sinking fond of -$4,8Sd. 310 REPORT OF THE COMMISSIONER- OF EDUCATION. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The yew Yorl: InsiiUttion for the Instruction of the Deof and Dumb has had a legal ex¬ istence of nearly fifty-eight years, having been incorporated by the legislature of Ne'v York on the 15th of April, ISf 7, and been in active operation for nearly fifty-seven years. It Mas opened as a school on the 20th of May, 1618, since Mhich time it has educated 2,443 deaf-mutes, and has been signally successful in developing their minds. Within the year closing September, 1874, there Mere under instruction here 584 pupils, of Mhom 337 Mere males and 247 females. Ofthe^e, 355 Mere supported by the State of NeM York, 162 by the counties, 47 by the State of NeM Jersey, 1 by the Frizzell fund, and 19 by their friends. For several years past the State has made appropriation for 370 pupils" at the rate of $300 each, Mhich has been ascertained by careful experience to be the average price at which the institution can aftord, without loss, to support and educate them. In two of the classes, composed of semi-mute and semi-deaf pupils, special attention is devoted to the cultivation of articulate speech and lip-reading ; and with these the recitations are conducted by means of oral speech as well as by writing. In the case of others, a professor, appointed for the purpose, gives lessons from hour to hour in this specialty. The number thus receiving instruction at present is 50. Linear drawing and shading are taught to all the pupils by a special teacher. This is regarded as of peculiar advantage to the deaf and dumb, being in itself an agreeable resource for leisure hours, and furnishing a means of self interpretation and an enhance¬ ment of their value as artisans, while in many cases it becomes a means of self support. A number of the graduates of the institution have secured an independent livelihood as lithographers, wood engravers, or aitists. The physical education of the pupils, while extended to all matters relating to clean¬ liness, propriety of conduct, health, and the like, has special reference to their training in some handicraft whereby they may support themselves when they leave the insti¬ tution. The boys are taught gardening, shoemaking, tailoring, cabinet-making, car¬ pentry, painting, and glazing. The girls learn the different branches of needlework, including tailoring, dress making, and the use of the sewing machine, and are instruct¬ ed in various household duties. The amount of time daily devoted to this training in manual labor is limited to three hours, and that devoted to direct instruction in the school to four hours, so that the pupil may not be subjected to too great a strain of either body or mind. — (Report of Superintendent, 1874-’75, pp. 111-115.) The yeiD York Institution for the Improved Instruction of Deaf-Mutes differs from others of its kind in its system of instruction. In the elementary department the pupils are taught to speak as hearing persons, and to understand what is said to them by watch¬ ing the motions of the speakers lips. In the higher departments they are instructed in ail the branches taught in ordinary schools by means of oral language. The results attained by this method have been most gratifying to the parents and guardians of a majority of the children who have been under instruction. Several of the graduates who have returned to their homes are so thoroughly restored that they can not only understand their friends, and make themselves understood by them, but are also able to converse with strangers. The whole number of pupils connected with the institution during the year ending September 30, l.'?74, was 103, of whom 55 were males and 48 female^ At the close of the year 92 puiiiis were receiving instruction. During the year 187-1, as formerly, the board of trustees were compelled to refuse admission to many applicants on account of lack of proper accommodations, and they urge the legislature to assist them in the erection of a larger building. — (State report, pp. 38, 39.) Le Couteulx St. Mary’s Institution for the Improved Instruction of Deaf-Mutes, located in Buffalo, was first opened for the reception of pupils in 1859, and from that time until 1872 was supported entirely by the voluntary contributions ©f friends. In the latter year it was recognized by the legislature and was authorized to receive State and county pupils, and there were in 1874, 32 of the former and 20 of the latter class in the institution. — (State report, p. 39.) EDUCATION OF THE BLIND. yew Yorl Institution for the Education of the Blind, at New York City, had, in Decem¬ ber, 1874, 173 pupils under instruction, of whom 147 were State pupils. There are departments of instruction, literary, musical, and mechanical. In the first of these, the pupils are instructed in all the branches essential to a thorough English educa¬ tion, instruction being facilitated by the use of suitable apparatus, including slates, writing tablets, and. cards. Dissected maps and books, both written and printed in raised letters, are also much used. The course of music includes elementary and chorus singing, instruction upon the piano and organ, and piano tuning. The instruc¬ tion in this department is intended to prepare the pupils for teaching music and to serve as organists and piano tuners. The industrial department is essential from a purely educational point of view ,• but, beyond this, the instruction here given is cal- NEW YORK. 311 cnlated to enable some to earn a livelihood -who could not succeed in other pursuits. Mattress making, cane-seating, knitting, sewing, the operation of the sewing machine, and manv varieties of fancy work are taught.— (Report of State superintendent, pp. 40,41.) THOMAS ASYLUM FOR ORPHAN AND DESTITUTE INDIAN CHILDREN. This institution, established for the education of orphan and destitute Indian children, for twenty years has faithfully pursued that work, rescuiug, meanwhile, from death, or something worse, several hundred children. At the date of the last report of the trustees, there were 104 children in the asylum, who would be friendless and homeless if the institution were, from any cause, to be closed. The children received are mostly of the poorer and pagan class of Indians, and, unless they were taken charge of by the asylum authorities, would grow up, if they arrived at matu¬ rity at all, ignorant, idle,' and vicious. The care and training which they receive at the asylum transform them into persons of intelligence, and, in the end, make them good and useful members of the community in which they live. The school is, however, in danger of abandonment from not being under State con¬ trol, and the superintendent advises that, to avoid this danger, it be placed under a board of trustees appointed by the State. It may then coutiuue to receive the appro¬ priations previously made to it, and go still onward in its useful work. — (Superin¬ tendent’s report, 1875, pp. 35, 36.) NEW YORK NAUTICAL SCHOOL. This school was opened, on board the ship St. Mary’s, at the foot of East Twenty- third street, on the 11th of January, 1875, and 70 pupils were admitted. The school, however, was not fully organized and ready for operation until the 2d of February. Since that time instruction has been given to the pupils in the common branches — reading, spelling, arithmetic, geography, English grammar and penmanship — besides the instruction in seamanship. The average attendance for the year has been 97 ; and the whole number enrolled during any part of the year, 185. The ages of the pupils range from 15 lo 20 years. The main object of the school is to educate American boys to be good seamen for the merchant service. With this view, instruction in all points of seamanship forms an important portion of the course. — (Report of Hon. Henry Kiddle for 1875 and New York School Journal, February 6, 1875.) It is believed that the instruction on board the school ship Mercury also still con¬ tinues, though no report has been received respecting it for 1875. It is under the care of the commissioners of charities and correction, and, like that on the St. Mary’s, is designed to train the homeless youth thrown on the hands of the commissioners for intelligent performance of the duties of merchant seamen or of the naval service. EDUCATIONAL CONTENTIONS. STATE CONTENTION OF COMMISSIONERS AND SUPERINTEN DENES. The annual meeting of this association for 1875, held at Rochester, December 28-30, though not large, was successful. State Superintendent Gilmour was jiresent and rook a somewhat active part. Several good papers were presented, and two of them provoked discussion which left every one present better informed upon their subjects. Professor Gilmour, of Rochester University, for instance, read a paper upon the regents’ examinations, in which he contended that the x^Rrpose of this organization has lamentably failed of fulfilment. The examinations, he believed, do not cover sufficient ground, the tests applied are too minute and technical, and not such as to develop attainments which will be of practical advantage. The views presented by the paper were indorsed by Commissioners Selden and Andrews, and opposed by ]SIr. Bardeen and Superintendents Smith and Snow. Then Superintendent Ellis read a paper by Principal Buckham upon teachers’ insti¬ tutes, suggesting certain changes which in his opinion are necessary to the usefulness and efficiency of institute work. The paper was discussed by several gentlemen, most of whom agreed with the views expressed ; after which followed papers on school supervision, by Superintendent Smith; upon drawing, by Mrs. Hicks; upon country schools, by Commissioner Hooper ; upon public schools, by Commissioner More¬ house ; upon reading, by Superintendent Farnham, and an address by Charles E. Fitch upon church and state. — (School Bulletin, February, 1876, p. 86.) NEW YORK STATE TEACHERS’ ASSOCIATION. The thirtieth annual meeting of this association was held, July 27-29, at Fredonia. The attendance of teachers was quite as good as the average for the past seven years. Nearly 400 reported to the treasurer and paid the annual dues, and 258 members cast bal¬ lots in the election for president. Not a few teachers were, doubtless, present who did not 312 REPORT OF THE COMMISSIONER OF EDUCATION. care to enroll their name?! or catist their votes, and these, vith the throngs of Fredonia and Dunkirk people v'ho were interested to attend the sessions, made the meetings large and sometimes even crowded. The weather was invariably propitious. The citizens of Fredonia opened their houses to their guests with the niost honorable and large hearted hospitality. Satisfactory as were the numbers in attendance, the pro¬ vision for private entertainment of teachers was not exhausted. The villagers made the occasion a holiday, and succeeded in rendering the visit of many a teacher as memorable for its social pleasures as for its educational profit. President Sanford opened the meetings with an address which was evidently pre¬ pared with much labor and care and whose sentiments were, without exception, praiseworthy. He drew a picture of the evils against which American education has to contend, and if he left an impression somewhat unnecessarily gloomy of the dangers to which the country is exposed from the great vices of the day, he certainly aroused in every teacher who heard him a fitting sense of duty toward the South," which is exposed to such fearful risks. The address of Professor ^yells, of Union University, was listened to with the avidity with which an uncritical audience always hears a fluent speech that abounds in apt illustration and anecdote. His subject was the Discipline of the family,’^ a theme which he illustrated and enforced with a fertility of resource that was in itself very admirable. The moral of Professor Wells’s address was excellent. Touching upon the paucity of children in American families, he spoke with a frankness that was greatly to his credit. We were surprised to hear from a professor of modern languages a reiteration of the stale and senseless slur upon the French nation that the French language has no word for home, and the usual inference that the French people have no homes. But the morality of Professor Wells’s address was so satisfactory that criti¬ cisms of his rhetoric and his illustrations seem out of place. The “fourteen minutes’” talk of Dr. Steele, of Elmira, on German schools, and the address of Chancellor Havens, of Syracuse University, on American civilization, were important and interesting features of the meetings. Dr. Steele showed the interior of a German school in a way to rectify some of our preconceived ideas of those fanned institutions. Evidently Dr. Steele had not been blinded to the weaknesses and the faults of German education. The subject of drawing, which is now engaging general attention, was presented by Mrs. Louise Cruttenden, of Yonkers, in a paper on “ Industrial drawing.” She showed its value in education and its necessity to the State by quoting the opinions of distin¬ guished educators, and by referring to the result of the competition of England with the continental nations in skilled labor when England had no schools of design. She also adduced statistics which showed how alarmingly great is the excess of the im¬ portation of manufactured material which requires skilled labor from nations where workmen are educated in industrial drawing over the export of raw material. She concluded by speaking of the place which drawing should take in a general scheme of education, giving special prominence to it as a means of culture. The paper of Dr. Daniel J. Pratt, of Albany, on the “ Matter, scope, and aim of test examinations,” being directed to a definite and practical theme, interesting to all teachers, went far to relieve the meetings of spreading themselves too vaguely over all sorts of generalities. The forenoons of Wednesday and Thursday were occupied with the meetings of the four sections in separate rooms. In section A, common and graded schools. Principal Stowits, of Buffalo, chairman, considerable interest was aroused by a paper presented by a Buffalo editor, who showed what language of censure can be used about the com¬ mon schools without leaving in anybody’s mind any other feeling than that of having been amused. Section D, supervision. Commissioner Selden, chairman, discussed the question of its relation to the State association, and adopted finally the following reso¬ lution : “Whereas experience has taught us that the best time for holding such meetings as these is in connection with the meeting of the State Teachers’ Association, we, the commissioners and superintendents here assembled, hereby form ourselves into a soci¬ ety which shall be known as The Commissioners and Superintendents Association, auxiliary to the New York State Association, and that a president and vice-presidents, a secretary and treasurer, be elected to-day to hold office for one year, or until their successors are elected; said officers shall prepare the programme for thie next annual meeting; and that a committee of three be appointed to-day to present a constitution and by-laws at the next annual meeting.” TJXIV^ERSITY COX^’OCATION. The association called by this name, composed of members of the board of regents and officers of the colleges, normal schools, academies, and union free schools in the State, held its twelfth annual meeting at Albany, July 6-8, 1875. The papers presented and discussions held were on the following important topics : “ The threatened revolution in philosophy,” Professor Ransom B. Welch, D. D., LL. D., NEW YORK. 313 Union University ; Tbe education of women/' S. Ireuaeus Prime. D. D., Wells College : "A nietbtxl of teaching gesture in elocution, " Principal Homer B. Sprague, A. M., Adelpbi Academy. Brooklyn : “A plea for elocution in tbe academy."’ ^liss Kate M. Thomas. Fort Plain Seminary: “A higher standard of rhetorical excellence in our academies,” Principal George E. Cutting, A. B., Waterville Union School; ‘‘The relation of public high schools to colleges/" Principal Samuel Thurber, A. M., Syracuse High School; “The National Bureau of Education,” Hon. John Eaton. United States Com¬ missioner of Education, Washington. D. C. ; “Enral aesthetics in the higher educa¬ tion,” Trustee Horatio Seymour, LL. D., L. H. D., Hamilton College ; •• Practical educa¬ tion,” Principal Samuel G. Love, A. M., Jamestown Collegiate Institute : “ The Cypriote inscriptions,” Trustee Isaac H. Hall, A. M., Eutgers Female College; “The pronuncia¬ tion of Latin practically considered,"" Professor Tracy Peck, A. M., Cornell University ; “ The pronunciation of ancient Greek,"" Professor Jesse A. Spencer, D. D., College of the City of New York ; “ Oral instruction,” Principal E. W. Rogers, Bainhridge Union School; “Spelling hooks,” Principal Charles Kelsey, A. M., Cayuga Lake Academy; “ The English subjunctive,” Principal John G. Wight, A. M., Cooperstown Union .School ; “Mental philosophy in common schools,” Principal William H. Rogers, A. M., Nunda Academy; “Preliminary observations on deep-sea soundings by the United States Navy.” Professor Hamilton L.* Smith, LL. D., Hobart College : ••Field studies and scientific Excursions,” Professor Darwin E. Ford. D. D., Elmira Female College; •'• Schoolincen- tives,” Principal John E. Bradley, A. M., Albany High School. Besides these, to fill blanks in the programme, papers were read on Systematic nomenclature of decimal numeration.” by Dr. Lambeir : on •• Some points of scholastic philosophy in relation to modern science,” by Professor O’Leary, of Manhattan Col¬ lege ; and* on “ Drawing in the public schools,” by Mrs. Mary D. Hicks, of Syracuse. This last subject was given some prominence. A gentleman representing the system of Professor Walter Smith had displayed about the assembly chamber specimens of re¬ markable results achieved by the pupRs of the schools of Newton and Boston, ilass., and Secretary Wool worth read the act passed by the last legislature requiring that drawing be taught in the normal, city, and incorporated school. The most animated discussions were on the teaching of elocution and on co-educa¬ tion, while no little attention was given to the Centennial. — (The School Bulletin, July and August, 1875.) OBITUARY RECORD. PROFESSOR BE^'JA:MIX STA>TON. The death of this distinguished teacher was mentioned in the report for 1874, but fuller particulars of his life and labors, then wanting, have been since supplied by his family, and are now given. He was bom at West Lebanon, Me., October •io, 1513 pre¬ pared himself, largely by his own efforts, for college study; entered Dartmouth at an early age, and took there a high position. Compelled, er a years study, to leave college, he went to the Bangor Theological Seminary, where intense application soon broke down his strength and compelled a temporary rest. Then entering Bowdoin College as sophomore, he completed his collegiate course, was graduated with high distinction, and for some time devoted himself to the study of law. He was, however, to be a teacher, and Providence forced him into positions he was destined to adorn, first as principal of academies at Laconia and New Hampton. N. H., for three years ; then, for two more, as head of the Brown High School of Newburyport, Mass.; and, finally, as head master of the Union School, Schenectady, N. 1'.. with 25 subordinate teachers and 1,*200 pupils. Although a mathematician of unusual powers, it was to the classics that he here especially gave his attention, raising the standard of scholarship in Greek and Larin to a perfection equalled in few schools and probably surpassed in none throughout the country. Np pupil was regarded as having prepared his le.>>son so long as he was unable to answer any question relating to it, whether as to grammar, etymology, historical allusion, geography, or mythology ;- while he him¬ self was so familiar with the authors gone over that he could conduct his recitations almost independently of book, with the utmost accuracy. And as his pupils were required to study wfth nearly equal thoroughness, those of them who poisessed any considerable ability were able, after being for a time under his tuition, to repeat almosT verbatim the substance of both the Greek and Latin grammars and to know nearly by heart whatever classics they had read. Those trained by him. in consequence, took most of the scholarships at Union College, near at hand, and held distinguished rank in any other in-stitutions which they entered. Professor Stanton continued in this de¬ partment from 1557 to 1560, when he succeeded Professor Bennett as superintendent, and remained such till 1563. At that date he was made professor of Latin language and literature in Union College, to which was added at a later day the professorship of political economy, in which positions nine honorable and useful years were spent. The imperfect preparation of many students who came here under his instruction troubled, however, his accurate and thorough scholarship, and in 157-2 he secured the esrablnsh- 314 REPORT OF THE COMMISSIONER OF EDUCATION. merit, in connection with the college, of a new classical school of high grade, of which he took the charge and made it at once an eminent success. But long years of hard work were already telling on him, and ere long his health gave way under the labors and responsibilities of his new charge. Unable or unwilling to giA^e himself the needed leisure for recovery, he finally succumbed to the influence of his disease, and on Saturday, July 18, 1874, surrounded by his family, the earnest toiler bade adieu to earth, and passed, according to his friends’ belief and hope, into the rest of heaven. ASA I>. LORD, M. D. Dr. Asa D. Lord was born in Madrid, St. Lawrence County, New York, June 17, 1816, and died, after a brief illness, in Batavia, N. Y., March 7, 1875. The death of his father when he was 2 years of age left him to the care and edu¬ cation of his mother, a gifted woman and experienced teacher, who imparted to her son a love of study and a taste for teaching. He liA’ed on the farm until he was 16, attending the district school in the winter after he had attained the requisite age, taught his first school at the age of 17, and subse¬ quently pursued a course of study in the Potsdam Academy, then in charge of Rev. Asa Brainerd. In the fall of 1837 he opened a private school in Willoughby, Ohio ; in September, 1838, was admitted to the sophomore class in Western Reserve College ; and in the following year was chosen principal of the Western Reserve Teachers’ Seminary, at Kirtland, an institution founded in 1838 by Rev. Mr. Slater, one of the first normal schools in the United States, if not the first. He filled the position with marked ability and success. In the eight years of his connection with the institution it sent out hundreds of teachers with advanced ideas and improved methods. Several of these teachers, including Hon. Thomas W. HarA'ey, M. F. Cowdery, and General M. D. Leggett, have filled responsible positions. In the fall of 1843 Dr. Lord formed a teachers’ class, composed of his pupils intending to teach and teachers in the vicinity, and devoted two weeks to special instruction in teaching and school management. This was in reality, though not in name, what is now called a teachers’ institute — the first in Ohio and one of the first in the country. In 1847 the doctor accepted the position of superintendent of fhe public schools of Columbus, Ohio, entering on the duties of the ofi6ee~tiie first of its kind in the State — May 15. The schools were at once divided into three departments or grades and class¬ ified, and in a few weeks the high school was organized. In 1850-51 evening schools were opened, and in 1853 a school for colored youth. Dr. Lord’s administration was marked by great efficiency and public appreciation. He resigned at the close of 1853 to accept the position of agent for the Ohio Teachers’ Association, hut in July, 1855, was again elected snperiutendeut of the Columbus schools. He filled the position one year, and resigned to accept the superintendency of the Ohio Institution for the Blind, May, 1856. Here he not only enlarged the course of instruction and adopted better methods, hut also introduced the plan of teaching each pupil some trade or art hy which io earn a Jiving. In 18c8 he was invited to take charge of the New York State Institution for the Blind in BataAua. A magnificent building was in process of erection for the Ohio institution, and an opportunity of larger success and usefulness was assured, hut he felt it to he his duty to give the new institution in New York the benefit of his experience and ability as an organizer. In six years he made it second to no similar institution in the country. In his death the institution met with a loss that seemed to its friends calam¬ itous and irreparable. Dr. Lord was always a student. W'hile principal of the Western Reserve Teachers’ Seminary he studied medicine, attending lectures at the Willoughby Medical College, from which he received a diploma. While connected with the Ohio Institution for the Blind he studied theology, and in 1863 was licensed to preach by the Presbytery of Franklin. He took a prominent part in those movements which resulted in the organization of the new school system of Ohio in 1853. He was an instructor and lecturer in the first institutes held in the State, and was one of the organizers and leading members of the Ohio Teachers’ Association. In 1846 he started the Ohio School Journal, publishing the first volume in Kirtland and the remaining three volumes in Columbtfs. In 18.50 his journal was united with the School Friend, published by W. B. Smith & Co., Cin¬ cinnati, anel he was made the chief editor. In this and the following year he published The Public School Advocate, and in 1852 was appointed editor of the Ohio Journal of Education, a new paper published by the State Teachers’ Association. He edited four volumes. His practical wisdom in school affairs is indicated by the fact that the great measures of school reform which he early advocated have either been substantially embodied in the Ohio school system or their adoption is still urged hy educators. Dr. Lord did all his work so well that it is difficult to say in Avhat he was most suc¬ cessful. His greatest excellence as a teacher was doubtless in the direction of moral training Every pupil that came under his infiaence felt a new impulse to right and NEW YORK. 315 manly endeavor. His croxvning honor as a man was his noble Christian life and char¬ acter, and his memory will ever le precious to all who knew him. — (Presidect E. E. White.) JAMES W. FAKR Was born in Chenango County, in the State of New York. He spent many years in active labor in New York City, and in 1857 was elected a trustee of common schools in the ninth ward. Two years afterward he was chosen to represent the same ward in the board of education, and was re-elected commissioner of schools several times, con¬ tinuing in the board until 1868. In 1873 he was again appointed a commissioner by Mayor Havemeyer, having in the interim served as local trustee. As a school officer no person could have manifested greater zeal and earnestness in duty than Mr. Farr ; not only in the immediate business of the board transacted at its meetings and through its committees, but also in a constant personal visitation of the schools of his ward. By this direct supervision of the operations of the system, and by familiarizing himself with the character and qualifications of the teachers, he was always enabled to exercise a sound and accurate judgment in relation to the wants and interests of the schools. Intelligence and unswerving integrity, as well as devotion to the interests of the schools, were marked characteristics of his career both as trustee and commissioner. He allowed no personal considerations to interfere with the proper and. disinterested discharge of his public duties, and was always ready to take an im^iartial view of every question that arose. In connection with the normal school for teachers he continued until 1866, when ho retired from the hoard of education, and during the last two years was chairman of the committee on the normal college. In the decease of Mr. Farr the common schools have lost a well triedi friend, and the commonality at large one of its most public spirited and exemplary citizens. The funeral was attended by a large number of the teachers of the schools, mem¬ bers of the board of education, and a circle of warm, personal and political friends. — (New York School Journal, May 1, 1675.) HEXEY JAMES AXDEESOX. Professor Henry James Anderson, one of the most distingnished of American scien¬ tists, died at Lahore, in the East Indies, on the 19th of last October, in the seventy- seventh year of his age. A private letter from Calcntta, dated October 25, states that he snccnmhed to an attack of diarrhoea, induced by the climate, after a short illness of three days. The subject of this sketch was born in New York on the 6th of February, 1799. At the very early age of 15 he was graduated with the highest honors from Columbia College, with which institution he remained connected, either as professor or trustee, almost to the time of his death. He had a peculiar genius for mathematics, and on the retirement of Dr. Adrien, Dr. Anderson, who had studied physics and surgery and had taken the degree of doctor of medicine, was appointed professor of mathematics and astronomy. He retained this position till the year 1843, when, on account of the illness of his wife, he had to resign his chair and go abroad, where his wife soon after died. Professor Anderson, while in Europe, formed an intimate acquaintance with Arago, the great astronomer, and also became a convert to the Roman Catholic faith, in which communion he remained till the end of his life. He was made a trustee of Columbia College on his return to New York in 1851. During the term of his professorship he was extremely popular wuth all the students, and it is related of him that he performed his duties with such punctuality that he never lost an hour in his attention to the classes under his charge. He accom¬ panied Captain Lynch in his exploration of the Dead Sea and wrote the geological report of the expedition. His ai'dent desire to witness the transit of Yenns impelled him, though over 75 years of age, to make a second visit to the Cld World last year. He was in Australia at the time of the transit, and proceeded thence to India, where he was overtaken by death. Prior to his demise, however, he ascended one of the peaks of the Himalaya Mountains. Professor Anderson was familiar with all the exact sciences, and was also .an excellent linguist. His amiability, the gentle¬ ness of his disposition, the modesty of his demeanor and his well known charity en¬ deared him to all with whom he came in contact. — ''Philadelphia Evening Telegraph, December 14, 1675. 316 REPORT OF THE COMMISSIONER OF EDUCATION. ' LIST OF SCHOOL OFFICIALS IN NEW YORK. Hon. jSTeil Gilmour, State superinteyident of public instruction, Albany. Addisox a. Keyes, deputy superintendeiit, Adjany. REGENTS OF THE UNIVERSITY. Name. 1 Date of ap¬ pointment. Post-office. 1844 . Albany. New York. Eobert G. Eankin . 1847 . E. C. Benedict . 1855 . Newburgh. Buffalo. George W. Clinton . 1856 . Lorenzo Burrows . 1858 . Albion. E. S. Hale . E. W. Leavenworth . 1859 . Elizabethtown. Syracuse. Brooklyn. Utica. 1861 . J. C. Brevoort . ■. . 1861 . George E. Perkins . 1862... . G. W. Curtis . 1864 . New Brighton. Utica. Francis Korn an . 1870 . Jobn Tj. T/Bwis . . . . . . . . 1871 . Penn Yan. Henry E. Pierson . 1872 . Albany. Troy. ■ New York. Martin I. Townsend . . . 1873 . James W. Booth . 1873 . Anson J. Upson . . 1874 . Albany. Syracuse. Ithaca. A. C. George . . . . 1876 . W. L. Bostwick . 1876 . John A . T)ix . . _ 1H76 _ New York. 1 EX OFFICIIS. Governor Samuel J. Tilden, Albany. John Bigelo-w, secretary of state, Albany. Lieutenant-Governor William Dorsheimer, Albany. Neil Gilmour, supt. public instruction, Albany. OFFICERS OF THE BOARD. John V. L. Pruyn, chancellor, Albany. Daniel J. Pratt, assistant secretary, Albany. Samuel B. Woolworth, secretary, Albany. COUNTY SUPERINTENDENTS. [Term, January 1, 1876, to December 31, 1878.] County. Superintendent and district. Post-ofidce. Albany . Allegany . . . Broome . Cattaraugus Cayuga . Chautauqua Chemung ... Chenango . . . Clinton . Columbia .... Cortland.... Delaware . . . Dutchess ... Erie . Esses . Franklin ... Fulton . Genesee .... Greene _ Hamilton . . Herkimer . . , David D. McCulloch, first . Sanford C. Sisson, second . W. J. McMillan, third . Charles W. McIntosh, first . Albert L. Cottrell, second . Hiram Barnum, first . Stephen D. Wilbur, second . Sanford B. McClure, first . Eeuben J. Wallace, second . Albert W. Morehouse, first . Wesley Mason, second . Thomas J. Pratt, first . Lucius M. Eobertson, second - Eobert P. Bush . A. T. Freeman, first . David G. Barbour, second . John B. Eiley, first . . Charles W, Clark, second . Eichard M. Whitbeck, first . Isaac Van Valkenburg, second., George W. Miller, first . Jerome J. Woodruff, second . Alexander C. Montgomery, first, James H. McIntosh, second . George W. Draper, first _ .* _ Martin W. Collins, second . A. McCullom Ball, first . George W. Holmes, second . Mark Whiting, third . John T. Heald, first . . Luther B. Newell, second . Sylvester S. Willard, first . I) avid D. D. Dewey, second . James H. Foote . Charles V. Hooper . Clarence E. Goodblood, first _ Hiram M. Bouton, second . David Cochran . J erome D. Holcomb, first . Cliarles F. Wheelock, second _ New Salem. Eensselaerville. West Troy. Almond., Eichburgh. Binghamton. Binghamton. AUegany. Cattaraugus. Weedsport. Ledyard. MayviUe. Frewsburgh. Horseheads. Sherburne. Oxford. Plattsburgh. WestChazy. Livingston. Ghent. Marathon. Homer. Downsville. Delhi. Clove. Ehinebeck. Grand Island. East Aurora. Boston. Keene. Westport. Malone. Moira. Kingsborough. Batavia. Jewett. Prattsville. Wells. Newport. Cedarvilie. NEW YORK. 317 List of scnool of.cials iu X(w Tori' — Concluded. Coanty. Snperintetident and clistrict Post*office. Jefferson . William H. H. Sias. first . . Bobert Simpson, jr., first . Otseco . Albert G. luthill, first . . . Putnam . . Edward E. Beals second . . . . Thomas H. Beed . . . . Queens . . . . A Tidrew .J. Provost first _ ............. Bensselaer . . . Isaac G. Fosdick . . . . Amos H. Allen first ....' . . . . . Bichmond . Geor<^e W. Hidlev. second . . . ..... James Brownlee . . . Bockland . . Spencer W ood . . St. Lawrence . Edwin S. Barnes, first . . . . . Saratoga . Albert L. Cole, second . . . . . Lucias L. Gocidale. third . . . . Nelson Xi. Boe, first . . . . . . . Schenectadv . . John W. Shurter. second . . Henrv M. Aiken . . . . . Schoharie . . . . •Tobn S. Afavkan first _ _ _ _ _ Schuvler . . John Y an Schaik, second . . . . . Cbarlejs T. Andrews . . .. _ _ _ Seneca . . Georo-e H. Hulbert . . . . . Steuben . George H. Guinness, first . Suffolk . . .- . Benben H. Williams, second ... _ _ _ ... TToracft TT. BenjaTnin first .. ... _ Sullivan . . Thomas S. Mount, second . . . Cbarle.s Batntinri first.. . __ . . Tioga . Joseph Taylor, second . . Lemriel D. Yn.se _ ... . . . Tompkins . . . Orville S. Ensign first . . . . ... Ulster . . . Bohert G. H. Speed, second * . . . . Edmond Byer, first . . . Henrv H. Holden, second . . . . . . Warren . Ira Sawyer, third . . . Daniel B F’etehtim _ _ .. .. _ _ .. Washington . Ezra H. Snvder first _ _ _ Wayne . Edward C. Whittemore, second . . . . Sidney G. Cnoke fir.st . . . Westchester . William T. Goodenongh, second . . . Josenb IT. Palmer fir.st _ _ _ _ Wyoming . Casx>er G. Brower, second . . . . Isaac C. Wright, third . . . . . . ^ dwin S. Smith, first . . . . . Tates . . . Edson J. Quiglev, second . ! W.F. Yan Invr. . ^ i Henderson. Carthage. Alexandria. EastXew York. Constablerille. Watson. Livonia. Springwater. Morrisville. Cazenovia. Fairport. Clarkson. Fultonville. Tonawanda. Suspension Bridge. Utica. Deansville. Eome. Trenton. •J ordan. Ueddes. CoUamer. ChapinvilJe. Allen’s Hill. Xewhnrgh. Otisville. Medina. Hannibal. W est Amboy. Mexico. W estford. Laurens. Brewster’s Station. Williamsburg. Jamaica. Petersburgh. WynantsMU. Port Bichmond. Clarkstown. Gonvemeur. Hermon. Potsdam. Ballston. Gansevoort. Schenectady. Giiboa. CoblesMlL Watkins. Waterloo. Avoca. East Woodhnll. Eiverhead. Stony Brook. Monticello. CaUcoon Depot. Oswego. Itbaca. Slaterville. Sangerties. Marlborough. EUenville. Glens Falls. Argyle. Middle Granville. South Sodus. Newark. Yonkers. Tarrytown. Somers. Dale. Gainesville. Penn Yan. For term ending December 31, IcLl. 318 REPORT OF THE COMMISvSIOXER OF EDUCATION. IVORTIl CAROJLOA. STATISTICAL SODIAEY. * SCHOOL POPULATION AND ATTENDANCE. Katnber of cbildreu 6-21 years : Whire, 242,763 ; colored, 127,192 . 369,960 Nuoiber of ehildren enrolled in school: White, li!>, 083 ; colored, 55,000 . 174,083 TEACHERS. Xu-mber of white teachers examined and approved : Males, 1,495 ; females, 613 . 2, 108 X umber of colored teachers examined and approved : Males, 515 ; females, 252 . 767 Total . 2,875 SCHOOLS. i Number of schools for white children . . . 2, 820 Number of schools for colored children . . 1,200 Total . . . 4,020 INCOME AND EXPENDITURE. Eeceipts. From the State treasurer . . . 836,230 67 Capitation tax . . . 148, 609 92 Property tax . 109,434 94 Balance on hand . . . 202, 129 70 Total . 496, 405 23 Expenditures. To teachers of white schools . 182, 646 53 To teachers of colored schools . 77,615 25 For school houses . 22, 676 46 Paid to county examiiiers . 2, 854 55 County treasurer’s commissions . 11,802 06 Total . . . 297,594 85 — t Report for 1874 of superintendent of public instruction, Kon. Alexander Mclver, pp. 2-4.) SCHOOL SYSTEM OF THE STATE. CONSTITUTIONAL PROVISIONS. The constitution of 1863, section 7, article I, declares that the people have a right to the privilege of edneation,” and that “ it is the dirty of the State to guard and maintain that right.” Article .3, section 1, places the superintendent of public instruction among the execu¬ tive officers who shall he elected for a term of four years hy the qualified electors of the State, at the same time and pdaces and in the same manner as members of the general assembly, their term of office commencing on the 1st day of January next after their election, and continuing tiL their successors are ejected and qualified. Section 7 requires them to report annually to the governor, at least five days previous to each regular session of the general assembly. Section 13 directs that their duties shall be prescribed hy law. Section 14, that they shall constitute, ex officio, the council of the State. Section 15, that they shall receive for their services a compensation, to he estab¬ lished hy law, and not increased or diminished during the term for which they may have been elected, and have no other emolument or allowance whatever. Article IX, on ‘"Education,” provides, section 1, that “religion, morality, and knowl¬ edge being essential to good government and the happiness of mankind, schools and the means of education shall forever he encouraged;” section 2, that “the general assembly shall provide, by taxation or otherwise, for a general system of public schools wherein tuition shall be free of charge to all the children of the State between the ages of 6 and 21 section 3, that each county of the State shall be divided into a convenient number of districts, in which one or more public schools shall be main¬ tained at least four months in eveiy year;” and that “if the commissioners of any county fail to comply with the aforesaid requirements, they shall he liable to indict¬ ment.” Section 4 provides for the formation of an irreducible educational fund, the annual income of which, with so much of the ordinary revenue of the State as may be neces¬ sary, shall be appro]3riated for establishing and perpetuating in the State a system of Tree public schools, and for no other purposes or uses whatsoever. Section 5 puts the University of Nonh Carolina, with its lands, emoluments, and NORTH CAROLINA. 319 franchises, under the control of the State, to be held to an inseparable connection with the free public school system of the State. Section 6 directs the general assembly to provide that the benefits of the university, as far as practicable, be extended to the youth of the State free of expense for tuition, and that all property accrued or to accrue to the State from escheats, unclaimed divi¬ dends, or distributive shares of the estates of deceased persons be appropriated to the use of the university. Sections 7-12 provide for a State board of education, to be composed of the executive officers of the State, with the governor as president and the superintendent of public instruction as secretary ; this board to succeed to all the powers and trusts of the presi¬ dent and directors of the literature fund of North Carolina, and to have full power to legislate and make all needful rules in relation to free x>ublic schools aud the educa¬ tional fund of the State, subject to amendment or repeal by the general assembly. Sections 13-15 direct the board of education to elect trustees for the university, one for each county, to hold office for eight years, the members of the board of ediucation aud the president of the university to be ex officiis trustees, and with three other trustees, appointed by the board of trustees, to constitute the executive committee of the trustees of the university. The governor is to be, ex ojfido, president of the board of trustees aud chairman of this executive committee. Section 16 requires the general assembly, as soon as iDOSsible after the adoption of the constitution, to establish and maintain, in connection with the university, a depart- ^ ment of agriculture, of mechanics, of mining and of normal instruction. Section 17 empowers the general assembly to enact that every child of sufficient mental and physical ability shall attend the public schools, during the period between the ages of 6 and 18 years, for a term of not less than sixteen months, unless educated by other means. PROVISIONS OF THE SCHOOL LAW. School Law and Instructions to School Officers ; Stone & Eizzell, State x>rinters. Raleigh, 1873. OFFICERS . These, besides the State board of education, State superintendent of public instruction, and trustees of the university, mentioned in the constitution, consist of a board of edu¬ cation and board of examiners for each county, and of a school committee for each township, other State and county officers being also utilized for certain purposes relat¬ ing to the schools. POWERS AXD DUTIES OF THESE OFFICERS. The State toard of education — composed as before stated — has it as its duty to meet . at such times as a majority of its members may appoint, or the governor may call a meeting ; to look after the investment of the public school fund; to prescribe a course of studies and text books for the public schools, and the manner of examining and appro¬ bating teachers ; to decide controversies on school matters referred to it by appeal irom the decisions of county boards ; to apportion, on January 1, of each year, the school funds to be distributed among the counties, and to draw its order for the share to which each county shall be deemed entitled, as well as to legislate for the schools and elect trustees for the university. The State treasurer acts as its treasurer, and the State auditor keeps for it a special account of the public school fund and the income thereof, and of other moneys raised for school purposes, and draws his warrant on the State treasurer in favor of any county treasurer on presentation by him of an order irom the State board. The State supei'intendent of piiblic instruction is to aet as secretary of the State board; ’ to have the school laws of the State published in pamphlet form and distribut.d to school officers, as well as all forms necessary for officers and teachers : to look after the school interests of the State at large : to keep his office at the seat of government ; to sign all requisitions on the auditor for the payment of money out of the State treasury for school purposes ; and to report to the governor, on or before the third Monday of November in every year, giving information and statistics of the public schools and such recommendations as to improvements in the school law as may occur to him. The hoards of education for comities are composed of the county commissioners of each county, the chairman of the commissioners being chairman of the board, the register of deeds secretary, and the county treasurer treasurer also of the board. These boards have supervision of the public schools of their respective counties, levy special school taxes, apportion annually the school funds among the townships, and decide ail con¬ troversies relating to the boundaries of school districts, or the construction of the school law, subject to appeal to the State board. They hold two regular meetings evory year, on the first Mondays of February and August, but may be called together by the chairman at other times, and at each regular meeting have it as their duty to examine the books and vouchers of the county treasurer, audit his accounts, and re¬ port to the State superintendent of instruction a full account of all school funds received and disbursed. The secretary of each county board is to record all its proceedings, to issue all notices and-orders pertaining to the schools, school-houses-, sites, or districts within its jurisdic- 320 REPORT OF THE COMMISSIONER OF EDUCATION. tioD, for service by tbe sheriff, and to insert in a book, to be furnished by the county com¬ missioners for the purpose, ail school statistics reported to him by school committees and board of county examiners. In cases of appeal to the State board from the decis¬ ion of the county board, he is to send up to the State board a transcript of the pro¬ ceedings and evidence in each case, together with the written statements of the parties. The. boards of examiners for counties are composed in each county of three residents appointed by the county board of education. They are to be of good moral character and suitable attainments, are to hold office for a year and until their successors are appointed, and are, on the first Thursdays of January and July of every year, to ex¬ amine, at the court house, applicants for teachers’ certificates, continuing the examina¬ tion from day to day till all applicants are examined. To such as are found to be of sufficient moral and mental qualification, they are to grant certificates : of the first grade to those qualified to teach the higher English branches ; of the second grade to Those qualified to teach only the ordinary English branches ; and of the third grade to those qualified to teach primary classes only. These certificates may be revoked for cause, notice of such revocation being given to the secretary of the county board of education. A list of all to whom certificates have been given during their year of service is to be delivered by the examiners to the secretary of the county board of education by the 1st of October in each year, with an abstract statement of the number, race, and sex of the teachers certificated, and a report of the same is to be made to the State superintendent of instruction. Two dollars a day for every day actually occupied in the examination of teachers at the regular semi-annual times are the stated compensation for each member of the board of examiners. For examinations at other times a fee of $1 from each applicant may be required. Toivnship school committees, numbering three persons, are biennially elected by the qualified voters in each township, or, in case of failure to elect, are appointed by the county boards of education. They form a body corporate, capable of purchasing and holding real and personal estate, and of selling and transferring the same for school, as well as of presenting and defending suit for and against them as a corporation. They are to lay off their respective townships into convenient school districts and to designate these by number, making the schools of the white and colored residents separate, and designating them by different numbers, though the districts may be the same. These school committees may receive for school purposes any property by gift, grant, donation, devise, or purchase; may dispose of school-house sites or build¬ ings when they have become unnecessary ; may employ and dismiss teachers, and, within certain limits, may determine their pay per month, as well as have the care and custody of the school-houses, sites, grounds, books, and apparatus, with full power to control the same. They are annually to make an estimate of the amount of money necessary for maintaining the schools within their jurisdiction for not less than four months, and deliver a certified report of said estimate to the county com¬ missioners on or before their regular meeting in February, that the needful tax for schools may be assessed, and are to apportion their proportion of the school fund among the several school districts, keeping that for white and that for colored schools separate. The school committees have, as their compensation for services, exemption from work¬ ing the public roads, from serving on juries, and from military duty. SCHOOLS. All schools to which aid is given under the school law are to be public schools, free to children between the ages of 6 and 21, with only the restriction that those for white children are to be separate from those for colored ones. Instruction in English branches only is provided for in the school law. The minimum school term recognized by law is four months in a year, and at the middle and end of each four months’ term the teacher or principal of a school is to exhibit to the school committee a statement of the number of pupils, their average attendance, the length of term, and the time taught. The grades in scholarship, numbered downward from 1 to 5, and the grades in deportment in the same numbers and order, are to be recorded daily for each pupil ; and at the end of every term the teacher is to deliver to the county treasurer a state¬ ment of the length of the school term ; of the race, number, sex, and average attend¬ ance of the pujtils, and the name of the district and township in which the school was taught. The number of schools reported in 1873-74 was 4,t)20 ; the number of teachers, 2,875, many teachers teaching more than one term. SCHOOL FUNDS. The permanent school fund — composed of the proceeds of lands granted by the United States ; of old school funds ; of receipts for estrays, fines, penalties, forfeit¬ ures, and exemptions from military duty, and of grants, gifts and devises to the State — is nominally $2,187,564, but the sum reported as received from it ($3,600.55) appears to indicate that only about $60,000 of it is now available. To supplement the interest from this, the law appropriates annually 75 per cent, of the entire State and county capitation taxes, a property tax of 8^ cents on theffiun- dred dollars’ worth of all property and credits in the State, with all taxes en auction- NORTH CAROLINA. 321 eers niul liceuses to retail spirituous liquors, for the support aud mainteuauce of free public schools. If the proceeds from these sources, -^'ith any balance remainiuj^ in the hands of the county treasurer, be insuthcient to maintain in any county schools for four mouths, the county commissiouers are to submit to a vote of the electors of the county the question of levying an additional special tax for this purpose, aud if authorized to do so are to proceed to levy aud collect such tax. — (School law of 1873.^) ELEMENTARY INSTRUCTION. EDUCATIONAL SENTIMENT. The superintendent, in his report for 1874, exiiressed the belief that public sentiment was becoming more favorable to public education. The people in many counties were organizing educational associations and taking more interest in public schools than formerly. Ho thought that if the schools could be better organized and better con¬ ducted; if there could be a stricter supervision of them : if there could be a scheme for educating and employing a better class of teachers ; if there could be fewer schools and better schools, every obstacle in the way would disappear. There would be no com¬ plaint about taxes if the law would provide the right kind of schools. — (Report, i?. 2.) EECOM^IENDATIONS. Among other amendments to the school law, Mr. Mclver recommends the appoint¬ ment of a county superintendent of schools in every county in the State, the office to be filled by practical teachers of high standing. Much stress is laid on this as a means of improving the school system. It is recommended, also, that some provision be made for the education of teachers. One or more normal schools, he remarks, should be at once provided. A State normal school should be established in connection with an agricultural aud mechanical college, which should be established in the university for the education of the industrial classes. — (Report, jjp. 57-59.) THE SCHOOL SYSTEM IN THE PAST. An interesting sketch of the progress of popular education in the State, from the beginning to the present time — quite valuable for reference — is given in the State re¬ port, pp. 10-44. From this it appears that in the constitution of 1776 it was ordained That a school or schools should be established by the legislature for the convenient instruction of youth and that all useful learning should be encouraged in one or more universities. Nothing was done, however, in this direction, till 1816, when Governor Miller called attention to the matter in his message to the general assembly. A com¬ mittee was then apx)ointed in the legislature, and recommended the institution of an educational system, including a regular gradation of schools from the one in which the first rudiments should be taught to that in which the highest branches should be cul¬ tivated, with county superintendents to manage the concerns of the sectional schools, to designate the children to be taught in them, aud to apply to iiroper uses the funds consecrated to these schools. A subsequently apiiointed committee digested and re¬ ported, in IfclT, a scheme for such a school system, which was favorably received, but failed of full ado]3tion for the want of funds. In 1625 the subject was revived and measures taken for the establishment of a literary fund,” with a board of directors for its management. In 1837 it was made by the legislature the duty of the president aud directors of this fund to digest a plan for common schools suited to the condition and resources of the State, and report at the next session of the assembly. The report joresented proposed to divide the State into 1,250 school districts, erect a school-house in each, establish a normal deiiartment at the university to prepare the teachers, and put the whole system under State, county, and district supervision. A school law embodying these features was passed in 1840 and continued in force till 1868, when the new constitution and new school system previously sketched came into their embryo existence. TRAINING OF TEACHERS. teachers’ institutes. Reports were received in 1874 from the following teachers’ institutes held during the year : The Ellendale Institute was organized in August, 1872, 22 teachers being present, and a session of one month was held for the instruction of teachers at Ellendale Academy. This was repeated in lo73 and again in 1874. The institute is now a permanent organ¬ ization, and numbers 44 members, most of whom are working teachers. The library contains about 50 volumes of standard normal and educational works, and about 30 others of general interest to teachers. Meetings of the institute are held on the second Saturday of each month, at which educational topics and subjects pertaining to teach¬ ing are discussed. The close of each annual normal session is numerously attended by citizens and friends of education. *A new State constitution, doubtless to be followed bv a new school law, is to be voted on Xovember, 1876. 322 REPORT OF THE COMMISSIONER OF EDUCATION. The Davidson County Teachers^ Association was organized, under the school law of 1872, in July, 1872, and three annual normal sessions of one month each were held at Pine- wood’s Academy. The number of teachers attending in 1872 was 36 ; in 1873, it was 55 ; and in 1874, 43. At each of these sessions lectures were given by prominent teachers and other distinguished gentlemen from abroad, and much interest was man¬ ifested by the popular gatherings to witness the exercises. The Ashhorough Normal School. — This school is conducted under the auspices of the Randolph County Educational Association, which was organized in 1873. The school was held during one month in 1873 and one month in 1874, 100 teachers being pres¬ ent in 1873 and 75 in 1874. Much interest in public education has been awakened by the school and much valuable service rendered in its training of qualihed teachers for the public schools. The Lexington Normal School. — This school was organized by the county board of edu¬ cation of Davidson County, under a special act of the legislature, August, 1874, and continued in session 25 days. In this school 71 teachers were instructed, 36 of whom were white and 35 colored. The white and colored teachers were instructed separately. The Cape Fear Teacher^ Association was organized in 1872 in Wilmington, and a nor¬ mal school of one month was held under its auspices by Superintendent Blake, of the city schools. Superintendent Blake has also met the teachers of the public schools in different parts of the county, on stated days, to instruct them in the modes of teach¬ ing. Several other teachers’ schools were organized under the school law of 1872, but as that law was repealed in 1873 all were discontinued except those just mentioned. Dr. Sears, agent of the Peabody educational fund, has in every instance assisted these nor¬ mal schools. — (Report of Superintendent Mclver, 1874, pp. 45-49.) NORMAL SCHOOLS. At Ray’s Normal Institute, Kernersville, 24 pupils, 22 male and 2 female, are reported to have been under instruction in 1675, the course embracing English studies and vocal and instrnmental music. At Shaw University, Raleigh, (Baptist,) 123 male and 70 female students were under training in a three years’ course, mainly with a view of teaching, the school outside of the theological department being thus far little more than a normal school for the prep¬ aration of teachers for the colored schools. Drawing, with vocal and instrumental music, is included in the course. In St. Augustine’s normal school, also at Raleigh, under Protestant Episcopal influence, the same aim prevails, and essentially the same course is pursued. Instructors, 4 ; students, 127. It is somewhat the same in the Tiles- ton Normal School, Wilmington, supported by a lady of Boston, in which 66 male and 114 female pupils were taught in the last year.— (Returns to Bureau of Education for 1875.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The present school law makes no explicit reference to the establishment of high schools as a part of the State system, and the report of Superintendent Mclver for 1874 does not indicate the existence of any such, except the New Berne Academy, sup¬ ported in part by an endowment fund and in part by the public school and Peabody funds. It states, however, that in the session of the general assembly of 1872-’73 a bill was introduced in the State senate, making provision for graded schools in all cities and towns in the State of more than 2,000 inhabitants. For a time this bill met favorable consideration, but, in consequence of the agitation of the civil rights bill in Congress, was dropped by its friends in the session of 1873-74. As a school law which makes no provision for city schools is wanting in the most valuable and efi’ective part of a school system, Mr. Mclver recommends that the bill of 1872-73, or a similar one, be again taken up and passed. In that case, high schools in cities, if not elsewhere, may enter into future reports. OTHER SECONDARY SCHOOLS. Nine schools for boys, 4 for girls, and 14 for both sexes, 27 in all, out of a total of 34 or more of these classes believed to be existent, make report for 1875 of 84 teachers and 1,638 scholars. Of these, 478 were in classical studies, 201 in modern languages, 217 preparing for a classical course in college, and 53 for a scientiflc course. Drawing was taught in 10 of these schools, vocal music in 14, instrumental music in 12, while in 8 were chemical laboratories and in 10 philosophical apparatus. Four of the schools for boys report libraries of 1,000 to 2,000 volumes, the total number being 5,700 ; two of those for girls report libraries of 100 to 300 volumes ; and 4 of those lor both sexes report 200 to 2,200 volumes each, the total number in this class being 5,600, and the total for all the schools 11,700. In the preparatory schools of colleges are reported 426 preparatory students. — (Re¬ turns to Bureau of Education, 1875.) NORTH CAROLINA. 323 BUSINESS COLLEGE. The commercial ilepartmeut of Wake Forest College reports 1 instructor with 12 pupils, the course of study embracing book-keeping, by single and double entry in varioua lines, and commercial arithmetic in its application to commission, stock and banking business, life insurance, custom-house transactions, partnership concerns, &c.— (Return and college catalogue, 1&75.) SUPERIOR INSTRUCTION. UNITEESITY OF ^'ORTH CAROLINA. This institution was reopened in September, 1875, after a thorough repair of the building. The course of instruction embraces the arts, sciences, and agriculture. There is an “ optional course,” the completion of which will entitle the student to a certificate of proficiency, but not to a degree. The degree of A. M. will be conferred upon examination, not as an honorary distinction, as heretofore. Instruction in the Bible and in military tactics is given in all the courses. OTHER COLLEGES. Dandson College, Mecklenburg, embraces classical, scientific, and elective courses. The institution is controlled by Presbyterians, yet the instruction, it is claimed, is not sectarian. Xorth Carolina College, Mt. Pleasant, (Lutheran.) — The course here embraces primary, academic, preparatory, collegiate, and theological departments. Euiherford College (non-sectarian) is a college for young men, with a ladies’ depart- partment. The sexes recite together in those classes in which the courses of study are the same. Children of ministers of all denominations, and also indigent orphans, receive tuition free. Trinity College, (Methodist Episcopal South.)— The> course here embraces 11 schools, including 1 of theology and 1 of law, from which the pupils may select their studies. The degrees conferred are A. B., S. B., and A. M. Wake Forest College, (Baptist.) — The course of study here is arranged in 6 different schools. The degrees conferred are B. A., B. S., B. L., and M. A., the latter being bestowed on graduates of all the 6 schools. Wilson Collegiate Institute, Wilson, (non-sectarian.) — This institution is for the edu¬ cation of both sexes in primarj*, preparatory, commercial, mathematical, philological, musical, ornamental, higher English, normal, and agricultural branches of studies. COLLEGES FOR WOMEX. Six institutions for the superior instruction of young women, all chartered, report for lfi75 instructors 70 ; pupils, 580. Of these, 250 were in the regular collegiate course, 47 in partial courses, and 4 in post graduate studies. Drawing, painting, vocal, and instrumental music and French were taught in all the 6, German also in 5, and Spanish in 1. Five had some sort of chemical lab^oratory ; 4, apparatus for philosophical illus¬ tration ; and 1, a gymnasium, while 3 report libraries of 500, 1,000, and 3,500 volumes.— (Returns to Bureau of Education, 1875.) Statistics of a university and colleges, lc/5. Xames of univeisity and colleges. 1 ! ! i Li ! 3 1 i "x i X X X 1 Xnmber of j students. ' Property, income, See. Number of volumes In library. ! 5 ■ af 5 ic'H : ? ^ X c 5 u g ^ , - ® ii 1 ^ X X c; a X ^ 'o Tt c 5 S'c ^ £ tL < Da-ridson College . 7 : 0 88 S150, 000 #85. OCO §6, COO $7,000 $0 6,000 XoTtb Carolina College . 5 ; "o 60 20 a 450 . 1,700 0 $0 61,500 Rutberford College . 9 ■ 0 243 i 25, OCO 0 ' 0 4, 000 0 5, 00 0 Trinity College .1 . i ^ 0 113 ' ' 60, COG 5,800 0 610, 300 L mversity of Xorth C ar- 0 67 : 175,000 125, COO 3,830 7,5C0 0 6 A COO olina. ! * ' Wake Forest College . . . 1 6 ! 0 40 60 20, GOO 20, 000 1,200 3,600 0 c8,000 tt oaverville Colle^ .... 1 ] - Wilson Collega . I i::: 83 .85 20, 000 0 0 5,000 1,200 a f 10,000 net yet productive. 5 Includes society libraries. e Society libraries. 324 REPORT OF THE COMMISSIONER OF EDUCATION. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENCE. The agricultural department of the reopened University of North Carolina provides a course of three years, in which, by proper diligence, the student may obtain the de¬ gree of bachelor of agriculture. Instruction will be given in theoretical and practical agriculture, English language and literature, botany, zoology, chemistry, mineralogy and geology, mathematics, engineering, political economy, constitutional law, &e. The scientific course of the same university will lead to the degree of Sci. B. — (Cata¬ logue for 1875.) THEOLOGY. The course of theological study in the Biddle Memorial Institute (Presbyterian) is two years for some and three for others; in the Shaw University (Baptist) is “unde¬ cided ; ” in the theological department of North Carolina College (Evangelical Luth¬ eran) three years; and in the school of biblical literature of Trinity College (Metho¬ dist) is four -years. — (Returns to Bureau of Education, 1875.) LAW. From the law department of Rutherford College no information is received for 1875. In that of Trinity College “ complete instruction is given by daily lectures, examina¬ tions, &c., and students are fully prepared to obtain license.” — (Catalogue for 1874-75.) Stntistics of schools for scientific and xnofessional instruction, 1875. Schools for professional instruction. Corps of instruction. Endowed professoi’ships. Number of students. Number of years in course. Property, income, &c. Number of volumes in library. Value of grounds, build¬ ings, and apparatus. Amount of productive funds. Income from productive funds. Receipts for the last year from tuition fees. SCHOOL OF SCIENCE. Agricultural and Mechanical College, (University of North Carolina.) SCHOOLS OF THEOLOGY. Eiddle Memorial Institute, theological department- North Carolina College, theological department - - - Shaw University, theological department . Trinity College, theological department . 1 10 10 5 40 ie 3 2,3 3 "i 4 2 2 4 1 130, 000 $0 ®o 1, 300 600 Schools op law. Law department of Rutherford College a . Trinity College, law department . 1 .... 16 2 a Not yet in operation. * From Eeport of Commissioner of Education for 1873. SPECIAL INSTRUCTION. NORTH CAROLINA INSTITUTION FOR THE DEAF AND DUMB AND THE BLIND, RALEIGH. The number of instructors in the department for the deaf and dumb, for 1875, is re¬ ported to be 7, 1 being a semi-mute ; the number of pupils, (74 males and 58 females,) 132. In this department, the ordinary English branches are taught, with shoemaking and cabinet work. In the department for the blind are 5 instructors and employes, of whom 2 are blind, with 76 pupils, who are trained to broom-making, mattress-making, and cane-seating, if boys, and to needle work, knitting, and fancy bead work, if girls, in addition to the instruction given in ordinary literary branches. — (Printed report for 1873-74 and re¬ turns to Bureau of Education for 1875.) OXFORD orphans’ HOME, OXFORD. A large building, originally intended for a college, pleasantly located on 60 acres of land in the suburbs of the town of Oxford, Granville County, alibrds a home for 56 NORTH CAROLINA. 325 male and 49 female orphans, under a superintendent, steward, matron, and four teachers. The institution is under the care of the Masonic fraternity, and is sustained by volun¬ tary contributions amounting apparently to “ about $13,000 " in money and “ $4,000 in kind,” the expenditures being limited to the contributions made. The children are all taiTght reading, writing, arithmetic, and vocal music, and 24 have taken lessons in drawing. Farming and gardening industries for boys and sew¬ ing and household work for girls enter also into the system of training. A library of about 200 volumes adds to the means of instruction. A branch asylum, under the same headship and care, exists at Mars Hill, N. C., with 29 orphans under its tutelage. — (Return to Bureau of Education for 1875.) EDUCATIONAL CONVENTION. STATE EDUCATIONAL ASSOCLVTION. This association was permanently organized July 11, 1873. Its second annual meet¬ ing was held in Raleigh, July 8, 9, 10, 1874, when the following papers were read: Address of welcome, by his excellency Governor Tod. R. Caldwell ; response, by Hon. Will. H. Battle, LL. D., president of the association ; “ Hygiene in schools,” by S. S. Satchwell, M. D. ; “ Normal methods,” by Superintendent H. B. Blake ; “Education in Congress,” by Hon. A. S. Merrimon ; “ Education by the public press,” Rev. T. H. Pritch¬ ard, D. D. ; “ Examinations, certiicates, and diplomas, tests of scholarship,” by Rev. B. Craven, D. D. ; “ Higher education in North Carolina,” by Ralph H. Graves, A. M. ; “ History of education in North Carolina,” by Rev. C. H. Wiley, formerly State superin¬ tendent ; “ The duty of the State to educate her children,” by Hon. W. N.’H. Smith; “ Multiplicity of studies,” by Osborne Hunter, jr. ; “ Graded schools,” by Superintendent J. B. Boone; “ Louis Agassiz, the teacher,” “Methods of teaching,” by Rev. Charles Phillips, D. D. ; “ Public education,” by Rev. Father J. V. McNamara ; “ Education in Georgia,” by Superintendent Martin V. Calvin, of Augusta, Ga. — (Report of superin¬ tendent of iDubhc instruction, 1874, pp. 49, 50.) LIST OF SCHOOL OFFICIALS IN NORTH CAROLINA. Hon. Stephen D. Pool, State superintendent of public instruction, Ealeigh. [Term January, 1875, to January, 1877.] STATE BOARD OF EDUCATION. [Term January, 1875, to January, 1877. J Name. Post-office. His excel! encv Curtis H. Broaden, goTernor, president of board . . . Raleigh. Raleigh. Raleigh. Raleigh. Raleigh. Raleif^h. Tfi.s hnnnr lifiiitPTifint anvi^mnr Hon. W. H. HoTveston, secretary of state . . Hon. John Reilly, auditor . . . Hon. T. L. Hargrove, attorney-general . Hon. David A. Jenkins, treasurer . Hon. Stephen D. Pool, State superintendent of public instruction, secretary of board. Raleigh. 326 REPORT OF THE COMMISSIONER OF EDUCATION. omo. SUMMARY OF STATISTICS. SCHOOL POPULATIOX AXD ATTENDANCE. Number of youth of school age : Whites, 995,128 ; colored, 22,.593 . 1, 017, 726 Number of pupils enrolled in public schools: Boys, 375,436; girls, 336,693 . 712,129 Increase during 1875 . 4, 18b Number enrolled in high schools : Boys, 11,280 ; girls, 12.932 . 24, 212 Number of pupils 16-21 years of age enrolled : Boys, 54,941 ; girls, 38,110 . . 93, 051 Number 16-21 years of age enrolled in high schools: Boys, 4,746; girls, 5,523 . ' 10,269 Average daily attendance in all the schools : Boys, 225,431 ; girls, 209,918. 435, 349 Increase in 1875 . •. . . 5, 719 TEACHERS AND TEACHERS’ PAY. Number of teachers employed : Men, 10,186 ; women, 12,306 . 22,492 Increase in 1875 . 117 Number necessary to supply the schools . 15, 087 Number employed in high schools: Men, 427; women, 214 . 641 Average monthly wages of — Men teaching in township district primary schools . $39 00 Women teaching in township district primary schools . 27 00 Men teaching in city, village, and special district primary schools . ‘55 00 Women teaching in city, village, and special district primary schools. .. 35 00 Men teaching in township district high schools . . 68 00 Women teaching in township district high schools . . . .56 00 Men teaching in city, village, and special district high schools . 80 00 Women teaching in city, village, and special district high schools . 58 00 SCHOOLS. Number of school-rooms in the State . . 14, 868 Increase during the year . . . 100 Number of high school rooms . 450 Increase.. . 38 Whole number of school-houses in the State . 11, 834 Increase in 1875 . 146 Cost of school-houses erected in 1875 . Si, 010, 786 00 Total value of school-houses in the State, including grounds . 19, 876, 504 00 INCOME AND EXPENDITURE. Income. Receipts from all sources for school purposes . Sj'^ll> 411 86 Increase in 1875 . 410,817 09 Grand total of receipts, including balance on hand September, 1874 _ 11,749,360 76 Increase in 1875 . 689, 021 08 Expenditures, Total expenditures for public schools . 8, 170, 9c9 98 Increase in 1875 . . 98, 792 33 Total of expenditures, exclusive of amounts joaid for interest on and re¬ demption of bonds in 1875 . . . 7, 651, 956 68 Increase during the year . ! . 98, 392 28 Balance on hand September 1, 1875 . 3, 578, 400 73 PER CAPITA EXPENDITURE. Average cost of education per capita of enrolment . 10 57 Average cost of education per capita of average daily attendance . 17 29 PRRUA.TE SCHOOLS. NniRber of pupils enrolled in private schools . 10, 652 Decrease for the year . 2, 414 Number of teachers in private schools . 211 Decrease for the year . 54 Number of pupils in academic studies in private schools . 739 — (Report for 1874-75 of State commissioner of common schools, Hon. Charles S. Smart, pp. 7-29.) OHIO. 327 SCHOOL SYSTEM OF THE STATE. PROVISIONS OF THE CONSTITUTION. The first eonstitutiou of the State, adopted in 180’2. declared, article VIII, section 25, that no lavr should he passed to prevent the poor within the State from an equal par¬ ticipation in the schools, academies, colleges, and universities within it endowed in whole or in part from the revenue arising from the donations made by the United States for the support of schools and colleges, and that the doors of the said schools should be open for the reception of scholars, students, and teachers, of every grade, without any distinction or preference whatever contrary to the intent for which such dona¬ tions were made. That of 1851 used in its first article, section 7, essentially the language of the ordi¬ nance of 1787, declaring that, ‘’knowledge being essential to good ^overnmept,” it should be the duty of the general assembly to encourage schools and means of instruc¬ tion. In article VI, section 1, it required that the principal of all funds arising from the sale or other disposition of lands or other property granted or intrusted to the State for educational purposes should be forever preserved inviolate and undiminished and that the income arising therefrom should be faithfully applied to the specific objects of the original grants or appropriations. In the same article, section 2, it re¬ quired the general assembly to make such x^rovisions, by taxation or otherwise, as, with the income arising from the school trust fund, should secure a thorough and effi¬ cient system of common schools throughout the State. At the same time, the school funds ef the State, in whole and part, were reserved from the control of any religious or other sect or sects. PROVISIONS OF THE SCHOOL LAWS. From Ohio school laws, an act for the reorganization and maintenance of common schools, x^assed May 1, 1673, with acts of May 5, 1873, and of 1674. OFFICESS. The legal officers of the State school system are : (1) a State commissioner of common schools ; (2) State, county, and city Imards of examiners : (3) boards of education of cities, villages, special districts, and townshii) districts ; . and (4) local directors of subdistricts. Other State officers have also certain duties to x>crform in connection with these. POWERS AXD nrniEs or school officers. The Siate commissioner of common schools is chosen by the people at each third recur¬ rence of the regular annual election for State and county officers, beginning from 1674, and enters on his official term of three years on the second Monday of January following. Before taking office he is required to give bond in the sum of $5,000, with two or more sureties, for the faithful x^erformance of his legal duties, with true account and application of all moneys and property coming into his hands for the use and benefit of common schools. He is to keexi his office at the State capital, and attend there ordinarily for not less than ten months in the year ; is to visit annually each judicial district of the State for the xturxtose of superintending teachers’ institutes, conferring with school officers, counselling teachers, and stirring up an interest in,edu- cation ; is to exercise over the school lands of the State such suiiervision as may secure their safety and proper distribution according to the law ; is to prescribe forms and regulations for making school rex>orts and conducting all school business, and cause these to be distributed to all school officers, with needful instructions for their use ; is to cause coxiies of the school laws also to be printed and distributed, with an appendix of apxiroxu’iate forms and instructions for carrying their provisions into due efiect ; is to countersign all State certificates of high qualification of teachers j and is annually, on or before the 20th day of January of each year, to make to the general assembly or, in its absence, to the governor a report of his labors and observations in the school field ; an account of the condition and amount of all funds and x^rox^erty approxiriated to education ; a statement of the number of common schools and of the scholars in them, noting the sexes and the branches taught ; a like statement respect¬ ing x^rivate schools, teachers’ institutes, and expenditures of the public school funds ; and u sketch of plans for the management and improvement of public schools. His salary is $2,000. Examining hoards. — The State board of examiners is composed of three persons resident in the State, appointed by the State commissioner of common schools for an official terra of two years. Its duty is to examine teachers desiring to receive State certificates of high qualification, which shall supersede the necessity forfurther local examinations, and to issue such certificates to such as are found worthy of them on their payment of a fee of $3. County examining boards also consist of three persons, who are to be residents of the county, and are appointed by the probate judge of it for terms of three ye.ars, one going out each year. They are to examine, at certain fixed places, after duly 328 EEPORT OF THE COMMISSIONER OF EDUCATION. published notice, all persons desiring license to teach in the public schools of the county who pay them an advance fee of fifty cents for such examination ; and are to grant, to such as they find qualified, certificates of qualification valid for six, twelve, eighteen, or twenty-four months, with power of revocation in case of proved incom¬ petency or unworthiness. These certificates form a sufficient warrant for engagement of the holders of them in the rural school districts of the county where they are issued, but are not valid in the city or village districts having boards of education, without the indorsement of the president and secretary of the boards of examiners of such dis¬ tricts. The fees received for these county examinations, less the necessary travelling expenses of the examiners, are to be paid over to the county treasurer for the support of teachers’ institutes, and the county auditor is to be informed of the number of per¬ sons examined. Report is also to be made by the clerk of the examining board to the State commissioner, on or before October 1, each year, of the number of examinations held, the number of applicants examined, the number of certificates granted, the length of time for w^hich they may be held, the amount of fees paid over to the county treas¬ urer, and the amount received of the county by the board for their services, which last is to be $2 a day to each member for every day necessarily engaged in official service. City and village examining boards are composed of the same number of persons as those of counties, and hold office for the same term, with the same change of onebaember each year ; only these are appointed by the city or village boards of education, instead of by the State commissioner, and in cities of the first class may consist of six or nine persons, instead of three. They have, for their respective cities and villages, essentially the same duties as the examiners for counties, with the power of examining the schools of their districts as well as the persons desiring to teach in them. Their pay is deter¬ mined by the boards that appoint them. Any examining board may temporarily associate with it other persons for more full examination of candidates. Boards of education for cities of the first class (i. e., cities having a population of 10,0Q0 or more by the census of 1870) consist of one or two members for each ward; thoSe of cities of the second class (with less than 10,000 inhabitants by that census) and of in¬ corporated villages consist of three or six persons ; those of special districts, of three persons ; those of township districts, of the township clerk and the local directors who have been appointed clerks of subdistricts, provision being made in each case for annual or biennial changes in the composition of the boards, their terms of service being two or three years. The duties of those boards are to act as corporations for the acquisition, transfer, improvement, and custody of school property; to establish and maintain a sufficient number of schools for the free education of the youth within their districts, at such places as will be convenient for the attendance of the largest number, with schools of higher grade whenever necessary ; to continue these schools, if day schools, for from 24 to 44 weeks each year, and, if evening schools, for such time as they deem necessary ; to determine the studies to be pursued and the text books to be used, these books to hold ordinarily for three years ; to have the general management and control of the schools, with power to appoint superintendents, assistant superintendents, teachers, janitors, and other employes, and fix their salaries ; to make such rules and regulations as they think necessary for themselves, their appointees, and the pupils ; to provide by annual estimates for having local taxes levied for the support of schools and the building, purchase, hire, or improvement of school-houses ; to provide, through their clerk, for having an annual census of the school population of their several districts made ; and to make to the county auditor, by the 1st of October in each year, a statement of their receipts and expenditures for schools, of the number of schools sustained, the length of time they were sustained, the enrolment of pupils, the average monthly enrolment and average daily attendance, the number of teachers employed, their salaries, the number of schools and school-rooms, and such other items as the State commissioner may require. Those of cities of the first class are also to publish an annual report. Local directors for subdistricts, 3 in number for each, are elected for terms of three years, 1 being chosen annually on the second Monday of April. They have the general oversight of the schools of their subdistricts, and 1 of their number, chosen as their clerk, serves as a member of the township board of education and attends annually to the enumeration of the school population of the subdistrict. SCHOOLS. The schools established under the State system may be of any grade, from primary, in which only orthography , reading, writing, arithmetic, geography, and English gram¬ mar are taught, to noble high schools, in which a thorough preparation for college may be had and for which there is clear sanction in the law. All these schools are free to all youth between 6 and 21 years of age who are children, wards, or apprentices of actual residents of the school district in which the schools exist ; and boards of educa¬ tion may admit others, not under 6 years old, on such terms as they see fit to prescribe. Teachers’ institutes — which are substantially schools for the improvement of those OHIO. 329 actually engaged in teaching — are provided for in counties and cities, but no State normal schools exist. A State agricultural college is the only institution under State control for the higher education of the graduates of the public schools, but there are institutions for the special training of the blind, of the deaf and dumb, and of youth who need reforming iuduences as well as educational. SCHOOL FUNDS. The State common school fund is made by law to consist of such sum as will be pro¬ duced by the hnuual levy aud assessment of one mill. upon the dollar of the taxable property of the State. This is apportioned, on the basis of school population, by the State auditor to the several county auditors, aud by these to the school districts. The amount from the State tax for 1875 was 8l,o60,397 to meet local taxes of $6,153,442. Besides this there are certain special funds, such as the sixteenth section fund, the twenty-ninth section ministerial fund, the Virginia and United States military school funds, and the western reserve school fund, the interest of which is isaid out, accord¬ ing to special laws, for purposes of education. The permanent school fund, including portion not now available, is reported by the State commissioner to amount to $3,646,713 in the beginning of 1876. ELEMEXTAEY IXSTRUCTIOX. STATISTICAL RETURNS. A portion of the information embodied in the tables, says the superintendent, is not so complete nor so reliable as it should be, though it is the best that can be obtained, and something more than the happy guess of the several county auditors of Ohio. Xot a county of the State has made all its returns to the superintendent’s odice entirely correct. Seventy-five per cent, of the consolidated reports from county auditors were materially incorrect when sent to the office, and these were more nearly correct than any other returns sent. One county reported but seven of its eleven districts. The report from another county was completely tncomprehensi- ble, and scarcely correct in any single feature of information required. One county reported 194 per cent, of attendance, several reported a pluperfect attendance, and many returned an average daily attendance greater than the whole number of pupils enrolled. Inaccuracies in the financial statements of the county reports from $31,000 down to 81 are frequent. The statistical information gathered from city and vil¬ lage school districts provided with intelligent and efficient supervision is generally correct. This is, to a great extent, due to the fact that city and village districts are provided with efficient supervision ; and, although the superintendents of these schools are not required by law to make a report to the State superintendent of the school statistics of their several districts, they usually assist the legal officers in making their reports. If the superintendents of city and village districts were compelled to make returns of school statistics directly to the county auditors and in duplicate to the su¬ perintendent’s office, and if the country districts were i^rovided with supervision similar to that already given to city and village districts, such superintendents also to report as above mentioned, a vast army of indifierent reporters could be dispensed with, and one man for each district, intelligent, thoroughly acquainted with the condi¬ tion of the schools, would be responsible for the accuracy of his report. It is due to county auditors to say that they very generally indicate a desire to be prompt and accurate in making their reports. They claim to be hindered by the tardiness or in¬ competency of township clerks, whose excuse for whatever is lacking or wrong in their returns is based on the incompetency of teachers. — (Eeport, 1875, pp. 5-7.) The number of school districts in the State is 1,942 ; the number of subdistricts in township districts, 10,433. The law provides for such changes or alterations of the sub¬ districts as may be deemed necessary by the township board* of education, provided that no subdistrict shall contain less than 60 resident scholars, except in cases where, in the opinion of the board or the general assembly, it is necessary to reduce the number. It is believed that, owing to indifference or incompetency on the part of township boards of education, many townships are unintelligently subdivided. In many subdistricts the enumeration of youth amounts to even less than 20 resident scholars, and a few report an enumeration of 5, 6, 10, or 15. The subdistrict system is regarded as responsible for the fact that the county schools do not keep pace in improvement with those of the towns and cities. The practical working of this system is far different from what its authors intended or anticipated, and that numberless complications must necessarily occur may be readily seen from the fact that powers and duties are divided between township and local boards, which should belong exclusively to either tke one or the other to insure any effective adjust¬ ment of means to ends. Moreover, the subdistrict system is necessarily expensive, even though it were as good in other respects as»the township system, costing, it is esti¬ mated, from $100,000 to $300,000 annually more than an intelligent provision for actuod wants would cost. 330 REPORT OF THE COMMISSIONER OF EDUCATION. The number of school officers in the State — including members, clerks, and treasur¬ ers of district and township boards ; district, county, and State examiners ; probate judges; county auditors ; and prosecuting attorney — is 40,004. The duties required of this large number of officers, it is believed, could be performed with greater economy and intelligence and with better results by 8,000. The 31,299 local directors are fre¬ quently at war with the 1,337 members of township boards of education, making con¬ fusion and bad work generally. — (State report for 1875, pp. 10-17.) SUPERVISION. There is no act of legislation so needed, says the State commissioner, there can be no act passed so economic in its effects upon the expenditures of the public funds of the State, or so generally beneficial to all the interests of the State, as will be an act providing intelligent supervision for the country schools. There were expended last year to provide school buildings, sites, teachers, &c., for the country schools, |3,853, 592.52. By an unwise, unintelligent, extravagant expenditure of this money in the erection of school buildings where they are not needed, in the purchase of school-house sites where they should not be located, in the employment of teachers to take charge of schools in many subdistricts enrolling from 2 or 3 pupils to 10 or 15, in the employ¬ ment of hundreds of notoriously incompetent and inefficient teachers, in the generally irrational, unintelligent management and provision for the country schools, this money is largely thrown away. The importance of school supervision has been conceded by granting it to all the city and village districts. The State pays Irom the public school fund $158,773.64 for school supervision, which is given to the 4,500 teachers of the city and village districts, while the 18,000 teachers of the country districts are left without skilled inspection or instruction, and without that experienced supervision that would systematize and unify their work and make it of practical worth. The school interests of the 500 city and village districts are promoted by intelligent supervision, while those of the 11,000 country districts are left without this. Moreover^ the city and village districts are controlled by boards of education elected by the people, having in view, as a primary consideration, the peculiar fitness of those elected to provide for the school wants of the district, and the township districts are controlled by a board not elected directly by the people, and not chosen because of capability to make intelligent school pro¬ vision. Worse than this, the schools of township districts are under the control of two sets of officers, the local directors and the township board, which bodies are almost constantly at variance with each other in respect to the management of school affairs. The remedy for all this, as the State commissioner believes, is to give to the township schools the same administration of the school system that has been given to the city and village districts. — (State report, pp. 55-59.) PROVISION FOR THE EDUCATION OF COLORED CHILDREN. There are very few colored children of school age in the State for whom school pro¬ vision has not been made. In the cities and towns such provision is quite as adequate as is that made for white youth, while in some of the township districts such is not the ease. According t6 a law passed in 1853' and amended in 1864, boards of education may provide separate schools for colored youth in districts where there are as many as 20 pupils to attend them, but the law explicitly provides for the establishment of schools “to be free to aR youth between 6 and 21 years of age, who are children, wards, or apprentices of actual residents of the districts.” Each colored as well each white child is entitled by law to the benefits of the school system. The question as to whether these benefits are to be enjoyed in common or in separate schools is to be determined by local sentiment. — (Report, 1875, pp. 26-28.) COMPULSORY EDUCATION. It is estimated in the report of 1874 that nearly 90 per cent, of the youth between 6 and 16 years of age are enrolled in some public or private school within the year, and that consequently very few, indeed, do not receive any school training before they are 16 years old. Enrolment in the schools, howmver, does not indicate actual, regu¬ lar atteudance, for that, especially in country districts and in many towns and vil¬ lages, is notoriously irregular. In some cities, also, there is an alarming amount of irregularity, truancy, and absenteeism. These evils are confined to a comparatively small class of pupils ; but it is a dangerous class. Law-abiding citizens regard its in¬ crease with anxiety, and inquire whether the State has not the power to enforce the attendance of these youth at school, as well as to compel their being trained to habits of industry and morality. There can be no doubt that the State has the right to protect its citizens in the pres¬ ent and to guard against such evil influences as may be possible causes of disaster in the future. The State has the right to provide for the education of its youth ; it must necessarily have the right to enforce obedience to such laws as will give efficiency to the means provided. OHIO. 331 Acluiitting Tliat conipnlsory laws are right in principle, the policy or expediency of their enactment must depend upon the probability or certainty of their enforcement. The State commissioner is satisfied that, if they cannot be enforced, if enacted, it will not be because they are considered unjust or oppressive, but because the people may consider them infringements upon the rights of individuals. Whether or not such a view of compulsory laws is entertained by a large number of the people, he is unable to determine. He is certain, however, that there is a growing and, at the iiresent time, a dominant feeling that children under a certain age ought to be in school or engaged in some useful employment. There is an emphatic indorsement of the view that tru¬ ancy ought to be checked; that children should not be permitted to loiter about the streets engaged in no employment or at any time to frequent places of business or amusement as mere lookers on ; and that they ought not to be emiiloyed permanently in any trade or business unless they have received a specified amount of education in schools of some kind. Laws tending to correct these evils are compulsory in character ; but, notwithstanding they may be unpopular with a few, they will be heartily supported by the public generally. "it is believed that laws of this character will partially secure the results of compul¬ sory education, and that without them the enforcement of laws compelling attendance would be impossible. — (State report for 1874, pp. 48-50.) PRIVATE SCHOOLS. The information returned of itrivate schools is not as full and reliable as is desired. The private schools reported to the superintendent’s office are, to some extent, patron¬ ized by children under G years of age ; and many of these are continued in the towns and cities of the State only because adequate school provision is not made by the pub¬ lic school oncers. When provision for public schools is what it should be, a large per¬ centage of the private schools now incompletely and unreliably reported will be ab¬ sorbed by the public schools. The enrolment reported in private schools in 1874 was 7,129 more than in 1873, and in 1875 it was 2,414 less than in 1874. The educational advantages of the State can never be accurately measured until there can be obtained better statistical information respecting private schools. — (Eeport, 1875, pp. 28-30.) KIXDERGARTEX. Eeports have been received from two Kindergarten: 1 in Toledo, kept by the Misses Mills and Bancroft, with an attendance of 25 during the fall term and of 15 in the win¬ ter, and 1 in Worthington, kept by Mrs. A. B. Ogden, having an attendance of 8 childreti. The study hours in both these schools are only three during five days in the week, and the ages of children admitted are from 3 to 7 years. — (Reports to the United fetates Bureau of Education, 1875.) CITY SCHOOL SYSTEMS. CrXCIN^tATI. School officers. — A board of education of ‘60 members, 2 from each ward, serving for two year terms, but one-half changed each year ; a union board of high schools, and city superintendent of schools. Statistics of schools. — Population, about 270,000 ; youth of school age, (6-21.) 83,842; enrolled in public schools, 27,897 ; in jjrivate and parochial, 16,454 ; total enrolment, 44,351; average daily attendance on iDublic schools, 23,604. Kumbe. of teachers em¬ ployed in public schools, 612 ; salaries of these, $400 to $2,600 ; salary of superintend¬ ent, $3,500. Number of public school buildings, 40 ; of rooms used for both study and recitation, 522 ; of rooms used for recitation only, 7. Receipts for schools, $757,492 ; expenditures on them, $6-50,676. Average expense per pupil: on enrolment, $17.78; on average attendance, $21.10. Division of schools . — The schools of the city are divided into three classes: district, intermediate, and high schools. The district schools are again subdivided into 5 grades of one year each ; the intermediate, into 3 such grades ; the high schools, into 4. There is also a city normal school for the preparation of such as desire to be teachers ; and, for the improvement of those who are already such, a teachers’ normal institute.is held for the week preceding the opening of the schools. Night schools are held for the ben¬ efit of youths over 14 whose circumstances prevent them from attending the day schools ; and 4 district schools, 1 intermediate, and 1 high school, for colored pupils, form part of the city system, with 1 for deaf and dumb pupils. Studies. — The elements of reading, writing, arithmetic, grammar, object lessons, singing, and drawing are begun in the lowest grade of the district schools, the first year, with German, if desired by the parents. Geography is begun in the next grade, and continued through the intermediate ones. Systematic instruction in English com¬ position is given in all the grades. Physics are begun in the lowest grade of the inter¬ mediate school and continued in the one above. Music has special attention given it 332 EEPORT OF THE COMMISSIONER OF EDUCATION. under 7 teaclieis, 1 of Tvliom is superintendent of music. Drawing, begun at the outset, is continued throughout the course, under a superintendent of drawing and 4 assistants. Penmanship is cared for by a superintendent of the art and 2 assistants. German is prosecuted by 15,119 of all the pupils, without, it is thought, any hindrance to progress in English. The high school course adds French, Latin, and Greek to the higher English studies, the Latin commencing in the first year, the French and Greek in the second. Sparing of pupils. — Under the belief that injury has been done in the past by study in the evenings at home, the pupils of the district schools have been released from study out of school. With a view to still further relief, the hours of tuition in the two lowest grades have been cut down to 4-^ j^er diem, and in the remaining grades, through the intermediate, to 5^, without apparent retardation of advancement. Moral instruction. — Religious instruction and the readiug of the Bible having been prohibited in the city schools, that the children of all faiths might enjoy the benefits of them alike, moral instruction in the virtues and duties which all alike admit is re¬ quired to be given by teachers, and an excellent x>lan for systematic teaching of such virtues and duties is published in the report. Xiglit schools. — Ten district night schools and 1 evening high school were held in the school year 1874-’75, the attendance in the former being 1,253, and in the latter, 332. The average number of teachers employed in the high school was 13; in the dis¬ trict schools, 37. The district night schools are organized on the same plan as the cor¬ responding day schools ; while in the evening high school an elective system is allowed, each pupil making choice of the nature and number of the studies he shall pursue, and being required to be present only at the time of recitation in these. The subjects taught are arithmetic, grammar, iienmanship, drawing, elocution, book-keeping, anat¬ omy and physiology, physics, general history, American history. Constitution of the United States, algebra, and German. Library. — A public library containing 78,249 volumes, with a readiug room attached, and with a yearly circulation of 429,439 books and periodicals, forms an important adjunct to the school work. — (Report of board and of Superintendent John B. Peaslee for 1874-’75.) COLUMBUS. School officers. — A board of education of 11 members, whose term of office is two years, a clerk of the board and city superintendent, and a board of examiners of 3 members, of which number the city suxmrintendent is 1. Statistics. — Population of the city, 42,707 ; number of school age, (6-21,) 12,198 ; num¬ ber registered in X)ublic schools, 6,561 ; number in night schools, 590 ; number in pri¬ vate and church schools, 1,561 ; whole number receiving instruction, 8,712 ; number of schools : high, 1 ; grammar, 35 ; primary, 64 ; ungraded, 6 ; total, 106. Number of teachers : males, 13 ; females, 113 ; total, 126. Number of pupils who attended every school day, 118; number not absent during their enrolment, 293 ; not tardy, 4,104. Fifty-six per cent, of the youth of the city beween the ages of 6 and 21 and 76 per cent, between the ages of 6 and 16 were registered in the public schools. Studies. — A full course of the studies is given in the report, together with the ques¬ tions and answers of all grades at the final examination in June. The Walter Smith system of drawing was taught in all the schools, and the results were most gratifying. Specimens from all the grades are exhibited in the superintendent’s report. The exami¬ nations in music and German show decided improvement for the year. Night schools. — These schools were opened in November and continued through March. The enrolment was: boys, .440; girls, 150; total, 590. The average attendance was: boys, 156 ; girls, 49 ; total, 205. N umber of different teachers, 12 ; average, 8. Read¬ ing, arithmetic, language, spelling, the proper use of words, the construction of sen¬ tences, and penmanship covered the range of instruction. Free evening art school. — This school was opened on the 18th of November under the charge of Professor W. S. Goodnough, who arranged a course in free hand and mechanical drawing. The school was in session 48 nights and attended by 91 pupils, representing 27 occupations, persons not desirous of changing their avocations, but aiming to better prepare themselves for the work in hand. The progress made by many was wonder¬ ful. Specimens of work of different pupils are given in the report, with the name, age, and vocation of the draughtsman. Teachers’ insiiiuie. — Preparatory to the opening of the schools a teachers’ institute was held from 7th to 11th of September. The teachers were divided into primary, gram¬ mar, and high school classes, and instruction given to each class on all the studies they were required to teach. The effects of the institute were visible throughout the year in the work of the teachers. Yeai'^s progress. — Superintendent Stevenson says : “ This year will be a remarkable one in the history of the public schools. The amount of money in the treasury is suffi'- cient to meet every obligation of the board, if now due ; two new buildings have been erected and paid for ; the natural sciences recently introduced into all the grades below OHIO. 333 flic school have been made iudispensahle in the curriculum of study ; drawing has been shown to be one of the most delightful and practicable of the studies ; music has been put upon a new basis ; an appropriation has been made for a public school library; steps have been taken looking toward professional training of teachers; the attendance at the high school has been increased without lowering the standard of scholarship for admission, and the popular favor shown the schools is more apparent than ever.” — (Report of Superiuteudeut R. W. Stevenson for 1874-75.) DAYTON. Official orgavization. — A board of education composed of 2 members from each ward, making 12 in all, with a city superiuteudeut of schools. School systeyn. — The lower schools have been for some years divided into 8 grades, occupying one year each, with 4 further years in the high school. Butin 1874 it was found that, owing to the removal of scholars from school before reaching the eighth year grade, the classes of that grade were very small in some of the districts. The principals, who received the highest salaries, gave, under the then existing system, most of their time and strength to these small ad^vanced classes, and the cost of teaching them was thus excessive. To remedy this an intermediate school was established in 1874, and all the pupils of the eighth year grade in the city were transferred to that school, under the charge of a male principal and two female assistants. As at present organized, the course of study has not been enlarged, and the school is simply a union of the classes of the eighth year for convenience and economy. After a year in this school, puj^ils pass to the high school. It having been objected that the strict city system of gradation excluded practically from the schools pupils who from necessity were irregular in attendance, an ungraded school was opened for such pupils in 1875. It had an attendance of 26 scholars, and, if found to meet a real want, will be continued. A public library is an essential adjunct of a good school system. One was estab¬ lished in Dayton in 1855, and has been enlarged partly by appropriations from the contingent fund, but more by a tax of one-tenth of a mill on a dollar for library pur¬ poses, till now it numbers 14,000 volumes. Progress. — The progress made since 1842 is shown in the following table : 1S4-2. 1857. 1867. 1875. Total enrolment in schools of the city . Average daily attendance . . Namher of teachers employed . Amount of school fund . No record. No record. 16 62,483 1, 583 ! 6,000 3. 440 1, 660 1 45 i 640, 000 1 24, 180 75, 000 4.213 i 2, 809 i 70 660, 000 31, 055 143, 000 i 5, 238 3, 711 98 6139, 056 75, 826 210, 000 Amount paid teachers . Yalue of public school property . — (Historical Sketch of Public Schools of Dayton, by R. W. Steele.) HAAnUTON. Officers. — A board of education and city superintendent of schools. Statistics of schools. — Population in 1870, 11,081 ; children of school age, (6-21,) at the opening of the school year, 5,451 ; number between 6 and 16 years old, 3,842 ; enrolled in public schools, 1,631 ; in parochial schools, 700 ; in private schools, about 40. Aver¬ age daily attendance in public schools, 1,202 ; percentage of attendance on enrolment, 74. Teachers employed : in English, 18 ; German-Euglish, 11 ; in colored school, 1 ; total, 30. Amount received for public schools, including a cash balance of $31,852 from preceding year, $59,623; expended on them, $47,309; leaving a cash balanceof $12,314 ; total cost of tuition and contingents for each pupil, on average attendance, $23.01. One new school building, said by the architect to be “ fully up to, if not in advance of, any in the State,” as respects completeness in all its parts, has been finished during the year, adding greatly to the accommodations for pupils and facilitating a thorough clas¬ sification of the schools. Examinations. — The examination of the different classes in the work mapped out for them in the course of study consumes a large part of the superintendent’s time. An attempt is made to examine each class in one or more subjects every month. During the last year more than six hundred such examinations were held. The questions for these examinations are always prepared by the superintendent and each examination is conducted in his presence. The object secured by the plan of examination followed may be summed up thus : (1) A thorough knowledge on the part of the superintendent of the actual progress of the pupils in their studies ; (2) an eftort on the part of teach¬ ers and pupils to do good work at every stage of instruction ; (3) more regular attend¬ ance of pupils, in order to be prepared for expected examination; (4) great improve¬ ment in methods of teaching ; and (5) a determination of the fitness of any pupil for promotion. — (Report of Superintendent Austin Ellis for 1874-75.) 334- REPOET OF THE COMMISSIONER OF EDUCATION. LANCASTER. Organization. — A board of education of 6 members, a board of examiners of 3, and a city superintendent of schools. Statistics. — Population, 7, OUO; youth of school age, 2,*23‘3 ; enrolled ia public schools, 1,035 ; average daily attendance, 762; schools, 19; teachers, 22, inclnding special teach¬ ers of penmanship and German. Bolls of honor. — One of the means used here to secure a regular and prompt attend¬ ance is the roll of honor containing the names of the pupils neither absent nor tardy during the month. This roil of honor accompanies each teacher’s report to the super¬ intendent at the end of each month and is read by him in all the schools. The school having the largest number in proportion to its enrolment on the roll of honor is the banner school, and is presented with a silk banner, to be kept in its room for the follow¬ ing month or as long as it may remain the banner school. Examinations. — Monthly examinations are held in all the schools. In the primary schools these examinations are oral ; in all above the primary they are written. Accommodations. — The superintendent says: “A few years ago the total valuation of the school property in this city was $16,000. Now the total valuation of your school property is over $i00,000.” — (Report ot Superintendent George W. Welsh for 1874-75.) STEUBENVILLE. The system here includes a board of education of 6 members, a city board of school examiners of 3 members, and a superintendent. Professor M. R. Andrews. Statistics. — Youth of school age, 4,253 ; registered in public schools, 2,181 ; average monthly enrolment, 1,759; average daily attendance, 1,006; per cent, of attendance on monthly enrolment, 91. Number of teachers in public schools, 34. Discipline. — Cases of corporal punishment are becoming rare ; in thirteen rooms there was not a case during the year. The number of pupils allowed to a teacher being too large to admit of thorough work, it was necessary to resort to a moditication of the half day system in all the lower grades. Each primary teacher has her entire school together but one hour and ten minutes; half the school is then dismissed and the other half continue their studies until the usual time for closing the morning session. In the afternoon, the pupils who went home at recess in the morning remain until the close of the school and the others are dismissed at recess. Thus the teacher has but a small school f@r more than half the day, and that at the time when the con¬ trol of a school is most difficult. All evening school was opened in October by Rev. W. B. Grace, with a fair attendance, but his protracted illness and subsequent death interrupted its progress. The whole number enrolled w'as 65; average attendance, 31. — (Report of Steubenville public schools, 1875.) ZANESVILLE. School officers. — A board of education composed of 9 members, 1 from each of the wards of the city, a superintendent of instruction^ and a board of examiners of 3, the term of 1 expiring each year. Enurneration and attendance. — Total enumeration, 5,370 ; total enrolment, 3,063; aver¬ age daily attendance, 2,160. Per cent, of average daily attendance on total enrolment, 79 ; on average number belonging, 93.3. Cost of schools. — The superintendent says : “ There has been a reduction in the cost of the schools, from that of the preceding year, of over $5,000, effected bj' a more economical disbursement of the contingent i'und. The cost per pupil has varied but very little in five years ; but that of instruction in the senior grades was disproportion¬ ately great, being more than double that of secondary grades, and little less than that of high school grades ; -while in class schools it has been greater than in the regularly graded ones. The total cost of schools for the year was $4&,558.40. Cost per pupil, based on average attendance, $22.48.” — (Report of Superintendent A. T. Wiles for 1874-75.) TRAINING OF TEACHERS. NORMAL SCHOOLS. Eight normal schools, returning their statistics for 1875 to the State commissioner, report a total of 51 regular instructors and an attendance of 2,175 men and 979 women under instruction, a total of 3,154, the graduates for the year numbering 530, of whom 370 were men and 160 women. The increase of these figures over those for the preced¬ ing year was one institution, 12 instructors, 472 students, and 63 graduates. It is a fact to be deplored, says the commissioner, that Ohio has made no provision for the professional training of teachers. — (State report, p. 33.) TRAINING SCHOOLS. To supply their schbols with trained teachers the cities of Cincinnati, Cleveland, Dayton, and Sandusky have established training or normal schools as a part of their city systems. OHIO. 335 Ciiicinuati reports u normal school for teachers, fonmled in 18GS, in which there were employed i) teachers — 4 men and 5 women — and having an attendance of Tb stu¬ dents, all women, each of whom to.ik the regular course of instruction. At the close of the year the school graduated 41: the total number of graduates since its foun¬ dation is *240. The possession of a diploma of the Cincinnati high school, a teacher's certitlcate from the board of examiners, or a special examination equivalent to this is fixed as the condition upon which pupils are admitted into the training school, and before graduation each pupil is required to teach from Two to three months in practice schools without xemuneratiou ; and after graduation each graduate is expected to teach a reasonable length of time in the Cincinnati schools. Cleveland reports a training school established in 1874. During the year ended August 31, 1875. there were 4 teachers employed : 1 man and 3 women. The attend¬ ance was 49, (all young women,) all of whom pursued the regular course of study. There were 26 graduates last year. Graduates from the high school of Cleveland are admitted to a one years coui*se and pupils who have spent two years in the high school to a two years’ course. Pupils, after graduating, are required to teach from six to eight weeks in the training school. Dayton reports a training school established in 1869. One teacher, a lady, was em¬ ployed during the past year; 21 young women were in attendance, 8 were graduated at the close of the year, and 70 have graduated since ite establishment. Before gradu¬ ating, from four to ten weeks’ practice in the training school, under the observation and daily criticism of a critic teacher, is required. The time spent at practice in the training school is. to some extent, dependent upon the proficiency exhibited by the pupil teacher in her practice work. The school is strictly professional. The course of study includes physiology, natural philosophy, methods of instruction, school economy^ history, and philosophy of education, and general literature exercises. Sandusky reports a training school, established in 1674. One teacher, (a lady,) was employed during 1675; there were no graduates during that year, but 6 young women expect to graduate in 1676. The course of instruction requires two years for its completion. After the first year the pupils are required to teach under the obser¬ vation and instruction of a critic teacher, and are paid limited wages. The school ia reported by the superintendent and by the committee of the school board which has it in charge as an eminent success.” These training schools have proved of incalculable benefit to the schools at large, and they are regarded by the cities supporting them as indispensable to the success of their school systems. — (State report, pp. 50, 51.) Normal classes and departments exist in connection with Baldwin University, at Berea, and Mt. Union College, Xenia. TflACETERS’ rXSTITUTRS. During the months of July and August, 1675, the commissioner spent nearly all his time in attending county teachers'* institutes and lecturing before them, but regrets that for want of a sufficient travelling fund he has been compelled to decline many re¬ quests to visit county associations and to lecture before institutes. The comnty insti¬ tute, it is remarked, is the chief if not the only means within reach of the country teacher for that professional training that is a rec[uisite to successful teaching. The county teachers’ institutes visited by the commissioner since he came into ofiice have, with one or two exceptions, been well attended by the teachers of the respective coun¬ ties and have had a'ole, experienced, and practical instructors. There were held during the year 92 meetings of county teachers’ associations. The teachers have shown in¬ creasing interest in these meetings ; and the character of the instruction given is gen¬ erally practical and beneficial and is growing more profitable. — (State report, pp. 35, 37, 39.) The reports show that 75 teachers’ institutes were held during the year 1674 ; that the aggregate number of teachers in attendance was 8.579, or 58 per cent, of the whole number necessary to supply the schools; that their exercises were conducted by 391 different instructors and lecturers; aud that the sum of 81.5,318.81 was expeuded in sustaining them, 811,792.16 being derived from the teachers’ institute fund, 83,332.33 from the voluntary contributions of teachers and friends of education, and 8194.32 from the balance on hand or from sources not specified. No part of the necessary expenses incurred in the conduct of these important agen¬ cies for the professional training of teachers was borne by the State. The sessions of these institutes were held usually at times when the public schools were not in session ; hence hut very few teachers received any pay for the time spent in attending them. As these are the only agencies recognized by law for the training of teachers, it may be said that the State did not contribute anything whatever within the year for the main¬ tenance of a system of normal iustructiou. The teachers themselves organized and sustained these institutes, and in many instances conducted the work of instruction with creditable success and efficiency. The State commissioner assisted in conducting the exercises of a large number of iustitutes. 336 REPORT OF THE COMMISSIONER OF EDUCATION. SCHOOL JOURNAL. The Ohio Educational Monthly and National Teacher, first under the editorial man¬ agement of Hen. E. E. White, at Columbus, and subsequently under that of Hon. W. D. Henkle, at Salem, has aided materially in the improvement of the teachers of the State during 1875, as previously. Its original and selected articles on important edu¬ cational subjects have been often very valuable, its columns of intelligence reliable, and its spirit, as might be inferred from its management, eminently good. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The number of public high school rooms in the State in 1875 is given by the commis¬ sioner as 450, and the number of teachers therein 641, of v-hom 427 were men and 214 women. The enrolment of students in these schools was : Boys, 11,280 j girls, 12,932 ; total, 24,212. Of this total, 10,269 were between 16 and 21 years of age. Latin was studied by 3,069 puj)ils of the public schools ; Greek, by 197 ; French, by 129 ; and German, by 34,366, many of the latter, of course, belonging to the primary grades. The number of colored pupils in academic studies is given as 199 in township dis¬ tricts and 2,937 in city, village, and siDecial districts in 1875. Total of colored pnpils in such studies, 3,136 ; total of all in them, in State schools, 27,348. — (State report, pp. 13, 14, and 26, with Tables XIV, XY.) ACADEMIES AND SEMINARIES. Five schools for the secondary instruction of boys exclusively report a total of 33 instructors and 443 students, of whom 32 were pursuing classical studies and 353 the modern languages. Drawing is taught in 3, and music, both vocal and instrumental, in all ; 2 have libraries of 500 and 3,000 volumes respectively ; and 1 only reports possession of a chemical laboratory. Six schools for girls report a total of 54 instructors and 1,161 students, of whom 216 were in classical studies and 214 were pnrsuing the modem languages. Drawing and music, vocal in all but 1 and instrumental in all, are taught ; 4 have chemical lab¬ oratories and philosophical apparatus, and 2 report libraries of 2,000 and 3,000 volumes respectively. Thirty schools for both sexes report an aggregate of 112 instructors and 2,956 stu¬ dents, of whom 1,420 were boys and 1,536 girls ; 702 were pursuing classical studies and 299 modern languages. Drawing is taught in 13 of these schools, vocal music in 18 and instrumental in 10; 8 report the possession of chemical laboratories, 12 that of philosophical apparatus, and 8 that of libraries ranging in size from 50 volumes to 1,307. In all there are 41 academies and seminaries reporting, haviug a grand total of 199 instructors and 4,560 students — 1,863 boys and 2,697 girls — of whom 950 were pursuing classical studies and 866 the modern languages. To the numbers thus reported must be added 3,401 students in the preparatory de¬ partments of colleges, of whom 1,203 were preparing for a classical collegiate course and 640 for a scientific, while in other preparatory schools were 972 pupils, 119 prepar¬ ing for a classical and 129 for a scientific course. — (Returns to United States Bureau of Education, 1875.) BUSINESS COLLEGES. Eleven business colleges, 2 located in Cincinnati and 1 each in Akron, Cleveland, Columbus, Dayton, Oberlin, Sandusky, Springfield, Toledo, and Zanesville, report a total of 29 instructors and 2,168 pupils, of whom 141 were young women. The course of instruction in some of these schools includes in addition to the usual business course the higher mathematics and in one the ancient and modern languages. Three pupils are reported as studying phonography, 26 telegraphy, and 7 German. The length of course varies from six months to two years.— (Special reports to the United States Bureau of Education, 1875.) SUT^ERIOR INSTRUCTION. REGULAR COLLEGES. The state commissioner has received reports from 24 universities and colleges, giving their statistics for 1875. The number of regular instructors reported was 215; the number of students in attendance in 23 of these colleges was 5,402 ; the number engaged in the regular course of study in 22 was 3,063 ; the graduates in regular course reported by 21 was 357 ; the whole number of graduates reported by 21 colleges was 6,488. "Printed catalogues from 22 of these institutions give the following facts : Antioch College, Yellow Springs, (non-sectarian.) aflbrds equal opportunities for edu- OHIO. 337 cation to both sexes. The courses of stndy are preparatory and collegiate ; those who do not wish to pursue the regular collegiate course are allowed to select what they wish to study, but degrees are conferred on those only who complete the regular course. The number of students in 1875, including those in the preparatory school, was 131. — (Catalogue, 1874-75.) Baldwin University, Berea, (Methodist Episcopal,) admits both sexes to its classical, scientific, aud preparatory departments. During the fall term normal classes are organ¬ ized for the benefit of teachers. A college of pharmacy is connected with the univer¬ sity, with courses of instruction in pharmacy, chemistry, botany, and materia medica. — (Circular of University, 1875-’76.) Denison University, Granville, (Baptist,) for young men, includes classical, scientific, and preparatory departments. The college buildings will accommodate 178 pupils ; the attendance for 1875-76 was 151, of whom 71 were in the collegiate classes. — (Catalogue for 1875-76.) Farmers^ College, College Hill, (non-sectarian,) admits both sexes to all the classes of the entire course on the same conditions. There is a special course which substitutes the modern languages and a course in general history for the Latin and Greek of the sophomore, junior, and senior years. Drawing and vocal music are taught. — (Catalogue, 1875-76.) Geneva College, West Geneva, (Covenanters,) admits both sexes to its classical and preparatory departments. The total attendance during 1874-75 was 155, of whom 103 were young men and 52 young women. — (Catalogue, 1874-75.) Heidelberg College and Theological Seminary, TifiBn, (Eeformed,) admits both sexes, and embraces collegiate, preparatory, and theological departments. Special facilities are afforded for the study of the German language. — (Catalogue, 1873-74.) Hiram College, Hiram, (Disciples,) admits both sexes. Its course of study embraces classical, scientific, biblical, ladies’, teachers’, commercial, aud preparatory depart¬ ments. — (Catalogue, 1875.) Kenyon College, Gambler, (Protestant Episcopal,) is for the education of young men exclusively. In addition to its preparatory and collegiate departments, the college includes the theological seminary of the diocese of Ohio. The attendance in 1874-’75 in the collegiate department was 52 ; in Kenyon Grammar School, the preparatory department, it was 67. — (Catalogue, 1874-’75.) Marietta College, Marietta, (nou-sectarian,) appears to be exclusively for young men. Attendance in preparatory department, 117 : collegiate, 85 : total, 202. — (Catalogue, 1874-75.) McCorkle College, Bloomfield, (Presbyterian,) has in operation preparatory, academic, and scientific departments. Both sexes are admitted. The principal design of the college is to qualify young men for the study of theology. Arrangements are being made to have the college properly endowed, and already about $8,000 have been secured. — (Catalogue, 1875.) Mt. Union College, Mt. Union, (Methodist Episcopal.) Some of the special features of this institution are its elective system of studies; several important special courses, as commercial, normal, music, and designing; its non-sectarian character, and the fact that ladies are admitted en the same terms as gentlemen to all classes and depart¬ ments and to all honors and privileges, including the office of trustee and professor. The courses of study are classical, scientific, philosophical, commercial, normal, and preparatory. — (College catalogue, 1874-’75.) Oberlin College, Oberlin, (Congregational,) admits both sexes to its course of study, which embraces scientific, classical, theological, ladies’ preparatory, and musical depart¬ ments. The college does not furni&h manual labor to students, but a few are employed in the care of the college buildings and about 40 in the higher classes, both young men and women, are employed as assistant teachers, and the long winter vacation affords opportunity to those who are qualified to engage in teaching schools abroad. The total attendance in 1874-75 was 1,216, of whom 648 were young men and 568 young women. — (Catalogue, 1875-76.) Ohio University, Athens, (non-sectarian,) is for both sexes, and embraces preparatory and collegiate departments. This is the oldest literary institution northwest of the Ohio River. Its existence was provided for as early as 1787 in the purchase made from the United States Governwient by the Ohio Company of Associates. By the con¬ tract between these parties two townships of land were set apart for the purpose of a university and placed under the care of the legislature of the State. — (Catalogue, 1874-’75.) One Study University, Scio, (Methodist Episcopal.) — The distinctive feature of this instfitutiou is the plan of study. Students pass through the course by taking up and thoroughly completing one study at a time. A practical test of five years, it is stated, gives a great gain both in time and scholarship. Both sexes are admitted. The num¬ ber in attendance was 119. — (Catalogue, 1874-’75.) Oiterbein University, Westerville, (United Brethren,) has four courses of study, viz. : Classical, scientific, ladies, aud English, of which any one may be taken by any stu- 22 I 338 EEPORT OF THE COMMISSIONER OF EDUCATION. dent, the ladies’ course being so called because it is the one usually preferred by the ladies. There are also departments of music and the fine arts. Attendance of students in 1875, 201, of whom 72 were in collegiate classes. — (Catalogue, 1875.) St. Xavier College, Cincinnati, (Roman Catholic,) includes collegiate, academic, pre¬ paratory, and commercial departments. It is provided with suitable chemical and philosophical apparatus, and possesses a valuable museum and a library of 12,000 vol¬ umes. — (Catalogue, 1874-’75.) University of Wooster, Wooster, (Presbyterian,) includes collegiate, preparatory, and medical departments ; the former, embracing the usual four years of study, has been arranged in three courses : (1) the classical, with the degree of A. B. for graduation ; (2) the philosophical, with the degree of Ph. B. ; and (3) the scientific, with the degree of S. B. Students of either sex are admitted, under the same requirements, to equal standing in any department or course of the university. Total attendance in the uni¬ versity, 349.— (Catalogue, 1876.) Urbana University, Urbana, (New Church,) aims to combine with thorough scientific and literary culture a knowledge of the duties of a Christian life. The departments are preparatorj’-, collegiate, and theological.— (Circular, 1875.) Western Beserve College, tiudson, (non-sectarian,) is for both sexes, and includes pre¬ paratory, collegiate, .and commercial departments. — (College catalogue, 1873-74.) Wilmington College, Wilmington, (Friends,) embraces’ preparatory and collegiate de¬ partments, the latter having classical and scientific courses. Both sexes are admitted and receive similar degrees. — (Catalogue, 1874-75.) Wittenberg College, near Springfield, (Evangelical Lutheran) includes preparatory, collegiate, and theological departments. Both sexes are admitted. The total attend¬ ance in 1875-76 was 158; of these 22 were theologies, 59 were in regular collegiate classes, 22 in a select course, and 55 in the preparatory department. — (College catalogue, 1875-’76.) Xenia College, Xenia, (Methodist Episcopal,) admits both sexes to its course of stud.v, which embraces collegiate, primary, preparatory, and normal departments. The insti¬ tution was originally organized for ladies only, but the experience of 12 years has shown that the admission of both sexes was wise, and even required. Superior advan¬ tages are offered to those wishing to make music a special study.— (College catalogue, 1875.) COLLEGES FOR WOMEN. Thirteen institutions of this class report for 1875 as follows : instructors, 137 ; stu¬ dents, including preparatory, 1,064 ; number in regular course, 710 ; number in special or partial course, 137. In all but one of these schools the instruction of the regular course extends through 4 years. In that one it is 6 years. About half of them are authorized to confer d^egrees, and 9 report libraries ranging from 500 to 2,300 volumes. In 11 are taught drawing, painting, vocal and instrumental music, French, and Ger¬ man ; 2 add Italian also, and 1 Spanish. Seven report chemical laboratories ; 8, philo¬ sophical apparatus ; 2 have museums of natural history, and 4, art galleries. — (Returns to Bureau of Education, 1875.) OHIO. 339 Statistics of universities and colleges, 1875. Xanies of universities and colleges. I H Antioch College . Baldwin Univ'ersity ... Bnchtel College * . Capital University . Cincinnati University . Denison University ... Farmers’ College of Hamilton County. Fj anklin College . Geneva College . German "W allace College Hebrew Union College Heidelberg College.... Hiram College . Kenyon College . McCiorkle College . Marietta College . Mt. Union College . Muskinram College... Oberliu College . Ohio Central College. . . Ohio University . Ohio 'Wesleyan Univer¬ sity. One Study University . Otterbein University . . Bichmond College * . . . . Sr. Xavier College . University of Wooster Urbana University. . . . W estem Reserve College Wilberforce University Willoughby College *. . Wilmington College... Wittenberg College . . . Xenia College . 7: 0 ll! 1 8.... 6 .... 8; 0 6' 0 2'.... 6, 0 11 3 8 4 5' 1 ll'.... 2;l! 3 4 .... 20^ 1 1 I '1. lOl 41.... 12 .... 6 .... Xnmber of j students. Property, income, &c. 79 200 100 120 58 50 /4S I ^ h I 40 $200, 000 $123, 000 104 44, 500 75, 000 112 250, 000 40, 000 104 30 47 9 82 348 50 171 17 73 24 20 85 ICO, 000 35, 000 10, 000 20,000 47, 539 32, 000 25, 000 100, 000 20, 000 130, 000 385, 473 25, 000 300, 000 50,000 179, 000 25, 000 75, 000 25, too 150, 000 150, ( 00 20, 000 100, 000 60, 950 75, 000 50, 000 100, 000 24, 000 190, OOC 66, 000 38, 883 cf64, 000 60, 000 40, OOC 90, 000 8, 000 19, 500 7, 500 2, 400 19. 000 4, 200 4, 195 4, 500 3,200 6,300 700 78, 000,10, 965 ii.5,’66o|'9,'266 70,000 4,025 240, 262 17, 000 0 70. 000 150, 000 30, 000 9, 000 6, 000 207, 000 15, 500 120,000 9,000 z ^ « 5 $3. 600 1.50 1,900 750 2,500 2,528 144 2, 000 3, 334 800 567 16, 575 1,600 7, 000 2, 681 4, 000 3, 500 3, 000 1, 270 12, 000 7, 000 1, 100 1, 900 2, 600 2,500 o T ® c « ■| := ■2 I I a 517, 909 0 e3, 821 0 0 0 $0 . a5, 850 50,000 a2,960 20,000 al,lC0 5C0 al3, OCO CO, 000 a2, 100 400 25, 812 a950 60, 000 2,500 4, 000 a2, 540 al3, 675 100 38., 000 1 a26, -.'^O 4, 168 20, OCO all, 000 I" *7,' 502 al3, 500 al, 600 al, 570 200 al6, 000 5, 000 5, 000 3, 000 3, COO 559 c7, 000 c300 * From Report of Commissioner of Education for 1874. d Sinking fund. a Includes society libraries. e Taxes on college land refunded. 5 From city tax. /Also 106 unclassified students, c Society Libraries. SCIENTIFIC AND PKOFESSIONAL INSTEUCTION. SCIENCE. The Ohio A^cnltnral and Mechanical College, organized in 1870, is fonnded on the congressional land grant of July, 1862, for the purpose of securing the better education of the industrial classes. The share of Ohio in this grant tvas 630,000 acres. This ■was unfortunately pressed for sale upon a temporarily overstocked market, and the State realized only 54 cents to the acre. The total amount of the sales (8342,450) was, however, put at interest, and when the college was opened in September, 1873, the principal and interest together constituted a productive fund of something over $500,000, the annual income from which slightly exceeds $30,000. In consideration of the location of the college being fixed at Columbus the institution received 8300,000 from Franklin County, out of which a valuable farm was bought, college buildings erected, and various de¬ partments of instruction equipped. The value of the farm has been greatly enhanced { since its purchase by the rapid growth of the city in its direction, and at present the J total value of the endowment and property is estimated to exceed $1,000,000. The i organization of the college has been effected in strict conformity with the provisions of I the law to which it owes its foundation. The departments already established are as I follows : (1) physics, (2) chemistry, (3) zoology, (4) botany, (5) geology, (6) agricul- 340 EEPORT OF THE COMMISSIONER OF EDUCATION. ture, (7) mathematics, (8) English, French, and German languages, (9) Latin and Greek languages, (10) political economy and civil polity, and (11) mechanical and free hand drawing. To students entering the college for the purpose of taking up some special study and who do not propose to complete a regular course, full freedom in the selection of the branches which they will pursue is granted, subject only to the necessary limi¬ tation thatthey are prepared to take up with advantage the studies which they select. Special attention is invited to the advantages offered by the college to students fit¬ ting themselves to become teachers of natural science, and also to those designing to pursue the study of medicine. The resources of the college in the way of collections and the methods of study adopted in the more advanced classes — the work being mainly done in laboratories and museums — make it safe to say that a very important addition to the educational facilities of the State is here made. — (Circular and cata¬ logue of the college, lbV4- 75.) THEOLOGY. Theological instruction is given in Lane Theological Seminary, Cincinnati, a Presby¬ terian institution, having a three years’ regular course of study; in Union Biblical Seminary, Dayton, under the control of the United Brethren in Christ, also with a three years’ course ; in the theological department of Mt. St. Mary’s Seminary of the West, (Roman Catholic,) having a three years’ course; the German Evangelical Lutheran Seminary, in connection with the Capital University, with a course lasting two years and a half ; in the Christian Educational Institute of the Mennonite Com¬ munity, Wadsworth ; in Heidelberg College and Theological Seminary, (Reformed ;) in the Protestant Episcopal Theological Seminary of the Diocese of Ohio, a department of Kenyon College ; in Oberlin College, Urbana University, and Wittenberg College, and in Wilberforce Univeibity. LAW. Sypecial reports have been received from the law school of the Cincinnati College, at Cincinnati, the Ohio State and Union Law College at Cleveland, and the law depart¬ ment of Wilberforce University, near Xenia. The attendance of students in the first mentioned was 60, in the second it is not given, and in the last it was only 1. The number of resident professors and instructors was 10, the number of years in course in them all is two. The law school of the Cincinnati College has connected with it a library of over 900 volumes of the best writers on law and jurisprudence and the more important reports, selected with special reference to the wants of the school. Students who attend the full course also have access, without charge, to the law library of the Cincinnati bar, which is one of the largest and best in the country. — (Reports to United States Bureau of Education and catalogue of law school of Cin¬ cinnati College.) MEDICINE. Three medical colleges, all located at Cincinnati — the Cincinnati College of Medicine and Surgery, the Medical College of Ohio, and the Miami Medical College— report an aggregate attendance of 528 students; graduates at the commencement of 1875,203; number of professors and instructors, 32. The course lasts three years in two of these colleges ; iu the third, the Cincinnati College of Medicine and Surgery, the length of course is not reported. — (Special reports to the United States Bureau of Education, 1875.) Medical departments also exist in connection with the University of Wooster and the Western Reserve College. — (Special repbrts to the United States Bureau of Educa¬ tion and catalogues.)' The Ohio College of Dental Surgery at Cincinnati offers a curriculum embracing anatomy, physiology, pathology, and therapeutics, chemistry, and operative and me¬ chanical dentistry. A candidate for graduation must have two full years of pupilage, part of which, at least, should be with a reputable dental practitioner and good teacher, inclusive of two complete courses of lectures in a dental college. — (Catalogue of the college, 1875.) OHIO. 341. Statistics of schools for scientific and professional instruction, 1875. I Schools for professional instruction. SCHOOLS OF SCIEKCE. Ohio Agricultural and Meclianical CoUegs. Scientific department of Denison Universi'-T. b Scienafic deparnnent of Oberlin , College b Toledo University of Arts and Trades. SCHOOLS OF THEOLOGr, Christliche Bildungs-Amstalt der Mennoniten. German Lutheran Seminary . ^ German Wallace College, theologi¬ cal department Heidelberg Theological Seminary. .' Lane Theological Seminary . ‘ Mt St- Mary 's Provincial Seminary St Mary's Theological Seminary .. Theolo^cal Seminary of St Charles Borromeo. ' I Theological department of Oberlin College. Theolo^cal department of 'SVitten- ' berg College. Theological Seminary of Diocese of Ohio. Theological Seminary of lUilber- force University. Union Biblical Seminary . United Presbyterian Theological Seminary. SCHOOLS OF LAtV. Law School of Cincinnati College.. Law school of Wilberforce Univer¬ sity. Ohio'State and Unien Law College. SCHOOLS OF MEDICETE. Cincinnati College of Medicine and Surgery. Cleveland Medical College, (W est- ern Eeserve College.) Columbus Medical College . Medical College of Ohio . Miami Medical College . Medical department of UniTersity of Wooster. Starling Medical College . Eclectic Medical Institute . Homcepathic Hospital College _ Pulte Medical College . Ohio College of Dental Surgery. . . . College of Pharmacy of &ldwin University. Cincinnati College of Pharmacy... Property, income, Ac. C' © 11 .... 100 6 $500, COO $500,000 $30,000 $0 al, 200 ......... 6 3 . . i . . . . .... . . ! 4 . . . . ! . 1 _ ; 276 , . 20,000 ■ . . ; 400 100 ' I , i ; 1 .....1 aio , 1 au, ow 1 ! j 3 0 i 16 3 17,000 1 150 ; 1 12 . ■ 3 23 3 ^ j 1 ; 2.500 6 0 20 3 2 2 22 i 3 35, 000 1,900 . * C) — ' 5 4 i 36 ' 3 160, 000 253,000 17,000 . 1 12! OM 8 0 j 37 : 3 ! 147, 000 , 0 : 0 . 1 15, 100 3 . 25 5 75,000 ' 7 ....j j ^ . 9 . 30,000 . j 5,000 10 ■ 1 ‘ 53 3 65,000 45,000 3,600 ' . 3,000 3 .... 23 2 1 3 4 ; 3 100,000 100, 000 7,000 . 1 7,000 5 0 22 5 60,000 2,300 ' 900 3 0 ' 24 3 10. 000 40,000 2.000 : . 300 5 0 29 3 i 10,000 43,000 3,000 . i 5, (M) 4 .... 1 60 1 2 i . ' 2,853 938 2 . _ i 1 2 50 4 2 i 10 i _ i i 124 2 30, 000 . i . 11 .... i 66 2 75,000 0 1 0 . 900 1-2 ' _ 1 60 3 : 6,000 . 1 2,400 10 . . . i 282 3 5,000 12 1 1‘S 3 50,000 ■ . 6,600 12 i 84 3 50, 000 ! 14 .... i 30 2 80,000 : 0 1 0 1 1.000 2. COO 7 . 163 3 ■ 00,000 i 0 1 0 1 14,928 ’ 12 .... 3 , 75,000 11 _ . i 54 3 ‘ 0 0 i 3,500 400 : 8 .... 23 o 20,000 ' . ! 3,000 50 : 4 .... 4 1 1 . i 200 3 .... .' 00 2 c 1, 000 ! . ' 2,500 100 * From Beport of Commissioner of Education. a Includes society library. 6 Eeported wkh classical department. c Furniture and apparatus. 342 REPORT OF THE COMMISSIONER OF EDUCATION, SPECIAL INSTRUCTION. EDUCATION OF THE BLIND. The Ohio Institution for the Education of the Blind, at Columbus, reports, for 167,5, 152 pupils under instruction. The employments taught are broom making, cane seating, headwork, knitting, crocheting, and hand and machine sewing. The expenditure during the year was ^59,125.55. The library numbers about 100 volumes of books in raised piint, many of them being readers, of which there are several copies. — (Special report to the United States Bureau of Education, 1875.) EDUCATION OF THE DEAF AND DUMB. The Ohio Institution for the Education of the Deaf and Dumb reports 23 instructors, 2 of whom are semi-mute, and 488 pupils under instruction — 281 males and 207 females. The average number of years spent in the institution is five ; the course of study is substantially that taught in the graded schools of Ohio. Since the foundation of the institution, in 1827, it has given instruction to 1,512 pupils. The institution has a library of 3,000 volumes. — (Special report to United States Bureau of Education, 1875.) THE KIBTLAND SUMMER SCHOOL OF NATUR.VL HISTORY. This school, modeled after Professor Agassiz’s institution on the island of Penikese, was founded by Professor Tbeo. B. Comstock and Dr. William K. Brooks. Its name was given in honor of the revered and venerable Dr. Jared P. Kin land, who will always be remembered as a pioneer in science in the West. As soon as the plans were suffi¬ ciently matured, a iiroposition was made to the Kirtland Society cf Natural Sciences, of Cleveland, Ohio, which resulted in the appointment of Messrs. R. K. Winslow, John Bolton, and L. Austin to act with the directors, Messrs, Comstock and Brooks, as a board of managers. It was then resolved that the board of managers be authorized to receive subscriptions of money and to disburse the same for the purposes of the school, through Professor Theo. B. Comstock as actuary. The management of the school, in¬ cluding the arrangement of work, purchasing of apparatus and collections, accept¬ ance of applicants, and all matters of detail, was placed under the control of the two directors, who also took upon themselves the responsibility of procuring additional instructors. Through the courtesy of the board of education, convenient quarters were provided in the Central High Sffiool building. Five rooms upon the third iioor were used for the various purposes of the summer school. Collections of marine invertebrates were made by Dr. Brooks, at Marblehead, Mass., and by Mr. E. A. Birge, at Ea.stport, Me. A dredge was also purchased for use in Lake Erie during the session of the school. Circulars announcing the date of opening and the plan of the school were not issued until late in May, but the six weeks between that time and the 6th of July, when the session began, were sufficient to draw out many applications from various parts of the country. It was necessary to limit the number of pupils to 35, and this max¬ imum had been reached before the day of opening, llnfortunately, however, no fee was required until the inauguration exercises took place, and some 15 whose names were upon the roll withdrew before that time, though none did so without the best of private reasons, in no way derogatory to the school or its management. The maximum number could easily have been attained by admitting applicants after the beginning of the session, but this would have been contrary to announcements made and unjust to a considerable number who were anxious to join the school. Applica¬ tions were received almost daily until nearly a month after the closing of the session, showing that the demand for such instruction is widespread and urgent. Through the personal solicitations of Mr. Winslow the sum of $100 was raised in small sums, and 25 pupils raised the sustaining fund to §250 by the payment of a fee of §10 each. Though this was but one-half of the amount required, the directors decided to continue the work in the hope of demonstrating its value in the end. At this critical junctnre one of Cleveland’s noble men, whose modesty alone forbids the mention of his name, quietly placed a sum of money, greater than the amount already secured, in the hands of the actuary, without the slightest restriction as to its use. Eram this moment the success of the scheme for one year at least became a certainty. The voluntary and nnremunerated services of the instructors also enabled the direc¬ tors at once to enlarge their plans and to accomplish more than they had dared to hope at the outset. The school was inaugurated July 6, 1875, with appropriate exercises, including an encouraging address from Dr. Kirtland himself, who left his invalid couch to be present on this occasion. On the following day the regnlar exercises of the school began without ceremony, and were continued without intermission six days in the week tor five weeks, until August 9, The daily sessions extended Irom 9 a. m. to 1 jl m., and from 2 to 6 p. m., with frequent evening meetings from 7.30 to 10. Excursions were OHIO. 343 made as often as possible without interfering with the work in the laboratory, and collections of botanical, geological, and zoological specimens were made in these excur¬ sions for use in the school work. Observation and experiment was the law of the hour, the eftVr.t being to have every subject studied illustrated by typical si)ecimeus, which were examined not only visually, but microscopically and anatomically by all concerned. In zoology, specimens of echinoderms, terebratuliniB, and other marine and fresh- water animals were thus studied; while iu botany, the structure and growth of plants was illustrated in all its parts, geology coming iu for its share of attention through lectures and specimens. The result can hardly fail to be a quickening of interest in natural sciences and a more intelligent and effective prosecution of the study of them on the part of both the teacher students iu the school and the pupils who may come under their influ¬ ence. — (Rei)ort by Professor Theo. B. Comstock.) EDUCATIONAL CONVENTIONS. STATE teachers’ ASSOCIATION. The attendance of representative teachers at the meeting of the Ohio State Teachers’ Association, at Put-in-Bay, held June 29, 30, and July 1 was larger than usual. The inaugural address of the president of the superintendents’ section, the address of Pres¬ ident E. T. Tappan on qualifications for admission to colleges, of Mr. J. M. Clemens on what jirovision iu courses of study should be made for pupils whose attendance on school is necessarily irregular, were each a practical and exhaustive treatment of the subject under consideration. Papers indicating much thought and careful preparation were read before the general meeting by Dr. Kinsman, on “Health and education by Superintendent J. B. Peaslee, on “Object teaching hy Hon. James Monroe, on “The Na¬ tional Government and popular education ; ” by President Orton, on “ Science in public schools ; by Rev. W. II. Jeffers, on “ The perils which threaten our public schools,” and by Hon. T. W. Harvey, on “ The life and labor of Dr. Asa Lord.” The meeting was marked for the genera] excellence and practical worth of the several papers read, and for the intelligent and prevailing interest in the work of the association on the part of the teachers present. — (State report 1875, p. 48.) OTHER teachers’ ASSOCIATIONS. During the year meetings were held by the Northwestern, the Central, the South¬ eastern, and the Southwestern Ohio Teachers’ Associations. The increased attendance upon these meetings indicates a growing interest on the part of teachers and the pub¬ lic in these aids to professional success and to a unification of the teachers’ work. — (State report, p. 49.) OHIO COLLEGE ASSOCIATION^ This body assembled at Kenyon College, Gambier, December 28, 1874. President Tappan presided and opened the exercises with an inaugural address, which was fol¬ lowed by a paper on rhetorical instruction in colleges, by Prof. G. Stanley Hall, of Antioch. Papers were read during the session on “Post graduate courses and degrees,” by President I. W. Andrews, of Marietta College; on “The best method of teaching psychology,” by President Hinsdale, of Hiram College ; on “ Intercollegiate contests,” by Professor Judson Smith, Oberliu ; on “The place of the Bible in a college curri¬ culum,” by President Marsh, of Denison University. All these papers elicited animated and interesting discussions, and were referred to the secretary and executive commit¬ tee to secure their publication. — (Ohio Educational Monthly, March, 1875, p. 110.) OBITUARY RECORD. CHARLES G. FINES^EY. Ex-President Charles G. Finney, D. D., of Oberlin College, died of heart disease August 16, 1875, aged eighty-three. Born in Litchfield, Conn., he emigrated at an early age to Jefferson County, N. Y., then the frontier of civilization in that direction. His early education was much neg¬ lected, but, on arriving at age, he returned east, and spent several years in teaching and studying at different academies. He took up, in this period, Latin and Greek, with the view of entering Yale College, but his teachers dissuaded him from such entrance, telling him that with his abili..ies he could accomplish iu two years the work of the foitr years’ college course. Returning subsequently to New York State, he com¬ menced the study of law, and was admitted to practice, but soon felt himself called to devote all his time and strength to preaching. He began his career as a religious evangelist at iiis home, iu 1824, and continued it until, within the next ten years, his labors extended to most of the larger towns and cities of New York, as well as to the principal ciffes of New England and to Philadelphia, producing everywhere a great 344 REPORT OF THE COMMISSIONER OP EDUCATION. sensation. In 1835 he went to Oberlin, where he continued till his death. His service there as professor and president, especially from 1851 to 1806, is said to have done more to mould the sentiment and determine the character of the influential college there established than that of any other man. Of late years he has been seeking some repose from labor, but even to the day of his death his form was so erect and his intellect so vigorous and sparkling that, although S3 years old, no decline was perceptible in the personal power and enthusiasm for which he was famous as a revivalist and educator for over fifty years before. — (American Educational Monthly, October, 1875, p. 465.) MISS AJLMEDA M. BOOTH, Who for thirty years past has been prominent as a teacher in Northern Ohio, died in Cleveland on the 15th instant. For many years she was principal of the ladies’ da- partment of Hiram College, w’hen General Garfield was president of the institution. — (Baltimore Amerioanj December 29^ 1875.) LIST OF SCHOOL OFFICIALS IN OHIO. Hou. C. S. Smart, State commission-er of common schools, Columbus. [Term from second Monday in January, 1875, to second Monday in January, 1878.] STATE BOARD OF EXAMINERS. Name. Post-ofdce. John B. Peaslee, president . . . . Cincinnati. Alston Ellis, secretary . . . Hamilton. TT. B. Eurness, treasurer . Tiffin. CITY SUPERINTENDENTS. City. Superintendent. Salary. Akron . . . . . . . . . S. Eindlev . . . 500 n^rntfin _ _ _ Daniel tEorley . . . . . . 1, 800 Chillicothe . . . . . G. N. Carruthers . 2, 000 r'inpinnjiti . John B Peaslee . . . . . . . 3, 500 rilevelnrid _ _ _ _ _ Andrew .J. Rickoff . 4, 000 Columbus .... _ _ _ _ _ .... Robert W. Stevenson . 3, 000 Ti^yton . John Hancock _ _ _ _ _ _ _ _ _ _ 3, 000 Hamilton _ _ _ _ _ _ Alston Ellis . 2, 200 AT a.n p1 John Simpson _ _ _ _ _ _ _ _ _ 1, 700 Newark _ J. C. Hartzler . . ... _ _ _ _ _ _ _ _ 1,800 Portsmouth .... _ _ _ _ _ ... _ M. S. Campbell . . . 1,800 SsDTiH ll.CslrY . . XJ. T. Curran ...... _ _ _ _ .... _ ... 2, 500 n crH a1 W .T Wbite _ _ _ _ _ 1. 800 .^tAnhAnv^nA Martin R Andrews. _ _ _ _ _ _ _ _ _ 1, 700 Toledo _ .. _ D. F. De Wolf . 3, 000 Zanesville _ _ _ _ _ _ .... A. T. Willis . 2,000 OREGON. 345 OREGOIV. SUMMARY OF STATISTICS. SCHOOL POPULATION AND ATTENDANCE. Numlier of youth 4 to 20 years of age . 44, 661 Number of boys of legal school age . 23,265 Number of girls of legal school age . 21, 396 Number of students enrolled in public schools . . . . . 21, 518 ' TEACHERS AND THEIR PAY. Whole number of teachers employed in public schools . 953 Number of men teaching . 496 Number of women teaching . . . 457 Number necessary to supply the public schools . . . 859 Average salary of men teaching . $51 45 Average salary of women . 45 50 SCHOOLS. Number of school rooms exclusive of those used only for recitation . 859 Average duration of schools in days . 10.5^ Estimated real value of school property . . . $350, 000 INCOME AND EXPENDITURE. Income. From State tax, (total from taxation) . 30, 273 Interest on permanent fund including rents of school lands . 56, 400 Total income . . . 86, 673 Expenditure. For sites, buildings, and furniture . 2,625 For libraries and apparatus . 500 For salaries of superintendents . 2, 000 (Salaries of teachers and miscellaneous not reported.) SCHOOL FUND. Increase of permanent fund in the school year . 60, 000 Amount of available school fund . 564, 000 Amount of permanent school fund including portion not now available - 1, 314, 000 — (Special report to United States Bureau of Education for 1874-’75, from Hon. L. L, Rowland, superintendent of public instruction.) SCHOOL SYSTEM OF THE STATE. EDUCATIONAL PROVISIONS OF THE CONSTITUTION. Article YIII, section 1, of the constitution adopted in 1857, directs that “the gover¬ nor shall be superintendent of public instruction, and his duties such as may be pre¬ scribed by law ; but after five years from the adoption of this constitution it shall be competent for the. legislature to provide for the election of a superintendent, to pre¬ scribe his duties and fix his compensation.” Section 2 says that “ the proceeds of all lands heretofore or that may be hereafter granted to the State for educational purposes, except university lands; all money accruing to the State by escheat and forfeiture; all money for exemption from military services ; all gifts, devices, and bequests made by any person to the State for common school purposes, or where the purpose for which such gift, devise, or bequest is intended is not expressed ; all the proceeds of the lands granted to this State by Congress in 1841 ; and 5 per cent, of the proceeds of the land to which this State will be entitled on her admission into the Union, (if Congress shall consent to these last two grants,) shall form a permanent and irreducible fund, the income of which shall be exclusively applied to the support and maintenance of common schools in each district and the purchase of suitable apparatus and libraries tl'.erefor.” Section 3 declares that “ the legislative assembly shall provide for the es¬ tablishment of a uniform and regular s.ystem of common schools ; ” section 4, that “ the income from the school funds shall be distributed to the districts according to the number of children therein between the ages of 4 and 20 years ; ” section 5, that “ the 346 REPORT OF THE COMMISSIONER OF EDUCATION, governor, secretary of state, and State treasurer shall constitute a board for the sale of school and university lands, and the investment of the proceeds therefrom : Provided, That no portion of the proceeds of the university lands shall be expended within ten years from the adoption of the constitution unless, by consent of Congress, for common school purposes.*’ PKO^^[SIOXS OF THE SCHOOL LAW. From School Laws of the State of Oregon, published by authority, Salem, Oregon ; Eugene Semple, State printer, 1872. OFFICE ES. A State board of education. State superintendent of public instruction, county school superintendents, and the directors and clerks of school districts are the officers recognized by the school law. POWERS AXD DUTIES OF THESE OFFICERS. The state hoard of education — composed of the governor, secretary of state, and super¬ intendent of public instruction — have it as their duty to meet semi-annually, at the State capital, on the first Monday in January and July. They have power to author¬ ize a series of text books to be used in the public schools ; to prescribe a series of rules for the government of these schools ; to use a common seal to authenticate their acts; to order any printing that may be necessary ; and to sit as a board of examination, granting to approved teachers life diplomas. State certificates, and two grades of cer¬ tificates of the same force as those granted by county superintendents, the State diploma to be good for six years, the certificate of first grade good in any county for two years, and that of second grade good for six months. They may invite not less than four professional teachers to sit with them in their semi-annual examinations, and may also, at their discretion, grant, without examination, diplomas and certificates to persons presenting authenticated diplomas and certificates from other States, of like grade and kind. They may also revoke, for immoral or unprofessional conduct, any diploma or certificate gTanted by them. The State sujyeriiitendent of public instruction — who is elected by the people for a term of four years, beginning with Sejitember, 1874 — has it as his duty to exercise a general supervision of the county and district school officers and the public schools of the State; to hold, once each year, a teachers’ institute in each judicial district, and one for the State at the State capital ; to superintend the printing and transmitting of such blanks, forms, rules, and regulations for the public schools as the State board may au¬ thorize ; to act as secretary of that board; to make out, quarterly, a statement of his necessary travelling expenses for audit by the State board and payment, like other claims against the State; to issue, under the direction of the board, a circular to each county superintendent, containing a list of studies required to be taught in the public schools, allowing him to write against each study the text book preferred, the highest number of votes for any text book securing its use for the four years following, when tbe same process is to be repeated. The superintendent is also to report biennially to the legislature the general condition of the public schools ; the amount of school money apportioned to the several counties, and the sources whence it was derived ; the amounts raised by county and district taxes, and those paid for teachers’ salaries, buildings, furniture, &c. ; the series of text books authorized by the State board ; the rules and regulations prescribed by them for the government and tuition of the schools; the number and grade of schools iu each county ; the number of persons of school age, (4-20;) the num&r attending public schools, attending private schools, and not at¬ tending any school, with statistics of chartered educational institutions, and any other information he may judge to be useful. His .'salary is §1,500 and travelling expenses. The county school superintendents are elected by the legal voters of the several counties, at the biennial elections, for terms of two years. They enter mpon office thirty days after the election, and receive such salaries as the county court may determine. Their duties are to lay off their counties into convenient school districts and to keep a record of the number and boundaries of these ; to notify iu writing some taxable inhabitant of each district what is its number and what its bounds ; to establish new districts on the petition of a majority of the legal voters ; to make annual or semi-annual apportionment of the school fund in the county treasury to the several reporting school districts of their counties in proportion to their school population ; to keep a careful book account, with receipts and credits of school funds, with the county treasurer ; to select the proper six¬ teenth and thirty-sixth sections of school lands in each township, or of lauds iu lieu thereof, when such selection has not been previously made, giving due notice to the laud officer ; to take good care of the school lands ; to examine quarterly all persons who apply for teacher.s’ certificates, and give to such as are approved certificates, good for six mouths or two years, according to their qualifications. In such examinations they must asso¬ ciate with them two or more competent assistants. They are also to visit the schools taught under their certificates at least once in six months, giving such information and suggestions as they may deem needful ; are to receive from the district officers their OREGON. 347 school reports, and from these make out and transmit to the State superintendent, by the lirst Monday of April in each year, a general report of the county schools, as well as a report to the county court, by June 30, of all moneys assessed and collected at county expense, and applied to county schools during the year ending the first Monday of April previous. Dittirict school officers consist of 3 directors for each district, chosen at the annual meetings on the first Monday of April for terms of three years each, 1 being changed each year, and of a clerk chosen at each annual meeting for a term of one year. The duties of the directors are to authorize the clerk to call special meetings and give him warrant to collect the school taxes ; to attend for the district to the pur¬ chase or lease of school sites, and the purchase, lease, or erection of school buildings ; to care for and furnish these, and provide them with fuel, light, &c. ; to employ teach¬ ers for the schools, and aid them in governing these ; to audit claims against the dis¬ trict and draw orders on the clerk for the amount ; to require of the clerk a bond of such force as shall seem just and reasonable, for the faithful performance of his duties ; and to examine and correct his assessment roll. Failure to attend to these duties in¬ curs forfeiture of office and a fine of ^10. The clerks are to record the proceedings of the district ; give notice of annual and special meetings ; assess the taxes levied by the district ; deliver the assessment roll to the directors ; collect, upon their warrant, the taxes for which it calls ; keep a cor¬ rect book account of receipts and exi)enditures for the district ; make report of this account to the district meeting ; act as secretary of these meetings ; furnish the county superintendent, within ten days after each annual one, a list of the school officers; and annually make report to the superintendent of every item required for the report to the State officer. His compensation is 5 per cent, on the moneys collected by him. SCHOOLS. The schools of the State are still in their infancy, and, out of the larger villages and cities, comparatively few of them are graded. They are free to all persons of school age residing in the districts where they are kept. The minimum of instruction in them is to include orthography, reading, writing, mental and written arithmetic, English grammar, geography and modern history. The maximum may be whatever teachers and scholars can make it short of college training. There were in the State in 1874, the date of the last report, 4 high schools, 31 graded schools, and 559 ungraded. A Stare agricultural college, a school for deaf-mutes, and one for the blind are pro¬ vided for, as well as schools in which the German language may be taught. SCHOOL ruxns. The permanent school fund of the State, derived mainly from 500,000 acres of lands donated by the General Government, consisted in 1875, according to the report of the State superintendent, of $564,000 then available, with about $750,000 not yet available. The income from this, including rents of leased school lands, was, in that year, $56,400, making, with $30,273 of State school tax, a total annual school fund of $86,673. The university land grant of 68,080 acres has yielded thus far about $100,000. ELEMENTARY INSTRUCTION. ABSENCE OF REPORT FOR 1875. The report on school affairs in this State is made biennially, as before stated, and as the last one covered the years 1873 and 1874, and same into the report of the Bureau for the latter year, that for 1875 and 1876 will not be due till the Bureau report for 1876 shall be in preparation. In this absence of a State report, all that can be done at present, with reference to elementary instruction, is to give, in addition to the statistical summary furnished, the following somewhat fragmentary information, furnished by a respected correspond¬ ent of the Bureau. EARLY BEGINNING. The territorial laws of Oregon, as promulgated in 1850, provided for a system of pub¬ lic schools. The first attempt to organize them met with many obstacles, the chief of which were the transitory character of the population and the difficulty of obtaining competent teachers. There were many persons wffio were ignorant of the scope and in¬ tent of public education, but the general opinion, though not prepared for any material effort in their behalf^ was in favor of free schools. The first undertakings were only quasi public, and quite frequently were developed from private enterprises or adopted “rates.’’ The towns were thought to be the only places fit for public schools. In some localities (are there not a few such even in 1876?) they continued for a long period of time to be regarded as a makeshift for the less favored members of society, and any special tax to sustain them was sure to arouse the ire of the “ Philistines,” as Carlyle 348 REPORT OF THE COMMISSIONER OF EDUCATION. would call them, including bachelors, sectarians, and some of the “better classes.” But, scattered everywhere, were men who had seen the system in older States and shared its benefits; who realized the central idea of public education as a chief factor in naaking a homogeneous people. Tfiese men and women, by their earnestness and sacrifices, have made the public school system what it is to-day. To one of our territo¬ rial representatives, J. Q. Thornton, esq., belongs the distinction of introducing the clause into the general congressional law which entitles each State to the thirty-sixth section of the public lands for school purposes. No more important act in the interest of public schools has ever passed since Nathan Dane’s bill, bestowing the sixteenth section of land for the same purpose. — (History of the Public Schools of Multnomah County, prepared for the Centennial, by T.L. Eliot, county superintendent.) SCHOOLS OF TO-DAY. A letter from a correspondent, dated March, 1875, says the country schools were that year kept longer and better, and teachers were bettor 'fitted, so that, on the whole, the educational prospects of the State are improving. The same correspondent, under date of September 16, 1875, says, “ The schools in towns and the corporate institutions open with larger numbers this fall.” The superintendent of Multnomah County says the shifting character of many schools is a serious evil. Almost every record shows a considerable number of names attend¬ ing only a week or two or with an irregularity that practically negatives the teacher’s efiorts. Absenteeism and tardiness may be said to waste one-third of the school funds of the county. — (County superintendent’s report, March 20, 1876.) The superintendent of Josephine County, G. M. Smith, writes to this Office : “Josephine County has 14 school districts ; in each a public school of primary g;rade is maintained from 3 to 6 months annnally. School-houses, inferior and scantily supplied in fur¬ niture or apparatus. This county is principally mountainous, more mineral than agri¬ cultural, its resources yet undeveloped, and educational matters in the background, compared with some other counties in the State. CITY SCHOOL SYSTEMS. PORTLAND. Officers of the system. — A board of directors of three members, who hold office for three years, the term of one expiring each year, with a clerk of the board, and a city super¬ intendent of schools. Statistics. — Number of different pupils enrolled, 1,700 ; number attending school under 6 years of age, 126 ; number between 6 and 16, 1,460 ; number over 16 years of age, 114 ; average number belonging, 1,009; average daily attendance, 910 ; per cent, of daily attendance, 90 38; percent, of absenteeism on whole number enrolled, 7.5 ; number of pupils not absent during their enrolment, 104 ; not tardy, 472 ; average number of pupils to a teacher, not including high school, 50 ; number of teachers employed, 24. Studies. — The percentages in arithmetic and grammar were usually higher than in the other studies. The teaching of arithmetic by the analytical method accomplished great good, enabling the children to give an intelligent reason for the different steps in the solution of the problems. The teaching of geography by combining history and description with the map exercises was a decided improvement. Gratifying progress has been made in penmanship and reading ; the superintendent, however, thinks it would be well to introduce Leigh’s phonic method into the reading department. The pupils of the first grade of the grammar department and high school have been in¬ structed in history. There has been a radical change and a marked improvement in composition writing. The superintendent vecommends that this be made to include the writing of business letters, receipts, checks, due bills, promissory notes, &c. He argues for the introduction of drawing and the establishment of a public school library. — (Report of City Superintendent S. W. King, for 1874-75.) Good hahits. — Habits of obedience, attention, promptness in recitation, neatness of the copy books, and a carefully prepared programme of the daily work are said to be some of the characteristics and attractions of most of the schools. Prior to the open¬ ing of the morning session, teachers write the lessons and general information for the day on the blackboard, adjust windows, curtains, rubbers, and crayons, and anticipate in every way the wants of the pupils. During the last few years several important changes have been wrought in the general management of the schools of Portland. The 26 schools have been thor¬ oughly graded, a system of semi-annual examinations instituted, a city superintendent appointed, the buildings enlarged and school furniture improved. Carefully prepared rules and regulations define the duties of teachers and scholars, and control absentee¬ ism and tardiness. The grade work is closely defined, and the high school, with^5 efficient instructors, graduates yearly a class of well educated young women and men. The people of Portland annually vote a liberal tax for education, and thus place the OREGON. 349 schools on a footing of equality with the best in the United States. The teachers are all of high order and ample experience ; none more efficient and earnest can be found anywhere. Nothing short of general calamity to the country cau disturb the stability and progress of jiublic educatiou in our midst. — (History of the Public Schools of Mult¬ nomah County, by T. L. Eliot.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The most important of these schools, that at Portland, graduated its first class in 187.5. Its course of study covers a period of three years and embraces all the higher English branches, with Latin, Gre* k, French, and German. The average daily attend¬ ance in 1875 was 87 ; average percentage of attendance, 92. There are 12 other 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 teachers’ certificate. The State superintendent estimated, in 1874, that there were probably about a huudred other common schools in which some of the pupils pursued advanced studies. — (Report of Portland City for 1875, and Report of United States Bureau of Ed¬ ucation, 1874.) ACADEMIES. Of the five private schools for secondary instruction existing in the State, three re¬ port their statistics for 1875, 2 of which are for boys and 1 for both sexes. Number of teachers, 16; pupils, 295; in classical course, 64; in modern languages, 26; preparing for classical course in college, 35 ; for scientific course, 60. Drawing is tanght in 1, vocal and instrumental music in 3, and 3 have chemical laboratories and philosophical appa¬ ratus ; 2 report libraries of 200 and 3,500 volumes respectively, and aggregating 3,7O0. — (Replies to inquiries of United States Bureau of Education.) PREPAEATORY DEPARTMENTS OF COLLEGES. The colleges of the State report an aggregate of 761 students in their preparatory classes, 45 of whom are said to have been engaged during the year in preparing for a classical collegiate course and 97 for a scientific course. — (Returns to Bureau of Ed¬ ucation, 1875.) SLTERIOR INSTRUCTION. STATE UNIVERSITY, EUGENE CITY. A correspondent writing under date of February 25, 1875, says about $25,000 has still to be raised by the county for the university building, in order to entitle the regents to the use of the fund of $60,000 already accumulated. It does not appear that the board of instruction has yet been organized. OTHER COLLEGIATE INSTITUTIONS. CJirisTia}} College, Monmouth, in June, 1875, graduated a class of 2 ladies and 3 gentle¬ men, all of whom received the degree ofB. S. — (Oregonian, June 19, 1875.) Pacific University, Forest Grove, offers classical, scientific, normal, and ladies’ courses. The regular course covers four years, the ladies’, three. The apparatus and the collee- tion in the department of natural history are considerable, and are increasing. The library numbers about 5,00U volumes. — (Catalogue, 1873-’74.) Philomath College, Philomath, established by the United Brethren, offers collegiate, scientific, and ladies’ courses, and commercial and phonographic departments. The year 1874-’75 has been the most successful in the history of the school. — (Catalogue, 1874-’75.) Willameite r7uversity, Salem, furnishes classical, preparatory, and scientific courses, a medical department, and a business education. Both sexes are admitted. The graduating class in 1875 comprised 2 ladies and 4 gentlemen. — (Register of the uni¬ versity 1874-’75, and Daily Bulletin, June 25, 1875.) SUPERIOR INSTRUCnON OF WOMEN. The only institution reporting from this State for the superior instruction of women, St. Helen’s Hall, Portland, graduated 5 young ladies in 1875, after a creditable exam¬ ination. During the year there were 144 pupils at the Hall, of whom 41 were boarders. Bishop Morris delivered an address commending “ home ” to the young ladies. — (Ore¬ gonian, June, 1875.) 350 REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of universities and colleges, 1875. Names of universities and colleges. 1 Corps of instruction. Endowed professorships. Number of students. Property, income, &c. Number of volumes in library. Preparatory. Collegiate. Value of grounds, build¬ ings, and apparatus. Amount of productive funds. Income from productive funds. Receipts for the last year from tuition fees. Receipts for the last year from State appropriation. Aggregate amount of scholarship funds. Christian College.... . 6 0 67 83 $30, 000 $20, 000 $1, 600 $2, 000 $20, 000 150 Corvallis College . 6 50 10, 000 1, 500 $5, 000 0 McMinnville College . 4 220 5, 000 22, 000 1, 760 1, 400 27, OOO ICO Oregon State University.. Pacific University and 7 37 6 15, 000 65, 000 6, 500 1, 800 5, 500 Tualatin Academy. Philomath College . 8 1 105 13 14, 861 18, 349 1, 834 1, 531 0 0 131 Wilbur College . W illamette "U Diversity* . . 8 .... 282 64 121, 000 38, 000 3, 800 5, 001 0 20, 000 a2, 500 *Froin Eeport of Commissioner of Education for 1874. oincludes society libraries. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. AGRICULTURE. 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 laud ; course of study, “ about the same as that of other agricultural colleges.” — (Report of United States Commissioner of Education, 1874.) MEDICINE. The medical department of Willamette University provides a six months’ course of lectures, instead of four as formerly. The candidate for graduation must have studied medicine three years, lectures included, with a reputable practitioner of medicine, and he must have attended two full courses of lectures, the last of them in this institution. — (Annual announcement, 1874-75.) Statistics of schools for scientific and professional instruction, 1875. Schools for professional instruction. SCHOOLS OF SCIENCE. Corvallis State Agricultnral College . . Scientific department of WillametteUniversityc. , SCHOOL OF MEDICINE. Medical department of ‘Willamette TTniversity .. also Property, income, &c. S ^ 5 ^ p a $5, 000 11 i § ! ^ 6$2, 006 2,CC0 50 a Also 75 preparatory students. 6 Also $5, 000 from State appropriation, c Reported with classical department. OREGON. 351 SPECL4L INSTRUCTION. EDUCATION OF THE BLIND. No provision vras made for educatinf; the blind of this State at the pnblic expense nntil the year 1872. During that year, at the suggestion of Miss Nellie Simpson, a blind young lady, and through the efforts and appeals of the officers of State and a few other friends, the legislature was induced to pass an act by which the sum of $4,000 was appropriated for this purpose. The school was opened in February, 1-^73, Miss Simpson being appointed principal. Instruction is given in reading, English grammar, composition, writing, history of United States, geography, principles of mathematics, mental arithm tic, cyphering, pin type printing, and vocal and instru¬ mental music. The instruments used are the orgau, piano, guitar, and violin. The girls have been taught various kinds of fancy work and plain sewing. There has been felt the need of*a mechanical department in which the pupils may learn the vari¬ ous trades and useful arts. The pupils have been attentive and diligent in their studies, and have made commendable progress, even greater, it is thought, than seeing children in the public schools do in the same time. The credit for this improvement is almost wholly due to the principal, who has devoted herself faithfully and zealously to the work of teaching. — (Report of superintendent, 1874.) EDUCATION OF DEAF-ilUTES. The fall session of the school for deaf-mutes opened in 1874, with about 22 pupils. The legislature of 1874 granted $5,000 a year for the support of the institution. — (Report for 1874 of United States Commissioner of Education.) PROPOSED ESTABUISHlSrENT OF A REFORM SCHOOL. A correspondent writing from Portland, November 24, 1875, says : “ The pnblic have been again aroused to the need of a reform school by the trial and commitment of four street boys, aged from 9 to 13, for felony, and their incarceration in the penitentiary. A mass nieeting chose a committee of eleven to examine the whole subject, and draught a law or changes of law to be asked of the next legislature in September, 1876.” CHINESE MISSION SCHOOL, PORTLAND. Chinese 2Iis»wn School. — This mission was established by the First Baptist church of Portland, in November, 1S74, and is maintained by the citizens at a cost of about $1,000 a year. The mission sustains a Chinese minister, Rev. Dong Gong, and an American lady assistant. Miss L. A. Mitchell ; also an efficient evening school where instruction is given in English reading, writing, geography, and in the science of numbers. Thursday evenings and Sundays are set apart for religious and moral instruction given in Chinese and English, conducted by Rev. Dong Gong and Dr. Barber ; also, for instruction in sacred vocal music, under the special care of Miss L. A. Mitchell. The average attendance at evening school is about 42, at religious meetings about 36. About 35 per cent, of the pupils attend regularly. Number of Chinese reached by the missionary, about 500. Number of converts to Christianity, 14. Number of teachers who attend regularly, 8. The books used are charts and hymns for beginners, printed in large letters on cloth and hung on wall rollers ; Harper’s School Series ; Loomis’s Chinese and English Les¬ sons; New Testament in Chinese and English, in parallel columns. Parley’s Univer¬ sal History of the World; Montieth’s Geography. In teaching geography and arith¬ metic abnndant use is made of the blackboard. The dictionaries in use are Chalmers’s, of the Canton dialect ; Kong Ki Chue’s, of Chinese and English ; S. Wells Williams’s of the Chinese language, “with the pronun¬ ciation off the characters as heard in Peking, Canton, Amoy, and Shanghai,” a valu¬ able book. The pupils are all adults and are placed 5 in a class. They are first taught the Eng¬ lish alphabet and advanced as they learn, just as youths are at our public schooS. They learn rapidly, and after their own system of rote is overcome they show great quickness in comprehending our analytical mode of teaching.— -(From a correspondent of the Bureau.) EDUCATIONAL ASSOCIATION. STATE teachers’ INSTITUTE. The State Teachers’ Institute met at Salem, in the legislative hall, September 1, 1875, and was called to order by Dr. L. L. Rowland, superintendent of public instruction. Re¬ marks were made by IMr. Stevenson, on “ Percentage and interest ; ” by Professor Morris, on “Analysis of sentences and phrases ; ” by Rev. Air. Bailey, on “ The teacher ; ” by Rev. T. F. Campbell, on “ The noun ; ” by Aliss AI. A. Hodgden, on “Fractions; ” by Air. Bishop, of Brownsville, on “ Constitutional government ; ” by Mr. Smith, on “ Moral 352 EEPORT OF THE COMMISSIONER OF EDUCATION. education in schools ; ” by Professor Cook, on ‘‘ Writing on “ The "working forces of the school,” hy Professor Condon ; on “Fundamental rules of arithmetic,” by D. V. S. Reid; and on “ Object teaching,” by Rev. P. S. Knight. Essays were read by Miss Ellen Liielling and by Miss L. W. Spaulding, the latter discussing the question, “ What constitutes a good recitation ? ” — (Daily Oregonian, September 1, 2, 3, 4, 1875.) LIST OF SCHOOL OFFICIALS IN OREGON. Hon. L. L. Howt.ajtd, State mperintendent of public instruction, Salem. [Term, 1874-1878.] STATE EOABD OF EDUCATION. [Term, September, 1874, to September, 1878.] Name. Post-office. His excellency, L. H. Grorer, governor . . . Salem. Hon. S. F. Chadwick, secretary of state . . . Salem. Hon. Xi. L. Howland, State superintendent of public instruction. . . Salem. COUNTT SUPEBINTENDENTS, [Term, 1874-1876.] County. Superintendent. Post-office. Paker _ _ "W. F. Payton . . . . . Baker City. Benton . . E. A. Milner . Corvallis. (’lackamas _ 1 M'. \y. Moreland . Oregon City. Clatsop . i J". yy. Gearhart . . Astoria. Columbia _ _ _ _ J. F. Gal breath . . . . St. Helen. Coos . J. H. Schroeder . Empire City. Curry . J. G. Merriman . Ellen sburg. Houo’las . H. P. yy atkins . . . . . . . Eosebnrg. Graufe . yy. H. Kelly . Canyon City. .TacksoTi _ _ H. C. Fleming . Jacksonville. .Tnsepbine _ B. F. Sloan . . . Kirby. T.ake _ yy. R. Jones . . . Linkville. T.ane R. G. Callison - _ _ _ _ _ _ _ _ Eugene City. Tiion . _ _ J. K. yyeatherford . . . . . Albany. krariOTi TT. P. Crookfi _ _ _ _ _ _ Salem. krnlt.nnTnab _ T. L. Eliot . Portland. Polk ,T. C flrn hhs _ _ _ _ _ Dallas. TillaTnonk _ Tillamook. m a till a. T, TT T.pe _ _ _ i Pendleton. Union . \ S. S. MitcheU . | Union. tTasco . 1 John Darrah . Dalles City. "Vy ashington . ; D. M. C. Gault . : . HiUsboro’. Yamhill . J. H. Carse . La Fayette. PENNSYLVANIA. 353 PEANSILVAXIA. STATISTICAL SUMMARY. ATTENDANCE. Numlier of pupils atteudiog school . . 690,073 Average uumber attending . . . 551,848 Percentage of attendance upon ^vhole number registered . 02 TEACHERS AND OTHER SCHOOL OFFICERS. Number of teachers . 19,880 Number of school directors . 13, 825 Number of superintendents . 87 Average salary of men per mouth . $41 07 Average salary of women i)er month . 34 09 SCHOOL DISTRICTS AND SCHOOLS. Number of school districts in the State . 2, 089 Number of schools . 17,092 Average length of school term in mouths . 6. 85 Number of graded schools . 5,625 Estimated value of school property . . . $24, 260, 789 IJ "* i 1 ~ i i < ' 1 i i i i X r I - ! ” ^ - 1 z ^ 1 ! 1 £*1 5, 1 1 u; < X •29 63 $210, occ: -3l60.Ct0( $13. OOC 1 : .. 1 1 c‘. 1 ! a 10, 5C0 6 0 86 •250. 0001 155. 0*50 1-2. 50. 1 c 1 a27, 503 1 57 71 IcO, 000] 1 103,000 7, 50c 1 ^’c c.: all, 500 i 0, 0 42 150, OOOi 91, -206 6, 541 613. ei: 0 all, 450 1 0 174 654. OOOj 26:865| ! 6, 02-. c ; a20, 700 .. 1 1 250 140 ‘ SO, 000] i i 9. 80C 5, 000 1 o| i 10..i 1 28’ i 62.000' . 1 3, IOC 1 Ow- G i ^i I al,-273 104 119 500. OCO ! c C‘’4 6i 73 , 1-25[000' 1 95. (KX: i 4, 000 1 0- 4n 59 60, 000 is! OOC 1,000 i 1 Oj 1 a4, 300 k...i 81' 12 3L000 2-2'.00C 1. 3G0 1.-20C 1 0^ 30 4=' ’ lO-LGOO ! 43, OCO 2, 400 5, OOt^ . 0 ; 17600 "^,*666 c25 96 ; d4. COO 6, COG a4CH) 192 16 ' 30, 000 5, OCO j e900 1 5; 44' S3 100.000 133, OOfc 7, 500 5, 600 . . al9, 550 ' 0 21 109 100,000 0 0 1,000 ! 1 1 ■ '(f) ; •250.000 4,000 15, 800 ! 3, COO i... J i '• * i TtO 179 i . i 13. 000 r*'6; i 147 68 ; 500, OOOi 1 50,000 3.000 .680, GOO 0 i 25, 000 ; 2, 400 1 5] ■ 25 Al'i rtAil! 2. 17.5 2, 232 3 OCO r'^ i 54 69 ' 83, OOOi m.’ooc' Sisic 4’ 31-.; 0 a6,4-26 1 0 130 •2-50, 000; 417, COG •22,700 13, 000 0 ! 0 •20,000 1 1 39 32.000 30,000 1,800 •2.400 0 j c800 0 1 25 35 250,000 1 •2T)S. The permanent school fund of the State, amounting now to $265,142.51, including a small amount not at present available, is kept invested in bank stocks within the State, and increased annually by the proceeds of auctioneers’ duties and by school moneys forfeited by towns through neglect or violation of legal provisions in respect to them. The income only of this fund may be appropriated to public schools. The annual fund for distribution among the schools, arising from State and local taxes, from interest on permanent fund, and firom other sources, amounts at present to about $762,000. ele:mentary instruction. KOX-ATTEXDAXCE. According to the State census taken in June, 1875, there were, at that time, 53,316 children in the State between the ages of 5 and 15 years. The school enrolment of 38,554 includes some under 5 and over 15 years, so that it is impossible to know exactly how many between those ages were enrolled. But, taking the census returns alone as the basis of calculation, and making a small allowance Irom the number reported as attending school (31,899) for those outside the limits of school age, it appears that about 14,000, or 26 per cent., of the children of legal school age have not had the value of one month’s schooling during the year ; for, by the census estimate, no one was credited with having attended unless he had been present at least one month. It further appears that at least 8,000 of these, or nearly 15 per cent., were not in school at all, and that about 6,000 children who attempted to go to school did not attend for the space of one month. It should be understood, also, that in the number of those reported as attending school are included all who were members of any school, whether public, private, or parochial. A closer inspection of the census returns reveals the fact that this neglect of school privileges is greatest in the large centers of population, and especially in those locali¬ ties where cotton and woolen manufactures are the chief industry. The State com¬ missioner found, in every community visited by him where there was any branch of industry that could profitably employ child labor, the tendency of the working classes was to put the child to work at the earliest moment and to keep him there as contin¬ uously as possible. If employment cannot be had and there is nothing else to be done, then he may attend school; but at the first opportunity for entering the mill he is withdrawn, no matter how well he may have succeeded in his school work or how deeply interested he may have become in the new life opened to him. In view of such facts and as the only means of bringing the cupidity of parents to a practical recognition of the rights of the child and of society in this matter, the State commissioner and the board of education unite in recommending the enactment by the legislature of a law enforcing the attendance at school of all children of legal school age. They also recommend, in order to assist in the enforcement of such law, that provision be made for taking an annual State census of children of school age, the establishment of an industrial school for the purpose of furnishing an education to those children who either have no parents or responsible protector, or, having such, are by them deprived of their rights. An amendment of the truant law is another measure urged by the commissioner and the board. The present truant law is simply a permissive one, giving to the several towns the power to make such provisions as they deem best. — (Report of Hon. Thomas Stockwell, State commissioner of public schools, 1875, pp,. 64-72.) ATTENDANCE. Turning from a consideration of the question of non-attendance to that of actual attendance, some encouragement is met with. With an enrolment ostensibly less than that of the previous year, though really a little larger, owing to the subtraction from the whole number this year of the re-enrolments which had not been possible before, it is found that the average attendance has increased 1,729, or that the number of months’ attendance of all the pupils has increased 16,052. This shows a greater permanency in the character of the attendance, proving that those pupils who are in the schools appreciate them, or their parents for them. — (Report, for 1875, of commissioner of public schools, pp. 71, 72.) INCREASE IN TEACHERS’ WAGES. The increase in current and permanent expenditure over that reported for last year is $73,792.21, which is nearly equally divided between the two classes. The increase, in current expenditures is mainly caused by an increase in the number of teachers employed, in the greater number of months’ service performed by male teachers, and by a general increase in the pay of both male and female teachers. This increase in average wages of teachers, especially at a time when almost every interest is depressed, is regarded as very encouraging. The larger increase has been in the pay of women, which results from the raising of the wages of teachers in the lower grades. The com- RHODE ISLAND. 377 missioner has long regarded as necessary a change in the common method of determin¬ ing the salaries of teachers according to the grade of the school, "without reference to the ability of the teacher. It appears, too, that the increase in teachers’ "SN ages has been almost "wholly in the smaller towns of the State, indicating that they are striving to secure better talent for their schools. — (Report of commissioner, 1875, pp. 79, 80.) E-VENIXG SCHOOLS. The commissioner reports a decrease both in the number of evening schools kept and in the attendance upon them. The percentage of attendance on the number enrolled, however, is a trifle larger for the present year. This branch of the work presents some difficult and discouraging features. The school is hardly yet recognized as a perma¬ nent part of the system, and must always be on the defensive against those who doubt its efficiency and utility ; the material of the school is of a fluctuating character and is liable to prove turbulent ; and, being but transient in existence, it is rarely provided with suitable accommodations. In spite of all these obstacles, however, the public sentiment in favor of the evening school is constantly gaining stren^h in all places where the work has been carried on wdth any degree of enthusiasm for any length of time. The commissioner deems the evening school one of the most important agencies in securing the education of the masses, even allowing that many of those who attend fail to appreciate their advantages and often abuse their privileges ; for there are many instances in which young men and women have through its aid ad¬ vanced rapidly from the lowest plane of ignorance and servile labor to the higher levels of knowledge and self control ; and were each school to aftbrd but one such illustration each winter, it would, he claims, fully justify its existence, for thereby have been saved to the community a power and an influence of inestimable value, that otherwise had been lost. — (Report of commissioner, 1875, pp. 84, 85.) DISTKICT vs. TOWN SYSTEM. The relative merits of the district and town systems of school management are dis¬ cussed at considerable length by Commissioner Stockwell, who sa^s, in respect to the former : “Among the causes to which may be ascribed many of the failures of our pres¬ ent educational efforts no one is, as it appears to me, more powerful than the so-called district system. It serves but few interests ; it accomplishes most where it should do the least, and it oftener proves a hinderance than a help. In short, for the good wrought by it we shall look long, and often in vain, while the evils following therefiom are so numerous as to raise the query whether it were possible to outweigh them with any advantages.” * * * “ It concentrates local interest not on the management and character of the schools, but on the finances ; it is the fruitful source of innumerable local quar¬ rels and jealousies which develop in the life of the school and prove often an insur¬ mountable obstacle to its success. It imposes a long round of duties, sometimes tedious and perplexing, upon officers frequently wholly unqualified, whose influence, therefore, must be always for the worse. * * * gy imposing the duty of contracting with the teacher and providing a place for the school upon one officer, and that of determ¬ ining as to the qualifications of said officer and the suitableness of the school-house upon another officer or body of officers, a division not only of labor is secured, but of authority, which is fatal to its proper exercise.” While a change in the system is strongly advised, a gradual one, according to the plan adopted in Massachusetts and Connecticut, is deemed the more judicious. The commissioner, therefore, recommends the passage by the legislature of such an act as shall grant to every town the right, by vote of the citizens thereof in legal town meet¬ ing, to abolish its districts and make such changes and transfers of property as shall be needful.— (Report of commissioner, 1875, pp. 92, 93, 97.) SCHOOL SUPERVISION. The office of school committee, it is believed, did not exist in this or, in fact, in any New England State before the year 18*26. Prior to that, persons were appointed in some of the towns of some of the States, but the choice was cfptional under one name or another. This board of town supervision now exists in all the New England States, and exercises a general charge and superintendence over all the public schools in the town. The law vests a plenary authority in the committee to arrange, classify, and distribute pupils as they think best adapted to their general proficiency and welfare. The one office of highest value to the school system is that of city and town super¬ intendents. While th^e other States of New England have much else to be proud of Educationally, it is to the honor of Providence that over her schools the first city super¬ intendent iu New England was appointed. Hon. Nathan Bishop, afterward the first superintendent of the schools of Boston, was the first to hold this office in Provi¬ dence in the year 1838. Springfield, Mass., followed the example of Providence about six months later by the appointment of Samuel S. Greene to the new trust, who suc¬ ceeded Mr. Bishop as superintendent at Providence, after his removal to Boston, 378 EEPORT OF THE COMMISSIONER OF EDUCATION. To-clay tliere is scarcely a village of 1,000 children that has not its salaried superin- teodeut. One great fault of the present general supervision is said to he that it is intrusted to too many individuals, so that direct, energetic, and systematic action is, to a great ex¬ tent, lost. There are in Rhode Island 2,216 school officers to look after the education of 40,000 children. As might he expected, vrith such armies of supervisors, very little supervision is accomplished, and that of a comparatively inferior quality. Of the value of good State superintendence Commissioner Stockwell has given evi¬ dence in the fact that he has visited during the year 165 schools situated in 20 different towns, and they in all parts of the State. In ten of these towns he visited every school, paying special attention to the smallest and most inaccessible, that he might encourage and inspire them. — (Report of Mr. Bicknell, 1874, pp. 48-51, and of Mr. Stock- well, 1875, p. 101.) DB AWING. Attention is called to a branch of instruction which, it is believed, demands an im¬ portant place in the course of studies in the common schools, at once from its value to various industries of the State and also from its education of the mental faculties. Like mathematics or language, the acquisition of drawing has an influence upon the easier reception of all knowledge, and in that sense has a relation to every sphere of labor and every field of thought. The population of no other State is so generally en¬ gaged in manufactures as is that of Rhode Island. These manufactures are varied in kind and quality and demand skill, not only in those who take the general charge, but also in the workmen. It is generally conceded, and all Europe is acting upon the belief, that a knowledge of drawing, since it deals with the representation of forms, which all objects possess, is the most essential element of skilled labor. Moreover, of all the things that Rhode Island manufactures, there is scarcely one that w'ill not command a better price for being beautiful. And when it is considered that nearly everything is now made from a drawing ; that a beautiful object cannot be made by a person lacking in taste ; that one cannot work from a working drawing without previ¬ ous instruction, unless he works under the direct supervision of a second person, it ap¬ pears evident that a knowledge of drawing will add, on an average, at least one-third to the daily wages of the workman and increase the profits of him who employs. It is believed that with suitable drawing books, containing good copies with full explana¬ tory text, the present regular teachers can accomplish creditable work in the instruc¬ tion of the pupils in this branch. The school superintendents of the State, at their meeting in December, 1874, recommended the introduction into the public schools of some system of industrial drawing. — (Report, 1874, pp. 57-59, 63, 69, 78.) FREE PUBLIC LIBRARIES. Good results have already appeared from the act passed in January, 1875, in aid of free public libraries. Seven libraries have received aid, amounting in the aggregate to ^550, at date of the report of the board of education. In some instances, libraries already existing under the control of close corporations were made free : in others, where, from lack of means to sustain the enterprise, it had failed, the old library was revived, and a new organization effected ; while in still other localities attempts are being made to organize new institutions. — (Report for 1875, pp. 22, 23.) CITY SCHOOL SYSTEMS. NEWPORT. Officers. — There is here a school committee consisting of 12 members, elected for terms of three years, part going out each year,^ and a city superintendent, appointed by the school committee. Statistics. — Number of pupils attending public schools: boys, 1,124 ; girls, 944 ; total, 2,068 ; attending other schools, 592 ; not in school during the year, 142. Number of day schools, 33; evening schools, 2. Number of teachers in the school department, 50. Average number of scliolars to each teacher in the day schools, including the high school, 49 ; not including the high school, 54; average to each teacher in the evening schools, 27. Notes. — Attendance at the schools during the year covered by the rei^ort (1874-’75) increased largely upon that of the previous year, there being registered in the day schools 1,769, an increase of 294 in enrolment, with an increase of 300 in the average attendance. Great attention was paid to regularity of attendance ; tardiness dimiiA ished more than 60 per cent., and many scholars present a record of being neither absent nor tardy during the year. The attendance upon the evening schools was not so large as during the year previous. The falling off is attributed to the hard times, some not being able to furnish books, slates, and other necessaries. About 60, it is believed, absented themselves on this account, and it is proposed by the superintendent that next year readers and slates be RHODE ISLAND. 379 loaned to those nnable to furnish them. Many expressions of gratitude were heard during the winter for tlm opportunity .aftbrded by these schools. One young mau vol¬ unteered the statement niat the schooling had benefited him more thau the value of $il00 iu the study and practice of writing alone. A growing interest in the subject of Rawing is reported, also considerable advance¬ ment in the study of music. The school committee, while bearing testimony to the fidelity given to instruction in the primary, intermediate, and grammar grades, commend particularly the Rogers High School. The attendance at this school increased from 06 in 1873-74 to 100 in 1874-75, an increase of .52 per cent. — (Report of school committee, 1874-75.) PROVIDEXCE. Officers. — Here, as in Newport, there is a school committee of 6 from each of the ten wards, elected for terms of three years, one-third going out of office each year, with the mayor, president of common council, and chairman of committee on education as ex officiis members, and a city superintendent, appointed by the school committee. Statistics. — 'Whole number of pupils admitted for the year, 12,507, exclusive of 2,228 enrolled in evening schools and 1,100 in vacation schools. Of this number 10,928 were registered in the last term, 376 in the high school, 2,978 in 11 grammar schools, 2,680 in 33 intermediate, and 4,894 in 37 primary schools. The superintendent in his quarterly report dated February, 1875, says that, notwith¬ standing the adverse influences of severe weather and a large amount of sickness, the schools were never in a better condition than, with a few exceptions, they were at that time. He believes that, taken as a whole, they will compare favorably with the very best schools of similar grades, public or private, in New England or elsewhere. But few, he says, are aware of the actual amount of labor that is being performed by the best teachers. In the high school and in most of the grammar schools almost as many hours are spent each day out of the school-room in correcting written examination papers and compositions and in preparing themselves for their work as are spent in it. The results of this extra labor are made apparent to those who examine carefully into the working of the school system. The evening schools were unusually successful, having a larger and more regular attendance than ever before. The number registered at the 7 schools was 1,876, (be¬ sides 352 in the Polytechnic Evening School,) of whom 1,264 were young men and 612 young women, the average attendance being 880. Compared with the statement of the previous year, these figures show a large increase in the enrolment and a gain of over 4 per cent, in the average attendance. The general appearance and deportment of the scholars were very satisfactory. The writing books show neatness and pains¬ taking on the part of the pupils and speak well for the system of teaching adopted. The progress made in music since its introduction into the schools in 1846 has been constant and satisfactory. ♦ Drawing has occupied a moderate portion of time in the grammar schools without interfering with other studies, and very creditable specimens of skill have been pro¬ duced. In free hand map drawing it is believed that the schools are not surpassed by any in the conntry. Sewing is still occupying its accnstomed place in the schools, with great advantage to the girls receiving instruction, and without detriment to their usual studies. The Polytechnic School maintained the high rank gained by its predecessor of the previous year. The principal gave instruction in the practical mathematical branches to classes of very full membership. The classes in mechanical and architectural draw¬ ing were well attended throughout the winter. The class of Germans learning English proved, as in previous winters, a decided success. Six vacation schools w^ere held during a session of about six weeks and were attended by about 1,100 children. Besides the usual course of study, a large amount of oral instruction, not furnished by the school-books, was given in respect to the names and uses of the various products of agriculture and of manufactures, and also those which constitute the main features of domestic and foreign commerce. — (Report of school committee, 1875.) The joint committee of 5 appointed by the city council to investigate the subject of the public schools have decided upon the main points of the inquiry they propose making. Some of these are as to “ the massing of large numbers of children in one school ; the advisability of having the details of the system more generally understood by members of the city council and the school committee; the possible reduction of the number of the school committee, (the present number being regarded as too un¬ wieldy for the proper supervision of the schools,) the necessity for uniformity in the system of instruction, of superseding the less capable by better educated teachers, of giving more attention to the care of school property, and to the purchase and dissemi¬ nation of text books. — (New'-England Journal of Education, October 9, p. 167.) 380 KEPORT OF THE COMMISSIONER OF EDUCATION. THE CITIES AND TOWNS IN GENERAL. Apparatus. — In many of the reports of superintendents andlschool committees com¬ plaint is made of the lack of such needful apparatus as blackboards, erasers, wall maps, globes, dictionaries, and proper text books. The marked exceptions are in Woon¬ socket, where many deficiencies of this kind have been supplied within the past year, and in the Rogers High School, Newport, which seems to be unusually well equipped. Discipline. — On this point there are many exceedingly valuable observations in the reports of superintendents, appended to the State report, especially on the value of judicious appeals to the honor of pupils, on the importance of steadily cultivating in them a high sense of moral propriety, on the good effect of exercising kindness in pref¬ erence to coercion, on the need of beginning with a firm yet kind hold of the reins at the very opening of the school, and on the indispensability of a thorough self-control as a first requisite to control of others. Co-education of the sexes. — The chairman of the school committee in Newport says : “ Those who desire the most elevated type of manhood and womanhood generally be¬ lieve that the truest method of development with children is to begin in the earliest schools under a system of co-education. This has been faithfully regarded in this city since 1665 ; so successfully, too, that not by intimation or argument has a return to the former system of separate schools for the sexes been considered in our board. After a most scrn.tinizing inquiry, we are assured that rudeness has diminished ; that i)olite- ness has increased; that decision of character, self-reliance, good manners, and mutual willingness to better obey the rules of school are some of the results of our system of co-education. Nor has the virtue or happiness of either sex appeared to be endangered. In fact, in no single instance during the past year has it been necessary to offer reproof for the slightest indelicacy, in word or act, between the sexes.’’ Evening scfeooZs.— -These have been held, in most instances with encouraging results, at Bristol, Burrillville, Cumberland, East Greenwich, East Providence, Johnston, New¬ port, North Providence, Pawtucket, Providence, Smithfield, Warren, and Woonsocket. In some of these places several schools were maintained — for boys, for girls, for pupils in different stages of advancement — there being at Bristol two departments, for the sexes ; at Newport, four grades ; at Providence, seven schools and a special polytechnic school; and at East Greenwich, one for Swedes learning our language. The public schools not godless. — In answer to the charge that the schools, as now con¬ ducted, are “godless” institutions, from which children should be withdrawn, the school committee of Providence write, in words applicable to the whole system of public instruction : “ That our schools are not, like parochial schools, denominational is true. They do not teach dogmatic theology. They do not meddle with nor sit in judgment on the various beliefs. In what peculiar form of faith a child should be brought up they leave to parents and the church. But in no sense are they godless in character. Every one familiar with their origin knows that they were founded on the recognition of the superintending providence of God, the duties to Him and the laws He has ordained.” It is shown that the original regulations for them provide that, “ good morals being a matter of the highest consequence,” the youth in them “ are strictly enjoined to avoid idleness and profanity, falsehood and deceitfulness, and every other wicked and disgraceful practice, and to conduct themselves in a sober, orderly, and decent manner, both in and out of school;” while teachers are enjoined to “en¬ deavor to impress the minds of their pupils with a sense of the being and providence of God, and the obligation they are under to love and reverence Him ; their duty to their parents and masters; the beauty and excellence of truth, justice, and mutual love; tenderness to brute creatures ; the happy tendency of self government and obedience to the dictates of reason and religion; the observance of the Sabbath as a sacred insti¬ tution ; the duty which they owe to their country and the necessity of a strict obedi¬ ence to its laws; and that they caution them against the prevailing vices.” — (Reports for 1874-’75.) TRAINING OF TEACHERS. STATE NORMAL SCHOOL. This normal school, while fitting teachers for schools of higher grade, especially aims to prepare for teaching schools of the primary, intermediate, and grammar grades. It is a State institution, and, it is believed, can be of more service to the cause of educa¬ tion by providing excellent teachers for the elementary schools than in any other way, as in these the great majority of pupils will always be found. During the year 1875, while the course of study was not essentially changed, the requisites for graduation were increased, so that the graduating class of that year numbered less than that of the year previous. The year was one of marked success, not only as regards the number of pupils attending, but in the earnestness of the pupils and in the quality of the work done. The number of pupils who were in the school during the year was 159, of whom 26 had previously taught. — (State report for 1875, pp. 41-46.) EHODE ISLAND. 381 teachers’ institutes. Aside from the annual meeting of the Rhode Island Institute of Instruction, only- three teachers’ institutes were held during the year under the direction of the State commissioner. Arrangements were partially made for two others, but, owing to peculiar local causes, they were obliged to be temporarily postponed. At each of the institutes the attendance of the teachers of the immediate vicinity was very good, while the several communities evinced a deep interest in the work by their cordial re¬ ception of the institute, and also by a very general attendance on its sessions. The State commissioner, who was present at each institute, endeavored to confine the work as closely as possible to the real wants of the locality, and so interspersed the various teaching exercises with work by himself as to give the requisite variety and complete¬ ness. An associarion of the teachers of public schools in Richmond and Charlestow n was formed in the winter of 1874-75, with a view to mutual improvement, and seems to have been attended with much enthusiasm. Four teachers’ institutes have also been held under the direction of the school com¬ mittee or superintendent, or both, in Hopkinton, North Smithfield, and Richmond with apparently excellent results, securing better acquaintance with each other on the part of teachers, a greater unity and sympathy with one another in school work, and a new energy and life in the prosecution of it.— (Report for 1875, pp. 98-100, and appendix, pp. 8r, 88.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. In 13 cities and towns of the State there exists some provision for secondary instruc¬ tion in high schools or schools of equal grade, either public or private. At the Rogers High School, Newport, the number of pupils has been 100, more by 52 per cent, than that of last year. This increase has been attended by no change in the size of the corps of instruction. The number of classes was so large that it was found nec¬ essary, at the opening of the fall term, to divide the sessions into six recitation periods instead of five, thus materially shortening the time assigned to each class, a change that was made with groat reluctance, but that seemed an unavoidable evil. It has been felt very seriously in the classical and scientific recitations. A fine telescope was presented to the school by Mrs. Henry B. Humphrey at the open¬ ing of the fall term, forming a very valuable addition to the apparatus. The depart¬ ment of science is well equipped ; the laboratory well stocked with chemicals and glass¬ ware, and a want in the classical department has been met by the purchase of a com¬ plete set of Kiepert’s wall maps, illustrating ancient geography. The advantages of the school are available to all persons of the requisite attainments, who, while prevented from taking a complete course, have wished to pursue particular studies. Eleven special students have attended. There is also a disposition, on the part of graduates, to return for the pursuit of special studies. The class which grad¬ uated last summer has been represented by one or more of its members during this year, and several of the present senior class have expressed an intention tatake a spe¬ cial course after graduation. — (Report of F. ^Y. Tilton, head master, in State report for 1875, pp. 36, 99.) In 18.;18 an ordinance was passed by the city council of Providence establishing a high school as a part of the system of public education, a measure that had required ten years of industrious efforts to secure. In this school were to be taught “ all the branches necessary to a useful mercantile and classical education.” Doring the thirty-two years of its existence it has educated upward of 4,500 pupils. The school is a crown¬ ing feature of the public educational system ; it adds completeness to the course of in¬ struction pursued iu the primary, intermediate, and grammar departments, and brings the pupil to tbe very door of the university. Here he can stop, with as thorough a scientific and classical education as could have been obtained at the commencement of the present century at the best college in the land. — (School committee in State re¬ port for 1875, pp. 99, 100.) The superintendent makes the admissions for 1875, 376. It is well said of this school by the committee that it is a help to schools of lower grade. To the pupils of such it becomes an objective point, inspiring a desire for a more complete education than the grade below can furnish, and inducing efforts to se¬ cure qualification for the higher work of the high school. Two girls, graduates of the classical department of this school, were unconditionally admitted to the Boston University at the September term, (1875,) while two entered Wellesley College. Another has been a year in Michigan University. — (New-England Journal of Education, October, p. 166.) At the Pawtucket High School, the enrolment of pupils was 272 and the attendance 93 per cent. Fifty-two pupils, or nearly one-fifth, were perfect in attendance, and 7 were absent only half a day. — (New-England Journal of Education, February 27, p. 107.) 382 EEPORT OF THE COMMISSIONER OF EDUCATION. The Woonsocket High School, which had gotten into fine working order, with 4 classes of high grade, had its house burned in October, 1875; loss estimated at about $y0,000; insurance, $7,000. There was a large geological and mineral cabinet, the value of which cannot bo estimated in figures. — (Report for 1875, p. 101, and New-England Journal of Education, October 23, p. 190. ) OTHER SECONDARY SCHOOLS. It was said in the New-England Journal of Education, April 10, p. 178, that the Uni¬ versity Grammar School at Providence was never doing a better work than at pres¬ ent. Merrick Lyon, LL.D., who has had charge of the cl^sical department for 30 years past, has acquired a wide reputation for scholarship and culture. Dr. Emory Lyon, at/ the head of the English and scientific department, maintains an equally high standard of scholarship. Messrs. Mowry & Goff’s English and classical school at Providence has lately had completed for it a new, commodious, and elegant building, which was dedicated in May, 1875. While nothing has been spent upon mere external decoration, every effort has been made to leave nothing undone that could contribute to the well being of the pupils or to the power and influence of the teacher. Especial care has been taken to provide ample ventilation and light. Three academies and seminaries report their statistics for 1875 to this OfSce as fol¬ lows : Number of teachers, 18 ; pupils, 269, of whom 130 were pursuing a classical course, 46 were in modern languages, and 32 were preparing for a classical course in college. Drawing was taught in all and vocal music in one. One reports the posses¬ sion of a chemical laboratory, 1 philosophical apparatus, and 2 libraries of 500 and 3,000 volumes, respectively. PREPARATORY SCHOOLS. Four schools for the preparation of students for college report a total of 33 teachers and 465 pupils, of whom 60 were preparing for a classical and 24 for a scientific course. Three of these schools report the possession of chemical laboratories and philosophical apparatus, 1 a gymnasium, and 3 have libraries numbering, respectively, 400, 600, and 1,000 volumes. BUSINESS COLLEGES. Two business colleges report a total of 19 teachers and 605 pupils, of whom 405 attended the day and 200 the evening sessions. Both have libraries, numbering, re¬ spectively, 120 and 3,000 volumes. Phonography is studied in addition to the business and common English branches. SUPERIOR INSTRUCTION. BROWN UNIVERSITY. The catalogue of the university for 1875-76 gives the total attendance of students during the year as 255, of whom 58 were seniors, 57 juniors, 76 sophomores, and 64 freshmen. The degree of bachelor of arts was conferred in 1875 on 39; that of A. M. in course upon 27 ; the honorary A. M. on 5 ; and that of LL. D. and D. D., each, on 2. After the close of the academic year of 1877, it is proposed to raise the requirements for admission to the university in Latin, Greek, and mathematics. Candidates will be examined in 7 books of the Anabasis, or in 5 of the Anabasis and 2 of Homer’s Odyssey ; in 5 books of Caesar’s Commentaries, and in 8 orations of Cicero ; and in solid as well as plain geometry. It has also been decided that, after the commencement of 1876, the courses of study for candidates for the degree of bachelor of philosophy are to be ex¬ tended through four years instead of three. There are at present two parallel courses of instruction for this decree, each lasting three years, the one including classical studies, the other substituting for these a larger amount of scientific studies. Depart¬ ments of practical science, including agriculture and the mechanic arts, have been es¬ tablished in the university 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. These studies maybe pursued in connection with the regular scientific and classical studies of the university or they may be taken as a select course, either partially or in full, the students, upon leaving, being entitled to a certificate stating the time of their university residence and the amount of their acquisitions. The university library contains 45,000 well bound and carefully selected volumes, the greater part of which have been procured within the last 30 years, with special reference to the wants of professors and students and of other persons engaged in lit¬ erary and scientific research. Besides being well supplied with works illustrating the various courses of college study, it has a large number of collections pertaining to civil and ecclesiastical history, antiquities, literature, and the Greek and Latin classics. It is especially rich in bibliography and patristics, and in the pamphlet literature of New RHODE ISLAND. 383 i i I s i I 1 ! i t t I il . England, and lias a large number of works uxKin architecture. — (L'niversity catalogue, a meeting of the Philadelphia Alumni Association of Brown University, held Jan¬ uary 1, 1575, it was resolved to found a scholarship of $1,500, to be known as the Phil¬ adelphia alumni scholarship. The conditions of the gift are that the scholarehip be not confined to candidates for any one calling or to members of any one denomination, but that it be open to competition and conferred on the basis of high attainments, mental and moral. It is to be limited to the members of t he two higher classes. — (New- England Journal of Education, March 6, 1S75, p. 119.) Statistics of Brown Unirersity and scientific school, 1875. • Name of university and scientific school. o u 1 1 X o X 1 X X £ 1 Number of students. Property, income, IS \ < 1 1 i c 2 u C K-s ^ 5 X c ; X 2 1 ‘ 2 ® 5 r 'i c s sc <: Brown University . SCHOOL OF 6CIEXCE. Agricultural and scien¬ tific department, (Brown University.)a 15 4 0 i " p, 500, 000 §542, 555 1 1 ; 59. COO j $43,043 b^l, 265 i 1 eo $57, 725 45,000 1 i 1 1 a Eeported with classical departmeat. b Includes income from scholarship frinds. SPECIAL INSTEUCTION. REFORM SCHOOL, PROVIDENCE. A report of the trustees submitted in March, 1875, shows the school to be in good condition ; that both boys and girls are well cared for and provided with good facil¬ ities for acquiring a common school education, and developing habits of neatness, order, and industry. Number of inmates: boys, 1C2 ; girls, 35; total, 197. Out in sitna- ions, sentences unevpired : boys, 21 ; girls, 6 ; total, 27 ; making the number on the books 224. — (New-England Journal of Education, March 6, 1875, p. 118.) EDUCATIONAL CONVENTIONS. RHODE ISLAND INSTITUTE OP INSTEUCTION. The institute held its thirtieth annual session at Providence in January, 1875, a large number of enthusiastic teachers from all parts of the State being present, as well as many from the bordering towns of Massachusetts. The morning of the first day was devoted to a proceeding which, it is believed, originated with this association and is peculiar to it : the visiting of the schools of the place by teachers from other sections ; a thing which has proved so valuable in its results that its future continuance is well assured. In the afternoon, the high school department of the institute assembled in the high school building, the grammar and primary departments met together at the normal school hall. Professor Blake, of Brown University, read a paper on “ The pres¬ ent condition of optical science, and the methods of teaching it,” which was followed by one from Professor Davis, of the Worcester High School, upon the study of English literature, a paper which had attracted considerable notice in Massachusetts asso¬ ciations and was well received here. The grammar and primary departments, mean¬ time, listened to exercises in teaching conducted by Mr. B. W. Hood, principal of the department of vocal music in the city schools, and A. J. Manchester, principal of Thayer Grammar School. Mr. Thayer illustrated his method of teaching music by drilling a grammar school class upon a piece of music which they had never sung be¬ fore, showing by it satisfactorily that pupils in the public schools can, wuth a very few minutes of daily practice, learu to sing ordinary music almost at sight. Mr. Manches- 384 EEPORT OF THE COMMISSIONER OF EDUCATION. ter illustrated, by a class from his school, a new method of vocal drill, which was So far appreciated by the educators present that a resolution was passed expressing the hope that he would put his material into a permanent book form, convenient for class use. In the evening, the entire institute listened to an address by Rev. Phillips Brooks, of Boston, on “Milton as an educator.” The exercises of the following day were held in Music Hall, before the entire institute and many citizens of the place. The principal feature of the morning was a paper by Mr. William T. Peck, of the Providence High School, upon “ The educational system of Germany.” The New-England Journal of Edu¬ cation came in for its share of attention, and its claims were earnestly advocated by many present, after which a very large list of subscriptions was obtained. Some very interesting readings, and also an exercise in teaching reading, were given by Professor Hibbard, of the Wesleyan University, Middletown, Conn. ; and the discussion of indus¬ trial art as related to public schools was opened by a paper upon the subject by Fred¬ erick Grinnell, esq., president of the Providence Steam and Gas Pipe Company. The matter was presented from a business point of view chiefly, the importance of element¬ ary drawing being especially urged, after which remarks were made by his honor the mayor and the president of the school committee and letters were read from others who were absent, all emphasizing the benefits to be derived fi:om teaching this branch in the schools. The Friday evening gathering of the institute has come to be the great educational banquet of the State. If Music Hall, seating over 2,000 people, were twice as large, it would apparently be always filled on this occasion. With one meeting a year of this kind it is impossible for the cause of education to languish in the State. Here is heard the best speaking on education which the State, and indeed the country, aftbrds. On the present occasion addresses were received from his excellency Governor Howard, President Robinson, and others ; also readings from Professors Hibbard and Pond, and vocal solos by Mr. Elsfree. On Saturday, resolutions, among others of respect to the memory of Hon. John L. Kingsbury, the first president and life long friend of the institute, were passed, and re¬ marks were made by several expressing grateful remembrance of his life as a teacher and citizen. After the election of officers, a paper was presented by J. 0. Greenough, principal of the normal school, on “ The proper studies for public schools and their rela¬ tive importance,” urging that the studies should be such as would develop the pupil’s powers and fit him for active life, whatever his employment. — (New-England Journal of Education, January 22, p. 42.) LIST OF SCHOOL OFFICIALS IN RHODE ISLAND. Hon. Thomas B. Stockwell, State commissioner of public schools, Providence, E. I. STATE BOAED OF EDUCATIOX AMD TRUSTEES OF STATE XOEilAL SCHOOL. [Elected by the general assembly, pursuant to chapter 44 of the public laws.] Xame. Post-ofiBce. TTia excellencv Henry Eippitt, governor, ecc officio president . . Providence. Henry T. Sisson, lieutenant-governor, ex officio . . . . . . . . . . Little Compton. North Scituate. Charles H. Eisher, M. D., term expires June, 1878 . Eev. Geor^'e L. Locke term expires June 1878 ............. _ _ _ _ _ _ ... Bristol. Eev. Daniel Leach, term expires June, 1877 . . . Providence. Ezra E. Parker term evpirea .Tune, 1877 _ _ _ _ Summit. Samuel H. Cross, term expires June, 1876 . Westerly. Newport. Providence. Thomas H. Clarke, term expires June, 1676 . Thomas B. Stockwell, commissioner of public schools, ex officio secretary . Quarterly meeting of the board of education the first weeks of March, June, September, and Decem¬ ber of each year. BUPERIXTEXBEVrs OF SCHOOLS 1875-’76. Town. Superintendent. Post-office, Salary. Providence _ _ Rev. Daniel Leach . Providence . $2, 500 00 Newport _ _ Thomas H. Clarke . Newport . 2,000 00 BflTTin> . ^ sc « a as 11 College of Charleston . Erskine College . Forman University* . Newberry College . University of South Caro¬ lina. Woiford College . 76 92 87.'), 000 30, 000 75,000 4, 000 500, 000 100, 000 8200, 000 59, 000 150,000 812, 000 3, 600 10, 000 |1, 000 $30, 000 8, 000 0al2, 500 75. 000 1,000 0 3, 293 41,050 618, 600 a4. 500 a2«, 250 a7, 000 *From Report of Commissioner of Education for 1874. a Includes society libraries. 6 Appropriated by State. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. AGRICULTURAL AND MECHANICAL COIAEGE. The Agricultural College and Mechanics’ Institute is co-ordinate with Qlaflin Univer¬ sity, by act of the general assembly. The year lS74-’75 was the first in which any , appropriations were made for the running expenses and to develop the course of study, and then only a very limited amount was given. Still, something has been done. A small class has been formed on the studies of the first year, and military tactics have been successfully taught the whole year. All that is wanted to secure a larger attend¬ ance and a rapid development of the agricultural college is adequate funds.— (State report, 1875, pp. 25,26.) A letter from the presi^lent, dated December 10, 1875, says : “ The State has failed to meet its obligations, and the consequence is we have done but little to organize and develop the course of study. A large farm has been purchased and paid for in part. A small class was formed on the first year’s course, and $1,800 was appropriated for instruction.” The congressional land grant of 180,000 acres was sold for $130,500, and the funds invested in South Carolina State bonds, the interest of it annually being 302 EEPORT OF THE COIMMISSIONER OF EDUCATION. 011,508. This for five years amounts to 057,540, of which only 011,836 have been paid, leaving now due from the State 045,704. “ When the State,” he says, “ shall be able to pay regularly the annual interest, 011,508, we shall be able to pay the balance of indebtedness on the farm and put the institution into more successful working con¬ dition.” PROFESSIOXAn SCHOOLS. Theology. — The Southern Baptist Theological Seminary is located at Greenville, in the northwestern part of the State, distant only a few miles from the boundary lines of North Carolina and Georgia. Its object is to furnish “ such theological education as is needed by Baptist ministers the theory being that the ministry must not be con¬ fined to such as have enjoyed superior advantages for mental culture; but that every one who proposes to be a preacher shall be encouraged to gain the most thorough education in his power. — (Catalogue, 1874-’75.) The Presbyterian seminary sends no report descriptive of its location, course, &c., beyond the particulars presented in the table. Late. — Law finds its exposition in the law school of the State University, the course in which may be completed in a year. It includes common and statute law, contracts, mercantile law, pleadings, code of practice, constitutional and international law. Medicine. — The medical college of the State of South Carolina is located at Charleston. Its fees are low, but the faculty say, “ It is furthest from our object to render still easier the already great facility for obtaining the medical diploma. The standard of graduation in the school has not been lowered ; nor have the reduced fees brought us men inferior to those who in former years were applicants for the honors of the insti¬ tution.” — (Annual announcement for the session of 1875-’76.) Statistics of schools for scientific and professional insiructian, 1875. a .1 Property, income, &c. Q QQ O Schools for professional instruction. Corps of Instructio] g 1 2 (S o c Number of student Number of year course. Value of grounds, buildings, and ap¬ paratus. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for the last year from tuition fees. Number of volum library. SCHOOL OF SCIEXCE. South Carolina Agricultural College and Mechanics’ Institute, (Claflm U niversity . 2 35 4 $91, 800 o$ll, 508 $5, 000 SCHOOLS OF THEOLOGY. Southern Baptist Theological Semi¬ nary. Theological Seminary of the Glen- ei-al Assembly of the Presbyterian Church in the United States. 6 67 3,4 3 $25, 000 40, 000 5,000 18,884 5 23 160, 000 9,000 SCHOOL OF LAW. Law School University of South Carolina. 24 2 SCHOOLS OF MEDICINB. Medical College of the State of South Carolina. University of South Carolina, (medi¬ cal department.) b 7 63 2 15,000 1 0 150 a Interest annually due on State bonds ; only $5,000 received during the year. 6 Scbool suspended. SPECIAL INSTRUCTION. SOUTH CAROLINA INSTITUTION FOR THE EDUCATION OF -THE DEAF AND DUMB AND THE BLIND. State Superintendent Jillson urges upon the general assembly the speedy reopening of this institution. There are, he says, outstanding and unpaid claims against it, SOUTH CAKOLINA. 393 amonuting to between seven and eight thousand dollars, that should he paid by the State, which owes the iustitutiou, according to the annual report of the treasurer for 1875, 6*26,510. As the present location of the institution is not easily accessible to pupils and visitors, the superintendent recommends its removal to Columbia. — (State report, 1875, p. 21.) OBITUARY RECORD. JAMES W. MILES. Rev. James W. Miles, who died on the 14th at Charleston, S. C., was a prominent clergyman of the Protestant Episcopal Church. He served for many years as a mission¬ ary in Asia Minor, acquiring a thorough knowledge of the Oriental languages while living in Constantinople. Returning home, he for three years filled the chair of Greek literature in the College of Charleston, and after a trip to Europe for his health, at the close of the war, was elected professor of the classical languages in the same institution. He was a profound Sanskrit scholar. — (Central Advocate, St. Louis, September 29, 1875.) LIST OF SCHOOL OFFICIALS IN SOUTH CAROLINA. Hon. J. K. JiLLSOX, StaU mperint^ndent of education, Colurnbia, [Term, from January 1, 1873, to January 1, 1877.] COUXTSr SCHOOL COMMISSIOXEES. [Term, from January 1, 1875, to January 1, 1877.] County. Commissioner. Abbeville.. . J. F. C. Du Pr6 . A 1 kpu _ _ William TT. Tiawson . . . . . . Anderson . . Thomas P. Benson . . Barnwell _ _ _ B. W. Middleton . . . Beaufort _ ..................... S. D. Gilbert . Charleston. . . . P. P. Hedges . . . . . Chester _ ............ ........ Frank B. Loyd . . . . . . . Chesterfield _ Charles A. Malloy . . . . Clarendon _ _ L. A.Benbow . . . . Colleton . . . John W. Burbridge .... . . . . . . "Darlincrtnn _ Jo.sbna E. WiKson _ Edgefield . A. W. Sim kins _ _ _ .......... Fairfield _ _ William J. Crawford _ _ Georgetown . . . . . S. B. Gipson _ _ _ _ .. Greenville . . . . James H. Taylor.... . . Horrv _ John J. Best _ Kershaw . . . . James Edwards . . . . . Lancaster _ _ Joseph Clark _ _ _ Laurgns . . . . . Pratt S. Ruber _ .. Ldxington . . . David Counts . . . . . . . Marion . . . . . . M. EL Holloway _ 1 _ _ Marlborough . . . . Frank S.Hazle . . . . . . Newberry . . . . . . . Henry B. Scott _ _ _ Oconee . . . Isaac Wickliffe Orangeburg. . . Thomas Phillips _ _ _ Pickens. . Eobert A. Bowen _ ........... _ _ _ Eichland . . . . . C. J. Carroll _ _ _ _ .. Spartanburg _ _ _ W. H. Eichardson . . . . . Sumter _ ................ _ Timothy J. Tnomey _ _ _ Union . . D. A. Townsend C _ _ _ _ Williamsburg . . . . Henry H.Mouzon . . York . . . C. A. Kin£^ _ _ Post-office. Abbeville Court Housa Aiken. Anderson Court House. Blackville. Beaufort. Charleston. Chester Court House. Cheraw. Wright’s Bluffi W alterborough. Florence. Edgefield Court House. W innsboro ugh. G-eorgetownConrt House. Greenville. Conwayborongh. Camden. Lancaster Court House. Laurens Court House. Lexington Court House. Marion Court House. Bennettsville. Newberry Court House. Walhalla. Orangeburg Court House. Pickens Court House. Columbia. SpartanburgCourtHoose. Sumter Court House. Union Court House. Kingstree. Yorferille. 394 EEPORT OF THE COMMISSIONER OF EDUCATION. TENNESSEE. STATISTICAL SUMMARY*. SCHOOL POPULATION AND ATTENDANCE. Numl)er of children between 6 and 18 : Males, 219,009 ; females, 207,603. . 426, 612 Number enrolled in public schools during the year . 199, 058 Number in average daily attendance . . . 136, 805 Average duration of schools, in days . • . 100 TEACHERS AND TEACHERS’ PAY. Whole number of teachers employed: Males, 3,125; females, 1,040; un¬ classified, 45 . . . - . 4,210 Average salary of teachers per month, the law giving the same pay for the same services to males and females . $30 85 INCOME AND EXPENDITURE. Receipts. From State tax and interest on permanent fund . $212, 840 '57 From local tax . 360, 369 87 From other sources . 152, 187 78 Not itemized . 14,918 41 Total receipts . . . 740,316 63 Expenditures. For sites, buildings, and furniture . 44,406 44 For salaries of superintendents, including State superintend¬ ent . . . 19,384 64 For salaries of teachers . 582,918 11 For fuel, lights, rents, repairs, &c . 42, 420 14 Not itemized . . . 14, 229 65 - 703,358 98 — (From annual report of Hon. Leon. Trousdale, State superintendent, for 1874-’75.) SCHOOL SYSTEM OF THE STATE. EDUCAmONAL PROVISIONS OF THE CONSTITUTION. The constitution, as amended in 1870, article XI, section 12, provides that “it shall be the duty of the general assembly, in all future periods of this government, to cherish literature and science. The fund called the common school fund, all appropriations heretofore made or that may hereafter be made for the use of common schools, shall remain a perpetual fund, the principal of which shall never be diminished by legislative appropriation ; and the interest thereof shall be inviolably appropriated to the support and encouragement of common schools throughout the State and for the equal benefit of all the people thereof; and no law shall be made authorizing said fund or any part thereof to be diverted to any other use than the support and encouragement of com¬ mon schools. No school established aided under this section shall allow white and negro children to be received as schomrs together in the same school.” PROVISIONS OF THE SCHOOL LAW. The public school law of Tennessee, passed March 6, 1873, approved March 15, 1873, with amendments to the public school law of Tennessee, passed March 24, 1875. OFFICEBS OF THE EXISTING SYSTEM. A State superintendent, a State board of education, county superintendents, district directors, and district clerks and treasurers are the school officers. FOWEES AND DUTIES OF THESE OFFICEBS. The state hoard of education, created by a law passed March 23, 1875, consists of 6 members, appointed by the governor, 2 for two years, 2 for four, and 2 for six, and, after the expiration of their first terms of office, each set of 2 for six years. The duty of the board is to establish, regulate, and report upon State normal schools. The State supo’intendent — nominated by the governor and confirmed by the senate for TENNESSEE. 395 a term of 2 years — has the duty of collecting and disseminating statistical and other information relating to the public schools; of making tours of inspection among the schools ; of seeing that the school laws and regulations are faithfully executed ; of preparing and distributing blank forms for all returns required by law or deemed by him necessary to be made by school officers ; of furnishing school officers with copies of the school laws and with appropriate forms and instructions for carrying said laws into execution ; of appointing, at his discretion, persons in each county to visit and examine, as his agents, the public schools therein ; of requiring of school officers such annual and special reports as he may deem necessary ; of prescribing the mode of examining and licensing school-teachers and their necessary qualifications; of pre¬ serving in his office all documents and matters in relation to educational subjects that may come in ; of reporting to the comptroller, on the 1st day of December in each year, the scholastic population of each county ; and of submitting to the governor, on or before the 15th day of December, a report for the year ending August 31, exhibiting a plain statistical account of receipts and expenditures for public schools, and of their condition and progress in various specified particulars. His compensation is $3,000 per annum. County sujj'er in tendents— one for each county, elected by the county court, at its Jan¬ uary term, for two years — are required to be persons of literary and scientific attain¬ ments, and, when practicable, of skill and experience in teaching. Their duties are : to have supervision of the public schools in their respective counties ; to visit the schools, confer with the teachers as to the improvement of them, and suggest to the district directors such changes in text books as may be advisable ; to see that the directors make their reports as required; to perform such duties in relation to the examination of teachers, and issuing to them certificates of qualifications, as may be required of them by the State superintendent ; to report to the county trustee the scholastic popu¬ lation of each district ; to keep records of all their official acts, of the number and boundaries of the school districts and the changes therein; and to make special reports whenever required, and, on or before the first day of October annually, to make a report to the superintendent for the year ending August 31, in such form and con¬ taining all such particulars as shall be prescribed and called for, a copy of this report to be furnished the county court. Their compensation is such as the county courts may prescribe. District school directors — 3 for each school district, elected by the voters thereof for three years, the term of 1 expiring each year — have the duty of explaining and enforcing ^e school laws and regulations ; of visiting the schools within their dis¬ tricts, to see that they are conducted according to law ; of employing teachers and dismissing the same for good cause ; of regulating the discipline of the schools ; of using the school fund for their districts to the best advantage ; of seeing that the census of each district is taken, as required ; of keeping separate and apart the schools for white and colored children ; of drawing all orders upon the county trustees and treasurers for money for distribution in their district ; of managing and controll¬ ing public school property in their districts ; and of making such reports as the county superintendents may require. District clerics and treasuret's. — Each board of school directors may elect one of their number clerk and treasurer, and it shall be his duty to keep correct minutes of all the meetings of the directors, and a full and accurate account of all receipts and expen¬ ditures of the district directors. The directors may allow the clerks a compensation not to exceed $1 a day, to be paid out of the district school fund. THE SCHOOLS. The law provides that when the money derived from the school fund and the taxes imposed by the State on the counties shall not be sufficient to keep up a public school for five months in the year in the school districts in each county, the county court shall levy an additional tax sufficient for this purpose, or submit it to a vote of the people, andmay levy a tax to prolongthe schools beyond tlae five months. In every public school must be taught orthography, reading, writing, arithmetic, grammar, geography, ele¬ mentary geology of Tennessee, and history of the United States. Vocal music also may be taught therein ; but no other branches shall be introduced unless provided for by local taxation or the payment of tuition fees. Where the number of children will warrant it, preference shall be given to schools in which the pupils are taught in the same build¬ ing, but in difterent rooms and by different teachers, according to advancement, the studies being the same as in schools which have but one teacher. District directors may make contracts of consolidation with academies, seminaries, colleges, or private schools, whereby public school studies shall be taught, free of charge, in such institu¬ tions, under the direction of the public school officers. The public schools shall be free to all persons between the ages of 6 and 18 years resid¬ ing within the school district, and, in certain cases, in different districts, provided that white and colored persons shall not be taught in the same school, but in separate schools, under the same general regulations as to management, usefulness, and efficiency. 396 REPORT OF THE COMMISSIONER OF EDUCATION. The school year begins September 1 and ends August 31, as respects the making up of annual accounts. The University of Tennessee, at Nashville, has been made by tke State board the first State normal school, under the principalship of Professor E. S. Stearus, formerly of Exeter, N. H. — (State report for 1875, pp. 36 and 233.) The Agricultural and Mechanical College of the State is conducted in connection with the East Tennessee University at Knoxville. SCHOOL FUNDS. The permanent school fund of the State is a certificate of indebtedness from the State authorities for $2,512,500, bearing interest at the rate of 6 per cent., to whicli may be added the proceeds of escheats, forfeitures, lands sold and bought in for taxes, personal effects of intestates, and .donations made to the State for public schools, unless otherwise directed by the donors. The annual fund is the annual proceeds of this permanent one, a poll tax of $1 on every male inhabitant of the State subject thereto, and any money that may come into the State treasury for the purpose from any source whatever, one of these sources being a tax of one mill on the dollar, annually assessed on all property subject to tax¬ ation, and paid over to the county trustee in each county where collected, for the sup¬ port of public schools in the districts according to their scholastic population. This annmal fund, as before indicated, goes to supplement the local taxation for schools, and amounted, at the date of the last report, to $740,316. ELEMENTARY INSTRUCTION. ATTENDANCE. A table of comparative statistics for 1873-’74 and 1874-’75, published in the annual report, appears to show a considerable falling off in the number of schools, the enrol¬ ment of pupils in them, the average attendance, and the number of teachers employed, as well as in the compensation of county superintendents. The superintendent attributes this mainly to the following causes: (1) The postpone¬ ment of the collection of the taxes of 1874, by the general assembly, until November. * * * (2) The financial pressure which prevented many from enrolment who would have otherwise attended. The short crop of 1873 created an absolute necessity for every available hand on the farms in the subsequent year. Absolute poverty and want thus cut off the attendance. (3) The reckless miscalculations of the school officers in some counties in 1873-’74 involved them in an indebtedness which made it impossible to open their schools until the debt was first paid to the creditor teachers. * * * To these special causes may be added the general one resulting from the fact of the county eourts failing or refusing to allow sufficient compensation to the officers whose duty it is to infuse unity, efficiency, and vitality into the schools, who, if left to perform their work untrammeled by private occupations and cares would induce many a thousand to attend the schools who now absent themselves, and who could give a wiser direction to the expenditures than is now giv^en by totally irre¬ sponsible boards of directors. It is also believed that there is some deficiency in the reports of attendance upon the schools by reason of the enforced failure of superin¬ tendents to make full reports in the counties so manipulated as to show no systematic returns. Notwithstanding, however, the reduced averages of enrolment on scholastic pop¬ ulation and the reduction shown in the number of teachers and of schools as compared to 1873-’74,it appears that, leaving out of the calculation those 18 counties which have not reported average attendance, the percentage on scholastic population is the same as in 1873-74, viz, 38. So that, with all the drawbacks and disadvantages resulting from the postponement of collection of taxes, the reckless and oversanguine estimate which led to indebtedness, the general scarcity of currency, and poverty, the schools have maintained their average attendance. From this fact, and from the spirit everywhere manifested by the friends of the schools, it is believed that henceforward there will be a real and substantial progress, both as to the numbers receiving the benefit of the schools and as to their quality and efficiency. This condition of progress is confidently calculated on in those counties where the local authorities shall supplement the State tax by levying a sufficient county tax to continue the schools at least five months in the year, and shall employ a capable and energetic superintendent to organize, strengthen, and unify them. In too many counties the fund is frittered away by the multiplication of schools in every neighbor¬ hood, thus dividing the available amount among half a dozen teachers, where two, or at most three, would suffice ; in which case more competent teachers, at better sala¬ ries, might be employed. — (Report, pp. 19-23.) CONSOLIDATED SCHOOLS. The superintendent recommends, as a measure of true economy, the more extensive establishment of consolidated schools, i. e., private seminaries and public schools com- TENNESSEE. 397 billed, free as to the branches of instruction prescribed by law, but in which tuition may be collected from those pursuing other and higher studies. During the school year there were in operation 174 such consolidated schools, averaging nearly two in each county. The number might be greatly increased by the zealous co-operation of the county superintendents and of the school directors, and thus the popularity and efficiency of the school system be greatly strengthened. Such schools are, or should be, of the best character of graded schools. — (Report, 1875, p. 23.) PRIVATE SCHOOLS. The superintendent has endeavored during the past year, by every means in his power, to collect statistics of private schools, with the result of having obtained com¬ plete returns from 26 counties and partial reports from 7. It is regretted that there is no fixed system provided by law for the collection of such statistics. The principals of these schools would cheerfully furnish information, it is believed, if there w^re a strictly legal demand made for it. There is no rivalry, in any sense, between them and the public schools. In the 26 counties from which complete returns of private schools were received there were 10,083 pupils attending during the school year. The scholastic population of these 26 counties, according to the late enumeration, is 99,715. If, therefore, the attendance in private schools in the remaining counties in the State was in the same proportion in a scholastic population of 426,612, there were 43,138 pupils attending the private schools, which, added to the enrolment in the public schools, will make a total of 241,223 pupils attending either public or private schools at some time during the school year. — (Report, 1875, pp. 26-28.) SCHOOL FUNDS. In 56 counties of the State levies have been made of additional tax for school pur¬ poses for 1875, either by the county courts or by a direct vote of the people. In 37 counties no such levies have been made. Such failure by any county indicates a great indifference to the spirit of the law. The interest on the school fund apportioned to the counties forms a basis upon which the counties may build a liberal system of free instruction. But it should be supplemented by a county tax sufficient to continue the schools in session not less than five months. — (Report, pp. 32-35.) GRADED SCHOOLS. Earnest efforts have been made by the most enlightened and efficient superintend¬ ents, in counties where there was any occasion for effort, to establish graded schools in accordance with the positive spirit of the public school law, and, from reports received by the superintendent, it appears that there are about 90 of these schools at present in the State. The aid offered by the Peabody education fund has contributed very materially to encourage the establishment of such graded schools. — (Report, p. 43.) SCHOOL-HOUSES. There were 138 new school-houses erected in the State during the year, as reported to the superintendent’s office in reply to a circular of inquiry sent out, answers hav¬ ing been received, however, from only 54 counties. The majority are reported to be plain, substantial frame structures, a few of a better quality, and some of an inferior character. A large number of the country school-houses are of a very poor type, “ not being adapted,” says the superintendent, “ for any known purpose, unless it be to house cattle,” whereas the structures in which children are taught should be well warmed, well ventilated, with ample light and space, and furnished with convenient modern seats and desks, blackboards, maps, charts, &c. It is regretted that no reliable statistics exist of the character and value of the com¬ mon school property of the State, but measures will be adopted during the next year to ascertain these facts. — (Report, pp. 44, 45.) PEABODY SCHOOLS. In consequence of the large and disproportionate appropriations from the Peabody education fund in the past to graded schools of a certain class, the allowance made to the schools of the State for the present year was perceptibly diminished. In the spring, when it was believed that the fund would be larger, an appropriation of |1,500 was given to the Shelbyville High School, $6,000 to the State normal university, and $1,500 appropriated to furnishing the office of the State superintendent with such as¬ sistance as would enable him to bestow more time and energy upon canvassing and arousing the public mind on the question of free schools. In December, an additional sum of $6,000 was recommended for appropriation to 26 graded schools, making a total of $15,000 during the year. — (Report of superintendent, 1875, pp. 47, 48.) CITY SCHOOL SYSTEMS. ORGANIZATION. As to all the following cities, it is believed that the city school organization is com¬ posed. of a board of education of 3 members, or some multiple of 3, ©ne-third being 398 REPORT OF THE COMMISSIONER OF EDUCATION. changed each year, and a city superintendent; though no distinct information on this point is contained in the school law and direct reports from the cities are wanting, except frotn Nashville. CHATTANOOGA. Staiisiic&. — Scholastic population of the city : whites, 1,474 ; colored, 812 ; total, 2,286. Number of pupils enrolled, 1,674; per cent, of daily attendance in city on average number belonging, 92.44. There are 7 schools — 4 for white aud 3 for colored pupils — with 23 teachers, of whom 21 are white. Average salary paid teachers, §59.66 a month, average number of months taught during the year, 10. Receipts of school moneys : from the State, $1,231.03; from the county, $2,428; from other sources, $12,161.17; total, $15,820.20. Exx^enditures : for teachers’ wages, $13,721.95 ; for school-houses, $1,749.88; other expenses, $2,536.75; total, $18,008.58. Balance ou hand as by last report, $660.96; deficit this year, $2,188.38; balance of deficit this year, $1,527.42. J^emai’Tcs. — In addition to the primary aud grammar grades, a high school grade has been established during the x)ast year, embracing in its course of study ancient and modern languages and a thoroughly xrractical English course. It is gratifying to note the degree of zeal and energy displayed by the citizens in their liberal support of the schools, notwithstanding the fact that hard times and lack of commodious buildings and convenient school airpliances throw many obstacles in the way of rapid advance¬ ment. So recent has been the organization, and, withal, so successful, that the finances have not kept pace with the actual needs of the system ; but the will is here, and such is Ihe enthusiasm for the highest success of the school interest that it is believed ways and means will be provided in a short time commensurate with the demands of the rising generation. — (Report of Suxterintendent H. D. Wyatt, in State report, p. 172.) KNOXVILLE. Statistics. — Scholastic population: whites, 1,407 ; colored, 585; total, 1,992. Enrol¬ ment of puxiils, 840; average daily attendance, 609. There are 13 schools, 11 for white and 2 for colored xmpils, with 20 teachers, of whom 18 are white. They receive an average salary per month of $45.25. Number of months taught during the year, 10. Receipts of school moneys during the year: from State, $3,100; from county, $3,500; from other sources, $13,900 ; in all, $20,500. Exx^enditures : for teachers’ wages, $8,750; school-houses, $8,900 ; other expenses, $2,850 ; in all, $20,500. Eemarks. — The public schools have been quite a success, and are almost universally Xoatronized, and the private schools are almost broken up. A beautiful new school building has been erected and other imxirovements are in prospect. Night schools are kept iq) about six mouths in the year. Teachers’ meetings are held twice a month. The schools are a permanency, and are steadily growing in prosperity and efficiency. — (Report of Rev. H. T. Morton, superintendent, in State report, p. 173.) • MEMPHIS. Siatistics. — Scholastic population : whites, 6,598; colored. 3,821; total, 10,419. Enrol¬ ment in public schools, 5,000; average daily attendance, 2,927. Number of schools for whites, 52 ; for colored, 12 ; for all, 64. Teachers : white, 56 ; colored, 13 ; total, 69. The salaries paid them average $76.63 ; average number of months’ emxdoyment during the year, 9. Receix>ts of school funds during the year : from State and county, $22,758.77 ; from other sources, $42,326 ; total receixrts, $65,084.77. Expenditures : for salaries of teachers and superintendent, $60,077.88; for building, repairing, and furnishing school- houses, $3,408.60 ; for other expenses, $6,775.22 ; total, $70,261.70. Excess of expendi¬ tures over receixits, $5,176.93. — (Report of Superintendent A. Pickett, in State report, p. 174.) NASHVILLE. School officers. — A board of education, composed of 9 members, of whom 3 retire each year, aud a superintendent of schools. Statistics. — Population of the city, 27,014. Enumeration, from 6 to 18, 8,851; dif¬ ferent pupils enrolled, 3,998 ; average number belonging, 2,950 ; average number at¬ tending, 2,851. Approximate number in private schools, 500. Percentage of attend¬ ance ou number belonging, 96.63 ; on enrolment, 71 ; on enumeration, 45. Number of spe¬ cial teachers, 4; regular, 71; total, 75. Number of school-houses, 8; number of school¬ rooms, 34 ; number of sittings, 3,620. Total school expenditures during the year, $68,250. Cost of tuition per pupil belonging, $17.08; cost of tuition per pupil attending, $17.67. Special branches. — The French language has been very thoroughly taught by one of the lady assistants in the high school aud the German has been committed chiefly to the care of two teachers of that nationality, who have devoted their entire time to it. The juogTess made has been satisfactory in the upper grades aud the teaching all that could be desired in the lower. Drawing has been taught with somewhat satisfactory results. Vocal music is being taught with fine effect in all the grades. Its introduction is an TENNESSEE. 399 entire success, and the highest expectations entertained with respect to it have been more than realized. It is said to have been demonstrated that all can learn to sing, though of course not all with the same perfection. Many voices that appeared permanently out of tune and numauageable have gradually yielded with practice, and some pupils with such voices now excel and are delighted with their new faculty ; while others, naturally gifted, have been brought out and bid fair to be one day famous in the world of song. Written examinations. — The plan of testing the standing of pupils by monthly written examinations exclusively has been tried in the four highest grades during the past year, and with the best results. Pupils are said to have been incited to do more gen¬ erally honest work for real improvement ; have been better satisfied that justice yas done them in making up the record ; and have, in many cases, corrected the pernicious habit of keeping up appearances by cramming for recitations. Time and labor have been largely economized by teachers and principals, under this system, and a valuable adjunct has been secured for determining the fitness of pupils for promotion. — (Report of Superintendent S. Y. Caldwell for 1874-75.) TRAINING OF TEACHERS. NORMAL UNIVERSITY. In December, 1875, a normal university was established provisionally for two years, in pursuance of an act passed by the general assembly of the State, March 23, 1875, providing for the establishment of a normal school or schools in connection with the public school system. The board of education created by this act accepted a proposi¬ tion from the trustees of the University-of Nashville tendering the use of their college buildings, grounds, &c., for two years, and also the income arising from their perma¬ nent fund, and from that of the Montgomery Bell Academy, amounting together to $6,000 per annum, on the condition that this academy be made a model and training school to the normal university. At the same time the agent of the Peabody fund appropriated $6,000 annually to the university for two years, and with this income of $12,000 the university was organized, and a corps of professors of the highest qualifi¬ cations appointed. The formal opening was on Wednesday, December 1, 1875, with addresses from State Superintendent Trousdale; President Eben S. Stearns, of the Normal University; Judge Samuel Watson, of the Peabody board of trust ; and Presi¬ dent E. H. Ewing, of the University of Nashville. — (State report, pp. 35-37, 200.) NORMAL SCHOOLS FOR COLORED TEACHERS. A new normal school for the training of colored teachers has recently been established by Mr. Yardley Warner, of Philadelphia — long engaged in kindred work for the colored race in Tennessee — funds having been contributed by the Society of Friends in the Northern States and in England for this purpose. The Holston Male Institute, at Jonesborough, a commodious building, has been purchased for the school, costing $3,600. The aims of those connected with this effort are threefold: (1) To train teachers near where they live and are needed ; (2) to help and encourage State school officers so as to enlist them heartily to cooperate in the provisions required (as buildings, stationery, maps, school fixtures, &c.) for the efficient education of colored citizens, hoping, also, thereby to foster an interest in the education of all classes ; and (3 ) to furnish solid read¬ ing matter, and, by supplying Sabbath schools with Bibles and by personal intercourse, to improve the worship and spiritual condition of the negro. Various other institutions for the colored race in the State are sustaining nor¬ mal classes. Fisk University, Nashville, has prepared many good, teachers; the Central Tennessee College, at Nashville, under the control of the Freedman’s Aid Soci¬ ety of the Methodist Episcopal Church, with 130 pupils, has for its permanent object “ the preparation of students to teach and for the practical duties of life;” while the Nashville Normal and Theological Institute, at Nashville, supported by the American Baptist Home Mission Society, with 136 pupils enrolled ; the Freedmen’s Normal Insti¬ tute, at Maryville, under the care of the Society of Friends, with 182 pupils, and the normal or training school at Knoxville, supported by the United Presbyterian Church of North America, with 90 pupHs, are all working in the same field. NORMAL CLASSES. Several colleges for the education of the white race also offer their students oppor¬ tunity for training as teachers, and in some cases special facilities are afforded those who purpose to teach by the remission of tuition fees. Normal classes are reported in Neophogen, Maryville, and Central Female Colleges, and in other institutions of a lower grade. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. There is no positive information at hand as to the number of public high schools in the State or the number of pupils engaged in them in secondary studies. Such schools. 400 REPORT OF THE COMMISSIONER OF EDUCATION. however, or departments, appear to exist in the more populous cities of the State, as Nashville, Memphis, Shelbyville, Gallatin, Chattanooga, and Murfreesborough. Out of the list of 26 graded schools aided in 1875 by the Peabody fund, all but about half a dozen appear to be schools for secondary instruction, some being private seminaries and academies, which have probably been adopted by or consolidated with the public school system under a provision of the school law to that effect. OTHER SECONDARY SCHOOLS. One school for boys, 11 for girls, and 41 for both sexes report, for 1875, 162 instructors and 4,424 pupils, of whom 591 are said to be studying ancient and 223 modern lan¬ guages ; 352 to be preparing for a classical course in college, and 291 for a scientific course. Of these 53 schools, 19 teach drawing, 34 vocal and instrumental music, while 6 report the possession of chemical laboratories and 7 have apparatus for illustration of natural philosophy. Five of the schools for girls have libraries of 300 to 3,000 volumes and 9 of those for both sexes have them reaching from 150 to 1,300 volumes, the sum of the volumes in the 14 libraries reported being 10,297. — (Returns to Bureau of Educa¬ tion, 1875.) PREPARATORY CLASSES OP COLLEGES. The preparatory departments of the colleges in the State report for 1875 a total of 1,176 male pupils and 266 female, under 34 instructors, exclusive of those in the col¬ leges proper. Of the 1,442 students, 674 are reported to be preparing for a classical collegiate and 346 for a scientific collegiate course. — (Returns to Bureau of Education, 1875.) BUSINESS COLLEGES. Two of these institutions report 6 instructors and 346 pupils in day and evening classes, the branches studied being common English ones, and correspondence, pen¬ manship, book-keeping, commercial law, and political economy. — (Returns to Bureau, 1875.) SUPERIOR INSTRUCTION. DENOMINATIONAL AND OTHER COLLEGES. Beech Grove College, Beech Grove, (“strictly anti-sectarian in its management,”) has preparatory and collegiate departments, and is for both sexes. — (Catalogue, 1875.) Bethel College, McKenzie, (Cumberland Presbyterian,) for both sexes, offers prepar¬ atory and collegiate departments, with classical and scientific course, and a ladies’ department. — (Catalogue, 1873-’74.) Central Tennessee College, Nashville, (Methodist Episcopal,) is sustained almost entirely by the Freedmen’s Aid Society of the Methodist Church. The course of study is preparatory and collegiate, and embraces classical, scientific, normal, and theolog¬ ical courses. — (Catalogue, 1874-’75.) Christian Brothers^ College, Mem-ghis, (Roman Catholic,) is exclusively for young men, and has classical and scientific departments. — (Report to Bureau of Education, 1874.) Cumberland University, Lebanon, (Cumberland Presbyterian,) has preparatory and collegiate departments, the latter including scientific and classical courses, also theo¬ logical and law schools, a business college, and a telegraph school. For young men exclusively. Attendance for 1874-’75, .391. — (Catalogue, 1874-’75.) East Tennessee University, Knoxville, (non-sectarian,) includes the State Agricultural College. The collegiate course embraces the usual four years and comprises three distinct courses, viz, the agricultural, mechanical, and classical. The degrees conferred are A. B. on graduates of the classical and B. S. on those of the other two courses. Free tuition is given students nominated by members of the State legislature, each senator having the right to nominate two and each representative three. Young men who wish to prepare for the ministry also receive tuition free. The discipline is military, and a small amount of manual labor is required of all able bodied students. Attendance during 1874-75, 315, including preparatory department ; collegiate, 101. — (Catalogue, 1874-7.5.) Fisk Univet'sity, Nashville, (non-sectarian and mainly for the colored race,) was founded in 1867 as a chartered institution by the American Missionary Association, by which society its expenses have been defrayed to the present time. There are col¬ legiate, normal, and theological courses. Both sexes are admitted. The expenses to students, including board, tuition, room, fuel, &c., have been placed as low as $12 per month. The trustees of the Peabody fund have for some years past given aid to a limited number of needy and worthy students to the amount of $800. Aid has also been received from private individuals. — (Catalogue, 1874-75.) The new building for the university. Jubilee Hall, was dedicated January 1, 1876. It is in the form of an L, and has an east front of 145 feet and a south front of 128, including basement and cellar ; it is six stories high and is supplied with all the con¬ veniences of water, steam, and gas. It is heated throughout by steam and each room TENNESSEE. 401 has a racliator. The entire bnildins^ contains 120 rooms. Jubilee Hall is to be iilti'. mutely the Woman’s College of Fisk University, but, until other college buildings can be erected, will be made to answer all purposes. In solidity of its walls, carefulness of construction, fitness for its purpose, in its safety for health, in safeguards against lire, and in its general convenience and facility for study and work. Jubilee Hall is worthy of its origin in the songs of the Jubilee singers. — (University History and Ser¬ vices of Dedication, 187(1, pp. 8, 10.) Greeneville and Tnscnhim College, (Ireeneville, (independent,) is for both sexes. There are primary, preparatory, and collegiate departments. Hebrew, French, and vocal and instrumental music are elective studies. — (Catalogue, 1874-’75.) Hheassee College, Monroe County, (Methodist Episcopal South,) is ior young men. The year l«74-’75 has been the most prosperous one in the history of the college. — (Circular for 1875.) Maryville College, Maryville, (Presbyterian,) is for both sexes. The departmeuts are I)reparatory, collegiate, ladies’ course, and English coarse. Attendance, 1875-’76, 137. — (College catalogue, 1875-76.) Mosheim Institute, Mosheim, for both sexes, has preparatory and collegiate departments and a select course for those who do not wish to study the regular curriculum. — (Catalogue, ]874-’75.) Neophogen Gallatin, (non-sectarian,) for both sexes, has preparatory, collegiate, and normal departments, and a law school. Music, drawing, painting, and modern languages are optional studies. Careful attention iS given to the study of the English language; elocution and etiquette are a specialty; and the school of oratory, which claims to afford a superior training, is open to students of the law school. — (College catalogue, 1875.) Southwestern Freshyterian University, Clarksville, formerly Stewart College, was chav- lered as a university in 1875. The former faculty and school of Stewart College have been continued provisionally, until such time as the formal organization of the univer¬ sity may be accomplished. — (Report of State superintendent, 1875, pp. 256,260.) Southwestern Baptist University, Jackson, was opened in 1874, in the buildings of the West Tennessee College. The higher department of the university was opened in August, 1875. There are at present two departments, viz : of literature and science and of law. — (Superintendent’s report, 1875, pp. 240,244.) University of Nashville. — The collegiate department of this institution was suspended in 1675, and in its ^ad a State normal school established. Its preparatory depart¬ ment, Montgomery Bell Academy, constitutes the boys’ model school. The medical dejnirtment is still in operation. — (Report of State superintendent, 1875, pp. 230-233.) Vandtrhilt University, Hashville, (Methodist Episcopal.) — This university, numbering more than 250 matriculates, is now in complete and successful operation in its four de¬ partments of liberal, theological, legal, and medical education. The department of philosophy, science, and literature is distributed into 8 separate and independent schools. The course of instruction is divided into two parts, one collegiate, embracing two years, and one of the university in its proper and high sense, embracing three years. The departments of theology, law, and medicine are in operation, and the board design to establish, as soon as possible, schools of civil engineering, mining engineering, horticulture, agriculture, and the useful and tine arts. Among the liberal measures proposed by this university are the offer of free tuition for a year to the prize scholar in each of a number of schools, private or public, which the faculty may select, and free scholarships to teachers of at least one year’s standing who desire to prepare themselves for more advanced work in teaching. — (Report of State superintendent, 1875, pp. 234, 235.) Wesleyan University of East Tennessee, Athens, admits both sexes; has preparatory and collegiate departments, with classical and scientific courses.— (Catalogue, 1874-’75.) Washington College, Jonesborough, is the oldest classical school west of the Alle- ghanies. It was opened in 1780, by Rev. Samuel Doak, in a plain log building upon his own farm. In 1796, the same year in which Tennessee was admitted as a State, the school (Martin Academy) was raised to the rank of a college, and received its charter as Washington College from the first legislature ever held in the State. In 1809 a new frame building took the place of the log house which had served for 29 years. The present college building, a substantial brick structure 86 by 36 feet, was erected in 1840. — (Report of State superintendent, 1874-75.) COLLEGES FOR WOMEN. Catalogues have been received from 9 colleges for women in the State, namely : Bristol Female College, Bristol ; Wesleyan Female College, Brownsville ; Bellevue Fe¬ male College, Collierville; Tennessee Female College, Franklin ; Odd Fellows’ Female College, Humboldt ; Female College, McMinnville; Memphis Conference Female Insti¬ tute, Jackson ; Murfreesborough Female Institute, Murfreesborough ; and Mary Sharpe College, Winchester. In addition to these there are written returns from W. E. Ward’s 26 I 402 REPORT OF THE COMMISSIONER OF EDUCATION. Seminary for Yonng Ladies, an important institution, at Nashville, and from several besides, makiug 17 in all. Reports from these 17 institutions show a total of 119 instructors and 1,407 students in 1875, of which number 16 instructors and 451 pupils were in preparatory depart¬ ments. Of the remaining pupils 916 were in the regular collegiate course, 104 in par¬ tial courses, and 28 in post graduate studies. Drawing is taught in 16 of these schools ; painting in 13 ; vocal and instrumental music in all the 17 ; French in 16; German in 9 ; Latin in 3, and Greek in 1. Nine have means for chemical illustration ; 8, for philo¬ sophical ; while 2 have museums and 5, art galleries. Calisthenic exercises are provided for in 3. — (Returns to Bureau of Education, 1875.) ✓ Statistics of universities and colleges^ 1875. Names of universities and colleges. Corps of instruction. X '% 3 X .® p E 3 % a 'A Number of students. Property, income, &c. Number of volumes in library. Preparatory. Collegiate. Value of grounds, build¬ ings, and apparatus. Amount of productive funds. Income from productive funds. Receipts for the last year from tuition feus. Receipts for the last year from State appropriation. 1 Aggregate amount of scholarship funds. Beech Grove College _ _ _ 5 1.5 10 S30, 000 11,800 0 Bethel Collecre _ 5 116 12,000 2,500 404 Bradyville College . Burritt College . Central Tennessee College 29 2 60,000 $10, 000 $500 800 800 Christian Brothers' Coll’ge 1.5 90 45 40, 000 6,500 al, 900 Cumberland University .. 7 50 85 20,000 3,000 7, 000 East TennesseeUniversity 1.5 '6 176 82 1.50, 000 399,000 22, 887 2,543 $0 o3, 950 East Tennessee Wesleyan 4 65 16 12,000 l,3lo 1,500 University. Eisk University _ 11 0 43 7 150,000 0 0 0 $0 1, 500 Eranklin College . Greeneville and Tuscn- 7 0 120 24 8,000 18, 000 600 Inm College. Biwassee College 4 h 0 0 2, 000 0 1,480 King College . '5 2 20 77 18,000 28,000 1,700 . 1, 850 0 cl, 000 M»nche.ster College _ 4 90 100 10, 000 Maryville College . 7 !! 137 27 75, 000 13,200 800 900 . a2,20d Mosbeim Male and Fe¬ 6 60 50 2,500 800 125 cIlOO male Institute. Mossy Creek Baptist Col¬ 3 50 97 20,000 1,800 lege. Neophogen Male and Fe¬ 16 195 20,000 6,000 al, 600 male College. S^^uthwestern Baptist Uni¬ 9 128 69 70,000 68,000 0 436 versity. Southwestern Presbyte¬ 6 0 80 70 75,000 100,000 6,000 5,500 0 0 C3,100 rian University. University of the South.. 14 . . . 98 150 150, 000 30,000 2,500 18,000 _ . o6,350 Vanderbilt University ... 24 0 0 245 400,000 300,000 21,000 5, 247 u 6, 000' ■ 6,000 West Tennessee College Woodbnry Collepe _ 2 75 5,000 a Includes society libraries. h 186 students unclassified. c Society libraries. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENCE. The Tennessee Agricultural College was established in 1869, in connection with the East Tennessee University, upon a broad and liberal foundation. Notwithstanding several obstacles it had to contend with, among others the failure of the State to pay the''intere8t on its bonds constituting the college endowment, the success of the enter¬ prise has been very gratifying. The institution has a very fine farm on which three large buildings have been erected, an excellent chemical laboratory has been provided and equipped by'the donation of $15,000 from the city of Knoxville, the means are secured for the purchase of a good library, and the grounds have been improved and adorned. Every year the number of students is increased from a wider sphere, and each year the standard of scholarship and the tone of the institution are elevated. TENNESSEE. 403 Si)eciivl attention is paid and prominence given to studies which are related to agri¬ culture and the u.ecbanic arte. The college is chiefly a scientific school, but its classical department is ably maintained. The government of the institution is military, and is administered by student ofiS- oers, under the direction of an officer of the United States Army, by whom the students are taught military tactics. — (Report of State superintendent, 1875, pp. 229, 230.) LAW. Law schcmls are included in the curriculum of Cumberland University, Southwestern Baptist Un^ersity, Vanderbilt University, and Neophogen College, the latter of which claims to offer special facilities for the study and mastery of the profession, including a school of elocution and oratory. ^ THEOLOGY. Schools for instruction in theology are reported as existing in connection with Cum¬ berland, Fisk, and Vanderbilt Universities and Central Tennessee College. MEDICINE. Nashville and Vanderbilt University afford instruction in medical For retpns of all these schools see the following table, and Tables X to XIII at the end of this vdlume. Statistics of schooU for scientific and professional instruction, 1875. Schools for professional instnietion. SCHOOL OF SCIENCE, Tame-ssee Agricultural College. (East Ten¬ nessee Uuiversity.) a SCHOOLS OF THEOLOGY. Theological department of Central Tennessee College. Theological department of Cumberland Uni¬ versity. Theological department of Vanderbilt Uni¬ versity. SCHOOLS OF LAW. Law department of Cumberland University . Law department of Vanderbilt University .. Neophogen Law School . SCHOOLS OF MEDICINE. Medical department of Vanderbilt University Tennessee College of Pharmacy . 1 Corps of instruction. j Endowed professorships. Number of students. j Number of years in course. Projierty, income, &c. i a S a 13 'o ► *3 .a 1 Value of grounds, build¬ ings, and apparatus. Amount of productive funds. Income from productive funds. Receipts for the last year from tuition fees. 44 4 6 0 16 3 $0 $0 2 1 25 2 115, 000 18,000 1, 800 3,000 3 .... 52 2 2 52 1 10,000 $7,000 3 25 2 4 . . . . 13 1 12 1 210 4 350,000 6 . . . . .8 *2 ' i»750 500 1 b Apimratus, SPECIAL INSTRUCTION. TENNESSEE SCHOOL FOR THE DEAF AND DUMB. ** Knoxville, on an eminence overlooking the city and fording a view of rare beauty. The buildings consist of the main building, an addi- non ns^ exclusively for school purpo-ses and erected at cost of some $10,000, the residence, a Prmting office and shoeshop, a stable, and a coal and wood house, all costing about $75,000. The institution can accommodate comfortably 150 404 REPORT OF THE COMMISSIONER OF EDUCATION pupils. The grounds, comprising 7 acres, are now very valuable, and since the close of the war they have been, mainly by the boys’ labor, improved and beautified to such an extent that they will compare very favorably with those of similar institutions else¬ where. The value of buildings and grounds is estimated at about $125,000. The school derives its support almost entirely from the State. An annual appro¬ priation of $5,000 is received from tfie State treasury, and an additional amount per capita is allowed for each indigent pupil admitted into the institution. The school numbers 129 pupils, classified according to their attainments, without reference to the length of time under instruction. The number of classes taught is 6. The method of instruction principally used here is that known as the French system, which imi)arts the meaning of written language by means of a language of signs. The method of articulation, combined with the other, has been used in this school for several years past to some extent, but, except for a few of the more promising pupils, nothing has been accomplished. A piinting office and shoeshop have recently been established in connection with the school. — (State report, 1875, pp. 55, 221-225.) " EDUCATIONAL CONVENTIONS. STATE teachers’ ASSOCIATION. An annual meeting of the State Teachers’ Association was held at Nashfville January 20, 21, 1875, Dr. J. B. Liudsley, president of the association, presiding. The subject most prominently before the meeting was that of school supervision. The necessity for sus¬ taining the offices of connty and State superintendents of schools was discussed by Dr. Sears, agent of the Peabody fund; Hon. H. A, M. Henderson, State superintendent of schools, Kentucky ; Superintendent Presnell, of Washington County ; and many others. A. number of interesting addresses on various topics were delivered. That of President Liudsley was a “ Plea for normal colleges,” being a full, forcible and learned argu¬ ment on the necessity of schools for training teachers. — (Report of superintendent for 1875, pp. 56-59.) The eleventh annual meeting of the association assembled in Knoxville on Tuesday, December 28, 1875. After the address of welcome by Dr. T. W. Humes, of East Ten¬ nessee University, Professor Mallon, superintendent of the city schools of Atlanta, Ga., and Rev. H. T. Morton, snperintendent of the city schools of Knoxville, addressed the meeting. Rev. H. A. M. Henderson, State superintendent of instruction in Kentucky, spoke upon education in Kentucky, stating that no one opposed to the public school system could be elected to any important office of trust in that State. Colonel Flem¬ ing, former State superintendent, addressed the association on the state of education in Tennessee, and was followed by Professor John Collins, of Maryville. “ The place of physical sciences in common schools” was discussed by Professors Sharp and Collins. Maj. R. W. Jones, of Martha Washington College, Virginia, delivered an address on “ Relative discipline of linguistic and scientific studies.” Professor Stearns, of the State Normal School, delivered an able address on normal schools, and remarks were made on the same topic by Dr. Sears, Professors Presnell and Sharp, Dr. Henderson, and others. A letter was read from President Eliot, of Harvard, in which he took the position that the State should be taxed only for the support of the common branches of education. This view was sustained by Professor Nicholson and objected to by Dr. Sears and Super- ^intendent Mallon. Professor Hastings gave an able address on the best methods of conducting recitations and examinations. St^te Superintendent Trousdale read a let¬ ter from Professor Ed. Joynes, of Vanderbilt University, offering free scholarships on conditions here.ifter to he published, after which addresses were delivered by Mr. Hen¬ derson aud Dr. Sears. — (American Journal of Education, February, 1876, p. 11.) OBITUARY RECORD. CHARLES COLLINS, D. D. Rev. Charles Collins, D. D., was born in North Yarmouth, Me., April 17, 1813. Hav¬ ing passed through the several stages of a primary education at Portland, he en¬ tered the Maine Wesleyan Institute, where he remained until he had completed the appointed course of study. Having been employed as teacher for a number of years, aud part of the time as principal of the Wesleyan Institute, he gradually advanced to the higher branches of academic education, and finally entered the sophomore class of the Wesleyan University, but from close application was advanced to the senior and the following year awarded the first honor and delivered the valedictory. Such distinc¬ tion is more noticeable from the fact that at the time of graduation his classmates were Daniel Curry, D. D., editor of The New York Christian Advocate ; E. E. Wiley, D. D., president of Emory and Henry College ; W. H. Anderson, D. D., of the Louisville Con¬ ference, and principal of the Boys’ High School of the city of Louisville ; E. Wentworth, D. D., late editor of The Ladies’ Repository of Cincinnati, and others of like order. TENNESSEE. 405 Immediately after leaving the university, he took charge of .the Angnsta High School, where he remained one year, and left it only to accepf the presidency ot Emory and Henry College, near Abingdon, Ya., upon the recommendation of Dr. Wilber Fisk, chancellor of the Wesleyan University. He was then only 25 years of age, and certainly a young man of no ordinary attainments to be deemed wortliy of this important trust by so distinguished an educator. Charles Collins was the first president of Emory and Henry College. To him was given the honor of launching and manning that beautiful and stately vessel of letters and intellectual culture upon the prosperous sea of her historic mission. This was no small responsibility, and required upon his part a large outlay of physical and intellectual activity. In connection with this service, as a member of the Holston conference, his labors in the pulpit were abundant and effective. By this time he had snfliciently prepared himself in polemic theology tu enter the field in vindication of the doctrines of the church, as evidenced in his controversial papers against Eomanism in 1844, and, again, in 1848, with Eev. F. A. Ross, of the Presbyterian Church, in his doctrinal tracts, entitled “Methodism and Calvinism compared,” at present issued by the publishing house. In addition to this he edited The Southern Repertory and College Review, was a regular contributor to The Ladies’ Repository, and sundry church papers and periodicals. In 1851 he re¬ ceived his doctorate from Centenary College, Louisiana, Masonic College, Missouri, and Dickinson College, Pennsylvania. In 1852 he was elected to the presidency of Dick¬ inson College, ^hich position he filled with great acceptability and usefulness for eight years. During this time he came within a few votes of being elected chancellor of the Wesleyan University, his alma mater ; declined the presidency of Centenary College, Louisiana; Central College, Missouri ; the chancellorship of the Universities of Missouri and Michigan, and of the Southern University, Greensborough, Ala. These facts reveal to ns the widespread and well earned reputation of Dr. Collins as a man of letters and distinguished ability in the management of literary institutions. August, 1860, he took charge of the State Female College, Memphis, Tenu. He entered upon this new field of labor with his accustomed energy. Hitherto he had confined him¬ self to the education of boys and young men, but was no less successful in the instruc¬ tion and management of young ladies. The prosperity of that institution to the day of his death afliords abundant evidence upon this point. Though he was the sole propri¬ etor and owner of the school, and the grounds and buildings attached thereto, he soon identified his important enterprise directly with the church, by placing it under the patronage of the Memphis annual conference. Hence he was liberally sustained in West Tennessee, Aikansas, and Mississippi. With this institution he closed his labors in the city of Memphis, July 10, 1875. Dr. Collins was no ordinary man, but eminent for intellectnal culture and classical .attainment. There were many brilliant points in his character, but all so beautifully blended as to make him a great light — steady, reliable, radiant. His learning was without pedantry ; his philosophy without stoicism ; his dignity without affectation ; his reserve without austerity. With the simplicity of a child, the tenderness of a woman, and the wisdom of trne manhood, he graced the domestic and social circles. The all- pervading law of his being was order. Under its rale he systematized duty, whether to God or man or self. It was this that gave elasticity to the burden of accumulated responsibility and e*abled him to bear it with comparative ease. In the school-room he swayed an invisible sceptre, not of stern authority, but a sweet inspiration of love and veneration, to which all hearts bowed in the obeisance of a true devotion. He gov¬ erned well, and yet seemed not to govern. To awaken thought, and imprint truth upon the young mind, was his daily work, one done with wonderful facility. A faith¬ ful servant of sixty-two years, after he had served his own geueration by the will of God, he fell asleep. — (Minutes of the Memphis conference.) LIST OF SCHOOL OFFICIALS IN TENNESSEE. Hon. Legs. Teousdale, St9.te superintendent of schools, Xashville. Hon. Feaxc. M. Paul, assistant State superimendent of schools, Mashville, STATE BOARD OF EDUCATIOX. Xame. ! 1 Post-office. 1 His excellencv James D. Porter, president . I Dr. J. Berrien Lindsley, M. D., secretary . Hon. Edwin H. Ewing . ■ L. G. Tarbox, esq . i Hon. Samnel Watson i Xashville. Nashville. Murfreesborough. Pw. W. Mitchell, M. D . | John J. Eeese, esq . Memphis. ivnoxville. 406 REPORT OF THE COMMISSIONER OF EDUCATION. List of school officials in Tennessee — Concluded. COUNTY SUPERINTEKDESTS OF PUBUC IXSTBUCTIOX. fTerm, 1875-’76.1 County. Superintendent. Post-office. Anderson.... E. K. Baker . Clinton. Bedford . John E. Dean . Shelbyville. Camden. ' Eobertson’s Bledsoe . Thomas 0. Brown. Blount . Bradley . Campbell .... W. H. 5^enry . W. L. Cate . Frank Elchardson Cross Eoads. Maryville. Chatata. Fiucastla Cannon . A. G. Brandon - Eeadyville. Carroll . Carter . Cheatham ... A. F. Estes . H. C. Boyd . George F. Murff . . Huntingdon. Carter's Depot. Ashland City. Claiborne .... J. A. Irwin . Tazewell Clay . George W. Steph- Celina. Cocke . ens. W. H. Sheffey - Newport, Coffee . Madison Parker . . Beech Grove. Crockett . J. P. Parker . Bell 8 Depot. Cumberland . Thomas C. Center Crossville. Davidson .... E. W. Weakley . .. Nashville. Decatur . J ames M. Porter¬ Decaturville. De Kalb . field. J, T. Trapp ....... L. L. Leach . Smithville. Dickson . Charlotte. Dyer . William Harrison. Dyersburg. Fayette . E. W. Pitman . Somerville. Fentress . Stephen H. Pile... Pall MaU. Franklin . H. G. Hampton _ Cowan. Gibson . W. C. Oliver . Eutherford Giles . . E. P. Yancey _ Station, Pulaski. Grainger .... B. K. Cunningham Eutledge. Greene . J.C.Park . GreenevlUe. Grundy . Hamblen . John Scruggs . H. M. Sherwood. . . Tracy City. Whitesburg. Hamilton .... W, M. Beene . Sale Creek. Hancock . A. J. Seal . Sneedville. Hardeman . . . S. J. Cox . Saulsbury. Hardin . Eev. James M. Savannah. Hawkins .... W alker. Ellis Cocke . Eogersville. Haywood .... W. T. Byars . Brownsville, Henderson. . . Levi S. Woods - Lexington. Henrv . W. B. Van Cleave. Paris. Hickman .... J. A. Cunningham Ceutreville. Houston . J. M. Parchment . . Cumberland Humphreys . . J. C. Tulloss . City. Waverly. Jackson . E. H. Washburn .. Gainesborough. James . Dr. E. K Watkins Ooltewah. Jefferson . Dr. Samuel Ander¬ Dandridge. Johnson . son. B. W. Jenkins _ Taylorsville. Knox . H. M. Brother . Knoxville. County. Superin tendont. Post-office. Lake . Lauderdale . Lawrence. . . Lewis . Lincoln . Loudon . Macon . Madison .... Marion . Marshall .... Mclfairy.... Meigs . Monroe . Maury . . McMinn L. Donaldson . Capt. H. T. Hanks W. J. Buchanan. .. W. C. Dobbs . W. A. Gill, jr . J. A. Mitchell . J. S. Wootten . Dr. J. D. Mason . . . C. H. Vann . . W. W. Walker _ James H. Wilkes . Eev. Joseph Jane¬ way. T. F. Sanders . V. C. Allen . J. K. Stradley . Montgomery Moore . Morgan . Obion . Overton ... Perry . N. L. Whitfield ... W. A. Cole . E. H. Beoth . W. F. Shropshire.. J. M.D. Mitchell.. John W. Lewis . . . Polk . Putnam . Ehea . Eoane . Eobertson .. Eutherford . Eev. Jacob Mil- burn, H. S. Boyd . John E. Pyott . Charles F. Brause. James L. Watts. .. A. J. Brandon . Scott . Sequatchie.. Sevier . Shelby . Smith . Stewart . Sullivan ... Sumner . Tipton . Trousdale. . . Union . Van Buren.. Warren . Washington Wayne . Weakley ... White . Williamson . Wilson . Alvin Parker . Eev. A. D. Stewart D. G. Emert . Col. George B. Fleece. W. T. Taylor . J. E. Laurence - W, H. Giesler _ H. H. Marshall. ... William Page . J. L. Carson . A. L. Miller . G. B. Johnson . E. E. Womack _ H. Presnell . Charles M, Thomp¬ son. B. J. Eoberts . W. S. Findlay . J. N. McDonald. .. T. H. Freeman _ Tiptonville. Eipley. Lawrenceburg. Newburg. Fayetteville. Loudon. La Fayette^ Jackson. Jasper. Lewisburg. Columbia, Mouse Creek. Purdy. Decatur. Hiwassee Col¬ lege. Clarksville. Lynchburg. Wartburgh. Troy Station. Livingston. Farmers’ Val¬ ley. Benton. Cookeville. Sulphur Sp’gs. Kmgston. Springfield. Jordan’s Val¬ ley. Huntsville. Dunlap. Sevierville. Memphis. Carthage. Indian Mound. Union Depot. Goodlettsviile. Covington. Enon College. Sharp’s Chapel. Eocky Eiver. McMinnville. Jonesborough. Martin’s Mills. Ealston Sta’on. Sparta. Franklin. Mt. Juliet. TEXAS. 407 TEXAS. STATISTICAL SUMMARY. ATTENDANCE. Number of pupils enrolled in public free schools . 124, 567 Number in average attendance . 84,415 TEACHERS AND TEACHERS’ PAY. Number of teachers in public schools . . . 3, 100 Average salaries of teachers per month . $53 SCHOOLS AND SCHOOL-HOUSES. Number of schools organized . . . . 2, 924 Average number of days taught in each . 1' . 78 Public school-houses built during the year . . 158 Value of those built during the year . $43, 339 INCOME AND EXPENDITURE. Income. Amount of tax levied by the State . Not given Amount from school lands, fines, and forfeitures . . Not given Amount levied by boards of school directors . $244, 879 Expenditure. For teachers’ salaries . 630, 334 For building and repairing school -houses . 50,9.35 For purchase of sites and school furniture . 8, 423 For school accessories . 723 For ren t of school-houses . 6, 058 For incidental expenses . 1, 267 For taking of school census . 7, 196 For compensation of school directors . . . 12, 067 For compensation of county superintendents . 9, 233 Total expenses of administration . 726, 236 Per capita expenditures. Cost per month of each pupil enrolled . - . 1 34 Cost per month of each pupil in actual attendance . 1 95 — (Report of Hon. O. N. Hollingsworth, State superintendent of public instruction, for 1875.)’' SCHOOL SYSTEM OP THE STATE. EDUCATIONAL PROVISIONS OF THE CONSTITUTION. Article VII, section 1, of the constitution as amended in 1875, provides that it shall be the duty of the legislature to establish and make suitable provision for the support and maintenance of an efficient system of public free schools. Section 2. That “all funds, lands and other property heretofore appropriated for the support of public free schools ; all the alternate sections of land reserved by the State out of grants hereto¬ fore made or that may be hereafter made to any corporation of whatsoever nature, one- half of the public domain of the State, and all sums of money that may come to the State from the sale of the same, shall constitute a perpetual school fund.” Section 3. That “ there shall be set apart annually not more than one-fourth of the general revenue of the State, and a poll tax of $1 on every male between 21 and 60 years of age, for the benefi t of the public free schools.” Section 4. That “ the board of education, composed of the governor, comptroller, and secretary of state, shall invest all proceeds from the sales of these lands in State or United States bonds.” Section 5. That “ the principal of all bonds and other funds, and the principal arising from the sale of lands set apart to the school fund, shall be the permanent school fund; and all the interest derivable therefrom and the taxes herein authorized shall be the available school fund, which shall be applied annually to the support of the public free schools, to be distributed to the counties according to their scholastic population. No part of these funds shall ever be applied to any other purpose, nor appropriated to the support of sectarian *It should be stated, injustice to both the superintendent and the State, that the above statistics rep¬ resent the returns from only 97 counties, that being the whole number reporting to him out «f 139 counties in which schools wore kept. 408 REPORT OF THE COmUSSIONER OF EDUCATION. schools.” Section 7. That “ separate schools shall be provided for the white and colored children, and impartial provision made for both.” Section 9. That “all lands hereto¬ fore granted for the benefit of the lunatic, blind, deaf and dumb, and orphan asylums, together with such donations as may have been or may hereafter be made to either of them, are hereby set apart lor a permanent fund for the support and maintenance of said asylums.” Section 10. That “ the legislature shall, as soon as practicable, estab¬ lish, organize, and provide for the maintenance and support of a university of the first class, to be located by the voters of the State and styled the University of Texas, for the promotion of literature and the arts and sciences, including an agricultural and mechanical department.” Section 11. That “ all lands and other property set apart for the establishment and maintenance of the University of Texas, together with the proceeds of the same and of all grants and donations that may hereafter be made, shall constitute a permanent university fund, provided that one-tenth of the alternate sec¬ tions of lands granted to railroads reserved by the State shall not be included in the university fund.” Section 13. That “ the Agricultural and Mechanical College of Texas shall constitute a branch of said university, and the legislature shall, at its next session, make an appropriation not exceeding $40,000 for the construction and completion of the buildings and improvements and for providing the furniture necessary to put said college in immediate and successful operation.” Section 14. That “ the legislature shall also,, when deemed practicable, establish a college or branch university for col¬ ored youths, provided no tax shall be levied and no money appropriated out of the general revenue, either for this purpose or for the establishment and erection of the buildings of the University of Texas.” Section 15. That “ there is set apart and appro¬ priated for the endowment and maintenance of said university and its branches 1,000,000 acres of the unapportioned public domain of the State.” The stability of educational institutions in this State is further secured by an act of Congress, approved March 30, 1870, which made the following stipulation as one of the conditions of admission to representation in Congress after the interruption occasioned by the late war: “That the constitution of Texas shall never be so amended as to deprive any citizen or class of citizens of the United States of the school rights and privileges secured by the constitution of said State.” PKOYISIOXS OF THE SCHOOL LAW. From “An act to establish and maintain public free schools in the State of Texas,” passed May 22, 1873, with amendments of 1874. OFFICERS OP THE PRF.SEXT SYSTEM. A superintendent of public instruction, school directors, county superintendents, and district school trustees. POWERS AND DUTffiS OF THESE OFFICERS. The supei'hifendent of ‘public instruction — elected by the voters of the State for a term of four years — has the supervision of all the public free schools in the State and is the general advisor and assistant of county superintendents. It is his duty to preserve all papers, reports, and public documents relative to schools, and to keep a fair record of all business pertaining to his office, and to hold the same in readiness to be exhibited to the governor or any committee of either house of the legislature ; to issue circular letters to county suiierintendents, giving advice as to the best manner of conducting schools, constructing school-houses, furnishing the same, and examining and procuring competent teachers ; to furnish such forms, blanks, &c., as maj' be necessary for use in the public free school system, together with forms of certificates for teachers ; to dis¬ tribute to school officers copies of school laws ; to order all money withheld from any school officer not making the reports required by law ; to apportion State school money to counties according to their scholastic population, and draw his warrant in favor of each county treasurer for the amount so apportioned. He is required, on or before the 1st day of December preceding each regular session of the legislature, to make a full report to the governor as to the condition of the public free schools, with such plans and suggestions as he may deem important. His compensation is $3,000 per annum, and all necessary expenses for books, postage and stationery, with $1,800 for clerk hire. He is subject to impeachment and removal for malfeasance in office, and may be removed by the governor, at the request of two-thirds of the members of the legislature. County directors. — The voters of each county elect for a term of 4 years 5 directors, 1 residing in every magistrate’s district, and these select from their number a presi¬ dent, who is ex officio county superintendent. It is their duty to divide the county into school districts, so that each school district shall be wholly within some magis¬ trate’s district, and to order in each district an election for a board of school trustees ; to define the cour.se of study in the schools, direct the class and kind of books and apparatus to be used therein, and prescribe the duties of trustees and teachers not in¬ consistent with law. They are allowed $4 a day for each whole day employed, but the number of such days shall not in any one year exceed 10. County superintendents, appointed as aforementioned, have the duty of meeting on TEXAS. 409 the last Saturday of each month at the county seat all persons desirous of passing an examination for a certificate t® teach, and of examining all applicants as to their com¬ petency and ability to teach orthography, reading, writing, English grammar, history of the United States, practical physiology, and the laws of health, and no person shall be entitled to a certificate unless be is of g(H)d moral character and is well qualified to teach the above named branches. They are re 120 6, 000 0 0 5, 000 G 300 Marvin College* . 7 6 90 23 30. 000 0 0 3, 500 0 0 St. Joseph’s College . 7 100 30, 000 2^ 000 2, 000 Salado College . 6 6 95 62 20, 000 0 0 0 0 50 Southwestern University. 9 18 71 40, 000 3, 500 a800 Texas Military Institute. . 6 ”6 79 75, 000 0 0 7, 000 0 0 al, 300 Trinity University . 14 197 175 41, 600 78, 000 1, 000 15, 540 a4j 461 University of St. Mary . . . 9 ’6’ 65 25, 000 0 0 5, 000 0 0 300 Waco University* . 1.3 1 190 130 18, 000 13, 000 1, 000 9, 000 0 0 2, 350 Wiley University . 3 180 5,000 2, 000 200 51, 200 420 a500 * From Report of Commisioner of Education for 1874. a Includes society libraries. b Prom Freedman’s Aid Society. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. In the Texas Military Institute there is a scientific course leading to the degree of Sci. B., which is conferred on such students as have graduated in the schools of mathe¬ matics, natural philosophy, chemistry, mineralogy, and geology, and English, and have obtained a certificate of proficiency in physical and descriptive geography. — (Cata¬ logue of institute.) Of the Agricultural and Mechanical College of the State no returns for 1875 have been received to indicate whether it is yet organized or not. PROFESSIONAL. Texas Medical College and Hospital. — This college, located at Galveston, was incor¬ porated May 31, 1871. It is, in some sense, a State institution, the provisions of the charter liberal and ample. The legislature of 1873 gave a small donation to the hospital department, and further endowments were expected. In the plan of instruction adoj^ted, clinical teaching constitutes an important and prominent feature. Regular clinics are held at the city hospital and at St. Mary’s Infirmary, where many hundred cases are treated annually. Material for dissecting is supplied,in abundance and at a very low rate. — (First announcement and circular of the college, 1873.) In Trinity University Law School is a course “ as extensive as most young gentlemen will take before commencing practice.” Moot courts are held regularly, in which each student is drilled in the forms of pleading and practice. — (Catalogue for 1874-75.) TEXAS. 413 Statistic^ of schools for sciriiHfc and profssionaJ iiistruciion, 1875. Schools for professional instruction. t 3 SCHOOL OF SCrENCE, Agricultural and Mechanical College of Texas SCHOOL OF THEOLOGY. Baylor Universitj-, (theological department). .. SCHOOLS OF MEDICINE. Texas Medical College and Hospital. American Dental College . 3-4 Property, income, &:c. 5 S' £ ^ Si'S a$500 ^ 42 c c $3, 190 a Apparatus. SPECIAL INSTEUCTION. TEXAS INSTITUTION FOR THE BUND. This school for the nnfortunate; located at Austin, makes report for 1875 of 53 inmates, under the instruction of 4 ordinary teachers and 3 teachers of music, besides a superintendent, matron, and shop manager. In connection with the common English studies the pupils are taught broom and mattress making and the seating of chairs with cane and rattan. The library consists of about 150 volumes of serviceable books, with some others too old for use, and some files of magazines. — (Return to Bureau of Education, 1875.) TEXAS INSTITUTION FOR EDUCATION OF THE DEAF AND DUMB. Situated opposite Austin, in Travis County, this school is under the control of a board of 5 trustees and a superintendent. It had 3 teachers and 46 pupils at the close of the year 1874-’75. Of the pupils, 26 were male and 20 female. No return is made of the branches taught in the literary department. In the industrial, gardening re¬ ceives attention, and printing had been introduced at the date of the report, which was in the autumn of 1875. The State appropriation for the year was $10,000, and the expenditure $10,350. Value of grounds, buildings, and apparatus, $55,000, including 574 acres of land. — (Return to Bureau of Education.) CHIEF SCHOOL OFFICIAL. Hon. 0. H. Holltngswobth, State superintendent of pulUc instruction, Austin. 414 EEPORT OF THE COMMISSIONER OF EDUCATION VERITIOIVT. STATISTICAL SUMMARY. SCHOOL POPULATION AND ATTENDANCE. Number of school age, (5-20) . 92,577 Number enrolled in schools during the school year . 71, 325 Number in average daily attendance . 39, 474 Average duration of school, (in days) . 120, 9 TEACHERS AND TEACHERS’ PAY. Number of teachers employed in public schools : Males, 665 ; females, 3,448 4, 113 Average salary of male teachers per month . $37 24 Average salary of female teachers per month . 22 48 INCOME AND EXPENDITURE. Beceipis. From local tax . . . 425,958 69 From permanent fund, including rents of school lands . 14, 193 33 From other sources . T... . 40,006 05 Total..... . . 480,158 07 Expenditures. For sites, buildings, and furniture . 07,010 83 For salaries of teachers . 437,471 27 For fuel, light, rent, repairs, and other miscellaneons items . 60, 562 47 Total . 565, 044 57 Expenditure _per capita of school population . 6 10 Expenditure per capita of pupils enrolled . 7 92 Expenditure per capita of average attendance . 14 32 — (From special return kindly furnished by Hon. Edward Conant, State sn peri ntendei^ of public instruction, for the school year ended March 31, 1876.) SCHOOL SYSTEM OF THE STATE. CONSTITUTIONAL PROVISIONS. The first imperfect constitution, adopted in 1777 by the inhabitants upon the New Hampshire Grants, which was then the title of the settled portion of the State, contained no provision for educational institutions, although modeled in the main on the constitution of Pennsylvania, where schools for each county were to be established. In 1786, when something more nearly resembling a full State organization was effected, the Plan or Frame of Government, chapter 11, section 41, declared that “ Laws for the encouragement of virtue and prevention of vice ought to be constantly kept in force and duly executed. And a competent number of schools ought to be maintained in each town for the convenient instruction of youth, and one or more grammar schools be incorporated and properly supported in each county in this State.” PROVISIONS OF THE SCHOOL LAWS. The school laws of the State having never yet been codified, reliance has to be placed, in the present brief sketch of their provisions, on such laws as are within reach and <»n a statement kindly prepared for the Bureau of Education by the late secretary of the board of education, a board existent from 1856 to 1874, but now abolished. OFFICERS. The officers of the school system, as now constituted, consist of a State superintend¬ ent of public instruction, town superintendents of schools, and district prudential com¬ mittees, with other associated officers. POWERS AXn DXTTIFS OF THESE OFFICERa The State superintendent of pxiblxc insiniction has the general super\dsion of tJxe State normal schools, with the duty of visitation of them twice in each term. In connection with 3 examiners, appointed by the governor, he examines the candidates for gradna- 1 VERMONT. 415 tion in these schools and determines their fitness for certificates of gradnation. He has also the duty of holding a teachers’ institute annually in each of the fourteen counties of the State, and a county convention of town superintendents also annually in each county ; of examining, at the former, candidates for State certificates; of fur¬ nishing school registers for use in the State schools, with the necessary blanks for school returns and for certificates to be given by town superintendents to licensed teachers; of making biennially a report of the condition of education in the State; and of exerting himself in every way to secure a general interest in the proper train¬ ing of the young. His salary is believed to be $1,600, with allowance for the current expenses of his office. Toicn superintendents, elected annually by the qualified voters of the several towns, have it as their duty to examine and license teachers ; to visit, at least once in each year, all the legally organized common schools within their respective towns ; to examine into the condition of such schools ; to give advice to the teachers as to the government and course of studies; to use all needful measures for the improvement of the scholars in their learn¬ ing, and for the due inspection and government of the schools ; to receive and dispense the school census blanks and school registers furnished by the State superintendent, and to make to him an annual report. The town superintendents of each county are required by law to meet the State superintendent, at his call, for consideration of the interests of education in the county and for consultation as to the condition of the schools and the means for the improvement of them. Compensation : $2 a day for all time necessarily spent in the discharge of duty, a reasonable sum for annual reports, and 10 cents a mile for necessary travel. PrudeniMl committees, consisting of either one or three legal voters in a school dis¬ trict, are chosen annually by the voters of the district at the district meeting on the Last Tuesday of March. They look after the interests of the schools of their districts ; select and hire teachers for them ; provide them with the necessary furniture and fuel ; see to the repair of them when necessary ; and institute such grades and studies as may be required by the number and advancement of the scholars or se^m to promise an improvement of the schools. Towns may, however, abolish the district system and place all the public schools under the management of three or six directors, one-third elected each year for terms of three years. These directors then have general charge of the educational interests of their towns without the intervention of prudential committees. But few towns have taken advantage of this provision. SCHOOLS. The schools of the rural districts of the State are, for the most part, only primary in character. In the larger villages, in the cities, and in certain “central schools” the graded system is prevalent. To secure a wider extension of the advantages of this system, an act approved November 15, 1869, permitted any school district in the State in which an academy was located, or any district adjoining this, to authorize the pru¬ dential committee to make arrangements with such academy to instruct in it all or a part of the scholars belonging to the district in all studies required to be taught* in common schools, and such others as belong to. the more advanced classes of graded schools. There are in all about 2,800 schools. The school day is of six hours, the school week of five such days, the school month of four such weeks. The length of the school year varies greatly, not only in different counties in the State, but in different towns in the same county and in different districts in the same town, ranging from 20 to 42 weeks. There are acts for compelling attendance at school at least three months of the year in the case of children between 8 and 14, and forbidding the employment of such in any mill or factory without such previous three months’ attendance. The University of Vermont, at Burlington, Middlebury College, Middlebury, and Norwich University, Northfield, though without any link of connection with the pub¬ lic schools, afford opportunities for higher education to the graduates of these. A State Agricultural College is connected with the university at Burlington, and, like the uni¬ versity, is open to young women as well as young men. For juvenile delinquents there is a State Reform ^hool. SCHOOL FUXDS. The State has no permanent school fund. The foundation of one was laid in 1825, and was to accumulate till it amounted to a sum whose annual interest should be ade¬ quate to pay the expenses of keeping a good free common school in each district in the State for the period of two mouths annually. “ In the year 1845,” writes the late secretary of the board of education in his report for 1873-’74, “this fund had reached the sum of $2-35,000. In that year the State, owing $224,000 to this fund, cancelled the ♦The studies required to be taught, according to section 19 of chapter 22 of the general statutes, are orthoginphy, reading, writing, English grammar, gfography, arithmetic, history and Constitution of iho United States, and good behavor, with special instruction in the geography and hislorj', constitu* tion, and principles of government of the State of Vermont. 416 REPORT OF THE COMMISSIONER OF EDUCATION. debt by appropriating the fund to its payment. Had this fund remained inviolate, it v’ould now, at 6 per cent, simple interest, have amounted to $517,100, and in the year 1890, at compound interest, to a sum the interest of which wonld support a common school in each district in the State for two months annually. But the State borrowed the fund to pay money borrowed by the State from the fund ; that is, borrowed the fund and then repudiated the debt.’’ In this absence of a permanent, school fund, the money to defray the exposes of the common schools is raised annually by direct tax on town and district, with, it is be- lieved, some additions from school lands, from United States deposit fund, from gifts, and other sources. The total expenditure for all school purposes was, in 1875, §565,044.57. ELEMENTARY INSTRUCTION. ABSEXCE OF INFORMATION FOR THE YEAR. The reports in this State being biennial, and that for 1873 and 1874 haring had it-a main points presented in the Bureau report for the latter year, no further official infor' mation can be had respecting common school instruction till the winter of 1875-’76. TRAINING OF TEACHERS. THE STATE NORMAL SCHOOLS. At a special meeting of the State board of education, held in the city of Burlington on the 8th day of August, 1866, a written proposition was submitted to the board from the trustees of the Orange County grammar school for bringing the said school under the supervision and patronage of the State as a State normal school. The proposition was considered, and on the 17th day of November, 1866, an act passed the legislature of the State constituting and establishing at Randolph Centre a normal school for the State of Vermont, and authoritsing the State board of education to establish, on certain conditions, not to exceed two other normal schools. The standard of qualification for admission to these schools and the course of study to be therein pursued were adopted at a special meeting of the board held rii St. Johns- bury, December 5-7, 1866. At an adjourned special meeting of the board, held at Waterbury, February 18, 18o7, the trustees of the Orange County grammar school informed the board by written com¬ munication that they had voted to accept the provisions of the act of November 17, 1866, to establish a State normal school at Randolph, and the necessary steps for this establishment were thus completed. ^ t -n A written communication was also submitted from the trustees of the LamoiJle County grammar school, proposing to the State board of education to make the sard Lamoille County grammar school a State normal school for the third congressional dit^ trict of Vermont. The board voted to accept the proposition, and thus was established the State Normal School at Johnson. At a special meeting of the board, held at Castleton, August 2*2,23, 1867, a written proposition to the board from the trustees of the Rutland County grammar school to make said institution a normal school was accepted, and the State Normal Senool at Castleton was accordingly established.— (Report of secretary of board o^ educatiou for 1873 and 1874, pp. 209, 210.) n The amount of State appropriation to these schools for 18/4-’75 was §1,^0 for each : $500 for assistant and §1,000 for tuition in State scholarships of §24 each. The number of years in the full course is, in each case, 3, but with the privilege of graduating at the dos0 of cii *®liort'0r covirso At Castleton, for that year, there were 6 resident instructors, 100 students, and 26 graduates: at Johnson, 5 resident instructors and 4 non-resident, 140 students, and graduates ; at Randolph, 5 resident and 2 non-resident instructors, ‘24*2 students, and 57 graduates. Drawing is tanght in all the 3 ; vocal and instrumental music m the first 2, and “ incidentally » in the third. All report the possession of more or less philosoph¬ ical apparatus, and Castleton a chemical laboratory also, with “ a shadow of one at Randolph ; Castleton possessing also a museum of natural history and a gymnasium, and Randolph a nucleus of the former. . , . v • .v. Graduates from the shorter course of these schools are licensed to teach m tbe com¬ mon schools of the State for 5 years ; those who pass through the full course, lor lu years. — (Returns to Bureau of Education* 1875.) teachers’ institutes. Provision is made for the continued improvement of teachers by the holding of teachers’ institutes, of three days each, in the several counties at least once in eaeu year. The time, not to exceed five days, spent by any teacher of a common school in attendance upon such institute in the county in which such teacher may be employee is considered as time lawfully spent in the service of his district and in the leguimate •oerformance of his contract as a teacher. VERMONT. 417 SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Of the number of these schools, the number of teachers in them, and the character and extent of the course pursued, there are no such statistics as could be desired. In the tables appended to the last State report there are enumerated 7,384 pupils engaged in higher studies; but whether these pupils are all in public high schools or in acade¬ mies connected by contract with the State school system is not indicated. OTHER SECONDARY SCHOOLS. Here again full information fails us. The tables of the superintendent give 96 as the number of permanent academies, select schools, and other private schools, but do not show* how many of them teach the higher branches or how many pupils are engaged in studying these. There are said to be 87 incorporated academies, county grammar schools, and academic departments of graded schools; but reports from only 26 of these had been received, and it is not stated how many of the 26 belong to the tw'o latter classes. Reports have been received by the Bureau of Education from 3 schools for boys, 3 for girls, and 20 for both sexes, all professing to be engaged in giving secondary training in 1875. In these schools were 115 instructors, with 2,647 pupils, 631 of whom were in classical studies, 138 in modern languages, 303 preparing for a classical course in col¬ lege, and 39 for a scientific course. Drawing was tanghtr in 19 of these schools ; vocal music in 17 ; instrumental music in 21. Fourteen of them report chemical laborato¬ ries, 15 philosophical apparatus, and as mauy, libraries of from 21 volumes to 3,100, the sum of all the volumes in the 15 libraries being 11,062. In the preparatory department of one college also 10 students are repiorted, 9 of them preparing for a sciehtific course in the college. . SUPERIOR INSTRUCTION. UNIVERSITY OF VERMONT, BURLINGTON. Instruction is given here in three different departments, viz: The department ol arts, the department of applied science, and the department of medicine. The first of these comprises the usual academical course in languages, mathematics, physical sciences, philosophy, rhetoric, literature, and history. The other courses may be "found under the head of scientific and professional instruction. Students have full liberty to elect their courses; but beyond this options are not allowed to those w'ho may be candidates for a degree, except that, to a limited extent, substitutions may be made by express permission of the faculty. The full course is of four years, and is open to young women upon tbe same conditions as to young men. They are, however, required to room and board iu pri\*ate families approved by the faculty. All are examined by two members of the faculty at the close of each study, or particular branch of study, besides a public examination at the close of the spring term iu all the studies pursued during the year. Among the advantages enjoyed are privileges of access to a library of 16,000 carefully selected volumes, to a museum and cabinets containing nearly 50,000 speciihens, and to an art gallery composed of a choice collection of paintings, engravings, photographs, and casts intended to illustrate the history and progress of both ancient and modern art. — (Catalogue for 1875-’76.) « OTHER COLLEGES. Middlehury Middlebury, (Congregational,) has the usual four years academical course, in which instruction is given by text books during the freshman year and by lectures and text books during the three following years. At the close of each falL term there is a public examination of all the classes iu the studies pursued during the term and at the close of the collegiate year another in all the studies of the year. The college library of 11,000 vmlumes is being steadily enlarged, and etforts are on foot to make this enlargement more rapid and complete iu the near future. There is also a cabinet of natural history containing 2,700 specimens in zoology, 400 in botany, and 1,500 in mineralogy. — (Catalogue for 1874-75.) XoTicich University, Northfield, (Protestant Episcopal,) has a classical and a scientific course, each of four years, and a special course in philosophy of three years, meant to meet the wants of those who wish to enter the profession of medicine or law but feel the need of a good preliminary training. There is also a college preparatory and business department, in which students may be fitted for the collegiate classes or for the pursuits of ordinary business. In addition to the ordinary college studies, military instruction, both theoretical and practical, is given, especially in infantry and artillery tactics and drill, bayonet and 27 I 418 EEPORT OF THE COMMISSIONER OF EDUCATION. sword exercise, fortification, castrametatiou, reccnnoissance, and guard and outTrost duty. The location of the college is said to be eminently beautiful and healthy. — (Cata¬ logue for 1874-75.) SUPERIOR INSTRUCTION OF WOMEN. The Vermont Methodist Seminary and Female College, Montpelier, is the only institution for superior instruction of young women reported to the Bureau for 1875 from this State. It makes return of 8 instructors and 166 students, 34 of these being in the pre¬ paratory department and 52 in the regular collegiate course. The value of grounds, buildings, and apparatus is set at $80,000. The regular course is four years, but there is also a three years’ course differing from the longer only in requiring less attention to languages other than English. Latin and French are the other languages studied, but Greek may be substituted for French. Diplomas are awarded to all who complete either of these courses. Drawing and jjaiuting, and vocal and instrumental music are taught ; and a chemical laboratory and philosophical appa¬ ratus add to these advantages. — ^(Return to Bureau of Education and catalogue for 1875.) Statistics of a College and universities, 1875. Names of college and j universities. Corps of instruction. 5 ' ^ ! ^ 1 X ' ^ \ o ‘ s Number of students. Property, income, Sc&. Number of volumes in library. Preparatory. Collegiate. 5 ^ ■§s ss "o ^ s af = bC 'P a Amount of productive funds. Income from productive funds. Eeceipts for the last year from tuition fees. Ileceii>ts for the las.t year iVom State appropria¬ tion. o 3 5 S ® 2 uo < Midillebury College - S 3 53: 1105, COO §180, OOC §1-2, 181! 8600 SO §52, 000 ol3, 900 Norwich University. . . 6 10 4l! 20, OOOl 1 0 oi 3, OOOi oi 3, 000 University of Vermont .. 1 8 1 0 90! 1 1-29,4001 1 29,25'J 1, 800i 5, 600| 0 12, 500 alG,021 a Includes society libraries. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The agricvltnral and scientific department of the University of Vermont forms the State Agricultural College, and presents a course in agriculture and related branches, one in theoretical and applied chemistry, one in civil engineering, and one in metallurgy and mining engineering. In addition to these, a literary scientific course has been arranged, coinciding substantially with the academic course, save that Greek is omitted and its place supplied by substitutions from the department of science. A laboratory course is also offered to such as are pursuing studies in the medical department and to teachers of academies who are required to give instruction in chemistry. — (Catalogue for 1875-’76.) In the scientific department of Xorivich University there is a course of 4 years, including mathematics and higher Euglish studies, with German and Latin in the freshman year, and German or Latin in the sophonjore. For the Latin in the freshman year may be substituted Anglo-Saxon in the first term, semi-Saxon in the second, and early English in the third. — (Catalogue for 1874-’75.) MEDICAL. The medical department of the University of Vermont opens to its students a medical course embracing three terms of 13 to 16 weeks each. To graduate in this school the candidate must be 21 years of age and of good moral character; must have studied medicine 3 years with a regular practitioner ; must have attended two full courses of lectures in some medical school recognized by the American Medical Association, the latter of which must have been in this school ; must write a thesis on a medical subject, and present it, with his graduation fee, one month before the close of the session, and must pass a satisfactory examination before the medical faculty and a board of medi¬ co), I examiners appointed by the State Medical Society. — (Catalogue for 1875-76.) VERMONT. 419 Statistics of schools for scientifc and professional InstnicHon, 1875. SPECIAL INSTRUCTION. HOME FOR DESTITUTE CHILDREN, BURLINGTON. On the 3d of October, 1865, through the persevering efforts of an invalid, a little family of seven destitute girls was gathered in a small house in the city, and thus the foundation of a home for such was laid. A charter of incorporation for it was obtained in 1865, under the uame “ Home for Destitute Children,” the object being, to provide for this class a place of refuge ; to supply their necessities ; to promote their inTellectual, moral, aud religious improvement ; and to tit them for situations of usefulness and self- support. As soon as the existence of such an institution became known, applications for admission to it poured in, and to some extent the means for meeting these were furnished. A larger house was purchased and immediately tilled. A matron was obtained, and the work systematized. In the summer of 1866 an opportunity was afforded for the purchase, at $7,000, of the United States Marine Hospital, a tire-proof building, two stories in height andtifty feet square, with ten acres of ground attached. The building had cost the Government $40,000 only ten years before. Trusting to the liberality of friends, the mauageis, July 16, 1866, assumed the responsibility of the purchase, aud on the 8th of the following October found that they had sufficient room for 40 children. The building was conse¬ crated to its new and sacred use November 26, 1866. Up to this lime only girls had been admitted ; now the managers decided to take children of both sexes. The means for this addition were obtained by personal solicitation of annual contributions from liberal friends, and until 1869 this was the sole reliance. In 1867 a movement was made to establish a permanent fund of $50,000, and a man¬ ager appointed from each county in the State to enlist the ladies of the State in general in the enterprise. By this means $45,000 out of the $50,000 has been raised, and a new building, erected at a cost of $22,000, was dedicated September 29, 1875. During the ten years of its work the home has received 276 children, who have been supported and educated at the low average annual expense of $70 each. — (New-Eng- land Journal of Education, October 16, 1875, p. 178.) EDUCATIONAL ASSOCIATIONS. STATE teachers’ ASSOCIATION. The twenty-sixth annual meeting of the association was held at Burlington, Feb¬ ruary 3, 1876. Notwithstanding bad weather, there was present a goodly represen¬ tation of teachers and school supeiintendents. The tirst subject discussed, after the address of welcome by President Buckham, was : “ What can be done to enforce respect for authorityamong the pupils of our schools!” the next was, “ How to teach English.” Professor Perkins’s address which followed was an earnest plea to teachers to include instruction in natural history in their daily course of instruction. The evening ses¬ sion was opened by a debate on the question “ How shall history be taught in common schools?” Next came an address by Rev. C. B. Hulbert, of Middlebury College, in which 420 REPORT OF THE COimiSSIONER OF EDUCATION. he took the position that the only hope for the perpetuity of our republic is the incul¬ cation of religious teaching both in the home and the school. The exercises of the second day were commenced by the reading, by Mr. Pollen, of a paper on arithmetic, written by Professor G. N. Abbott, of Mercersburg, Pa. The questions treated of were, “What is the least time, absolutely needful for the mastery of arithmetic ; how shall the work be condensed into this time ; and at what age shall the study be commenced Following the discussion of this topic, which was participated in "by several gentle¬ men, Miss A. M. Guernsey presented a paper advocating the use of Shakspere as a reading book in the school room. The need of a classical fitting school for Western Vermont was discussed by Rev. C. C. Torrey, Professor Goodrich and President IIul- bert, after which J. S. Gilley, of Brandon, read a paper on “The relation of the school and the state.” A series of specimen lessons in primary and intermediate school work was given by teachers of the Burlington public schools under the general supervision of Superintendent C. J. Alger, when Mr. Fuller, of Sfc. Johnsbury, explained the aims and plans of the New-Eugland Journal of Education and commended it to the support of the teachers. A discussion on the proper order and proportion of studies in intermediate and grammar schools was opened with a paper by J. W. Dunham, and continued orally by Superintendent Alger and others. A paper discussing “The relations of our public schools to pauperism and crime,” was presented on Friday even¬ ing by Rev. Dr. J. H. Worcester, after which Professor Edwin D. Sanborn, of Dart¬ mouth College, addressed the association on “The origin and characteristics of the English language.” On Saturday, after a business meeting, Hon. Edward Conaut, State superintendent of instruction, addressed the association upon the Vermont school system, Mrs. O. H. Kile, of Essex, read a lively and interesting paper on “ Self culture,” and Rev. L. G. Ware presented a very entertaining one on “ Genteel English.” Before adjournment several resolutions were adopted, among them one commeuding to the continued support of Congress the National Bureau of Education, and one repeating a previous request of the association that the proceeds of the sale of public lauds be ap¬ plied to the promotion of education. — (New-England Journal of Education, February 12, 19, 26, 1876, pp. 82-83, 94-95, 106-107.) CHIEF SCHOOL OFFICIAL. Hon. Edward Coxaxt, State superintendeni of public instruction, Burlington. VIRGINIA. 421 VIROIXIA. SUMMARY OF STATISTICS. SCHOOL POPULATION AND ATTENDANCE. Number between 5 and *21 years of age : In cities: white, 26,0*24 ; colored, *20,330 . 46,364 In counties: white, 254,1*26 ; colored, 1S*2,3 10 . . . 436, 43>5 In the State : white, *280,149 ; colored, 202,640 . 482, 789 Pupils between 5 and 21 years of age : In cities : white, 7,599 : colored, 4,507 . 12, 106 In counties : white, l*2i,946 ; colored, 50,434 . . . 17*2, 380 In the State : whites, 1*29,545 ; colored, 54,941 . 184, 486 Number in average daily attendance : In cities : white, 4,954 ; colored, ‘2,947 . 7, 901 In counties : white, 69,102; colored, *26,924 . 96,026 In the State : white, 74,056 : colored, *29, 871 . 1 . 103, 927 Number supplied with test books at public expense . 4, 025 Number over 21 years of age : white, 385 ; colored, 196 . 581 Percentage of school population enrolled : In cities : white, 29.2 ; colored, *22.2 . * . 26. 1 In counties: white, 48.0 ; colored, 27.7 ^ . i . 39.5 In the State: white, 46.2 ; colored, *27.1 . 38.2 Percentage of school population in average daily attendance : In cities : white 19.0; colored, 14.5 . - . . 17.0 In counties: white, ^.*2; colored, 14.7 . 2*2.0 In the State : white, 26.5 ; colored, 14.7.... . . 21. 5 Percentage of attendance on average monthly enrolment : In cities : white, 88.1 ; colored, 89 . * _ 88. 6 In counties : white, 75.2 ; colored, 7*2.3 . 74. 4 In the State : white, 76 ; colored, 73.5 . 75. 3 Average number of pupils in average monthly enrolment to each teacher : In cities . 42 In counties . 32 Cost of tuition per month per pupil enrolled : in cities, 9*2 cents ; in coun¬ ties, 66 cents . ,70 Cost of tuition per month for each pupil in average attendance : in cities, $1.41 ; in counties, 49 cents . 1. *25 Whole cost of education per month per pupil enrolled : in cities, §1.18 ; in counties, 83 cents . .89 Whole cost of education per month for pupils in average attendance : in cities, §1.81 ; in counties, §1.50 . 1. 58 TEACHERS AND TEACHERS’ PAY. Number of teachers in public schools : In cities: white, males, 34; females, 158 . 19*2 In cities: colored, males, 4 ; females, 17 . *21 Total number of teachers in cities . 213 In counties : white, males, 2.3*26; females, 1,*205; total white, 3,531; colored, males, 347 ; females, 171 ; total colored, 518 . 4, 049 In the State : wlrite, males, 2,360 ; females, 1,:363 ; total white, 3,7*23 ; colored, males, 351 ; females, 183; total colored, 539 . 4,26*2 Average monthly salary from all sources : In cities: males, §84.07 ; females, 844.75 . $5*2 45 In counties : males, 830.47 ; females, $*27.80 . 28 16 In the State : males, §33.52 ; females, $-28.71 . 30 48 422 REPORT OF THE COMMISSIONER OF EDUCATION. SCHOOLS A^^) SCHOOL PROPERTY. Number of public schools In cities :t for whites, 129 ; for colored pupils, 70 . In counties : for whites, 2,942 ; for colored pupils, 994., . In the State : for whites, 3,121 ; for colored pupils, 1,064 . . Average number of months that schools were taught : in cities, 9.69 ; in counties, 5.42 . . * V ’ ‘ V- - Number of graded schools included in the 4,185 reported: lor whites, 108 ; for colored pupils, 47 . . . . Number of schools yet needed, at an average of 15 pupils each. - • Number of log school houses, 2,101 ; of frame, 1.61/ ] of brick, 129 j of stone, 38 . Number with good furniture . . Number owned by districts . Number built during the year . Value of school property owned by districts 199 3, 986 4,185 5. 59 155 953 3,885 676 1,256 292 $757,181 00 INCOME AND EXPENDITURE. Heceipts. From property and capitation tax during the year . From balance on hand September 1, 1874 . . From interest on literary fund . .***.**■* From apportionments of 1873— ’74 unexpended by districts Deduct $6,062.33, refunded by order of legislature to claimant of an es¬ cheated estate, and $10 to escheator . Expenditures. For current needs : Pay of teachers . . Rent, fuel, &c . Pay of superintendents . Pay of treasurers and assessors . Pay of district clerks.. . . . Expenses of centr^ office . For permanent improvements : Real estate, buildings, and furniture . School apparatus . $726,300 37 99,301 09 46.668 47 25,588 08 19,473 32 6,787 14 94,582 40 2, 695 81 $423,000 OO 23,022 14 65,490 44 6,198 19 517,710 77 6,072 33 511,638 44 $924, 118 47 97, 278 21 Total expenditure . Of this amount there was received— From State funds . From local taxation . - . From Peabody fund, and private gifts . $478,750 46 46.5,414 09 77.2:32 13 1, 021, 396 68 1,021,396 68 SUPERINTENDENTS OF SCHOOLS. Number of county superintendents . Average number of visits to schools . - Average number of teachers examined . Average number of official letters written . - . Average number of miles travelled on official business. Average number of days employed . Average amount of incidental expensest . Average salary from State . . . . . Average salary from State, less incidentals . Average salary from county . Average salary from State and county . - . Average salary from State and county, less incidentals Net p^ diem from State . . 69 62 50 195 845 145 $73 43 292 59 219 16 150 14 442 73 369 30 1 51 •Conntino- each grade of one teacher in a graded school as a school. tOnlv first class cities (of 10.000 end upward) included, unless otherwise mentioned. % These expenses are not paid out of public funds, but out of superintendents private purses. VIRGINIA. 423 Net per diem from all sources . Number of city superiutendents . Average number of visits to schools . . Average number of teachers examined . Average number of official letters written . Average number of days employed . Average amount of incidental expenses* . Average salary from State . Average salary from city . Average salary from State and city, less incidentals . STATISTICS OF PRIVATE SCHOOLS. * Number of pupils between 5 and *21 years, attending private schools, (primary aud high :) In cities: white. 5,688; colored, 1,2*25 . In counties: white, 13,778; colored. 2,594 . . In the State: white, 19,466; colored, 3,819 . Number attending colleges, white, 1,880; colored, nonet . Number of teachers in private schools: White : males, 454 ; females, 775 . 1, 2*29 Colored : males, 33 ; females, 57 . 90 Total white and colored . Whole number of pupils attending school, (public and private : t) White, 149,011 ; colored, 58,760 . Whole number of teachers, public and private : White, 4,952 ; colored, 6*29 . 2 55 8 901- 21 175 191 820 69 231 49 845 42 1, 056 *22 6, 913 16, 372 23. 285 1,880 1, 319 207, 771 5, 581 SCHOOL SYSTEM OF THE STATE. EDUCATIOXAL PROVISIONS OF THE CONSTITUTION. Article VII, section 1, of the constitution as amended in 1870, pro’^ides for the ap¬ pointment in each county of a superintendent of schools; provided, that counties containing less than 8,000 inhabitants may be attached to adjoining counties for the formation of districts for superiutendents of schools ; provided, also, that in counties having 30,000 inhabitants, there may be an additional superintendent. Section 3, that each township be divided into school districts, no district to contain less than 100 inhab¬ itants. In each district there shall be elected annually one trustee, who shall hold office for three years, provided, that at the first election three trustees shall be elected, whose terms shall be one, two, and three years, respectively. Article VIII, section 1. The general assembly shall elect, within 30 days after its or¬ ganization under this constitution, and every 4 years thereafter, a superintendent of public instruction. Section *2. There shall be a board of education, composed of the governor, superintendent of public instruction, and the attorney-general, which shall appoint, subject to confirmation by the senate, all county superintendents, and remove the same for cause. Section 3. The general assembly, at its first session under this constitution, shall provide a uniform system of public free schools, and for its gradual, equal, aud full introduction into all the counties of the State, by the year 1876, or as much earlier as practicable. Section 4. The general assembly shall have power, after a full introduction of the public free school system, to make laws preventing parents and guardians from allowing their children to grow up in idleness and vagrancy. Sec¬ tion 5. The general assembly shall establish, as soon as practicable, normal schools, and it may establish agricultural schools, and such grades of schools as may be for the public good. Section 6. The board of education shall provide for a uniformity of text books, and the furnishsing of school-houses with necessary apparatus and library. Section 7. The general assembly shall set apart as a permanent and perpetual “ liter¬ ary fund” the present literary "funds of the State, the proceeds of all public lands do¬ nated by Congress for public school purposes, of all escheated property, of all waste and unappropriated lands, of all property accruing to the State by forfeitures aud fines, and such other sums as the general assembly shall appropriate. Section 8. The general assembly shall apply the annual interest of the literary fund, the capitation tax for school purposes, and an annual tax upou property of not less than 1 nor more than 5 mills on the dollar, for the equal benefit of all the people of the State, the number of children between 5 and 21 years in each school district being the basis of such divis- * These expenses are not paid out of public funds, but out of superintendents' private purses. tThe 243 at Hampton Normal and Agricultural Institute not included, that not being reckoned a college. J Not including those attending college, or over 21 years of age. 424 REPORT OF THE COMMISSIONER OF EDUCATION. ion. Provision shall be made to supply public school pupils with text books where the I)areut or guardian is unable, by reason of poverty, to furnish them. Each district may raise additional sums by a tax on property not to exceed in any one year 5 mills on the dollar, for the support of public free schools. Section 9. The general assembly shall have the power to foster all higher grades of schools under its super¬ vision, and to provide for such purpose a permanent educational fund. Section 10. All grants and donations for educational purposes are to be applied according to the terms of the donors. Seetion 11. Each city and county shall be held liable for the destruction of school property within its limits by incendiaries or open violence. Section 12. The general assembly shall fix the salaries and prescribe the duties of all school officers, and make al||needful laws to carry into effect the public school system provided for by this article. PROVISIONS OF THE SCHOOL LAW. From The School Law of Virginia, codified for office use. Richmond, R, F. Walker, superintendent of public printing, 1873. OFFICEKS OF THE PRESENT SYSTEM. A board of education, a superintendent of public instruction, county superintend¬ ents of schools, district school trustees, county^ school boards, city boards of education, and city superintendents, are the authorities provided for by law to administer the public free school system. POWERS AND DUTIES OF THESE OFFICERS. Th-e l)oard of education is composed of the governor, who is ex officio president, the superintendent of public instruction, and the attorney 'general. The duties of the board are to make by-laws and regulations for its own government, and for carrying into effect the school laws ; to observe the operations of the public school system and suggest to the general assembly any" improvement therein ; to invest the school funds; to appoint and remove district trustees, also county superintendents, subject to con¬ firmation by the senate; to decide appeals from decisions of the superintendent of public instruction ; to determine the necessary contingent expenses of the superintend¬ ent’s office ; to audit all claims to be paid out of the State funds ; to approve the ap¬ pointment of a clerk by the superintendent of public instruction, who shall also act as secretary of the board; to regulate all matters arising in the administration of the school system, which are not otherw"ise provided for ; and to punish county" superin¬ tendents for neglect of duty or official misconduct by fine, suspension, or removal. The board is required to make an annual report to the legislature, on or before the first day of December, covering the annual report of the superintendent of public instruction, giving an account of the operations of the board during the year ending the preceding 31st day of August, and especially showing the condition of the literary fund, and making suggestions concerning the same. The superintendent of public instruction, elected by the general assembly for a term of four years, is the chief executive officer of the public free school system. It is his duty to see that the school laws and regulations are faithfully’ executed ; to determine the true intent and meaning of the school laws, and to explain to school officers the duties enjoined upon them; to prepare blank forms and regulations for making reports and conducting business under this act, and by circulars and otherwise give such informa¬ tion as he may deem conducive to the proper organization and government of the pub¬ lic free schools; to require of county" superintendents detailed annual reports, and of all school officers special reports whenever he may deem it necessary ; to make tours of inspection among the public free schools throughout the State ; to decide, subject to au appeal to the board of education, all appeals from the decisions of county superin¬ tendents, or, at his discretion, he may refer the matter to the board of education; to keep on file in his office copies of all decisions of himself and the board, as well as of all his official acts; to preserve all school books, documents, apparatus, maps, charts, and idl other matter of educational interest that may be sent to his office; to prepare annually" and as much oftener as necessary a scheme for apportioning the annual school fund among the cities and counties according to the number of children between 5 and 21 years of age in their respective school districts ; to submit annually to the board, on or before the 1st day of November, a detailed report of his proceedings for the year end¬ ing August 1, exhibiting a plain and statistical account of the receipts and expendi¬ tures for public schools, aud their condition and progress. He is at liberty, and it is his duty, to offer suggestions to the board of education and the general assembly, at any time the public interest may" seem to him to require it. His compensation is $2,000 per annum. Count)j superintendents, appointed by the board of education and confirmed by the senate for a term of three years, have the duties of explaining the school system upon all suitable occasions, and of promoting an interest in education among the people by all proper means in their power ; of annually preparing a scheme for the distribution of school moneys among the districts of their counties; of examining all applicants for VIRGINIA. 425 license to teach ; of promoting the improvement and eflSciency of teachers by all proper methods under directions from the supei inteudent of public instruction ; of visiting and examining all schools under their care; of keeping a record of their acts and filing all official papers; of requiring reports from district trustees; and, on or before the loth day of September, of making to the superintendent of public iustruction au annual re¬ port coutaiuiug such particulars as may be prescribed and called for — a brief abstract of these annual reports to be furnished to every newspaper in their respective counties. Their salaries are fixed by the board of education, bnt in no case shall such salary ex¬ ceed S3o0 per year, except by voluntary additional compensation from the people. Dhtrict school trustees, three in number, appointed by the board of eclucation for each district for three years, the term of one expiring each year, explain and enforce the school laws and regulations ; employ and dismiss teachers ; suspend or dismiss pupils wheu necessary ; supply text books to the pupils not able to buy them ; call meetings of the people, and consult together concerning school interests ; lay before the county board estimates of amounts necessary for schools during the year ; visit the schools; manage and control school property of their counties; make a report to the county superintendents on or before September 8. They are exempt from serving on juries, from working on roads, and from militia service in time of peace. County school boards, composed of the county superintendent and the trustees of the several districts of the counties, are the custodians of the school funds of each county, and it is their duty to invest all school funds, and to see that in the disposition of donations the wishes of the donors are carried out. They also examine the books and vouchers of all county treasurers and boards of school trustees as to the receiiits and payments on account of public free schools, and where any irregularity is discovered in the accounts of anyschool officer, institute such proceedings as they deem necessary. City boards of education, appointed by the council of each city, not exceeding three from each ward or school district, for terms of three years each, one-third going out each year, have the same powers and duties in their respective cities as ordinary boards of district trustees. The municipal authorities of any city have the power of raising such sums of money as may be deemed necessary by a tax, provided no such tax on property shall in any one year exceed three mills on the dollar, and no capita¬ tion tax sha:l exceed fifty cents for all purposes. City superintendents, appointed by the city boards of education in cities of 10,000 or more inhabitants, or in cities situated in counties the population of which, exclusive of the cities, is 15,000, are the executive officers of the city boards of education. They receive pay from the State in like proportion to county superintendents, but without limit to the amount which they may receive from the city. THE SCHOOLS. An average attendance of *20 pupils is required in order to constitute a school sup¬ ported wholly by public funds. The average may be as low as 15 when not more than two-thirds of the teacher’s pay is drawn from State funds. It may be reduced to 10 when not more than one-third of the pay comes from the State. Schools must be taught five months during the year to enable them to draw money from the Srate. All public schools are free to all persons between 5 and 21 residing in the district in which they are situated. In everj' public free school there are taught orthography, reading, writing, arithmetic, grammar, and geography; and no other branches shall be intro¬ duced except as allowed by special regulations of the board of education. Preference is given to graded schools. A uniform series of text books is required to be used in all country public schools, and the primary schools of all cities, except Richmond, Peters¬ burg, and Norfolk. The board of education must guard against too great a multipli¬ cation of schools. SCHOOL FCXDS. The permanent school fund of the State, known as “the literary fund,” consists, as provided iu the constitution, of the literary funds existing before the establishment of the present school system, of the proceeds of public lands donated by Congress for pub¬ lic school purposes, of all escheated property, of all waste and unappropriated lands, of property coming to the State by forfeiture, of all fines collected for ofienses committed against the Srate, of donations made for the purpose, and of such other sums as the geueral assembly may appropriate. The funds applicable annually to the establishment and maintenance of public schools consist of: (1) State funds, embracing the annual interest on the literary fund, a capi¬ tation tax of not more thair a dollar per annum on^every male citizen over 21, and such tax on property (not to be less than cue mill nor more than five mills on the dollar) as the general assembly may order; (2) county funds, embracing such tax as may be levied by the board of supervisors, fines and penalties imposed on delinquent school officers or teachers, and donations, or the income therefrom ; (3) district funds, em¬ bracing such tax as may be levied by the supervisors of the county for the purposes of the schools districts; (4) aid from Peabody fund and private donations. The school revenue from these various sources, including income of permanent fund and unexpended balances of taxation was, in 1875, reported to be §1,215,354.18. 426 REPORT OF THE COMMISSIONER OF EDUCATION. ELEMENTARY INSTRUCTION. EDUCATIONAL CONDITION. The year’s progress is said to liave been satisfactory. The addition of 10,611 to the public school attendance, and of 283 to the number of schools, was more than there was reason to expect. In many counties there is a steady improvement in the qualifi¬ cations of teachers. In other counties it is feared this is not the case, and the wish is expressed that the school authorities in each county had leave to employ even a small amount for the improvement of teachers. As a means of educating the people, the superiority of public over private instruc¬ tion is sufficiently demonstrated by the recent history of education in Virginia. Pre¬ vious to 1870, the people were dependent chiefly upon private schools for primary in¬ struction. Many poor children had their tuition paid from the literary fund, and there were nine counties where there were some public schools. For higher instruction the State supported two institutions. The number of pupils attending schools of all sorts in the counties now composing Virginia was as follows : year 1850, 51,808 ; 1860, 67,024 ; 1870, .58,974 ; but how small is the number, when compared with the attendance of 1875, it being 207,771. If the colored pupils be thrown out of the calculation, we have for 1860, (all white,) 67,024 ; in 1875, white pupils, public and private, 149,011. This contrast is sufficiently striking, but it should be remembered that of the number at¬ tending schools in 1860, the tuition of 31,516 was paid out of the literary fund, their parents being too poor to pay anything. Deducting this number from the number attending schools in 1860, we have as the net result of private school instruction, in the best year of the history of the State, 35,508 pupils. It is not pretended that the public school system has reached any high degree of effi¬ ciency ; but more than three times the number of children are now seen going to school in Virginia than were ever seen going before. And if this gain can be made in the first five years, what may not be hoped for by the end of the next five?— (State report 1875, pp. 82, 83.) SUMMARY OF REPORTS. Seventy-nine counties report a gain in public sentiment concerning public schools during the year ; 26 report no change, and 4 report unfavorably. Ninety-nine counties and cities report improvement or prospect of improvement in school-houses; and 10 report no improvrement. In 92 counties the meetings of county school boards were held according to law ; and in 7 counties meetings were held, but not uncording to law. In 77 counties and cities the accounts of the treasurers and the records of the dis¬ trict boards were reported satisfactory ; in 32 counties and cities the accounts were reported not satisfactory. In 46 counties and cities regular meetings of the district school boards were held; in 64 counties and cities the meetings were not regular. Ninety-seven counties think the new scheme of subdistricting unsuitable; and 2 coun¬ ties think it suited to their wants. The following suggestions as to changes in the school law or regulations of the board of education are made : 26 counties and cities suggest a per diem to trustees, and 10 counties ask for a yearly appropriation for teachers’ institutes ; 3 ask for a law requir¬ ing the supervisors to levy the amount asked for by the county board ; 3 desire a law requiring clerks to give monthly statements to superintendent of receipts and dis¬ bursements ; 2 ask for a longer school term ; 4 suggest that the capitation tax bo in¬ creased ; 3 think the school boards should have exclusive control of school affairs. Thirty-one counties and cities make no suggestions, 2 do not answer the questions ; 1. suggests that district boards be abolished, and that county boards consist of one paid member from each district. In 68 counties and cities educational meetings were held; in 36, not held ; in 3 this question unanswered. — (State superintendent’s report 1875, pp. 51, 52.) APPROPRIATIONS FROM PEABODY FUND. Lynchburg, $2,000 ; Alexandria, $2,000 ; Staunton, $1,800 ; Portsmouth, $1,500 ; Man¬ chester, $1,350 ; Charlottesville, $900 ; Christiausburg, $900 ; Hampton Normal School, (colored,) $800; Richmond Normal School, (colored,) $800; teachers’ institutes, $800; Salem, $750 ; Hollins Institute, $500 ; Woodstock, $650 ; Fincastle, $600 ; Midlothian, $600; Scrasburg, $450; Liberty, $450 ; Chatham Hill, $450; Goodson, $450 ; Barracks Institute, $450 ; Lincoln School, (colored,) $350 ; Bland County, $300 ; Buchanan, $300; Culpeper, $300 ; Leesburg, $300 ; Wytheville, $300 ; New Hope, $300 ; Hillsville, $300 ; Berry ville, $300 ; Falls Church, $300 ; Saltville, $300 ; Cripple Creek, $300 ; Mat- oaca, $300; Abingdon, $300; Liberty Hall, $300; Antioch School, $300 ; Hollywood School, $300 ; Butler School, (colored J $200 ; Educational Journal, $200; total amount received by Virginia from the Peabody fund, $23,750. — (State report 1875, p. 53.) VIRGINIA. 427 Comparative statement shoicing the condition of the schools for the year ending July 31, 1875, as compared ivith that of the four preceding years. [State report, page 80.] 1871. 1872. 1873. 1874. 1875. "Whole number of public schools . w o O 3, 695 107 3, 696 123 3, 902 4, 185 155 Whole number of graded schools . 155 W hole number of pupils enrolled . 131, 088 75, 722 31. 8 166, 377 95, 488 40. 5 160, 859 91, 175 37. 9 173, 875 98, 857 39. 8 184, 486 103, 927 38. 2 Whole number of pupils inaveragedailyattendance Percentage of school population enrolled . Number of teachers in public schools . 3, 084 190 3, 853 504 3, 757 3. 962 4, 262 Number of school houses owned by districts . 764 1, 034 $682, 500 5. 40 $0 74 32 64 1,256 $757, 181 5. 59 $0 70 30 48 "Value of public school property . $211, 166 4. 66 $0 74 29 86 $389, 380 5. 72 $0 70 29 81 $524, 638 5. 22 $0 75 32 00 Average number of months schools were taught- .. Cost of tuition per month per pupil enrolled . Average monthlv salary of teachers . Whole costof public education for current expenses 587, 472 816,812 814, 494 873, 145 924, 118 CITY SCHOOL SYSTEMS. ALEX^VNDRIA. Officers. — The school board is composed of three members from each ward, one of whom goes out each year, a president being chosen from among the members of the board and a clerk from among the citizens. The board employ a superintendent of schools. Statistics. — There appear from the tables to be 4 school-houses, with 7 grades in each, the total enrolment being 931; the average monthly enrolment, 745; the average attendance, 670 ; the monthly percentage of attendance, 90. A comparison of the enrolment and average atteudance, taken from observations made on the last day of each year since the schools were commenced, 'in 1871, shows an increase of 'JO jjer cent, in the enrolment and 16 per cent, in the attendance in the hve years. This increase has been in very large proportion in the schools for colored children, and that, too, in spite of violent opposition on the part of some of their race to attendance in the public schools. The receipts of the school board for the 11 months ending July 1, 1875, were $14,369.49; the expenditures for school purposes, $13,364.20; leaving a balance of $1,005.29 in the treasury. Pai'ish schools. — The parish schools connected with two Protestant Episcopal churches in the city are said by the superintendent to have rendered much service to the cause of free education during the year, proportionately lessening the burdens of the tax¬ payers. One of these schools had in it during the year 109 children ; the other, 168. Teachers' meetings. — A teachers’ institute held in August, 1875, with the aid of State Superintendent Newell, of Maryland, and monthly meetings of teachers, at which school methods and school management were discussed, are said to have proved greatly useful. — (Report of Superintendent R. L. Came for 1874-75.) LYXCHBURG. Officers. — A school board of nine members, three for each ward, one-third being changed each year, and a city superintendent of schools elected by the board. The board elects also its own chairman and clerk — the city superintendent, A. F. Biggers, serving at present in the latter office. Statistics. — Population, of school age, (5-21,) 4,093; enrolled in public schools, 1,486; average daily attendance in these, 873 ; schoolrooms for study and recitation, 30 ; for recitation only, 4 ; school buildings, 7 ; sittings for study in these, 1,100 ; teachers em¬ ployed, 23 — of whom 11 were males and 17 females; salaries of teachers: minimum for assistants, $400 ; maximum for principal, $1,100; salary of superintendent, $1,300. Receipts for public schools, $19,116.61 ; expenditures, $18,696.08. Expense per capita of average daily attendance, $21.13. The estimated enrolment in private and parochial schools is 416. No other statistics of these are given. Notes. — There appear to be seven grades, of one year each, below the high school, devoted to the ordinary studies of primary and grammar schools. The high school course is of three years. In all the divisions drawing and vocal music are taught, as far as the superintendent may deem expedient and practicable. — (Organization, Rules, and Regulations of School Board of Lynchburg, and return to Bureau of Educa¬ tion, 1875.) RICHMOND. Officers. — A school board, composed of nine members, three from each district into which the city is divided, has general control of the city schools. The board elects 428 REPORT OF THE COMMISSIONER OF EDUCATION, from among its members a secretary and supervisor of school property, and from witbont a superintendent of city schools. The mayor of the city is ex officio president. One-third of the elected members of the board are changed each year. Statistics. — Population of the city, 72,500 ; number of school age, (5-21,) 20,754 ; number enrolled in public schools, 4,898 ; average daily attendance, 4,297. Number of difterent public school buildings, 13; of public schoolrooms for study and recitation, 100, besides 6 for recitation only; number of sittings for study in public schools, 5,024 ; number of teachers, including principals, 111 ; average daily ateeudance per teacher, 39. Sal¬ aries of teachers, li?270 to $1,350; salary of superintendent, $2,000. Total receipts for public schools, $70,044.98 ; expenditures the same. Average expense per capita of children taught, including everything, $16.64. Value of school property, $215,000. Enrolment in private and parochial schools, 4,194 ; number of school rooms for study and recitation used by these schools, 105; for recitation only, 10. Number of sittings for study in these rooms, 2,940; l umber of teachers employed, including principals, 126. Notes. — In the public schools there has been an increase of 181 in enrolment, and of 293 in average attendance over the session of 1873-74. The public schools consist of 70 primary and of 23 grammar schools, with 1 high school. There have been 10 grades below the high school, but it is proposed to reduce these to 9, and, if possible, to 8. Fifteen of the former pupils of the high school are among the teachers in the public schools, and it is hoped that ere long a normal and training school for the special preparation of teachers for the schools may be added to the city system. — (Report of Superintendent J. H. Binford, for 1874-’75.) TRAINING OF TEACHERS. NOEMAL SCHOOLS. The State has not yet established any institution for the training of white teachers. The only facilities afforded them for such training are the normal courses provided by some few of the colleges. Roanoke College, at Salem, includes in its curriculum a course for the preparation of teachers, which is under the immediate supervision of the president of the college. Students entering this department have the privilege of taking any studies they may wish in the college classes without additional charge. Two colleges for ladies, Hollins Institute and Marion Female College, also include normal courses in their curricula. The Hampton Normal and Agricultural Institute is accomplishing an important work in the education of teachers for the colored schools. The report of the principal for 1874-75, says of its graduates : “ They have, as a class, faithfully and successfully taught their race, and have won the esteem of their southern neighbors, who have treated them with marked kindness and justice. It has not yet been possible to sup¬ ply the demand for colored teachers; hundreds are needed in Virginia alone.” Toe school reports for 1875 a total of 18 instructors and 243 students in a three years’ course, .39 graduates in the last year, and 36 of these engaged in teaching. Vocal and instrumental njusic are taught. A Richmond normal school for colored youth reports 5 instructors and 118 students in a three years’ course, in which drawing and vocal and instrumental music are among the branches taught. The school graduated 18 students in 1875, and has in all 52 of its graduates teaching in different fields. One at Petersburg, under the care of the Rev. G. B. Cooke and four assistants, numbered 150 pupils in 1875. — (Returns to Bureau of Education, 1875.) teachers’ institutes. In the absence of State normal schools, efforts are made to improve the teachers by means of institutes and kindred meetings held in the counties in which they are em¬ ployed. In 1874-75 it appears that such educational gatherings were held in 68 coun¬ ties and cities, the meetings in some instances being monthly, in others quarterly, and in yet others from two to seven times a year. — (Stitte report, p. 50.) EDUCATIONAL JOURNAL. The influence of a well conducted paper, devoted to the discussion of school methods, discipline, and studies, can hardly fail to be improving to the teachers who peruse its pages. Important practical questions relating to the teacher’s work come up in it for notice, and are sometimes treated with much ability. Mistakes of young teachers are thus often happily corrected. Knowledge of all school matters is increased. The good examples or good advice of veterans in the work aid those who still are novices; and, as a general rule, the intelligence and usefulness of a teacher may be determined pretty accurately from the number and character of the educational papers which he reads. In this line the Educational Journal of Virginia, the official organ of the educa¬ tional association of the State and of the State superintendent of instruction, has ren¬ dered valuable service, and, like other kindred papers published elsewhere, may be reckoned almost equal in iuliaenco to a teacher’s training school. VIRGINIA. 429 SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. In how many of the 155 graded schools reported by the State superintendent there were high school departments in 1875 does not appear. Nor do high schools pre.sent themselves in the returns received from the cities of the State, except at Richmond and Lynchburg, In both of these the course covers three years, embracing Latin and French or German in the former, and Latin and French, with the option of Greek or German in the latter. The enrolment in the Richmond school in 1875 was 237 ; that in Lynchburg not given. OTHER SECONDARY SCHOOLS. Returns from 26 private schools engaged in secondary training of hoys, of girls, or of both sexes, indicate the presence of 95 teachers and 1,409 pupils; 401 of whom were, in 1875, in classical studies, and 228 in modern languages, 121 preparing for a classical course in college and 40 for a scientific course. In 8 of these schools was taught drawing ; in 10, vocal music ; in 12, instrumental music. Three report chemical laboratories; 12, philosophical apparatus. Three of the schools for boys and three for girls report libra¬ ries of 150 to 1,000 volumes, the number of volumes in the 6 libraries being 3,050. PREPARATORY SCHOOLS AND DEPARTMENTS. Three schools, largely devoted to the preparation of students for college, report for 1875 as follows : Instructors, 9 ; students, 126 ; preparing for classical course in college, 57 ; for a scientific course, 23. Two of these schools have libraries of 200 and 850 vol¬ umes; two report chemical laboratories ; one has philosophical apparatus ; and all three have gymnasiums for physical exercise. In the preparatory departments of colleges appear 1.58 male students, 40 of whom are reported to be preparing for a classical collegiate course, and 25 for a scientific one. — (Returns to Bureau of Education, 1875.) BUSINESS COLLEGE.. One business college in Richmond makes return of a course of one year in book¬ keeping, arithmetic, commercial law, and commercial English branches ; 1 instructor and 47 students. — (Return to Bureau, 1875.) SUPERIOR INSTRUCTION. UNIVERSITY OF VIRGINIA, CHARLOTTESVILLE. In this institution there is no curriculum or prescribed course of study to be pursued by every student, whatever his previous preparation or special objects. In establish¬ ing the University of Virginia, Mr. Jefferson, for the first time in America, threw open the doors of a university in the true sense of the name, providing as amply as the available means would permit for thorough instruction in independent schools in all the chief branches of learning, assuming that the opportunities for study thus presented were privileges to be voluntarily and eagerly sought, and allowing students to select for themselves the courses they might choose. The university furnishes, besides its professional departments, instruction in eleven separate schools, viz : (1) Latin, (2) Greek, (3) modern languages, (4) moral philosophy, (5) history, general literature, and rhetoric, (6) mathematics, (7) natural philosophy, (8) general and applied chemistry, (9) applied mathematics, eugineeering, and architecture, (10) analytical and agricul¬ tural chemistry, and (11) natural history, experimental and practical agriculture. In order to encourage the study of scientific and practical agriculture in Virginia, and thus promote the farming and planting interests of the State, 40 farmers’ schol¬ arships (one for each senatorial district) will be open next session in the university, in addition to the 50 State scholarships now existing under the law. These scholar¬ ships will be tenable for two years, and will afford free tuition in the schools of natu¬ ral history and agriculture, general and industrial chemistry, agricultural chemistry, (with a prescribed course of analytical chemistry in connection with it,) natural philoso¬ phy, mathematics, and history and English literature. These scholarships will be con¬ ferred on those who are unable to incur the expense of their education, whose parents cannot furnish the means for it, and who will declare their intention to become hona fide farmers or planters. No honorary degrees are conferred by the university ; a satisfactory* examination is the necessary preliminary for every degree it grants. Of the 368 students attendant on its schools in lS74-’75, Virginia furnished 186. The others represented 21 different States of the Union, with 1 from Wiesbaden, Germany, and 1 from the Prussian capital. — (Catalogue of 1874-75.) 430 REPORT OF THE COMMISSIONER OF EDUCATION. OTHER COLLEGES. EMORY AXD HENRY COLLEGE, EMORY, (METHODIST EPISCOPAL.) This college, secluded amidst the mountains in the southwestern portion of the State, on the line of the Virginia and Tennessee Railroad, has a classical course of four years, a select scientific course, a special business course, and a preparatory course. Special attention is given to the English language and literature. — (Catalogue for 1874-75.) HAMPDEN SIDNEY COLLEGE, PRINCE EDWARD COUNTY, (PRESBYTERIAN.) The old four years’ curriculum is still retained here also, as best adapted, in the view of the authorities, for a truly liberal education. But as everything cannot be taught within four years, the effort is not to do all that may be desirable; only to do well and thoroughly what is professed to be done. There is a German course of two years, independent of the ordinary college course. — (Catalogue.) RANDOLPH MACON COLLEGE, ASHLAND, (METHODIST EPISCOPAL.) The course of study here is distributed into separate schools, as the school of Latin, that of Greek, English, French, German, pure mathematics, applied mathematics, natu¬ ral science, chemistry, physiology and hygiene, moral philosophy and metaphysics, biblical literature and Oriental languages. After an experience of many years in test¬ ing both methods, that of a prescribed and that of an elective course of study, the faculty are satisfied that the latter possesses great advantages over the former. The method of instruction is by text books and lectures. The effort is made to secure thorough scholarship, and students are retained in lower or returned from higher to lower classes, until the professor, to whose school they belong, considers them qualified to advance. The degrees conferred are : graduate in a school, distinguished graduate, bachelor of science, bachelor of arts, and master of arts. The government of the college is not by arbitrary restraint, but by the cultivation of moral principles — a plan that has borne such good fruit that it is believed to be far superior to any system of special restrictive rules. Of the 215 students in 1874-75, there were 134 from Virginia, the remainder being from 13 different States and the District of Columbia. — (Catalogue, 1874-75.) RICHMOND COLLEGE, RICHMOND, (BAPTIST.) The course of study is arranged in eight separate and independent schools, viz : Latin, Greek, modern languages, English, mathematics, physics, chemistry , and philosophy. The faculty of instruction and government consists of coequal professors, one of whom is annually chosen to be the chairman and chief executive officer. While allowing each student, under their advice, to select such studies as are most important in quali¬ fying him for his future pursuits, the faculty always encourage a regular and complete course. Every student is required to attend at least three schools. The academic degrees conferred are those of B. Lit., B. S., B. A., and M. A., the latter only on such students as have obtained diplomas in all the eight academic schools, and have passed satisfactory general examinations in review on all the subjects embraced therein. — (Catalogue for 1874-75.) ROANOKE COLLEGE, SALEM, (LUTHERAN.) This college offers, besides the regular college classes, preparatory, select, and normal courses, the latter being under the immediate supervision of the president of the col¬ lege. Students entering this department have the privilege of taking any studies they may wish in the college classes, without additional charge. Of the 167 students attend¬ ant for the year 1874-75, it appears that 40 were in select and normal courses and 43 in the preparatory department. — (Catalogue, 1874-75.) WASHINGTON AND LEE UNIVERSITY, LEXINGTON, (NON-SECTARIAN.) The course of study here is divided into 13 distinct departments, from which stu¬ dents, under the advice of the faculty, may select any studies which they may be pre¬ pared to attend. These departments are: (1) Latin, (2) Greek, (3) modern languages, (4) English lan'guage and philology, (5) moral philosophy, (6) history and literature, (7) English literature, mathematics, (8) applied mathematics, (9) natural philosophy, chemistry, (10) mineralogy and geology, (11) applied chemistry and mining, (12) civil and mining engineering, and (13) law and equity. A summer school has been organ¬ ized to enable students to make up special deficiencies, or to enter advanced classes at the beginning of the next session, and also to afford facilities to teachers who may wish to devote their vacations to study. Students are encouraged, as far as possible, to complete some one of these several courses. The degrees of B. A., Sc. B., and Ph. B., which are the collegiate degrees of the university, are founded upon these respective courses of study, and each embraces a combination of required with elective studies, so as to allow the largest liberty con¬ sistent with thorough culture. The degree of master of arts is founded upon the high¬ est attainments in the several departments. The degree of doctor of philosophy is in- VIRGINIA. 431 tended to enconrage post graduate study. The professional degrees of civil engineer, miniug engineer, and bachelor of law are attached to the several professional schools. No degrees are conferred except upon exaniinatiou and recoiunieudatiou by the fac¬ ulty. Number of students, 19(3, of whom t>S were from Virginia, the remainder repre¬ senting 17 other States. — (Catalogue for 1874-75.) WU.UAM AXD MAKT COLLEGE, WILLIAMSBURG, (XOX-SECTARIAX.) This venerable institution still holds upon its way, endeavoring, amidst many discour¬ agements, to repair the losses sustained by it during the war. Disentangled from all sectarian control, it seeks to till its place as the college of the eastern section of the State. The subjects taught in it are Latin, Greek, mathematics, natural philosophy, chemistry, geology, mineralogy, physiology, moral and intellectual philosophy, belles- lettres, French, and German. COLLEGES FOR WOMEN. Nine institutions for the superior instruction of women hare been heard from through their annual catalogues or in reply to circulars of inquiry. The facts respecting them are as follows : Albemarle Female Institute, at Charlottesville, (non-sectarian,) comprises in its course schools of literature, design, and music. Art is taught in a thorough and practical manner, not altogether as an accomplishment, hut as affording a suitable avenue for employment. Special attention is bestowed on those who wish to study art as a profession. The importance of physical exercise is recognized, and the gymnasium is supplied with the best apparatus. The college confers degrees. — (Catalogue of the institute, 1874-75.) Farmville College, Farmville, (Methodist Episcopal Church South,) reports an attend¬ ance of 90 students. The course of instruction includes music, (vocal and instrumental,) drawing, painting, French, and German. — (Replies to inquiries, 1875.) Hollins Institute, Botetourt Springs, (Baptist.) — The collegiate department embraces 7 distinct schools, in any one of which the pupil may graduate. These are (1) the English, (2) the ancient, (.3) the modern languages and literature, (4) mathematics, (5) natural science, (6) mental and moral science, and (7) history. There are also normal and ornamental departments, the latter including music, (both vocal and the use of three instruments,) drawing, and painting. The college confers degrees. — (Cat¬ alogue, 1874-75.) Hai-ion Female Institute, ’Marion, (Evangelical Lutheran,) reports 75 students engaged in primary, preparatorv, academic, collegiate, and normal departments. — (Catalogue, 1874-75.) Martha Washington College, Ahingdon, (Methodist Episcopal,) with 81 pupils, has pre¬ paratory, ornamental, and collegiate departments, the latter being arranged in 7 schools, including those of aocient and modern languages and English literature. The oruamental department comprises schools of music and of drawing and painting. Degrees are conferred. — (Catalogue, 1874-75.) Petersburg Female College, Petersburg, (Methodist,) was established in 1854, by 48 gentlemen of the city, with the view of providing the highest grade of instruction for young women in the more solid as well as in the ornamental branches. The studies in the collegiate department are elective, and are classified into 8 schools, including those of Latin, French, German, and music. Primary and p;eparatory courses are also pro¬ vided. — (Catalogue, 1874-75.) Southern Female College, Petersburg, claims to be not denominational, though under the supervision of the Methodist Church South. The course of study comprises, among other schools, those of Latin, German, French, and music. Elocution and English studies recei^ special attention. — (Catalogue, 1874-75.) Virginia Female Institute, Staunton, was established over 26 years ago as a first class institution. It is authorized to confer collegiate degrees. The course of study has grown with the wants of the age, and at present is embraced in 10 schools, from which pupils may select such studies as suit their taste or limited time, or they may pursue them in regular order to the attainment of a full diploma of the institute. To obtain this, pupils must pass an examination in history and English literature, mathematics, natural and moral science, and Latin or some modem language. Much attention is paid to physical exercise, which is taken regularly, subject to the advice of the two skilful physicians in whose care the institution is placed. — (Catalogue, 1874-75.) Wesleyan Female Institute, Staunton, (Methodist Church South,) confers collegiate degrets. Latin, Greek, four modern languages, music, and art form a part of the ex¬ tensive course provided here. Each pupil is allowed to choose those studies which may be best suited to her taste, but, in order to obtain a full diploma, must be gradu¬ ated in mathematics, two languages, (either an ancient and modern or two modern ones,) natural philosophy, chemistry, history, English literature, and moral philosophy. — (Annual announcement, 1874-75.) 432 REPORT OF THE COMMISSIONER OF EDUCATION. Sfatisticfi of universities and colleges, 1875. N.Tmes of universities and colleges. Corps of instruction. Endowed professorships. Number of students. Property, income, &c. Number of volumes in library. ■ Preparatory. Collegiate. Value of grounds, build¬ ings, and apparatus. Amount of productive funds. Income from productive funds. Receipts for the last year from tuition fees. Receipts for the last year from State appropriation. O c rz c; 11 bl <1 College of William and 8 0 18 68 $40, 000. $55, 000 $4, 500 $850 $15, 000 5, 000 Mary. Emory and Henry College.. 6 0 87 89 130, OLO 0 0 9, 628 $0 0 al3, 580 Hampden S dney College . . . 5 5 0 79 7-2, 00(7 88, 000 5, 280 700 5, 000 75, 000 a7. 100 Eaudolph Macon College*.. 11 0 235 70, 000 25, 000 1, 500 11. 875 0 0 all, 000 Eichmond College . 7 0 1 148 150, 000 100, 000 7, 000 6, 000 0 a9, 000 Eoanoke College . 10 53 122 60, 000 6, 000 ft 15, 500 University of V'’irginia - _ 18 326 15, COO 40,' 000 AVashington and Lee Uni¬ 15 0 ; 196 150, 000 125, 000 7, 500 3, 825 0 2, 435 a 16', 000 versity. 1 1 1 * Fi-oui lleport of Oommisaiouer of Education for 1874. a lucludes society libraries. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. AGEICULTURAL AKD MECHANICAL COLLEGE. The attempt to adapt the work in this institution to the needs of farmers and mechanics has been successful. A great majority of the students are sons of men en¬ gaged in farming or in trades, youths who have worked and expect to work at tho^e industries. The nu*»iber, which was 1.32 the first year and 197 the second, was, in the third, 212. They came from every part of the State, 80 counties and towns being rep¬ resented, while iO were from other States. The plans proposed in order to secure cheap living have been carried out successfully. Nearly 100 students lived in messes, at a cost per month that averaged less than ^O.-OO for the session of 10 months, having free tuition and free quarters. The rates paid by the others varied between ^10 and $12 a month for table board, and $13 to $15 for that and lodging, which last is the highest price that has ever yet been paid by a student. Besides the unpaid work done by the regular daily details, from which no student was exempt, except for physical disability, all the other work that could be supplied was eagerly taken by the students, being paid for at the rate of 10 cents an hour or 75 cents a day, less being allowed to the smaller and less skilful youths, and more, rising to 18 cents an hour, to those having skill in trades or to those who showed great efficiency in directing the work of parties under their charge. The system exacts labor from every student, furnishes paying work to the neediest, and tends, by the mess system, to inculcate and foster economy and self help. Each year one or two or more students have met their whole expenses by the earnings from their worn, and numbers have earned a considerable part of their expenses. In the mechanical department, a two-story shop of 60 by 30 feet was finished and furnished with a steam engine of eight horse power, circular and vertical saws, lathes, forges, work benches, and tools. A school of telegraphy was also equipped and started, and photographic apparatus provided. The military instruction required by the conditions of the congressional land grant is confined to drill in the school of the soldier, the company, and the battalion. Plans were adopted for two college buildings of 135 by 45 feet, of two stories, with high basements ; for a dwelling house for the president and one for a professor ; and the corner-stone for the new buildings was laid August 12, 1875, with masonic rites and great rejoicings. On that day diplomas were delivered to the first class of gradu¬ ates that the college has sent out, 12 in number, 6 of whom were declared graduates in the school of agriculture, 3 in that of mechanics, and 3 in those of agriculture and mechanics. — (Report of President C. L. C. Minor, in report of State superintendent, pp. 56, 57.) SCIENTIFIC DEPARTMENT OF WASHINGTON AND LEE. The school of civil and mining engineering in Washington and Lee University, with its course in mathematics, natural jihilosophy, astronomy, chemistry, mineralogy, ge- VIHGINIA, 433 olof^, and modem langnages, inclndes special instruction in drawing, architecture, topography, and full practice in field work and use of instruments. The degree be¬ stowed upon graduates is that of C. E. The course for the degree of mining engineer in Washington and Lee includes, besides the course of civil engineering, that of applied chemistry, with experiment and practice in analysis, assaying, metallurgy, and special instructions on tunnels, shafts, arches, and chemistry applied to manufacture, agriculture, and the mechanic arts. — (Catalogue of university.) VTRGIXIA KnJTABT INSTITUTE, LEXINGTON. The system of instmetion and government in this important school is distinctive, and is founded upon that of the United States Military Academy at West Point. As soon as a young man enters the institution it assumes entire control of him, and not only directs his moral and intellectual education, but provides everything required for his personal wants or comfort. He is lodged, boarded, and taught within the walls, his clothing, books, and other supplies being furnished by the quartermaster at cost. If sick, he is under the special care of the surgeon, with hospital and other facilities for nursing care. It is claimed that the energy, system, subordination, and self reliance which the military government of the institute cultivates give a practical character to the education which it supplies. The special school of applied science in the institute is arranged in the following courses, which may be prosecuted separately or in combination: (1) A course of ar¬ chitecture, (2) a course of civil engineering." (3) a course of machines, ft) a course of mining, (5) a course of metallurgy, (6) a course of analytical and applied chemistry, and (7) a course of agriculture. — {Official register, 1874-75.) HAMPTON NOEMAL AND AGEICULTUBAL INSTITUTE. This school for the colored race is a little more than seven years old, during which time the admissions have been : boys, 342 : girls, 221 ; total, 563. The number of these who have been en;^^‘d in teaching is: boys, 103; girls, 48; total, 151. The number of students from Yirginia for 187-1-75 was 152 ; the total number 243, of whom 154 were boys and 89 girls. The boys, among other occupations, are employed as farmers, print¬ ers. painters, carpenters, coopers, and shoemakers. The girls are engaged principally in household work and in sewing. They have had the opportunity to learn the use of several difierent sewing machines, and many have become good operators. An im¬ provement in this respect is reported over last term, some of the senior class having made specimen garments very creditably. A large amount of work has been done, and it has been of better quality than formerly. The present annual running expenses of the school, including necessary repairs and new outnr, are about $35,000. To make ends meet requires, besides the State appropria¬ tion, about two months’ eiibrt on the part of the principal, with the constant labors of the fiuancial secretary, whose time is devoted chiefly to the endowment fund, the interest of which shall finally maintain the school. The trustees have undertaken to raise $200,000 for this purpose. The large sum needed for building has heretofore checked the growth of the endowment fund. Student’s labor is twofold in its object : instmetion and production, knowledge and support. This involves much non-productive labor, and is a direct tax upon the cash income. The employment of ninety young men on the farm costs yearly a thousand dollars more than would ordinary labor hired to do the same work. Paying unskflled boys is good for them, but not for the balance sheet. The farm must stand the loss, for its work is to educate rather than to make money. The question is not, “ Does the farm support itself?” but, “ What does it do for the "students ? ” Most of the students are detailed for labor one school day in each week, and for the h£^' or whole of Saturdays. A few work under contract. Xeedy students are provided with extra days’ work. During the summer vacation of three and a half months, nearly all are engaged in teaching, farming, or hotel se^^ice, in order to pay their old debts or to provide for the next term’s needs. There has always been a right spirit regarding work, it being held in proper esteem, while it is also in steady demand. The average age and manual skill of students are diminishing. Fewer come who have felt the press¬ ure of slavery ; more enter from the common schools. There is less earnestness than formerly, but better preparation and equal, if not superior, average ability. The capacity of the institution is limited to 300 boarders and" 50 day scholars. The" average attendance at present is 200, and is increasing. The yearly admissions are about 100, of which number from 40 to 50 may be expected to graduate. Some are dropped for incapacity or bad conduct or are called home by friends. Some are too dull to keep up with their classes and are not carried beyond the second year. These are capable of teaching primary schools and sometimes rank with the best of the graduates in strength of character and in usefulness. — (Report of C. C. Armstrong, principal, in report of State superintendent for 1S75, pp. 63-71.) 28 I 434 EEPORT OF THE COMJHSSIONER OF EDUCATION. PROFESSIONAL. LAW. The law deiparinient of the University of Virginia comprises two schools, one of common and statute law and one of equity, mercantile and international, constitutional and civil law and government. The instruction given is thorough and practical, the means used being text books, lectures, daily examinations, and moot courts, where, under the supervision of the professors, the student is required to pronounce opinions upon sup¬ posed eases, to devise and institute remedies by suit or otherwise, to conduct suits at law and in equity from their inception through all their stages, to draw wills, conveyances, and other assurances, and, in short, to perform most of the functions of a practising lawyer. The private summer course of law lectures which has been maintained here for six years past, having proved beneficial to a large class of persons, will be vigorously con¬ tinued in the future. — (Catalogue of University of Virginia, 1874-75.) The school of law and equity at Washington and Lee Univeisity furnishes instruction in the principles of the law of real and personal property, in the system of equity juris¬ prudence, and in the forms and practice in the courts of law and equity. It is a leading purpose here to show to the student the dependence of municipal, constitutional, and international law upon the fundam ental principles of natural law, to trace the history of the municipal law of England, to develop the principles of the science of govern¬ ment, and especially to present historically a view of the British and American forms of constitutional government. The historic and judicial interpretation and construction of the Federal Constitution are fully developed.— (Catalogue of Washington and Lee University, 1874-75.) MEDICINE. The medical department of the University of Virginia is organized on the same general plan as are its other departments, the distinctive features of which are claimed to be comprehensiveness and thoroughness of instruction, and the graduation of the student upon satisfactory evidences of attainments only, without regard to the length of time he may have been attending the lectures. An experience of more than 40 years has fully tested the excellence of the plan. The equipment of the department in appara¬ tus, specimens, and drawings is extensive and excellent, and the collection of paintings for the illustration of the lectures on anatomy, physiology, and s^irgery, several hun¬ dred in number, is unequalled, it is claimed, by anything of the^liind in the United States. — (Catalogue of university.) THEOLOGT. The Fdchmond Ivistitute, (Baptist,) intended to prepare students for either teaching or preaching, requires of all candidates for admission evidence of good moral character and of ability to read readily in the Fourth Reader. Once admitted, they are trained as circumstances require. In the theological department instruction is given largely by lectures and discussions, which embrace systematic theology, evidences of Christi- auity, biblical geography and antiquities, interpretation of Scripture, church polity, composition and delivery of sernions, &c. — (Catalogue for 1874-75.) The Theological Seminary of the Diocese of Virginia (Protestant Episcopal) requires of every candidate for admission either a diploma from some college or university, or an ability to translate and parse some Greek and Latin author, and to stand a satisfactory examination on natural, intellectual, and moral philosophy. He must then enter the junior or lowest class at the commencement of the session, or stand a satisfactory examination on the studies that have been pursued by the higher class into which he may seek admission. The full course of study occupies three years in the Hebrew of the Old Testament, the Greek of the New, ecclesiastical history, evidences of revealed religion, interpretation of Scripture, systematic divinity, church polity, and pastoral theology, with constant exercise in essay writing and composition and delivery of ser¬ mons.— (Catalogue for 1874-75.) Union Theological Seminary (Presbyterian) makes nearly the same requisitions its entering students, and carries them, after entrance, through nearly the same course as the Theological Seminary of Virginia. — (Catalogue for 1874-75.) The same is believed to be the case with the theological seminary of the Lutheran church, from which no printed report has been received. VIRGINIA. 435 Statistical summary of schools for scientific and professional instruction, 1875. Schools for professional instruction. Property, income, &c. s P< ex'® P fl SCHOOLS OF BCIEXCE. Hampton Normal and Agrioultural Insti¬ tute. New M^-ket Polytechnic Institute . . Schools of Industrial Chemistry, Civil and Mining Engineering, and Agriculture, (University of Virginia.) Siiool of Civil and Mining En^neering, (■Washington and Lee University.) b Virginia Agricultural and Mechami^ Col¬ lege. Virginia Military Institute . . . . 20 c208 $183, 84S;$136, 087 29 SCHOOLS OF THEOLOGY. Eichmond Institute . . . St John’s Theological Seminary . Theological Seminary ©f the Evangelicail Lutheran Church- Theological Seminary of the Protestant- Episcopal Church. Union Theidomcal Seminary of the Gen¬ eral Assembly. SCHOOLS OF LAW. Law School, (University of Virginia) . School of Law and Equity, (Washington and Lee University.) 225 225 45 $12, 3 -23 $0 1,289 *49, 947 *172, 000 330, 000 40, 000 50, 000 8, 000 *20, 685 *560 *750 I 2,200 cl7, 000 (25,500 8CH00I5 OF MEDICEtE. Medical College of Virginia . Medical School, University of Virginia.. 100, 000 115,000 50,000, 223,000 8,000 2,000 60, 000 el, 500 5,000 1,900 500 10,000 10,000 5,000 1,000 *Prom Report of Commissioner of Education for 1874. a Also 35 preparatory students, b Eeportea with classical department c Also $15,000 State appropriation. d Includes society library. e State appropriation. SPECIAL INSTRUCTION. VIRGINIA INSTITUTION FOR THE DEAF AND DUMB AND THE BUND. “ The report of this most useful institution for the year ending September 30, 1875, shows every department to be in good condition. There were 142 pupils on the roll last year : 100 deaf-mutes and 42 blind. The studies of the deaf-mute department are language, arithmetic, geography, history, grammar, natural and moral science, Script¬ ure lessons, penmanship, composition, drawing, and painting ; those of the blind: em¬ bossed alphabet, embossed reading lessons, arithmetic on boxes, mental arithmetic, English grammar, history, geography with raised maps, mathematics, physics, French, and music. It seems that the blind are carried further into liberal studies than the deaf-mutes. The length of the curriculum in either case is not given.” — (OfBcial de¬ partment of Virginia Educational Journal, March, 1876, p. 209.) The pupils are taught various handicrafts, those of the deaf-mutes being cabinet¬ making, carpentering, shoemakiug, tailoring, type-setting, printing, and book-bind¬ ing ; those of the blind, mattress-making, broom-making, mat-making, and cane-seat¬ ing of chairs. The receipts from shops and pay pupils have been $1,692. There are 7 instructors in the deaf-mute department, 1 being a deaf-mute, while in the department for the blind there are 5 instructors and 3 blind employes. The insti¬ tution has a cabinet and apparatus for illustration of natural philosophy, and a library for both departments of 1,600 volumes. — (Direct report to Bureau for 1875.) 436 REPORT OF THE COMMISSIONER OF EDUCATION. EDUCATIONAL CONVENTIONS. EDUCATIONAL ASSOCIATION OF VIRGINIA. The tenth annual meeting of this association took place at White Sulpliur Springs, commencing on July 13, 1875, and continuing four days. The attendance, it is esti¬ mated, "was about two-thirds of what has been usual for several years, yet all who were there went at some sacrifice, and not from mere curiosity, but because they felt an interest. The first day was mostly occupied by the reading of the minutes of the previous meeting, the election of officers for the ensuing year, and the arrangement of the order for receiving reports ffiom the various special and standing committees. The subjects embraced by these reports covered a wide range, and were all of practical interest to educators. The first committee reporting was one on Methods and discipline then followed “ Physical culture in schools for girls and boys,” “ The comparative disci¬ plinary value of linguistic and scientific studies,” “ Instruction in moral and mental science,” “Instruction in Greek,” “Elocutionary training in schools,” “The com¬ parative merits of the curriculum and elective system in colleges,” “ Instruction in mathematics,” and “ Instruction in history.” All these subjects were quite fully dis¬ cussed by members present, after the reports were received, in an eminently prac¬ tical, courteous, and interesting manner. The discussion of Dr. Atkinson’s report on “ The comparative merits of the curriculum and the elective system in colleges” excited much interest, opening as it did for consideration the proper relation of university, college, and secondary school. An address was delivered by R. G. H. Kean, esq., on “ The public economy of the higher education,” which was highly appreciated by the association. A resolution was passed thanking the speaker and requesting him "to furnish a copy of the address for publication and wide circulation. A history of the origin and early years of the association, drawn up at the request of the body, by W. T. Davis, principal of the Southern Female College, was read by the secretary. The presentation of the report of the committee on the Educational Journal was fol¬ lowed by resolutions heartily approving of the management of the Journal and declin¬ ing to accept the resignation of the editor, Mr. H. H. Davis. The executive committee were instructed to appoint twenty-four special contributors to the Journal each of whom is to report at the next meeting the amount of work done by him. — (Education^ Journal of Virginia, August, 1875, pp. 441-452,466.) LIST OF SCHOOL OFFICIALS IN VIRGINIA. Hon. W. H. Huffxer, State superinteridcnt of public iiistructiorit Eichmond. STATE BOAIU) OV EDUCATIOK. Name, j Term. Post-office. His excellency James L. Kemper, governor, president . j Hon. ii. T. Daniel, attorney-general . ! Jan. 1, 1874-’78 Kicbmond. Jan. 1,1874-78 Richmond. Hon. W. H. HutBier, State superintendent of public instruc¬ tion. Max. 15, l»74-’7d Richmond. SUPERIXTEXDEXTS OF COUNTIES AND CITIES. [Term, 3 years for all county superintendents from Januarj' 1 succeeding election.} Ck)unty or city. Superintendent. Post-office. Accomao ...................... James C. TVeaver . Oaancock. Scottsville. Alexandria. Newcastle. Paineville. Amherst Court House. Spout Spring. Staunton. Spruce HilL Liberty. Bland Court House. Fincastle. Charlie Hope. (Jrundy. Albemarle .... _ ... _ .... D. P. Powers . . . . Alexandria, (county and city) . - Alleghany and Craig . . . Richard D. Carne . . . Z. F. Nutter _ _ _ _ Amelia . . M. P. T. Evans . . Amherst . . . Samuel M. Garland _ _ Appomattox . . Chapman H. Chilton . . Augusta . . . . Ro. S. TTamilton _ _ _ Bath and Highland . J. Kenney Campbell . . . Bedford . . Sidney L. Dnuton _ _ _ _ Bland . William Hicks . Botetourt . . G. Gray . . . Bruuswick . . . B. B. Wilkes . Buchanan . Thomas W. Ratliff . VIRGINIA. 437 List of school officials iv Virginia — ConclodecL County or city. Superintendent, Post-offioe. Buckingham Court House, Castle Craig. Rappahannock Academy. Hillsville. Providence Forge. Charlotte Court House. Black Heath. Charles City and Xew Kent. ... Sam. P. Christian . Chesterfield . MiUwood. Jefferson ton. CartersviUe. Richard P. Walton . Dinwiddle Court House. Hampton. Tappahannock. Fairfax Court House. Warrenton. Elizabeth City and Warwick... Floyd . C. M. Stigleman . . . Floyd Court House. Fork Union. Rocky Mount. Winchester. W. H. Gold . Newport. Gloucester Court House. Northside. Elk Creek. Rapidan Station. Hicksford. South Boston. GoodaE's. Richmond. Martinsville. Smithfield. Burnt Ordinary. Church View. Shiloh. King and Queen and Middlesex. J. Mason Evans . King WEliam Court House. Litwalton. Jene.sviEe. Lan^ter and Xorthuijberland Lee . Meriwether Lewis . . William A. Orr _ _ _ Loudoun....... . John W. WEdman . . . . . Leesburg. Harris. LrOui&a . . L. J. Haley . . . . . Lunenburg .. . . 'Robert '\r.'williams _ Lunenburg Court House. Lynchburg. Matthews Court House. Lynchbnrg . . . A. F. Riggers ...... ....... . . . . Matthews . . Thomas B. Lane . . ... _ Mecklenburg _ _ Edward L. Rapti.st . . . . Boydton. Chri stiansburg. Montgomery . . George G. Junkin.. . . . . . Kansemond _ _ _ R. L. Brewer . . . . . . BeEevlUe. Kel.son _ Patrick TT. Cabell _ _ Variety Mills. Norfolk County _ . John T. West.. _ _ _ Lake Drummond. Norfolk City _ _ _ _ R. L. Page . . . . . . Norfolk. Northampton _ .Tobn S. Parker _ _ _ EaslviUe. Nottoway . T. W. Svdnor _ _ _ Bellefont. Orange . •T.aq. P. Taliaferro _ _ _ _ Orange Court House, Luray. Patrick Court House. Page . . - . E. .T- Armstroncr _ _ _ _ Patrick . . . . James A. Taylor. ......... _ ...... _ _ Petersburg . F. P. Leavenworth . . . . Petersburg. DanvEle. Pittsylvania _ G. W. Dame . . . . ..... Portsmouth . James F. Crocker . . . . . Portsmouth. Powhatan . . P. S. Dance . . . . . Powhatan Court House. Prince Edward . B. M. Smith _ ... . . . Hampden Sidney CoUege. GareysvEle. London Bridge. Brents vEle. Prince G-ex)rge and Surry. _ _ W. H. Harrison. _ _ _ _ Ihincesa Anne.. . .. _ Edgar B. Afacnn _ _ . Prince William _ W. W. Thornton . . . . . . Puhiski . \V. W. "Wysor _ .. _ Newbern. Kappahannock . Henry Turner _ Woodville. Kiclmond and W estmor aland . . Eichmond City . Thomas Brown . . . James H. Binford ....................... Hague. Richmond. Roanoke . W. W. Ballard . . . . . . . Salem. Rockbridge . J. L. Campbell . . . Lexington. Harrisonburg. New Garden. Rockingham . . . Joseph S. T.ooae . _ RusseE . E. D. Miller . Scott . Rnl>e,rt E. Wolfo .. _ Rye Cove. Woodstock. Shenando.ah . . John H.GrabiU.... _ ....... _ Smyth . D. C. MiUer . . Maiion. Southampton . . •Tames E. Bryant _ _ Franklin Depot. Fredericksburg. Stafford’s Store. Spottsylyania . John Howdson _ ........................ Stafford . B. L. Cooper _ Staunton City . J. J. Ladd . Staunton. TazeweU . •.... CVac.ancv) _ _ _ _ Tazewell Court House, Warren . M.P. Marsh aU . Front Royal. Osceola. Washington . A. L. Hogshead............ ............. Wise . Joseph Phipps . • _ _ _ _ Osborn’s Gap. WytheviUe. Wythe . .Tamp,s D. Tnomas _ 438 REPORT OF THE COMMISSIONER OF EDUCATION. WEST TIRGINIA. GENERAL STATISTICAL SUMMARY. SCHOOL POPULATION AND ATTENDANCE, Number of persons between 6 and 21 : Males, 96,354 ; females, 83,543. . . 179, 697 Number enrolled in schools during the year . - . . . 115, 300 Number in average daily attendance . . . . . 79,002 TEACHEKS AND TEACHERS’ PAY. Whole number of teachers employed in public schools, 1874-75 : Males, 2,677 ; females, 784 . . . 3,461 Average monthly salary of male teachers . $35 03 Average monthly salary of female teachers . . . 30 77 SCHOOLS AND SCHOOL PROPERTY. Number of school-rooms, exclusive of those used only for recitation.... 3,245 Average duration of schools in days . . 92.5 Estimated value of sites, buildings, and other school property . $1,605,627 15 INCOME AND EXPENDITURE Receipts, From State tax... . 194,791 32 From local tax . 541, 090 98 Interest on permanent fund, including rents of school lands . . 17,595 20 Total . 753, 477 50 Expenditures. For sites, buildings, and furniture . - . . . 121,047 38 For libraries and apparatus . 2, 796 92 For salary of superintendeht and clerk . . . 2, 500 00 For salaries of teachejs . 541,358 83 For fuel, light, rent, repairs, &c . . .... 47, 457 46 Total . 715, 160 59 Expenditure per capita of school population . 292 Expenditure per capita of pupils enrolled in public schools . 4 68 Expenditure per capita of average attendance . 7 19 — (Return of Hon. B. W. BjTne, State superintendent of free schools, for 1874-75.) SCHOOL SYSTEM OF THE STATE. EDUCATIONAL PROVISIONS OF THE CONSTITUTION. Article YH, section 1, of the constitution as amended in 1872, provides for the elec¬ tion of a State superintendent of free schools, who shall hold office for 4 years ; article X, that there shall be a poll tax of $1, and also a tax on property not to exceed 95 cents on the |100. Article XII, section 1 : The legislature shall provide for a thorough and efficient system of free schools. Section 2 gives the State superintendent general super¬ vision over the free schools of the State. Section 3 says “ the legislature may provide for county superintendents and such other officers as may be necessary to carry out the objects of this article, and define their duties, powers, and compensation.” Section 4 declares, in substance, that the existing permanent and invested school fund, and all money accruing to the State from forfeited, delinquent, waste, and unappropriated lands, and from lands heretofore sold for taxes and purchased by the State of Virginia, if hereafter redeemed or sold to others than this State ; all grants, devises, or bequests to the State for educational purposes, or where the purpose is not stated ; this State’s proportion of the Virginia literary fund, and aU money and property which the State shall have the right to claim from Virginia for educational purposes ; the proceeds of the estates of all intestates without heirs ; the proceeds of taxes on the revenue of corporations; all money paid for exemption from military service, and all appropriations by the legislature for the purpose, shall constitute the “school fund ” and shall be in¬ vested in such interest-bearing securities as shall be approved by the governor. State superintendent of free schools, auditor, and treasurer, who are hereby constituted “ the WEST VIRGINIA^ 439 board of the school fnnd.” Section 5 requires the legislature to appropriate for the support of free schools the interest of the sch'X)! fund, the net proceeds of all fines and forfeitures and of the taxes provided for by this constitution, and also to provide that the people in each county and district shall raise such a proportion for the support of schools therein as ebjill be prescribed by law. Section 6. That the present school districts shall remain until changed by law. Section 7. Levies for free schools must be reported to the clerk of the county and be collected by the sheriff. Section 8. White and colored persons shall not be taught in the same schools. Section 9 provides that no person con¬ nected with the public free school system or any institution under State control shall be interested in the sale, proceeds, or profits of any book or other thing to be used therein ; but this shall not apply to any work written or thing invented by such per¬ son. Section 10. That no independent free school district shtdl be organized without the consent of the district or districts out of which it is to be created. Section 11. That no appropriation shall be made to any State normal school or branches thereof, except such as are now in operation or chartered. Section 12. That the legislature shall foster and encourage moral, intellectual, scientific, and agricultural improvement, and, whenever practicable, make suitable provisions for the blind, mute, and insane, and for the organization of such institutions of learning as the best interests of gen¬ eral education in the State may demand. PROVISIONS OF THE SCHOOL LAW. From School Law of West Virginia, passed April 20, 1673. Charleston, Henry S. Walker, public printer. OFFICERS OF THE PEZSEXT STSTEM. A State superintendent of free schools, county superintendents, county boards of examiners, district boards of education, secretaries of the boards, and subdistrict trust¬ ees are the authorities prorfded for by the school laws. POWERS AXD DUTIES OF THESE OFFICERS. The State superintendent of free schools, elected by the voters of the State for a term of four years, is required to be a person of good moral character, of temperate habits, of lit¬ erary acquirements, and skill and experience in the art of teaching. His duties are to cause to be prepared all forms and blanks necessary to secure a uniform operation of the public free school system throughout the State,"and to forward the same to county superintendents for distribution ; to furnish all school officers with a copy of the school laws, and such forms and instructions as he may judge expedient ; with an aim to im¬ prove the system of the State, to collate and acquaint himself with the systems and results of free schools in other States and countries ; to recommend the best methods of instruction ; and to sign requisitions on the auditor for State school money. He is required, on or before the first day of January in each year, to make a report to the governor in regard to the condition of the schools, embracing such statistics, compiled from county superintendents’ reports and other authentic sources, as may show the working of the system, together with such plans for improvement as he may have matured. The constitution fixes his salary at §1,500 per annum and all necessary expenses, not to exceed $500 in any one year. County superintendents, elected by the voters of their respective counties for a term of two years, must possess the same qualifications as the State superintendent. Their duties are to visit all schools at least once, note the course and method of instruction in each, and give such directions and adrfee as may be expedient ; to encourage the formation of teachers’ institutes and attend the ineerings thereof; to distribute ail papers and documents from the State superintendent, and to serve as the oi^an between him and the several boards of education. They are required, on or before the 30th day of September, to transmit to the State superintendent an abstract of the reports of the trustees and secretaries of the boards of education of their counties, together with a detailed report showing the condition of the schools under their charge, noting all deficiencies and suggesting their remedies, giving their opinions of the school law and the amendments needed thereto, and also reporting such districts as have failed to make the enumeration of the youth or levy of tax, as required by law. Their compen¬ sation must not exceed $300 in any one year. County hoards of examiners, composed of the county superintendent and 2 experienced teachers, appointed by the presidents of the several district boards of education of each county for one year, meet twice each year to examine all applicants for the teachers" profession and grant certificates to all applicants of good moral character and quEili- fied to teach the branches required. They issue five grades of certificates, each valid for one year. They receive $3 each for every day employed. District hoards of education, composed of a president and 2 commissioners in each district, elected for two years, have the control of school matters for their districts ; determine the number and location of the schools to be taught ,* see that a sufficient number of primary schools are kept in every subdistrict, and that competent teachers be employed therein ; submit it to a vote* whether the schools shall be continued 440 REPOET OF THE COMMISSIONER OF EDUCATION. longer than fonr months, and cause an enumeration of the children between the ages of 6 and 21 years to be made, (distinguishing between male and female and white and colored.) iSeo'eiaries of the district hoards, elected by the several boards, have the duty of keeping a full record of all the meetings of their boards, and posting an abstract of the same on the door of the place of meeting within three days after any meeting ; of mak¬ ing reports to the county superintendents, compiled from the minutes of the boards and the reports of the trustees, and a full financial report of all taxes levied and collected, and of all receipts and expenditures for school purposes. For this report they may receive $10, but exclusive of this their compensation shall not exceed §25 in any one year. District tnistcss, 1 elected in each subdistrict by the voters thereof for a term of two years, have the management of the schools in their subdistrict under the supervis¬ ion of the boards of education. They employ and dismiss for cause all teachers for the schools under their charge ; regulate the discipline ; visit all schools twice, once within two weeks after the opening and once within two weeks before the closing of such schools, and during such visit examine into the condition of the school-house, library, apparatus, teachercs^ registers, &c., and make such inquiries and suggestions respecting the studies, discipline, and general condition of the schools as they may deem proper ; cause school-houses and everything pertaining to be kept in good repair ; fur- nish estimates for improvements to their boards of education; keep itemized account of all expenses, and render the same to the boards of education at or before their last meeting for the year. The trustee of each subdistrict is required to establish a pri¬ mary school for colored children whenever the number of scholastic age shall exceed 25, and when the number enumerated is less than 25 to set aside their proportion of the school fund to be used for their benefit as the district board may prescribe. The trustees report to the secretaries of the boards the condition of the school-houses, appa¬ ratus, and libraries, and the value thereof, with such remarks and information as they may deem useful or as the blanks furnished by the State superintendent may require. THE SCHOOLS. The law makes provision for the establishment of primary, graded, high, and normal schools. A primary school is required to be maintained in every subdistrict 4 months during the year, in which shall be taught orthography, reading, penmanship, arith¬ metic, English grammar, history, geography, and such other branches as the board of education may direct. Any board of education may establish a graded school, but if there is any additional expense the consent of three-fifths of the voters must be obtained. With like consent, the board may establish a high school, or two districts may establish a union high school.* All free schools must be maintained 4 months dur- ingyhe year and give instruction gratis to all between 6 and 21 residing in the districts in which they are situated. The following series of class-books is required to be used in the free schools: McGuffey’s Revised Readers and Eclectic Spelling-Book; Kidd’s Elocution and Vocal Culture ; Ray’s Arithmetics and Algebras ; Evans’ School Geometry ; Robinson’s New Geometry and Trigonometry, Surveying and Navigation, and Progressive Table Book ; Harvey’s Grammar ; Kerl’s Treutise for High Schools ; Knote’s Geography of West Virginia ; Mitchell’s Revised Geographies; Cornell’s Out¬ line Maps ; Guyot’s Physical Charts ; White’s Class Book of Geography ; Lessons on the Globe, by Mary Howe Smith ; Goodrich’s Common School History ; History of the United States, Holmes ; Natural Philosophy, Comstock; Philosophy of Natural History, Ware and Smilie ; Rhetoric, Blair ; Chemistry, Youmans; Geography of the Heavens, Burritt ; Astronomy, Robinson ; Geology, Mineralogy, Dana ; Botany, Gray ; Physi¬ ology, Cutter; Dictionary, Webster. .Ml teachers and school officers are charged with the duty of providing that moral training for the youth of this State which will contribute to securing good behavior and manners and furnishing the State with exemplary citizens. The number of school districts in 1874 was 321 ; of subdistricts, reported, 2,845 ; of independent districts, 38 ; of teachers in 1874-’75, 3,461. SCHOOL FLWDS. The amount of the permanent State school fund derived from the various sources mentioned in the constitution was, in 1872, §284,717.18. Subsequent reports give only the interest, which indicates some slight annual increase. The annual fund for the support of free schools is derived from the interest on the permanent fund, from a uniform State tax of It) cents on the §100 valuation of all tax¬ able property, from a State capitation tax on all male inhabitants over 21 years of age, and from a district levy for a school fund t and a building fund. The amount realized from al} these sources for 1874-’75 was §753,477.50. _ *Xo levy for a gr.aded school, however, may exceed 15 cents on every $100 of valuation, nor any for a high school exceed 30 cents on 6100. tNot to exceed 50 cents on every $100 valuation. WEST VIRGINIA. 441 ELEMENTARY INSTRUCTION. ABSENCE OF INFORMATION. Although the report of the State superintendent is by law required to be made an¬ nually to the governor, it is at present only printed every second year. The ones for 1875 and 1876 will thus not see the light till 1877. In this lack of detailed report re¬ specting school affairs in 1875, the summary of statistics on the first page of this ab¬ stract has been kindly furnished by the superintendent, and constitutes our only pres¬ ent information for that year, except the following item respecting the allowance from the Peabody fund and some details respecting schools in Wheeling. PEABODY FUND ALLOWANCE. The appropriation to West Virginia from the trustees of the Peabody fund was for 1875 as follows: For the five normal schools, $2,500; for the schools of Martinsburg, $1,000; of Charleston, $1,000; of Huntington, $600; of Clarksburg, $500; of Coal- burg, $300; for teachers’ institutes, $1,000 ; for the West Virginia Educational Monthly, $200. PROPOSED AMENDMENTS OF THE SCHOOL LAW. On this subject the State superintendent, in his last report, makes the following remarks : The school law in several of its provisions needs amendment. In some cases it needs to be made plainer and in others additional provisions should be enacted. Section 2, which provides for the election of school officers, might be so amended as to provide for hpldiug the elections for school officers only at the usual places of vot¬ ing at general elections. This would reduce the number of voting places in the State more than two thousand. Section 4 can then be so amended as to provide that the boards of education shall, at their first meeting after their election, appoint the trustees for the subdistricts. It is believed that by this method good trustees can be provided, while the expense and inconvenience of holding so many elections will be avoided. Section 12 ought to be so amended as to require one district transferring pupils to a school in another district to pay the tuition of the pupils so transferred to the board of education of the district to which the transfer is made. Section 17 should be so amended as to require the board of education of each district to provide schools for colored children, instead of leaving it to the trustees of the sub¬ district to do so. Section 24 ought to be so amended as to authorize the board of education to submit the question of organizing a “ high school ” to the voters of the district at any time they may determine upon ; this section should also give the board of education, under whose care and direction the school is, authority to employ teachers therefor and fix their salaries. Section 25 should also authorize the board of education, having charge of graded schools, to employ teachers and fix their salaries. The same pf-ovision for the employment of teachers of union high schools, provided for in section 26, should be made. Section 27 is defective in relation to the appointment of boards of examiners. It should provide that two experienced teachers should be appointed for the term of one year, from the 1st day of September of each year, by the presidents of the district boards of education, who should meet for that pm'pose, at the county seat, on the first day of the county court next preceding the 31st day of August of each year, or, if a quorum fails to attend on that day, as soon thereafter as may be, after due notice, to be given by the county superintendent, of the time appointed for another meeting ; that said presidents shall meet and make the appointments, and that a majority of said presidents, or any three of them, shall constitute a quorum. Vacancies in the office of examiner should be filled for the unexpired term in the same manner as the original appointments are made. The provision in section 28 in relation to the time at which teachers’ certificates expire has been a subject of much controversy and great inconvenience ; some con¬ tending that all certificates are good by law for one year from their date, while others contend that the examining boards have no right to grant a certificate to extend beyond the scholastic year in which they are issued. The practice has not been uni¬ form throughout the State as to the time for which certificates have been issued. When they are issued one year from date many of them expire during the school term, producing great trouble and confusion. Teachers are, in such cases, either bound to stop their schools, stand a new examination, or teach without a certificate. The State superintendent has construed the law to require all certificates to teachers to end within the school year. It is suggested that this section be so amended as to remove all doubt on this subject by requiring all certificates granted to teachers to end on the 31st day of August next after their date 442 EEPOET OP THE COMMISSIONEE OF EDUCATION. Section 29 provides that normal school diplomas shall be accepted as a certificate of qualification to teach the common schools throughout the State. But section 28 pro¬ vides that no teacher shall be employed to teach in any public school until he shall present to the trustee a certificate of his qualification, in duplicate, to be filed with the secretary of the board of education. This provision evidently refers to certificates issued by the county boards of examiners, yet many of the school officers of the State nre not able to reconcile this provision with the provision in relation to the normal diplomas, and, therefore, do not feel authorized to employ holders of these diplomas to teach the district schools. The holders of normal school diplomas and of professional certificates, county super¬ intendents, and members of the county boards of examiners are all authorized by law to teach in the free schools without further examination by the county boards of examiners, as well as teachers examined by the county boards. But there is no pro¬ vision of law specifically providing for the grading of any of these teachers, except those examined by the county boards. It is suggested that the law be so amended as to authorize the trustees to employ all these teachers upon presentation of their certificates, diplomas, or evidence of their election and appointment, and that the boards of education, in fixing the salaries of the different grades of teachers, should place these officers and the holders of diplomas from the normal schools and professional teachers’ certificates on the same footing with the holder of a No. 1 county certificate. Section 29 provides for the appointment of a State board of examiners, to examine applicants for professional certificates for teachers, but the law does not provide for the payment of this board for its services in the dis¬ charge of this duty. Provision should be made by law for the payment of these officers. It is suggested that section 31 be so amended as to require teachers to teach the district schools twenty days and attend some teachers’ institute for two days for each month they shall be employed to teach, or forfeit their wages to that extent. Section 33 should be so amended as to authorize the board of education to remove a school-house to some other place in the subdistrict if they see proper to do so. The following amendment is suggested to section 45: “No debt contracted or liability incurr^ in any year prior to 1873 shall be paid out of any money received from the State or from any district or independent district levy for the year 1873 or any subsequent year ; but any balance on hand on the 3l8t day of August, 1872, or any uncollected balance of any levy for 1872, or any preceding year, may be applied to such debts; and if such amount is not sufficient to pay all such just debts, the board of education of the district from which such debts are due may make a special levy or levies to pay such debts, not exceeding in any year - cents on the one hundred dollars valuation of the taxable property in such district.” There is no provision in the present law for the payment of back debts, except by an application to the circuit court for a mandamus for an order for a special levy, as pro¬ vided in section 37. Heavier penalties should be imposed upon the sheriffs for failing to make the settlements required by sections 46 and 52. Section 5 of the school law provides that the term of office of trustees and com¬ missioners of the boards of education shall commence on the 1st day of September and continue for two years. Section 53 provides that the county superintendent shall hold his office for two years from the 1st day of September next after his election. Thus it will be seen that the offices of all these officers expire on the 31st day of August every second year. By section 21, the secretary of the board of education is required to make his annual report to the county superintendent by the 20th day of September of each year ; and by section 22 the county superintendent is required to make his annual report to the State superintendent by the 30th day of September of each year. It will be observed that every second year the offices of these officers expire before the time at which they are required to make their official reports. This is productive of great inconvenience and, in some cases, of great evil. Boards of edu¬ cation and county superintendents do not feel bound to make their annual reports after their term of office has expired, and their successors have great difficulty in making these reports of the school management for the preceding year, since they cannot be as familiar with the transactions of the year as the officers are by whom the business was transacted. It is suggested that the law be so amended as to require the official term of these officers to end at a later day than the Ist of September ; perhaps the 1st of Jan¬ uary would be the proper time. It is believed that the election under section 2 should be held in J uly instead of August, as now provided by law. There is scarcely time for these officers to qualify after the election before the stated meeting of the boards of education on the first Monday of September, as provided in section 6. — (Tenth and eleventh annual reports of State superintendent of free schools.) WEST VIBGINIA, 443 CITY SCHOOL SYSTEM. WHEELING. The statistics which follow contain the substance of the report of Superintendent Williams concerning the schools of the city of Wheeling, as published in the Wheeling Daily Intelligencer of July 6, 1875 : Wards. < Average monthly enrolment. Average daily at¬ tendance! Number of teach¬ ers. Average number of scholars per teacher. Teachers' salaries. Cost per scholar. First . 427 377 10 4.3 $4, 520 00 $10 59 Second . 127 115 3 42 1, 105 00 8 70 Third . 304 273 7 43 3, 390 00 11 12 Fourth.. . 474 417 12 40 5, 240 00 11 05 Fifth . 298 259 8 37 3,775 00 12 67 Sixth . . . . . . 407 345 9 45 4. 110 00 10 10 Seventh . 274 247 7 39 3, 390 00 12 37 Eighth . . . . . 530 456 12 44 5,240 00 9 89 Total . 2,841 2,489 68 42 30, 770 00 10 83 rV>lorAd _ _ _ 67 56 34 1, 156 36 17 86 Grand *iotal . 2,908 2,545 70 42 31,926 36 10 98 The principals of the schools generally find it necessary to devote their time mainly to regular classes in the grammar schools ; for this reason they are counted in making np the number of teachers for these schools. ComparaUve* 1875. 1874. Increase. Average monthly enrohnent _ ...... . . . . 2,908 2, 545 2,788 2,444 235 120 Average d.aily attendance. _ _ _ _ _ _ 101 Average monthly enrolment in grammar schools _ _ _ 251 16 Average daily attend.anc^ in grammar schools _ _ _ 217 203 14 Average monthly enrolment in primary schools . . . . . 2, 657 2,323 2,553 2,241 104 Average daily attendance in primary schools _ _ _ .... 87 * The foregoing comparison has reference to the English department of the day schools. The total amount paid to teachers of English in day schools was . $31, 926 36 Amount paid to teachers of German language . . 2, 300 00 Total paid for instruction in day schools . . 34, 226 36 Cost per soholaj, $11.77 ; cost per scholar last year, $11.76 ; difference, 1 cent. The cost this year for incidentals is not yet (July 1) made np, and will not be until after the settlement of the collector with the finance committee. Last year it was per scholar $3.81. Under head of “ incidentals ” are included cost of repairs, rents, books and stationery, salaries of clerks, superintendent, janitors, and examining committee, and all other expenses incurred in operating the schools, except teachers’ wages. The average monthly enrolment in the classes in German was 482. Evening schools were in session during four months of the year at an expense for tntion of $1,562.54. The enrolment in these schools for the session was : males, 461 ; females, 115 ; total 576 ; average monthly enrolment, 521 ; average attendance, 535 ; total expense, exclusive of fuel and light, $1,828.98; cost per scholar, $4.34. Salaries of teachers in day schools : principals, $1,100 ; assistants in grammar schools, $440; teachers in “A” and “B” divisions primary schools, $385 ; in “C” and “D” divisions, $360 ; principal of colored school, $800 ; assistant, $360 ; superintendent of Ger¬ man instruction, $800 ; teachers of German, $300. The schools were in session 194 days. 444 EEPORT OF THE COMMISSIONEE OF EDUCATION. TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. The Marshall College State Normal School, Huntington, reports, for 1875, a State appropriation of 1 1,500 ; resident instructors, 3 ; normal students, 43 males and 40 fe¬ males ; graduates in the last year, 14 ; number of such who have engaged in teaching, 6. The course is 2 years ; the library, 1,000 volumes. Vocal and instrumental music are taught, and in the study of natural philosophy there is the aid of a cabinet and ap¬ paratus. The branch at Fairmount reports a State appropriation of $1,500; resident Instruc¬ tors, 5 ; non-resident, 4 ; students in attendance, 120 males and 47 females ; number of graduates in the year past, 33 ; number of such who have engaged in teaching, 31 ; number of years in course, 2. The library of the school contains 300 volumes, with an average annual increase of 45. There are in it 42 pedagogical works, and 14 educa¬ tional journals are taken. Drawing and vocal and instrumental music are taught. There is a chemical laboratory and some philosophical apparatus. A model school is connected with the institution and a gymnasium for physical exercise is possessed. The branch at Glenville reports also a State appropriation of $1,500 ; resident instruc¬ tors, 3 ; students in attendance for the past year, 60 males and 45 females ; number of graduates in the year, 10 number of graduates teaching, 13 f number of years in course, “ nominally 2, really about 3.” Library in the neighborhood of 50 volumes, with 4 or 5 pedagogical works. One educational journal taken. The branch at Shepherdstown reports, for 1875, $1,500 State appropriation ; income from tuition, $2,000 ; resident instructors, 5 ; non-resident, 1 ; normal students, 84 males and 76 females, or 160 in all ; graduates in the last year, 21 ; number of such graduates who have engaged in teaching, 16. The normal course is two years, the collegiate course connected with it, 4 years. Vocal and instrumental music is taught, and there is a library of 200 volumes, of which 10 are pedagogical. Two educational journals are taken and there is a model school connected with the institution. The branch at West Liberty reports, for the same year, $1,500 State appropriation, 2 years in course, 24 male and 18 female students, 4 graduates in the last year, 35 grad¬ uates teaching, vocal and instrumental music in the course, and a library of 400 vol¬ umes belonging to the school. No other particulars given. — (Returns to Bureau of Education, 1875.) OTHER NORMAL SCHOOLS. The normal department formerly connected with the West Virginia University ap¬ pears to have been discontinued, though at what time or for what reasons, no official information indicates. The Storer Normal School, at Harper's Ferry, a department of Storer College, makes report of 5 resident instructors and 1 non-resident, of three years in the normal course, 94 male and 84 female students attendant in the past year, and 7 graduates, all engaged in teaching. The whole number of teachers sent out from the school in 6 years is said to be 62. Drawing and vocal and instrumental music are taught, and there is a library of 975 volumes, of which 4 are pedagogical. — (Return to Bureau of Education, 1875.) A normal school at Concord, Mercer County, under the supervision of Professor S. H. French as principal, was spoken of in the West Virginia Monthly for September, 1875, but no other information in relation to it has been received. teachers' institutes. In the absence of a State report for 1875, the information with respect to this most useful class of meetings for improvement of teachers already in the schools is too mea¬ gre and unreliable to be given. EDUCATIONAL JOURNAL. The West Virginia Educational Monthly, conducted by Dr. J. G. Blair, principal of the Fairmount State Normal School, is believed to have continued throughout 1875 its . useful work of endeavoring to improve the teachers of the State, but the reception of its issues at the United States Bureau of Education has been too infrequent and uncer¬ tain to warrant any decided assertion on this point. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. For this class of schools distinct provision is made in the school law ; but how many of them have been established or what may be t£e courses of the probably few existent ones, there is no present official information. ♦These are the figures given. It is supijosed that there should be a transposition of them. WEST VIRGINIA. 445 PRIVATE SECONDiVRY SCHOOLS. Seven of these schools, 3 for girls and 4 for both sexes, report, for 1875, a total of 32 teachers and 873 scholars, of -whom 2 are said to be engaged in a classical course and 428 iu modern languages. Drawing is taught in 3 of these schools and vocal and in¬ strumental music iu 5. One has a chemical laboratory and philosophical apparatus and 5 report libraries of 300 to 3,000 volumes each, the total number of volumes being 4|700. — (Returns to Bureau of Education, 1875.) COLLEGE PREPARATORY STUDENTS. In the preparatory departments of the West Virginia College and West Virginia University there were reported for 1875 a total of 148 students, of whom 32 were pre¬ paring for a classical collegiate course and 30 for a scientific course. — (Returns to Bureau of Education, 1875.) SUPERIOR INSTRUCTION. WEST VIRGINIA UNTS^ERSITY. This institution ewes its organization in part to the liberality of Congress in donating a certain amount of land scrip to promote the practical and liberal education of the people in the several pursuits and professions of life, and in part to the felt necessity of some such institution in a new State. When the subject of locating the chief edu¬ cational enterprise of the Commonwealth was before the legislature it was found that Morgantown made the most liberal ofier to secure it. The proceeds of the sale of the land amounted to about $90,000; the citizens of Morgantown contributed, in grounds, buildings, and money, about $51,000 additionaL The legislature, realizing that it takes money to establish and develop anything wor¬ thy the name‘‘of a State university, has with wise liberality made regular appropria¬ tions to this end. The result has fully justified the means employed. A large and efficient board of instruction, comprising men who represent the best culture of the South, the East, and the West, and some from the Old World, has been provided. Liberal courses of study and instruction in literature, science, engineering, military tactics, agriculture, &c., have been organized. Fine collections in the way of apparatus, library, cabinets of conchology, geology, paleontology, mineralogy, &c., have been provided, and in short the whole work of study and culture as fully established as in any institution in the land. — (College circular, 1874-V5.) A complete reorganization of the faculty of the university was effected in August, 1875, by something like a. coup de main, each officer in it being made, for the future, the subject of an annual election, and several of the chairs being made vacant. The trus¬ tees hoptf that, when the effervescence which naturally arose from this action shall have subsided, a greater efficiency in the working of the institution may be secured- OTHER COLLEGES. Bethany College, Bethany, (Christian,) has 3 separate, complete courses, the class¬ ical, the scientific, and the ministerial, conferring respectively the degrees of A. B., Sci. B., and Lit. B. In addition, there are 3 special courses in engineering, physics, and chemistry, for which certificates alone are given. For the accommodation of young men who wish a higher grade of instruction than is furnished in the common schools or who desire to qualify themselves for admission into the regular college courses, there is also a preparatory department, with a course of one year. The classical and scien¬ tific courses are, after a common southern custom, divided each into five schools. The mimsterial course has a like division. There is also a teachers’ course in natural philosophy. — (Catalogue of college.) West Virginia College, Flemington, (Free Will Baptist,) has a preparatory and a col¬ legiate department, but, as its work is still comparatively in infancy, only one student had, in 1875, reached its collegiate classes. These will, however, doubtless be soon .filled from its preparatory school. COLLEGES FOR WOMEN. Two institutions for the superior instruction of young women, the Parkersburg Academy of the Visitation and the Wheeling Female College, make return of ^2 instructors, of whom 12 are females, 60 students in their preparatory departments and 50 in their coUegiate classes. Both teach drawing and painting, vocal and instru¬ mental music, French and German. The latter adds also Italian and Spanish, and gives its students the advantage of a chemical laboratory and philosophical apparatus, with a gymnasium for physical exercise. — (Returns to Bureau of Education, 1875.) 446 EEPORT OF THE COMMISSIONER OF EDUCATION Statistics of a university and colleges and a school of science, 1875. Names of university and colleges and school of science. Corps of instruction. Endowed professorships. Number of students. Property, income, &c. Number of volumes in library. Preparatory. 1 Collegiate. Value of grounds, build¬ ings, and api)aratue. Amount of productive funds. Income from productive funds. Receipts for the Inst year from tuition foes. Receipts for the last year from State appropriation. Aggregate amount of scholarship funds. Bethany College . 10 6- 11 152 1 52 $150, 000 15, 000 121, 000 $70, 000 0 110, 000 $5, 000 0 6, 410 $3,200 1,072 1, 601 SO 0 22, 477 eo 0 0 a6,500 580 04,150 West Virginia College .... West Virginia University SCHOOL OF SCIENCE. Agricultural department of West Virginia Uni¬ versity b . 0 0 75 73 a Includes society libraries. & Eeported with classical department. SPECIAL INSTRUCTION. WEST VIRGINIA INSTITUTION FOR THE DEAF AND DUMB AND THE BUND. This interesting school, located at Romney, rejports the value of its grounds and buildings $70,000 and the State appropriation for its current expenses $25,000. The department for the deaf and dumb has 5 instructors, 1 of whom is a semi¬ mute, and 63 pupils, 39 male and 24 female. These are taught the usual common school branches, and of course the sign language for deaf-mutes, and have the advan¬ tage of a library of about 300 volumes. The whole number who have received instruc¬ tion since its foundation in 1870 is 99, the time spent in the institution being usually 5 to 6 years. The department for the blind has 3 teachers and 20 pupils, who, in addition to their literary training, are taught mattress and broom making and cane-seating. Number of pupils admitted since the opening, 29 ; library for the blind, 50 volumes. — (Return to Bureau of Education, 1875.) EDUCATIONAL CONVENTION. EDUCATIONAL ASSOCIATION OF WEST VIRGINIA. The association, pursuant to a resolution passed at Clarksburg, August, 1374, met at Point Pleasant August 3, 1875, and was called to order by the president. State Superin¬ tendent Byrne. After some preliminary exercises and the admission of several ne^ members, a committee was appointed to revise the constitution, which appeared to have been somewhat hastily prepared. On the second day Professor Morton moved the appointment of a commitee on school law, pending the discussion of which Rev. W. E. Hill read a paper on “ The relation of the family to the teacher.” Mrs. Mary McGwigan followed with one on “ Primary schools.” In the afternoon Professor Crago read a paper on “ Our public schools ; their failure and the cause,” which led to some discussion. Professor F. S. Williams having fur¬ nished an essay on the question, “ Is uniformity in text books in the schools of West Virginia desirable?” it was read by Professor Crago and discussed by the association. Result not stated. A paper entitled “ Words and the study of them” was, also, pre¬ sented by Professor Hogg. At a night session a motion from the committee on revision of the constitution passed to a resolution changing article 3 so as to read “Any person who is identified with the cause of education in West Virginia, as teacher or otherwise, may become a mem¬ ber of this association by,” &c. Adopted, and several new members admitted. At the election for offices State Superintendent Byrne was chosen president, Messrs. W. J. Kenny of Point Pleasant, F. H. Crago of Moundsville, D. P. Guthrie of Clifton, and W. H. Morton of Wheeling vice-presidents ; Mrs. Mary R. McGwigan of Charles- WEST VIRGINIA. 447 ton, corresponding secretary ; Professor T. M. Marshall, of the Glenville Normal School, recording secretary ; and Miss Nannie J. Mason, treasurer. On Thursday, the 5th, a committee on text books and periodicals reported against any present change of the books in the existing list, but that Harvey^s Language Les¬ sons be adopted to precede the study of grammar ; expressed a desire to see the West Virginia Educational Monthly represent the educational interests of the whole State, and with this understanding promised it a hearty support and recommended the con¬ tinuance of tlie Peabody fund grant of 8200 to it. Resolutions of great respect and regard for Rev. C. W. Andrews, D. D., recently deceased, were then passed. A committee on normal schools reiterated a resolution of 1874, and recommended that the State Normal School and its branches be earnestly recommended to the legislature for full indorsement and liberal support. They also recommended that some suitable person be appointed to prepare an essay on “ The normal school, its end, and the best method of attaining this end,” to be read at the next annual meeting of the association, with a standing committee on normal schools and revision of the school law, whose duty it should be to report at the next annual meet-, ing and to memorialize the legislature in behalf of these subjects. Adopted. At the afternoon session Dr. W. K. Pendleton read a paper entitled “ The true method of education,” and the next day, August 6, amendments to the constitution were adopted, (1) making the time for the regular annual meeting of the association the fourth Tuesday in August of each year, at such place as shall have been decided on by the association at a previous meeting, and (2) declaring that any five members assembled at the time and place of a regular annual meeting should be competent to admit persons to membership and to adjourn from day to day; but that not less than fifteen should constitute a quorum for the transaction of any other business. On motion of Professor Kenny, after some formal arrangements, the association adjourned to meet at Moundsville, W. Va., on the fourth Tuesday in August, 1876. — (West Virginia Educational Monthly, September, 1876, pp. 544, 55^.) LIST OF SCHOOL OFFICIALS IN WEST VIRGINIA. Hon. B. W. Bybxe, State superintendent of free schools, WheeiinQ. [Term, March 4, 1873, to March 3, 1877.J COU^■TX SUPERIXTEJfnEKTS. [Term, September 1, 1875, to August 31, 1877.] County. Superintendent. Post-oflBce. County. Superintendent. Post-office. Barbour ... Berkeley .. Boone . Perrv Marteney . . E.M'; Walker .... Cary Toney . Braxton J. W. Humphreys Brooke _ Cabell . Calhoun .. Clay . Doddridge . Fayette _ Gilmer . Grant . Greenbrier. Hampshire . Hancock... J. W. Hough . D. L. Duncan . D. W. Knight _ E. E. Lesneor _ J.V. Blair . 0. W. Hughart . . . Levi Johnson .... C. M. Babb . W. H. Lewis . A. M. Alverson . . . H. C. Shepherd . . . Hardy . . . Harrison. Jackson.. G. T. Williams _ J. E. Adams . Lewis Young . Jefferson... Kanawha . . Lewis _ Bogan ..... John Hess . Martin Hill . George W. Crook. J. W. Stafford . . . Lincoln .... Marion .... Marshall... Mason . McDowell . Mercer .... Mineral . .-. F. M. Yickers _ J. M. Satterfield . . W. M. Wirt . Cheas E. Hogg . . . J. F. Gamble . A. B. Phipps . J. A. Sharpless . . . Bumersville. Martin sburg. Mouth Short Creek. Braxton Court House. Bethany. Thorndike. Grants villo. Big Svcamore. Kew Milton. Look Oat. Glenville. Greenland. Palestine. Capon Bridge. Hew Cumber¬ land. Moorefield. Clarksburg. Jackson Court House. Duffield. Charleston. Weston. Logan Court House. Hamlin. Fairmont. Dallas. Point Pleasant. PeerysviUe, Princeton. Piedmont. j Monongalia . Monroe . ; Morgan . ! Nicholas. ... j Ohio . I Pendleton . .. I Pleasants.... ! Pocahontas . ; Preston . . i . . I Putnam . i Ealeigh . I Eandolph . . . i Eitchie . i Eoane . I Summers.... I Taylor . ( Tucker . j Tyler . I Hpshnr . ' Wayne . Webster .... Wetzel . Wirt . Wood . W yoming . . . wheeling City. Martinsburg A. L. Wade . J. D. Beckett . George Back . J. Haymond Eobin- son. J. C. Paris . W. F. McQuain.... C. C. Davis . J. W. Warwick _ J. EL Feather . M. S. Kirtley . G. W. Cook . J. W. Price . J. H. Kendall . Buenos Ayres . C. L. Ellison . S. Pw. Powell . W. B. Maxwell _ T. K. Parks . George E. Latham . J. H. Kapier . C. W. Benedum _ W. A. Kewman _ D. G. Casto . S.F. Stapleton . A. Shannon . J. C. Heivey ....... D. Speers . . Morgantown. Union. Berkeley Springs. Nicholas Court House. West Liberty. Franklin. St. Mary’s. Huntersville. Talley Point. Hurricane Depot. Ealeigh Court House. Mingo Flats. HarrisvQle. Three Forks Eeedy. Eollinsbnrg. Pruntytown. St. George. Conaway. Sand Eun. Adkins Mills. Webster Court House. Knob Fork. Wirt Court House. Parkersburg. San Hill. Wheeling. Martinsburg . 448 REPORT OF THE COMMISSIONER OF EDUCATION. W2ScOi\§m. SUMMARY OF STATISTICS. SCnOOL POPULATION AND ATTENDANCE. Number of children in the State 4-20 years of age . 461, 829 Increase during the year . 668 Number of such age who attended school . 277, 884 Increase . 1, 006 Total number of pupils attending school . 279, 845 Increase . . 1, 086 TEACHERS AND TEACHERS’ PAY. Number of different persons employed as teachers . 9, 451 Increase . 119 Number required to teach the schools . 6, 224 Average monthly wages of male teachers in the counties . $43 50 Decrease . 3 94 Average monthly wages of female teachers in the counties . 27 13 Decrease . 5 00 Average monthly wages of male teachers in the cities . 109 40 Decrease . 5 40 Average monthly wages of female teachers in cities . 39 40 Increase . 2 30 SCHOOLS AND SCHOOL-HOUSES. Number of schools with two departments . 184 Decrease during the year . 26 Number of schools with three or more departmeuts . 210 Increase . 38 Whole number of graded schools . 394 Average number of days schools were maintained : in cities, 195 ; in counties, 149 . 172 Number of public school-houses . . 5, 260 Increase . 147 Number of pupils the school-houses will accommodate . . . 330, 189 Increase for the year . 10, 783 Number of sites containing less than one acre . 3, 672 Decrease . 70 Number of sites well enclosed . 1, 550 Increase . 56 Number of school-hoases built of brick or stone . 663 Decrease . . 23 Number with outhouses in good condition . . 3, 180 Increase . 24 INCOME AND EXPENDITURE. Eeceipts. Money on hand August 31, 1874 . .* . $469, 870 00 From taxes levied for building and repairing . 234, 297 00 From taxes levied for teachers’ wages . 992, 674 00 From taxes levied for apiparatus and libraries . 15, 556 00 From taxes levied at annual meeting . 395, 052 00 From taxes levied by county supervisors . 241,920 00 From iucome of State school fund.- . 178, 072 00 From all other sources . 200, 616 00 Total receipts . . . 2, 728, 157 00 Expenditures. For building and repairing . 298, 657 00 For apparatus and libraries . . 27,223 00 For services of male teachers . 551, 039 00 For services of female teachers . 799,745 00 For old indebtedness . 102,418 00 For furniture, registers, and records . - 45, 516 00 For all other purposes . 241, 777 00 Total amount expended . . . 2, 066, 375 00 WISCONSIN. 449 EDUCATIONAL PRODUCTIVE FUNDS AND INCOMES. Amount of school fund . . $2, 624, 239 55 University fund . 222,255 89 Agricultural college fund . 236, 133 90 Normal school fund . 976, 304 34 Income from school fund . 186, 409 05 Income from university fund . 42,671 13 Agricultural college fund income . 10,206 97 Normal school fund income . 61, 128 70 SCHOOL SYSTEM OF THE STATE. PROVISIONS OF THE CONSTITUTION. Article X, section 1, of the constitution provides that the supervision of public instruc¬ tion shall be vested in a State superintendent and such other officers as the legislature may direct. Section 2, that the proceeds of all lands, except university lauds, granted to this State by Congress for educational purposes, all money from forfeitures, escheats, fines, and exemptions from military service, and from all grants to the State where the pur¬ pose is not stated, and the 500,000 aci'es of land donated by an act of Congress approved September 24, 1849, and also 5 per cent, of the proceeds of the land to which the State will be entitled upon admission to the Union, (if Congress assent to the last two grants,) stall be applied : first, to the support and maintenance of common schools in each school district, and the purchase of suitable libraries and apparatus therefor ; second, to the support and maintenance of academies and normal schools, and suitable libraries and apparatus therefor. Section 3, that the legislature shall provide for a system of district schools, as nearly uniform as practicable, to be free to all children between 4 and 21 years of age ; and no sectarian instruction shall be allowed in such schools. Section 4, that each town and city shall raise, for public school purposes, an amount equal to one-half of that received from the State. Section 5, that the income from the school fund shall be distributed among the towns and cities, according to the number of children of school age residing therein. Section 6, that provision shall be made by law for the establishment of a State uni¬ versity at or near the seat of State government, and for connecting with the same such colleges in different parts of the State as the interests of education may require; the proceeds of the university lands to be applied to the support of the same. Section 7, that the secretary of state, treasurer, and attorney-general shall consti¬ tute a board of commissioners for the sale of school and university lands and for the investment of the funds arising therefrom. PROAHSIONS OF THE SCHOOL LAW. Laws of Wisconsin relating to common schools, normal schools, and the State uni¬ versity, prepared and published, in pursuance of law, under the direction of the State superintendent, 1870, with subsequent amendments. OFFICERS OF THE PRESENT SYSTEMS A State superintendent, county superintendents, town clerks and treasurers, district directors, clerks, treasurers, and boards of supervisors are the officers provided for by law. Women, as well as men, are eligible to all school offices below that of State Buperiutendent. POWERS AND DUTIES OF THESE OFFICERS. • The State superintendent, elected by the qualified voters of the State for a term of two years, has a general supervision over the common schools. It is his duty, as far as practicable, to visit every county, for the purpose of inspecting the schools and awaken¬ ing an interest favorable to education ; to recommend the most approved text books ; to endeavor to secure a uniformity of textbooks throughout the State ; to advise in the selection of books for school libraries; to prescribe rules for the management of the libraries ; to cause to be printed, for the use of common school officers, the laws relating to schools, and all forms and instructions necessary in the execution of the same; to decide appeals from the decisions of school officers ; to collect in his office such school books, maps, and apparatus as may be obtained without expense to the State, and to purchase, at an expense not exceeding $50 per annum, rare and valuable works on edu¬ cation, for the benefit of teachers, authors, and others who may wish to consult them ; and to distribute the income from the school fund. He is required, on or before De¬ cember 10 in each year, to submit to the governor a report, containing an abstract of all common school reports from clerks of county boards of supervisors, estimates and accounts of expenditures of school moneys, plans for the improvement and manage¬ ment of the school fund and the better organization of the schools, and such other 29 I 450 REPORT OF THE COMMISSIONER OF EDUCATION. information as he may deem nseful. He may appoint an assistant superintendent, at a salary of |1,800 a year. His salary is §1,2U0 per annum and all necessary expenses, not to exceed $1,500 in any one year, and also $1,000 for clerk hire. County superintendents, elected hiennally in each county by the voters thereof,* have the power and duty to examine and license teachers, and for cause to annul cer- tilicates ; to visit and examine all schools and school districts within their jurisdiction, and make such recommendations and give such advice as is expedient ; to direct any alteration or repairs necessary to the health, comfort, or progress of the pupils ; to con¬ demn, in concurrence with the chairman of the board of supervisors, an unlit school- house ; to examine and decide upon all charges against teachers ; to report annually to the board of supervisors of their counties th^e condition and progress of the schools"; to transmit the abstracts of the reports received from the district clerks to the State superintendent, and also the name and post-office address of all town clerks and such other reports and information as the State superintendent may require ; to conduct at least one institute for the year, and to advise on all questions of school law. If they receive an annual salary it shall not be less than three nor more than fifteen hundred dollars, or if by the day not less than $3 per diem, to be regulated by the county board of supervisors. Town boards of supervisoi's form and alter school districts ; issue notices for first meet¬ ing of new districts ; dispose of the property of disorganized districts ; form, in conjunc¬ tion with boards of other towns, joint school districts ; equalize valuation of property in joint district ; and locate and establish school -house sites. Totvn treasurers 'ha.ye the duty of receiving from the county treasurers all money apportioned to the districts of their towns, of paying the same, with all raised in the town for the support of schools, to the treasurers of districts, and of certifying to the town clerk, on or before the second Monday in March in each year, the amount on hand. Town dei'lcs assess delinquent school tax ; sell fallen timber and grass from school lands ; notify the district attorney of trespass upon the same ; fill vacancies in dis¬ trict board ; file all reports and official papers ; record description of school districts ; make a map of the town showing the same ; report the names and post-offioes of them¬ selves and of the district clerks, and also make between the 15th and 25th of Septem¬ ber a report to the county superintendent, showing the number of school districts, the number of schools, and the time taught therein, the number of districts reporting, the amount of public money received and expended in such districts, and the sources whence received, the balance on hand, and such other information as the State super¬ intendent may from time to time require. ' District directors, chosen at annual district meetings for terms of three years, call special district meetings, countersign all orders on the district treasurers for the pay¬ ment of moneys, and, in case of removal of the treasurers, act in their stead. District treasurers. — Same duties in the districts as town treasurers exercise within their jurisdiction. District clerics are the secretaries of all meetings of their districts; give notice of dis¬ trict meetings ; may call special meetings; keep records of such meetings; with consent of director and treasurer employ teachers and sign orders on the district treasurer for their wages ; furnish registers for their use ; certify district taxes to town clerks, and, between September 1 and 10, make to town clerks a full report of the district schools, in reference to the scholars, teachers, studies, length of school, kind of books used, and such other information as the State superintendent may require. Tfie treas¬ urers and clerks, like the directors, are elected by the voters of their several districts for a term of 3 years. The district boards, composed of the district clerks, treasurers, and directors, have the power and duty to purchase or lease sites for school-houses ; to purchase, hire, or build school-houses ; to purchase the necessary record and blank books ; to keep school- houses in repair ; to present account of expenses incurred to district meetings for allowance ; to purchase school books for children whose parents are unable to furnish them ; to make rules for the government of the schools ; to suspend or expel pupils ; to adopt a uniform series of text books for all schools under their charge, and to visit and exercise a general supervision over all the schools of their districts. THE SCHOOLS. The law requires that in every district there shall be maintained a school for five months during the year, and that in such schools tuition shall be free to all persons between the ages of 4 and 21 years residing in the district in which the school is sit¬ uated. In every district school are taught orthography, reading, writing, Englisli grammar, geography, arithmetic, and such other branches as the district board decide upon. No branch of study is to be taught in any other than the English language. No sectarian instruction is permitted in the district schools or in the State University. ♦In counties of 15,000 inhabitaats there may be two, and as many in any county as there are senato¬ rial districts outside of incorporated cities. WISCONSIN, 451 Districts, towns, villiiges, and cities may purchase, own, and lend to scholars the need¬ ful text' books, if they choose to do so. Provision is made m a law of 1^75 for high schools in towns, villages, or cities, and for joint ones formed by the concurrent action of adjoining towns, the supervision and management of such schools in each case to be vested in a high school board composed of three members chosen by a convention of district officers of all the school districts composing the high school district, the term of office of the members to be three years, and one member to be changed each year. There are four State normal schools and a State university, with a department of agriculture. SCHOOL FLWD3. The amounts of the educational productive funds are stated in the last report of the State superintendent, 1575, to be as follows: school fund, $2, 624, 239.55 j university fund, 8*222,255.59; agricultural college fund, §236,133.90; normal school fund,.897 6, 364.34. The distributable State fund, accruing from the income of the school fund and some other 8ources,was for the same year §186,409.05, and was apportioned, at the rate of 41 cents per scholar, to 450,304 children of school age, making, with §2,541,745 raised by local effort, S'2,725,157 expenditure for public schools in the year. ELEjIENTAEY INSTEUCTION. EEMAPvKS OX THE STATISTICS. As the superintendent of one county (Chippewa) made no report, the totals given in the opening general summary are less than they should be. The number of children in the State 4-20 years of age would be increased by 3,000 if those in Chippewa County were included. To the number of school-houses given (5,197) should be added 63 for the county not reporting, which would make an increase over the previous year of 147. The whole accommodation is sufficient for 330,189 children, or 50,345 more than the actual attendance. Adding to the total attendance upon public schools (279,854) the number attending private schools, (10,733,) colleges and academies, (2,151,) and benev¬ olent institutions, (1,150,) we have a grand total of 293,838, who are under instruction in schools of some class, making 3,816 over the figures for the previous year. Of the 8,892 teachers’ certificates granted during the year, 217 were of the first, 624 of the second, and 8,051 of the third grade. These were divided between the men and women teaching as follows: First grade: men, 143; women, 74; second grade: men, 295; women, 329 ; third grade : men, 2,210 ; women, 8,051 ; total : men, 2,648 ; women, 6,244 ; grand total, 8,892. — (Superintendent’s report for 1875, pp. 8-10.) EDUCATIOXAL PKOGKESS. Superintendent Searing commences his report for 1875 by stating that the expe¬ rience of another year has further assured him of the correctness of the general remarks respecting “defects and desirable improvements” and “encouraging facts and omens” with which his report of the previous year was prefaced. He is gratified, however, in being able to acknowledge the removal, by the last legislature, of some of the defects referred to. The encouragement given by that body to secondary or academic instruc¬ tion through a new high school law, and to superior instruction through the liberal appropriation of §80,000 to the university for the erection of a college of science ; the happy approach to a satisfactory solution of the question of text books through the law providing for district, town, village, or city purchase and ownership of the books, and their free use by the pupils of the schools ; and, finally, the removal of the legal barrier that has prevented women from sharing in the official management of the schools in which they constitute a large majority of the teachers, and in whose exter¬ nal control they as a class are peculiarly qualified to take an inteUigent and profitable interest. These measures he regards as adapted to remove some of the evils referred, to. Those which still remain, and which can be remedied by legislation, are enumer¬ ated by the superintendent as follows : (1) The injurious extent to which the schools of the State are supported by local taxation, resulting in a great lack of uniformity, both in character and cost. (2) The independent district system, which, in the judgment of nearly all educational men, is a source of great and unnecessary weakness to the schools. (3) The unnecessary and easily remedied defects in the present system of county supervision. (4) The variability of the school month, which is a cause of much misunderstanding and annoyance. The other defects mentioned — the poor character of a large number of school-houses, the youthfulness and inexperience of many of the teachers, irregular attendance, and the* impatience of older pupils to leave school — are to be remedied by time rather than by legislation. With all these defects and hinderances the superintendent finds in the State unmis¬ takable signs of a healthy educational activity and ^owth. There is, for instance, a slowly improving public opinion, a gradually increasing number of qualified teachers, held in higher esteem and receiving better compensation ; numerous teachers’ associa- 452 REPORT OF THE COMMISSIONER OF EDUCATION. tions in vigorons being in nearly all parts of the State ; a harmonions cooperation of the various educational forces in the State, both public and private, and effefctive aid lent to education by the x)ress, vhich constantly and liberally opens its columns to Buperintendents, teachers, and others for the discussion of school topics. The flourishing condition of the State University and of the four normal schools is. also mentioned as evidence of the promising condition of the school interests. Nevertheless, the conviction is esi^ressed that the present State system of public instruction of Wisconsin, in common with that of many other States, is, as a business system, far from being the best that can be devised for the important ends sought; that it does not secure results proportioned to the money expended, to say nothing of those demanded by our political institutions and by our increasingly complex social and industrial life ; that popular education has not kept pace with the material devel¬ opment of the country ; and that the average country school of to-day does not so well qualify the average pupil for the struggle of life, as he now finds it, as did the same school a generation ago qualify this pupil’s father for the simifler and less exacting demands of that period. — (Report of the superintendent, 1ST5, pp. 5-7,21.) SUPERVISION. The defect that seems to comprehend nearly all minor ones, says the superintendent, is “ the absence of any permanent, uniform, and competent guiding or supervising force at the head of, and permeating, the State system.” He argues that every important work, public or private, requiring a large expenditure of money and the continued labor of many men directed to a common purpose, must be, if the largest and best results are to be secured, under wise, constant, and strict sujpervision ; that the educa¬ tion of its citizens is among the greatest and most important work undertaken by the State, whether it be considered in its results or in its cost. Wisconsin, it is state’d, has already educational buildings and appliances worth between $4,000,000 and $5,000,000, and she now expends annually for the support of her public schools over $2,000,000. The system by which these vast interests are administered is not, in the opinion of the superintendent, nearly as wise and successful as it can be made. He enumerates and enlarges upon three serious faults in it, namely : (1) Lack of intelligence in supervision ; (2) lack of permanence in it ; and (3) lack of authority. As to the first point, he says, very justly, the knowledge and skill necessary to the suTiervision of any interest are gained, almost invariably, by slow, laborious, and suc¬ cessful experience in subordinate posts, and if there should Ise a wise and efiScient civil service anywhere it should be in the educational department of the Government. No¬ where else are attainments,’ experience, skill, and competence so imperatively necessary. And yet the system in force does not as certainly and uniformly secure these equalities in teachers and superintendents as in town and county clerks, in supervisors and jus¬ tices of the peace. It puts into office men morally and intellectually incapable of per¬ forming the very duties which the law requires at their hands. It puts into the office of county superintendent men scarcely qualified to obtain a good third grade certifi¬ cate, and yet the law requires them to examine candidates for a first grade one. It puts in men of little experience as teachers and of no conception of teaching as a science, and yet the law requires them to hold institutes for instructing and inspir¬ ing the teachers who are to give knowledge and culture to the people’s children. It puts in every two years, sometimes to succeed better men, those who seek the office for its pay and its honor or as a stepping-stone to something else, and not men who are themselves sought for their fitness. As to the second point mentioned by the superintendent — lack of permanence in supervision — he says : “A system by which superintendents are elected biennially in general State elections gives to the office so uncertain a tenure that it largely para¬ lyzes the energies and frustrates the work of the most comijetent among them. A man who is not reasonably certain to remain in office more than two years cannot feel the profound interest in his work which greater iiermanence would engender. Moreover, it puts a premium upon the unfaithful performance of duty. When continuance in office is altogether dependent upon the popular will or uqton political influence, the strict and impartial performance of duty lies in a path beset with temptations.” The third fault charged upon the system — lack of authority in suqjervision — leaves county superintendents with no power to correct flagrant wrongs, no power to remove or to correct the incorrigibly stuq>id, careless, or vicious subordinates beneath them, confining their work almost entirely to mere inspecting, inquiring, and advising. As an illustration and a result of this feature, he cites the almost worthless character of the statistics prepared by many school officers of all classes, from district clerks to superintendents of counties, which are scarcely worth the paper on which the State prints them. One of the worst results of this unbusiness-like system of supervision is jioor teach¬ ers. With more intelligent, permanent, and authoritative supervision, many who now receive certificates would not be permitted to disgrace the profession, while thoroughly independent and honest supervision would cut oft' nepotism and favoritism, both WISCONSIN. 453 potent causes of weakness in the common schools. With such supervision would come, too, wise and elfective methods of instruction, rational courses of study, better school accommodations, uniformity of text books, and more regular attendance, secured by greater attractiveness in the schools. There would also come a saving of money, from not having to pay untrained and incompetent teachers and from securing better care of school property. The heavy taxes for school purposes have generally been cheer¬ fully paid by property owners, under the impression that the money was wisely ex¬ pended ; but doubts are beoiuuing to arise, and they will multiply and prove a source of serious opposition to the free school system unless the defects in it are soon removed. There must be a reorganization of the whole scheme of State management, if results commensurate with the outlay are to be realized aud if continued harmony in the support of public education is desired.— (Report of superintendent, 1375, pp. 23-31.) PROPOSED SCHE?JE FOP. A STATE SYSTEM OF PUBLIC SCHOOLS. The superintendent gives au outline of a scheme of such a system as he thinks will accomplish the desired resuits. The main features of it are the appointment of State and county superintendents by a State board of education, (which board must com¬ prise the elements of permanence and high character possessed by the present State University and normal school boards ;) the township system of school government ; a central high or grammar school in each township, to be made obligatory by law ; a uniform State tax for the support of schools, aggregating annually, with the income of the school fund, enough to meet about one-half of the cost of the schools ; the State funds to be distributed, to a certain extent, on the principle of “ payment by results,’' thus stimulating local effort and checking irregular attendance; uniform examina¬ tions throughout the State for teachers of the same grade ; and a system of township libraries, the joint creation of State and local action. Such a system, it is believed, would be comprehensive, practical, and efficient, and would be wholly removed from politics. A similar system has accomplished grand results in Prussia and Holland ; has made the province of Ontario, in Canada, a model for the study of educational men ; and has, within ten years, brought the State of New Jersey from the rear to the front educational rank. — (Report of superintendent, 1875, pp. 3J-33.) COMPULSORY ATTENDANCE. The superintendent still entertains the sentiments expressed in a previous report as to this subject, opposing any general legislative enactment to secure the attendance of children at school, his former conclusions on the matter having been confirmed by the experience of those States where compulsory laws have been in operation. He, how¬ ever, recommends the enactment of a good "truant law. After the schools have been made attractive, efficient, and free, aud after wise supervision has done its proper work, there will remain, he believes, but a small fractional portion of the children of the State upon whom the strong hand of compulsion must be laid. — (Superintendent’s re¬ port, 1875, pxi. 79-81.) FREE TEXT BOOKS. There have been many and long continued complaints on the part of teachers and superintendents of a lack of uniformity in the text books used in the schools and on the x>art of jieople generally similar complaints of the high jirice and the too fre¬ quent changes of the school books. The annoyance and injury to schools ftom the multiplicity of text books brought by puiiils have been aggravated by the facts that many pupils are destitute of prox>er books for some days aftur the beginning of school terms, and that not a few pupils are, from the poverty of parents, permanently destitute of the same, unless provided by charity. In consideration of these facts the superin¬ tendent recommended the enactment of a law providing for township uniformity of text books and their purchase by school authorities and distribution by them to the pupils as a loan or at cost price. The legislature, however, did not see fit to provide for enforced township uniformity, but passed an act permitting such uniformity and such action as may be deemed best in regard to free use of text books in townships, cities, and villages, wherever desired. This law has met with much favor from the peo¬ ple wherever their attention has been fairly called to it, and many districts, towns, villages, and cities are taking advantage of its xirovisions and purchasing the books and stationery used in the schools. In some instances the books are furnished to the pupils free; in others, at cost price. — (Report of superintendent, pj). 54, 55.) LLBEARIES. “ The ftee library,” says the superintendent, “ ought everywhere to be an adjunct and supplement to "the free school. The knowledge and culture obtained in the latter are, at best, only a beginning.” This was recognized by the founders of the State sys¬ tem, who made provision, as they supposed, not only for common schools, academies, and normal schools, but for suitable libraries for the same. But while the school sys¬ tem is vigorous and promising and likely to fairly accomplish the ends for which it 454 EEPOET OF THE COMMISSIOXEE OF EDUCATION. Tras designed, the library system has been, almost from the beginning, a piece of incom¬ petence and uselessness. Libraries are not to be found in the great majority of the districts. The number of both libraries and books is steadily diminishing. From over 40,000 volumes in 1850 there tvas a decrease to little more than 16,000 in 1874. In the latter year there were reported in the 24 cities of Wisconsin only 1,840 volumes, worth less than §3,000. The cause of this failure is familiar to all who have investigated the subject. The school district is too small a unit of territory in which to estab¬ lish and maintain a library of sufficient size and vigor to command respect and care, and hence to secure its continuance. The district system that is injurious to the schools is nearly fatal to the libraries. The township system, which would he useful to the former, is indispensable to the success of the latter. In 1859 an admirable library law was passed, which would probably be conferring incalculable benefits upon the State to-day if it had not met an untimely death by the opening of the civil war. The present State superintendent hopes to secure the reen¬ actment, in substance, of this law. — (Eeport, 1875, x)p. 61-63.) KIXDERGAETEX. Special returns have been received by the United States Bureau of Education from 5 Kindergarten, all in Milwaukee, having an aggregate attendance of 290 pupils, in¬ structed by 16 teachers. In one of these schools the hours of instruction per day are 3, in two they are 5, in one, 3-5, and in another, 4-5. One of them, the West Side Kin¬ dergarten, is attended exclusively by German children. CITY SCHOOL SYSTEMS. MILWAUKEE. Organization. — The public schools here are under the general management of a school hoard consisting of 2 members from each ward of the city, appointed by the aider- men of such ward and confirmed by the common council. These members hold office for two years, one-half going out each year. The immediate supervision is intrusted to a superintendent of schools. Professor James MacAlister. Statistics. — Population of city, by city census of 1875, 100,775 ; number of school age, (4-20,) 33,919 ; enrolled in public schools, 12,745 ; enrolled in private school, 9,269 ; total enrolment, 22,009; average daily attendance in public schools, 7,548. The number of teachers employed in public schools to the close of the school year 1874-'75 was 46 males and 144 females ; total, 190 ; average number during the year, 162. The number of difterent school buildings used by the public schools was 20 ; used by iirivate schools, 51 ; total, 71. The salaries paid teachers ranged from $350, the minimum, for assistants in primary schools, to $2,500, the maximum, for principal in high school. Salary of superintendent, $3,000. Special teachers of music and drawing had $1,800 and $1,500 each. The receipts for the schools were $217,657.67 and the expenditures for them $157,645.03. Expense jper capita on average daily attendance, $20,86. Special studies. — The committee on German report that the efibrt to systematize the study of German in the public schools by means of a graded course of instruction has been a great success, the results attained having exceeded the most sanguine expecta¬ tions. The committee on music and drawing report great progress made during the year on the part of both pupils and teachers ; the latter having received instruction with a view to better training of those committed to their care. The superintendent of drawing teaches only the pupils of the high and normal schools, the remainder of his time being given to instructing the teachers of the other schools and supervising their work. Professor Walter Smith’s system is employed, and the results, as shown in an ex¬ hibition of 14,000 drawings by the teachers and pupils, appear to have been highly satis¬ factory ; this, too, with an expense of only $1,500 for instruction and the purchase of a small quantity of drawing paper for the examinations. Means of improvement. — There is, in connection wirh ihe high school, a normal depart¬ ment for the training of teachers for the city schools, and from this many of the best qualified teachers are said to be supplied, nearly all its graduates being emiiloyed by the city as they come forth. For the improvement of teachers already at work, teach¬ ers’ classes have been organized, and instruction given in algebra, in human physiology, in physics, and in physical geography. The lectures were given on Saturdays at the high school ; the attendance, without compulsion, averaged more than fifty at each lecture; and the interest manifested seems to have fully satisfied those concerned. An exten¬ sion of the plan is proposed for lS75-’76, and subsequently. — (Eeport of commissioners and superintendent for lS74-’75, with siiecial return to Bureau of Education.) TEAIXING OF TEACHEES. THE STATE XOP3IAL SCHOOLS. These schools, now four in number, are, says the State superintendent, enjoying great prosperity, and are perfprming, in their sphere, a work of incalculable value to WISCONSIN. 455 the Coniniouwealrb. Results have abundautlj* showu the wisdom of estahlishiug sev¬ eral of these schools iu various parts of the State iustead of a single one at a central point. Their influence is now widely extended, reaching nearly every county, and their popularity fills their halls with eager students, even beyond "the capacity of build¬ ings and faculties. Hence frequent enlargements have from time to time been ren¬ dered necessary. — (State report, p. TS.) The board of regents has encouraged the attendance at the schools of that large class of teachers who come but for a year, a term, or it may be less ; for although the best results of classification may not be obtained by these means nor so much glory be reflected from the work of undergraduates, yet the little rills of influence emanating from the large host of normal undergraduates and institute students help to make and swell the mighty river of educational progress. — (State report, p. 186.) According to the report of the president of the board of regents for normal schools, the amount expended in 1875 for the instruction of teachers, including §6,163.31 for institute work, was §1*23.224.*24. The amount of normal school prc^uctive funds (derived from the sales of land set ai^art for the support of normal schools) was, Sep¬ tember 30, 1675, 8976,364.34, an increase during the year of §'2,558. The normal school fund income for 1675 amounted to 8149,719.84. — (State report, pp. 181-184.) FlatleviUe. — At this school the year has been marked by earnest work and faithful at¬ tention to duty on the part of the normal students. The moral tone of the school im¬ proves from year to year, cases of discipline are extremely rare, and harmony charac¬ terizes the work of the teachers. The attendance in the normal department was : ladies, 104 ; gentlemen, 109 ; total, 213. The present seating capacity of this depart¬ ment is 350. Number of graduates since the commencement of the school, 88 j of these 47 are at present teaching in Wisconsin. — (State report, pp. 181-190.) Oshkosh. — The fourth annual report of the Oshkosh normal school gives a total at¬ tendance in the normal department of 293 students, and in the grammar, intermediate, and primary departments of 215 more. At the close of the school year the school grad¬ uated its first class in the advanced course, numbering 8, while 12 completed the ele¬ mentary course. — (State report, pp. 198, 211.) Whiteicater. — During the year ending June, 1875, the school at Whitewater sent out as instructors into the district schools 61 undergraduates, besides 6 graduates from the advanced course and 9 from the elementary, making in all 96 teachers famished the , State in the year. Others of the undergraduates have undoubtedly taught, but the institution has no record of them. Gratifying reports of the work of the graduates are received and reasonable satisfaction, it is believed, has been given by the under¬ graduate teachers, though the character of their work cannot be so readily ascertained. The condition of the institution is prosperous. The number in attendance is greater than at any period in the history of the school, while its earnestness and spirit have increased. — (State report, 1675, pp. 192, 193.) rdver Falls normal school was organized September 7, 1675. A special return from it dated December 6, 1675, gives the number of instructors belonging to it as 10 ; that of students in attendance as 100, of whom 68 are hidies. The number of years in the ele¬ mentary course is 2, in the full course 4. Drawing and vocal music are taught. The institution possesses a library of 60 volumes, a chemical laboratory, a philosophical cabinet and apparatus, and a museum of natural history. Dixflomas are given to grad¬ uates from the four years’ coarse ; certificates to those who complete the two years’ course. In this, as in all the State normal schools of Wisconsin, graduates who have received certificates are authorized by law to teach in the common schools of the State without further examination. — (Return to Bureau of Education, 1875.) In addition to facilities for the instruction of teachers in the above mentioned State normal schools, Milton College, at Milton, ofiers a teachers’ course to such of its stu¬ dents as desire it, and the Seminary of the Holy Family, at St. Francis Station, for the instruction of teachers, reports an attendance of 80 students, all males. The course of study at this seminary lasts four years, and includes, in addition to other studies, free hand drawing and vocal and instrumental music. The graduating class of last year numbered 7, all of whom engaged in teaching. This seminary was organized in 1670, has a library of about 600 volumes, a natural history museum, and a gymnasium. INSTITUTES. Careful attention has been given by the board of regents of normal schools to insti¬ tute work, so organizing, distributing, and conducting the institutes that no teacher or expectant teacher need be without their benefit. A committee of two naembers of the board, one of whom is the State superintendent, is especially charged with the duty of providing for the institute work of the State and carrying on and supervising the same, according to the general plan marked out by the board. The State is divided - into four institute districts, each one of them being conducted by a member of the faculty of the normal schools. During the summer and fall of 1875 institutes were held in 40 different counties of the State. Of these 6 were held for a term of four weeks, 2 for three weeks, 12 for two 456 REPORT OF THE COMMISSIONER OF EDUCATION. '\;veeks, and 20 for one week. A very few applications for institutes the committee were obliged to reject or modity, because unable to procure conductors. The amount expended in this work, including printing, is $5,206.68. The number of teachers reached by these institutes was very large. In no previous year has the work been as carefully, thoroughly, and conscientiously performed, as general in its scope, and as effective of good results as during the present. The committee recommend, as the result of their experience, that a change be made in the law so that institutes may be held not less than two weeks in any place, instead of four, as now provided, and that more definite arrangements as to meeting the expenses may be settled. — (Superintend¬ ent’s report, 1875, pp. 186, 219-222.) EDUCATIONAL JOURNAL. The value of a good school journal has been stated under the head of Yirginia. The Wisconsin Journal of Education, edited by Superintendent Searing, meets the needs of the State in this respect, containing regularly a large number of official opinions on questions relating to the school laws, besides educational intelligence from various parts of the State and from other States and countries, vith practical and useful dis¬ cussions of educational topics. That it is not a hasty compilation from other period¬ icals, but, to a great extent, a repository of original and carefully prepared articles from the teachers and school officers of Wisconsin, inspection will prove. SECONDARY INSTRUCTION. TOWNSHIP HIGH SCHOOLS. In accordance with a recommendation of the State superintendent in a previous report, the legislature in 1875 passed a law providing for the establishment of town¬ ship high schools. As soon as possible after the passage of the law the superintendent issued and distributed a circular, setting forth their purj)ose and character, and giving what he considered judicious courses of instruction for them. The law has met with very general favor, and there is reason to believe it will, in due time, accomplish all that its projectors and friends have anticipated. — (Report, 1875, p. 34.) The State superintendent does not give the number of public high schools in the State, but it is known that such exist in connection with the school systems of some of the cities. The report of Superintendent James MacAliwSter, of the Milwaukee public schools, for 1875, gives the attendance in the high school of that city as 150, of whom 85 belonged to the academic and 65 to the normal department. In the classical course of the school Latin is obligatory ; Greek, German, and French, optional. In the general course Ger¬ man is obligatory for three years and optional in the fourth, while French, geometry, trigonometry, mensuration and surveying, English literature, and book-keeping are optional in the third and fourth years. Music and drawing are studied throughout the course. — (School Bulletin for the Northwest, July, 1875.) Superintendent MacAlister recommends the organization of the academic and normal departments into separate schools, all the academic training to be transferred to the high school proper, making of the normal a purely professional school, following in order after the academic course, or a portion of it, has been finished. From the School Bulletin for October, 1875, it would appear that this plan, or a similar one, has been adopted, and several important changes made in the high school course, such as omit¬ ting Greek and forming a two years’ and four years’ courses. ACADEMIES AND SEMINARIES. One school for boys, 5 for girls, and 6 for both sexes, mainly for secondary train¬ ing, report for 1875, "from Wisconsin, 130 teachers and 1,927 pupils, 306 of whom were for that year in classical studies and 727 in modern languages, while only 34 are ex¬ plicitly stated to be preparing for a classical course in college and only 3 for a scien¬ tific course. Four of these schools are controlled by the Roman Catholics, 2 are non¬ sectarian, and 5 are under the influence, respectively, of the Baptists, Presbyterians, Protestant Episcopalians, United Brethren, and Universalists, the remaining 1 not reporting on this point. In 9 of these schools drawing and instrumental music are taught; 10 teach vocal music; 7 have chemical laboratories; 10, more or less philo¬ sophical apparatus. Niue report libraries ranging from 26 volumes to 7,000, the total sum of the 9 libraries being 14,526 books. PREPARATORY DEPARTMENTS OF COLLEGES. Preparatory departments are reported in 10 colleges of the State as having an aggre¬ gate attendance of 1,359 pupils — 1,007 young men and 352 young women — of whom 337 were engaged in preparation for a classical course and 338 for a scientific. WISCONSIN. 457 # BUSINT^SS COLLEGES. Seven such schools, located in the chief cities of the State, report a total of 26 in¬ structors and apparently 1,313 pupils, 1 at Green Bay making a very indistinct re¬ turn on this point. Besides instruction in arithmetic, book-keeping, penmanship, commercial law and commercial forms, 14 students are taught phonography ; 50, tele¬ graphy; 95, German; 48, French; and 1, Spanish. — (Returns to Bureau of Education, 1875.) PREPARATORY SCHOOL. Milwaukee Academy, corner of Cass and Knapp streets, is an English and classical school for young men, its special work being the preparation of young men for college. There is also a comprehensive course of instruction in English, scientific, and mathe¬ matical studies, with such other branches as have a more immediate application to business pursuits. Ample facilities are provided for illustrating the principles of the natural sciences. The German and French languages are thoroughly taught. — (Mil¬ waukee Monthly Magazine, January, 1875, p. 4.) In this school and the Wayland University, at Beaver Dam, there were reported for 1875 a total of 12 teachers and 184 pupils, of whom 36 were preparing for a classical collegiate course and 32 for a scientific one. Both schools report the possession of philosophical apparatus. The foi'mer has a gymnasium and the latter a library of 1,500 volumes. SUPERIOR INSTRUCTION. UNIVERSITY OF WISCONSIN. The university embraces a college of arts, one of letters, and a law school. It is under the immediate charge of a president and 26 professors and teachers, and is in a highly prosperous condition. There has been a steady increase for some years past in the number of students in the regular classes, and this notwithstanding the enlarge¬ ment of the terms of admission and a more careful examination of applicants. There has been, during the year past, an appropriation by the legislature of $80,000 for the erection of Science Hall, a gift followed by that of the property known as the Orphans’ Home. Science Hall will give the best accommodations in all branches of physical science to 600 students, and will leave nothing to desire in the external conditions of instruction in this department for a long time to come. During the past year the young women have been put, in all respects, on the same footing in the university with the young men. “ No difficulties,” says the president, “ have arisen from it. There were eight young women among the graduates at the last commencement. Their average scholarship was certainly as high as that of the young men, and they were apparently in good health. We feel, however, that the young women in attendance on the university should be sheltered from the claims of general society, and that they cannot meet the exactions, in dress, labor, and time, incident to society, without suffering either in health or scholarship, or in both.” During the year, the opportunity of taking special studies in the subfreshman classes has been withdrawn. The object of these classes is exclusively to fit students for the university, and it is not desired to do any preparatory work for its own sake, but, on the contrary, the time is anticipated when the university will be entirely relieved of preparatory work. Much aid in this respect is anticipated from the operation of the new high school law. Special students are admitted freely to the college courses, provided they can pass an examination in the English studies included in the terms of admission to the fresh¬ man year of the scientific course. It is believed, however, that the students would, with scarcely an ‘ exception, be profited by choosing some one course and adhering to it. _ When a regular student becomes a special student it is regarded as a retrogression, while the acceptance of a regular course is almost sure to result in new effort, more satisfaction in labor, and more firmness in purpose. Haste and vacillation are the besetting sins of the students. A portion of the instability is referable to poverty, but a large remainder must be attributed to a low estimate of thorough scholarship and to a haste to enter, ready or otherwise, on the work of life. — (Report of State superin¬ tendent, pp. 157-160, 164, 165.) The catalogue of the university for 1875-’76 gives the number of students for that year as 345, including 49 special students, 71 in the subfreshmen classes, and 25 law students. Of the 200 remaining engaged in regular collegiate classes, 39 were pursu¬ ing the ancient and 26 the modern classical course, 120 the course in general science, 12 that in civil engineering, and 3 that of mining and metallurgy. OTHER COLLEGES. A Beloit College, Beloit, (Congregational,) aims to provide a thorough, liberal, and Christian education for young men. Its main course of study corresponds with that found in the best New England colleges, known as the “American college course.” It 458 EEPORT OF THE COMMISSIONER OF EDUCATION. comprehends a training in language, in mathematics and science, in the histories of nature and of man, and in those philosophic and religious principles necessary to com¬ plete the general preparation for a broad and useful life. — (College catalogue, 1874-75.) Gale&ville University, Galesville, (Methodist Episcopal,) admits both sexes to its privi¬ leges, which include preparatory, classical, and scientific courses. The building will .accommodate 200 students. — (Catalogue of the university, 1874-75.) LaicrenceUniversity, Appleton, (Methodist Episcopal,) is for both sexes. In addition to its classical, scientific, and commercial studies, French, botany, music, drawing, and painting are attended to. — (State report, p. 226.) Milton College, Milton, (Seventh Day Baptist,) offers to young men and young women on equal terms a classical course, embracing both collegiate and preparatory studies, a scientific course, and a teachers’ course. The number of students in collegiate classes in 1874-’75 was 79; in the preparatory class, 176. — (Circular of college for 1875-’76 and report of State superintendent, 1875.) Eacine College, Racine, (Protestant Episcopal,) is for boys and young men only. In the school of letters a full collegiate course of four years is provided. The course in the school of science also lasts four years, and is intended to provide a thorough course in the natural sciences, mathematics, the English branches, and the modern languages. German and French are obligatory. The preparatory department includes classical and mathematical schools. The latter teaches book-keeping and German, and is in¬ tended to fit boys for business or for the school of science in the college ; the former prepares them for the classical department. — (College catalogue, 1874-’75.) A later circular states that, in February, 1875, Taylor Hall, the building used for college students was burned, destroying with it the valuable college library, the sci¬ entific apparatus as well as furniture, &c. But as the walls of the building were left standing, preparations were at once made for renewal of it ; and a picture since sent in shows it as renewed. Eipon College, Ripon, (Congregational,) admits both sexes to its coUegiate and pre¬ paratory departments, the former including classical and scientific courses. — (College catalogue, 1875-’76.) There is also a musical department, under the control of Professor J. C. Fillmore, of the Leipzig Conservatory of Music, which provides thorough instruction in both vocal and instrumental music. — (School Bulletin, December, 1875.) COLLEGES FOE WOMEN. Three colleges for women, all authorized by law to confer degrees, report an aggregate attendance of 228 pupils in collegiate studies, instructed by 33 teachers, all of the latter except 4 being ladies. There were in the regular course 216 students, in special or partial courses 6, and in post graduate studies 6. Two report libraries of SOO and 821 volumes respectively. One is under the patronage of the Congregational Church, one the Roman Catholic, and the other is non-sectarian. In all the 3, drawing and painting, vocal and instrumental music, and German are taught. Two teach French and 1 Italian and Spanish. All the 3 report chemical laboratories and philosophical apparatus, and 2 have museums of natural history. — (Returns to Bureau of Educa¬ tion, 1875.) Statistics of universities ani colleges, 1875. Names of universities and colleges. O 'x X DC c j Number of students. 1 1 Property, income, &c. cS X 1 > © C ; 3:" ^ i ^ SC’S ^ X 5 y "3 P- x 1 © > i £ 1 I'-i 'x © i X £ fs X 5 c"! It's U X U < Beloit CoUese . . 10 1 6 s, 77 g80, 000 1 i -3120, 000 312, 000! ' 33,600 30 315, 000 a9, 300 Galesville ITniversity . - 106 29 50, 000 4, 500 La^vrence University . 14 231 97 75, 000 100, 000: 5, 000 4, 500 a7, 600 Alilton College . 111 !!!! 178 46, 125 6, 000| 250 3, 750 a2, 000 Nortlivestern University . . 8 67 31 47, 000 2, 400 2,050 Pio Nono College . 8 104 80. 000 20, 000 »! 500 Bacine College . 18 118 31 150, 000 27, 000‘ 63, 460 1, 000 Bipon College . 17 "6 245 56 65, 000 50, 718! 4, 531 3, 433 6 03, 900 St. John’s College . 15 0 150 150 100, 000 0 0 15, 000 0| 3, 000 University of Wisconsin .... 25 0 73 201 250, 000 458, 389, 31, 551 7,234 17, 303| 08,2^ a Includes society libraries. WISCONSIN. 459 SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The agricultural college of the State is comprised in the cdllege of arts of the Uni¬ versity of Wisconsin. This college embraces the departments of general science, agri¬ culture, civil engineering, mining and metallurgy, and military science. As soon as the income of the university will allow, and in such order as the wants of the public shall seem to require, these departments are to be expanded into distinct colleges of the university, each with its own faculty and appropriate title. The amount of agricultural college fund wMch was productive in September, 1S75, was $2.36,133.90 ; the income received from it during that year was $16,148.41. The number of students pursuing the agricultural course is not given ; but it is stated that the was received from the sale of products from the experimental farm during the year was $359.99. In the course of general science there were 120 students; in that of civil engineering, 12; and in mining and metallurgy, 3. The legislature of 1875 appropriated $80,000 for the purpose of building an additional university edifice for scientific purposes. — (Eejiort of board of regents and catalogue of university for 1875.) THEOLOGICAL. Nashotah Theological Seminary, Waukesha County, (Protestant Episcopal,) founded in 1642 and incorporated in 1847, and the Salesianum, near Milwaukee, (Roman Catholic,) are the only theological schools in the State from which printed cata¬ logues or circulars have been received. Each has a three years’ course, that of the former including biblical and ecclesiastical histories, systematic divinity, scriptural exegesis, Hebrew, pastoral theology, and elocution ; that of the latter, dogmatic, moral, and pastoral theology ; canon law ; liturgies, exegesis of Old and New Testa¬ ment; church history, aud homiletics. — (Circulars of these institutions.) LEGAL. The law department of the University of Wisconsin numbered, in 1S75, 25 students in its classes. The course of instruction is for the most part by lectures, and by read- iug under the direction of the professors, with weekly moot court practice. Among the advantages which this law school affords the student is its location at Madison, the seat of the law library of the State, which is probably the largest collection of the kind in the Northwest, and which is at all times accessible to the students, as is also the library of the State Historical Society, numbering aver 50,000 volumes. — (Catalogue of university, 1375.) Statistics of schools for scientific and ^professional instruction, 1875. Schools for professional instruction. I : :: . 'c I ^ M 1 : t 2 i I i: Property, income, (fcc. I I, 11 SCHOOL OF SCIEXCE. ’ j Departments of civil engineering, min- 6 ing, and metallurgy, '{Fuiversity of Wisconsin. SCHOOLS OF THEOLOGY. Nashotah House* . ‘ 6 Seminary of St. Francis of Sales . T2 SCHOOL OF LAW. | Law College, University of Wisconsin. . 7 ^ s = i i ? 3: . =ll I 1 fl ! I 'I ! -5 ll II = .3 r ifii 50 245 6 $70, 000 -825, 000 $2, 000 9 . ....! 25 I 1 6,000 $1,050 i 300 From Eeport of Commissioner of i.ducation for 1574. 460 REPORT OF TEE COMMISSIONER OF EDUCATION. SPECIAL INSTRUCTION. WISCONSIN INDUSTRIAL SCHOOL FOR BOYS. This was at first really a prison with its cells and grates ; it is now a home, with ks social relations, and its family circle. It was organized on the congregate plan, with its crowd of hoys in a single herd ; it is now a miniature colony, with its homes and workshop, its farms and gardens, its schools, reading rooms and library, its social, educational, and religions facilities. During the sixteen years of its history, 1,184 children have been brought under its influence. Of this number, about one-fourth are still in the school, and fully two-thirds of the others are, so far as our knowledge ex¬ tends, acting the part of good citizens by living quiet, industrious lives. No computa¬ tion can show the amount of good returned to the State by the reformation of so large a percentage of its juvenile violators of law and order; but every observer can realize that the perpetration of a vast amount of crime has been prevented and a large num¬ ber of boys restored to society, growing and grown into good citizens, the friends of law instead of its enemies, earning by their own efibrts an honest living, instead of preying upon others, or wasting life in confinement at the expense of the taxpayers of the State. — (Report of Superintendent Hendrickson, in State report, pp. 254,255.) ■WISCONSIN INSTITUTE FOR THE INSTRUCTION OF THE BLIND, JANESVILLE. Since the fire which destroyed the main building of this school in April, 1874. its operations have been carried on under great disadvantages, in small and inconvenient buildings, poorly supplied with apparatus. The new building authorized by the legis¬ lature Will accommodate but a portion of the household, and the difiiculties incident to the occupation of detached buildings must still be met. Since the last report, 85 pupils have been in attendance, 4 of them adults, connected with the mechanical department, and admitted for a brief time, that they might ac¬ quire the knowledge of a trade by which to sustain themselves. In the literary department instruction has been given in reading, writing, spelling, arithmetic, geograiihy, grammar. United States history, geometry, natural philosophy, and mental philosophy. In the musical department vocal and instrumental music have been taught, not merely as a -pleasant accomplishment, but also as a means of earning a livelihood. In the mechanical deiiartment the elder boys have been taught broom-making, while the younger boys and girls have learned to make bead work. The girls learn also to sew, knit, crochet, and do a variety of useful and ornamental kinds of work. — (Report of Mrs. Thomas H. Little, superintendent, in State report, pp. 58, 256.) ■WISCONSIN INSTITUTE FOR THE DEAF AND DUMB, DELAVAN. At the date of the report, November 29, 1875, there were in this school 148 pupils, divided into 8 grades, each grade in charge of a teacher, and a class of 20 in articula¬ tion, under a special teacher. The course of study is the same gs that in the public schools, and the same text books are used, except in the study of language in the two lower grades, where special books are used. The advancement of the pupils is said to compare favorably with that of children in the common schools. In addition to the schooling in literary branches and the language of sighs and lips, the pupils are taught to work. There are, for the boys, a cabinet shop, a shoeshop, and the garden, grounds, barn, &c. ; and, for the girls, the varieties of sewing, chamber and dining room work, &c. — (Report of principal, W. H. DeMotte, in State report, p. 258.) EDUCATIONAL CONVENTIONS. WISCONSIN STATE TEACHERS’ ASSOCIATION. The twenty-third annual session of this association was held at Eau Claire, J uly 28, 29, 30, 1875. " The meeting, it is stated, was a most agreeable and profitable one, the exercises, consisting of addresses, papers, and discussions, being participated in by both ladies and gentlemen, and frequently enlivened by music and readings, while the peo¬ ple among whom the meeting was held manifested an overflowing hospitality. Presi¬ dent Emery’s address (to be found in full in the Wisconsin Journal of Education for September, 1875) was an appropriate, practical, and suggestive paper, and its various topics were taken into consideration and reported upon by committees appointed for that purpose. The president expressed the opinion that the association has been suc¬ cessful in a good degree in accomplishing its two great objects : self-improvement of the members and the advancement of the cause of popular education throughout the State. The topics considered in the papers and addresses delivered were : “The function of the normal school,” by President O. Arey, of Whitewater ; “ Drawing,” by W. E. Ander- WISCONSIN. 461 son, of Waukesha ; “ Entomology,” by John H. French, LL. D., of Vermont ; “ The dis¬ trict school curriculum,” by A. Salisbury, of Whitewater ; “ The student’s hope,” by Professor E. H. Merrill ; “ Can we do it ?” by Miss Martha Kidder, of Oshkosh ; ‘-A State school tax,” by Superintendent James MacAlister ; “ The high school law,” by Superin¬ tendent Searing; “ Language study : its means and its end,” by Superintendent Pick¬ ard; “Architecture,” by iftesident John Bascom, of the University of Wisconsin; “ Educational backbone,” by E. B. Wood, of Oshkosh ; “ The coming teacher,” by Helen M. Bingham, of Monroe ; and “ Teachers’ examinations and State certificates,” by A. F. North, of Pewaukee. The committee to which was referred that portion of the i)resident’s address relating to “ a township system of school government ” and “ free town high schools” reported favorably to the town and adversely to the district, as the unit in school government ; also expressing their hearty approval of the present high school law and their earnest desire that it may receive a thorough and fair trial. The ladies of the association, as a separate body, expressed their thanks to all who were instrumental in the passage of the law last winter making women eligible to school offices in the State. — (Wisconsin Journal of Education, September, 1675, pp. 351-357.) An executive session of the association met at the same place in December, 1875, when papers were presented, addresses made, reports of committees received and con¬ sidered, and other important business discharged. — (Wisconsin Journal of Education, January, 1876, pp. 28-36.) COXTEXTIOX OF SCHOOL SUPEELSTEXDEXTS. In response to the call of the State superintendent, the county and city superintend¬ ents convened at Madison, December 29, 1675. The first topic considered was how to secure more eflective and permanent supervision of schools. Su^rerintendent Searing commenced by alluding to the fact that measures were being taken to secure the abo¬ lition of the superintendency, on account of its alleged inefficiency, produced by the incompetency, negligence, and indolence of some past and present incumbents of the office. The general opinion appeared to be that many defects exist in the office, among which were mentioned “ meagreness of beneficial results, incompetent incumbents, uncertain tenure of office, imperfect mode of providing salary, meagreness of salary, amount of work too great,” &c. The remedies proposed were “an educational quali¬ fication, change of removing power, uniform examinations, change of electing power, a longer term, change of time of electing, payment by the State, more work among the people, sujjerintendents to meet for counsel, more control by State superintendent, and obligatory institute attendance.” The next subject considered was that of irregu¬ lar attendance and the best means for securing regularity. Superintendent Searing thought one important means of securing regular attendance would be the provision of comfortable and attractive houses and grounds. Children love beauty and shun the opposite. In the village of Necedah there was a primary room, built of poor, cheap materials, that had been made positively attractive by the teacher’s taste, tact, and work, and all at a cost of less than one dollar. The ornamentation was a few nice, cheap pictures, framed by the teacher, and natural curiosities picked up in the neigh¬ borhood. Others spoke in favor of wide-awake teachers, the distribution of a State tax on the basis of attendance, a regular course of study, monthly reports, &c. At the request of Superintendent Searing, a vote was taken" on the subject of a State tax, which resulted in 16 in favor of, and only 1 against, such tax. A committee was ap¬ pointed to report at the next session on the subject of a “ course- of study in district schools.’ — ^Wisconsin Journal of Education, January, 1676, pp. 37-41.) OBITUARY ' EECOED. SUPERTSTEXDEXT THOMAS H. LITTLE. In February, 1875, Mr. Thcmas H. Little, for more than thirteen years superintend¬ ent of the Wisconsin Institute for the Education of the Blind, was removed by death. A notice of him in the report of the institution says ; “ His integrity and absolute truth¬ fulness gave him a reputation it is an honor for any man to wear. As a private citi¬ zen, he was quiet, unassuming, and upright ; as a pubhc officer, thorough, untiring, efficient, and jealously watchful of the interests committed to his care. As an instructor, he was a recognized leader in his profession, a disciplinarian who knew how to govern without seeming to govern at all, and who was to his pupils far more like a wise and kind parent than a superintendent. As a Christian, he was manly, generous, humble, full of faith, and given alike to pra.yer and good works. In his death, the community has lost a useful citizen, the State a faithful and valued servant, and the church an exemplary member and efficient officer.” — (Report of institution in State report, pp. 256 257.) 462 REPORT OP THE COMMISSIONER OF EDUCATION. LIST OF SCHOOL OFFICIALS IN WISCONSIN. Hon. Edward Searing, State sxoperintendent of public instrxiction, Madison. Eev. J. B. Pradi', assistant State superintendent of public instruction, Madison. CITY SUPERINTENDEKTS. City. Superinten dent. City. Superintendent. Appleton . . A. H. Conkey. James J. Dick. Menasha . W. H. Lull. Beaver Dam . Milwaukee . James MacAlister. Beloit . T. L. Wright. FT. M. Dodson. Mineral Point . Thomas Priestly. T. T. Moulton. Berlin . Heenah . Columbus . S. 0. Barrington. Oconomowoc . D. R. Thompson. Fond du Bac . C. A. Hutchins. Oconto . H. W. Gilkey. Charles W. Felker. Fort Howard . E. Chappell. Henry Hayden. A. H. Ellsworth. Oshkosh . Grand Bapids . Portage . H. K. Shattuck. Green Bay . Prairie du Chien . Joshua Sutter. Hudson . . . . H. H. Slack. Racine . R. H. Tripp. John H. Plath. Janesville . R. W. Burton. Sheboygan . Kenosha . . H. M. Simmons. W atertown . . William Bieber. L.a Crosse . . J. W. Weston. Wausau . B. W. James. Madison . Samuel Shaw. COUNTY SUPERINTENDENTS. [In commission January 1, 1876.] County. Superintendent. Post-office. County. Superintendent. Post-office. Adams . . . . Jesse M. Higbee. . John W. Bell . Plainville. Lincoln .... David Finn . . J enny. Ashland . . . La Pointe. Manitowoc.. W. A. Wa^er . Manitowoc. Barron . H. J. White . . Rice Lake. Marathon . . . Thomas (iTeene . . . Wausau. Bayfield . .. John McCloud... Bayfield. Marquette .. H. M. Older . Packwaukce. Brown . BulFalo . T. E. Sedgwick... L. Kessinger . W est Depere. Alma. Milwaukee, (1st district.) Thomas O’Herrin . Oak Creek. Burnett.... Calumet . . . John G. Fleming . Wm. B. Minaghan Grantsburg. Chilton. Milwaukee, (2d district.) James L. Foley ... Butler. Chippewa.. Jno. A. McDonald? Chippewa Falls. Monroe . H. H. Holden . Sparta. Clark . Columbia . . R. J. Sawyer . Kennedy Scott . . . Heillsville. Rio. Oconto . Maggie M. Com¬ stock. Oconto. Crawford . . G. L. Miller . De Soto. Outagamie . . Patrick Flanagan . Appleton. Cedarburg. Durand. Dane, (1st district.) A. R. Ames . Door Creek. Ozaukee .... Pepin . Edward H. Janssen J. H. Rounds . Dane, (2d district.) M. S. Frawley - Black Earth. Pierce . .- Polk . H. S. Baker . James W. Dean ... River Falls. Black Brook.. Dodge, (1st district ) John T. Flavin. .. Watertown. Portage . Racine . J. 0. Morrison _ M. J. Smith . Amherst. Sylvania. Dodge, (2d district.) Door . Arthur K.Delaney Chris. Daniels - Hustisford. Sturgeon Bay. Richland .... Rock, (1st district.) David D. Parsons . John W. West _ Sextonville. Footville. Douglas . . . Dunn . 1. W. Gates . George Shafer ... Superior. Menomonee. Rock, ( 2 d district.) J. B. Tracey . Milton. Eau Claire . Agnes Hosford. . . Eau Claire. St. Croix _ Frank P. Chapman Hew Richmond, Fond d u Lac, (1st district.) W. L. O’Connor .. Rosendale. Sauk . Shawano .... Sheboygan . . James T. Lunn _ Miss C. A. Magee.. George W. Weeden Ironton. Belle Plaine. Sheboygan City., Grant . G. M. Guernsey . . Platteville. Taylor . 0. H. Lee . Medford. Green . Thos.C. Richmond Bern. Trempealeau Amos Whiting .... Trempealeau. Green Lake A. A. Spencer _ Berlin. Vernon . 0. B. Wyman . Viroqua. Iowa . Albert Watkins.. Mineral Point. Walworth... Fred W. Isham ... Elkhorn. Jackson ... T. P. Marsh . Hixton. Washington. S. S. Barney . West Bend. J efiferson . . C. I. Collier . Rome. Waukesha . . John Howitt . Waukesha. Juneau .... J. W. Wightman . Werner. W aupaca . . . C. W. Packard _ Hew London. Kenosha . . . David H. Flett . . . Kenosha. Waushara. .. Wm. T. Williams.. Berlin. Kewaunee . Wm. H. Seymour. Ahnapee. Winnebago.. F. A. Morgan . Oshkosh. La Crosse.. La Fayette. S. M. Leete . Henry Jane . West Salem. Shullsburg. Wood . C. B. Garrison . Centralia. ALASKA. 463 AJLASKA. A gentleman connected ^yith the Coast Survey, vho has had large opportunities for observation of the Indian population on the northwest coast, kindly furnishes the fol¬ lowing interesting information resj^ecting matters in Alaska: Washington, D. C., March 22, 1875. My dear Sir : In response to your inquiry as to the condition of the inhabitants of Alaska I beg leave to submit the following summary of facts which I have reason to believe are substantially accurate. As the climate and condition of the territory are but little understood and have been erroneously represented, a few preliminary remarks- on these points may not be out of place. The area of the territory is nearly one-sixth as much as that of the whole of the re¬ mainder of the United States put together. The coast line is fully as great as the whole coast line of the rest of the United States, and a large part of it is composed of islands covered with a dense forest or growth of herbaceous plants. This great region is divided climatologically into three subdivisions, characterized by wholly different conditions of climate and vegetation. (1) The most northern is that which furnishes the popular idea of Alaska. It has a climate which in most respects is properly called arctic. The winters have periods of very severe cold, while the summers, extending from June to September, inclusive, are very hot, at least during part of every clear day. Travelling is done by means of dog- sledges or canoes, according to the season. The climate is somewhat tempered on the immediate sea-coast, but a few miles in the interior the above conditions prevail. Ex¬ tensive forests of spruce, birch, poplar, and alder border the rivers, especially the Yukon, the great river of Northwest America. Some quick growing vegetables will do well during the short summer, such as turnips, lettuce, radishes, &c., but the main reliance of the inhabitants will always be on the salmon, white-fish, and trout which swarm in the rivers, the immense flocks of wild fowl which spend the breeding season there, and on the meat of the reindeer and other products of the chase. Trees are not found on the immediate sea-coast. The trade of the country is exclusively in furs, skins, whale oil, and bone and walrus ivory. This region extends from the Arctic Ocean to the Peninsula of Alaska, on the mainland, and to St. Matthew Island, on the sea of Behring. Notwithstanding the climate, it affords subsistence to a large native population, and with the proper precautions (I speak from nearly three years’ expe¬ rience, including two winters) a white man in ordinary health finds no difficulty, when provided with the clothing worn by the aborigines, in existing with tolerable comfort. (2) The second region includes all the Aleutian Islands west of the end of Alaska peninsula and is in every respect different. It is in a general way about the latitude of Edinburgh, and possesses a climate similar to that of the west of Ireland and the north of Scotland. I have never seen the thermometer down to ten degrees above zero of Fahrenheit in four years, and in thirty years, as far as we know, it has only been down to zero seven times. The islands are covered with rank herbage, and toward the east have small willows and blueberry bushes, but nowhere any trees. Fuel is supplied by drift-wood which is cast on the shores in tolerable abundance. The chief trouble with this region is the superabundance of cloudy weather, fog, and rain. These prevent the summer from being as warm as the very mild winter would lead ns to anticipate. The annual mean is about that of Philadelphia. Most veg¬ etables, if properly cultivated, will grow, and there seems to be no reason why fruit trees should not do well if sheltered when young and planted where there is good drain¬ age. There is no difficulty whatever in keeping sheep and cattle, which, as a rule, find enough to eat on the hillsides all winter, though they would doubtless do better if protected and furnished with hay, which can be cut anywhere. I have seen sheep and cows support themselves all winter without any care and rear their young in the spring. (3) The last region is that extending from Kadiak Island to the eastern end of the territory southeast of Sitka. Though the high mountains of this region nourish local glaciers, and there is nearly as much rain at Sitka as in parts of Oregon, yet the shores are covered with a dense forest of large trees, and the climate, a little colder in winter and a little hotter in summer than the Aleutian district, affords as high an annual mean as Baltimore. This, it may be mentioned, is due to a warm current similar to the Gulf Stream, which bathes the Aleutian Islands and the coast about Sitka, and is responsi¬ ble for the warm temperature as well as the abundant rain. Of this district Kadiak and Cook’s Inlet have been called the “ garden of the territory.” In the western part of the Aleutians, fish are not very plenty and there are no large land animals, though water-fowl abound. But in this region, which I will call the Sitka district, food is 464 REPORT OF THE COMMISSIONER OF EDUCATION. incalculably abundant. Game, reindeer, cod, halibut, salmon, and herring are inex¬ haustible. Indian corn has been grown at Cook’s Inlet successfully, which will give an index to its agricultural capacity, while almost any vegetables, if properly culti¬ vated, will do well at Kadiak. First rate potatoes have been grown of late at Sitka, and previous failures were undoubtedly due to ignorance of proper cultivation. The inhabitants of the territory are about 20,000 in number, of whom at least 18,000 are natives. They are of four classes : (1) The Koloshian Indians, who inhabit the Sitka archipelago and coast as far as Yaku- tat or Admiralty Bay. These are a bad class of natives. Bold, impudent, fond of liquor, which they manufacture from molasses bought of the whites, ready to use weapons on any provocation, vindictive, and sensual, they only attract admiration for their courage and unusual intelligence, which latter is particularly manifested in their carvings, canoes, and dwellings. They purchase most of their clothing from the whites, but for almost anything else they are quite independent. I fear they cannot be considered amenable to any system of education disconnected from the “strong arm.” Still, by a rigorous system of excluding whites, of imposing responsibility, and appealing directly to their material interests, the mission of Rev. Mr. Duncan, among somewhat similar Indians at Metakatla, British Columbia, has, in many respects, proved a success. Most of these Indians understand the Chinook jargon. (2) The interior Indians. These are of the usual Chippewayan type, very different from the Koloshians, and extend from the mouth of the Copper River to Cook’s Inlet, and in the interior north to the Arctic Circle. They have had little intercourse with whites except on the Yukon, are essentially wild at present, but in some places, as at Cook’s Inlet, might be reached without much difficulty. Few of them speak anything but their own language, and these few only add to it a little Russian. None of them have been subjected to any educational processes, though a few have been baptized by the Russian priests. Unless in Cook’s Inlet, they cannot be said to offer much of a field for instruction at present. (3) The Eskimo or Innuit. These people, though identical as to race and nearly so as to language, offer a very favorable contrast in intelligence and physique to the Eskimo of Greenland and Labrador. With many of the faults of the savage, they unite a fundamentally more tractable character, greater intelligence, and less devotion to gloomy superstitions. They are nearly white, and extend over the entire coast line of the Territory from the Arctic Seas to Cook’s Inlet and the shores of Prince William’s Sound, and west as far as the Chirikoft’ or Ukamok Island, near Kadiak. They speak a language which is readily acquired and near Kadiak and Norton Sound many of them understand a little Russian. They chiefly live by fishing and hunting. These people have been brought under Russian influences at Kadiak and in Prince Will¬ iam’s Sound, and the results are favorable. Though their present condition is not of the best, yet, considering the circumstances, these people ofer more qualifications for benefiting by instruction than any I have yet mentioned. In the localities just mentioned most of them have connection with the Greek chapels established by the Russians. The influence of the priests there at present seems, however, wholly bad, as the people are given over to gambling and drunkenness. In Norton Sound they have been greatly demoralized by the class of whites with whom they are most familiar, and the annual alcohol traders of the Arctic coast and Kotzebue Sound, mostly Hawaiians by flag but Americans by birth, are rapidly depoiDulating that region. (4) The Aleuts. These are also Eskimo in race, but differ so much from all the other branches of that stock that they may with propriety be considered separately. They inhabit the Shumagin Islands, the western end of the peninsula of Alaska, and the Aleutian and Pribiloff Islands. Their principal settlements are at Uuga Island in the Shumagins, Belkoffsky on the peninsula, Unalaska, Umnak, Atka, and Attu, among the Aleutian Islands. The other settlements are all clustered within a few miles of one or the other of those named. These people speak the Russian language, as well as the native dialect, almost without exception. They are about 2,000 in number, and have remained stationary at about this figure for a number of years. Whatever their original character may have been, through nearly a century of Russian influence they have become docile and tractable, are in most places more than half civilized, wear civilized clothing, subsist to a large extent on flour, sugar, and tea bought of the traders, and are almost without exception devoted members of the Greek Church. It can¬ not be doubted that many of them understand but little of the doctrines they profess, but they are none the less devoted to them, and very naturally so, as nearly all that is good in their natures and mode of life is due to the self-sacrificing efforts of one devoted missionary, once a i)oor missionary priest at Unalaska, now aged and blind, but retain¬ ing the clearness of his faculties, occupying the exalted position of primate of the Greek Church, or Metropolitan of Moscow. To this person, Innocentius Veuiaminotf, we owe a monograph on these people and an account of the islands which is the fullest and most reliable extant. Each village has its church, where, in the absence of a consecrated priest, some native deacon officiates, and even in their temporary hunting camps a ALASKA. 465 cross is usually erected in some conveuient locality, where on Sundays one of the party reads or repeats a portion of the liturgy. These people were considered as wards of the company under the Russian monopoly and were obliged to work a certain number of years lor the company at very small wages; but, on the other hand, so far as the company’s charter could be made to cover the case, their rights were not forgotten. They received a certain amount of dour and tea at fixed and very moderate prices, which often ran below the actual cost. They had the privilege of a certain amount of schooling, being taught the rudiments of reading, writing, and arithmetic, especially reading the Slavonic or church characters. Part of the gos])els. a catechism, primer, and several tracts were translated into the Aleut tongue by Veuiaminoti:', and printed by the Russian synod in a modified character, especially adapted to the peculiar combination of sounds which are used. Most of the older natives can read and write in the Russian language. When enjoy¬ ing their hospitality, which was always generous to the extent of their means, during nty explorations in the islands, frequently the ho.st would c|)en a home-made box or cabinet and point with pride to a few church books aud old Russian almanacs, &c., as proof of his acquirements. Their intelligence is remarkable, when we consider how lately they have been redeemed from barbarism. They are usually eager to learn, and iu Russian times the children who showed any marked ability were sent to a higher seminary at Sitka, and sometimes even to St. Petersburg. In this way the company added to its corps quite a number of good navigators, some of whom afterward became quite noted as explorers. Thirty-eight charts relating to the Territory, the best existing up to a recent date, were drawn and engraved on cop¬ per by an Aleut named Kadin, at Sitka, in 1848. They make good mechanics, carvers, aud domestic servants. Ou the other hand, they are somewhat wanting iu energy, owing to the state of tute¬ lage iu which they have existed so long; many of them require training in the art of cleanliness, and the natural tendency to stimulants and sensuality, existing in all un¬ civilized races, has been aggravated iu certain localities where they have been brought into contact with seamen and unscrupulous traders. Their xjresent condition is less favorable to their improvement than it was under the Russian regime. A word as to the condition of the Territory. Few citizens of the United States realize that in one-seventh of her vast Territory there are literally no civil law, no gov¬ ernment, no redress for injury, no xnotection for whites or natives, no legal authority for settlement, and no punishment for crime. The Territory of Alaska is in that condi¬ tion. There is no civil government. The authority of the commander of the two mili¬ tary companies at Sitka extends only over his own men and the limits of the military reservation ; except the authority of power, by which he may hold turbulent natives in check. By a recent construction of a law of Congress the military are held respon¬ sible for catching and disitosing of ofi;euders who introduce liquors into the Territory. There are revenue officers who collect customs and internal revenue, and who have authority over ofieiiders against revenue laws. On the Pribiloff Islands are four special treasury agents, who have power to prevent infringements of the provisions of the mo¬ nopoly lease granted by Congress to the Alaska Commercial Company. They can, to some extent, protect the natives, but have no authority to punish civil offenses other than those relating to the contract mentioned. We have then the anomaly that for violating the revenue laws an olfender can be seized and sent two thousand miles for trial, while for murdering the revenue officer, in a private quarrel, no punishment can be inflicted and no court has jurisdiction. This has been legally tested in Oregon and a murderer discharged lor the above reasons. For offenses against individuals, other than infringements of its contract, neither the comj)any nor its agents can he held to answer. By law, schools were required to be established on each of the two Pribiloff Islands. What these amount to may be seen in your last report. Some of the more intelligent natives, half-breeds, and resident whites have succeeded in sending their children to San Francisco to school. Here, however, they are very likely to come to grief through want of piarental supervision. Some individuals have become interested in xtarticular children and have brought them to civilization, where, with x>roper care, they have invariably done Avell. I brought down in 1672 au orphan boy, a native Aleut, whose intelligerce and desire to learn, while employed as cabin boy on my vessel, had attracted every one to him. Through the assistance of kind friends he has been placed at school in Michigan, where he is doing well. In two years he has learned to speak, read, and write the English language, and, though obliged to associate with children younger than himself, for want of early advantages, he has stood at the head of his class in drawing and geogra¬ phy and already evinces great interest in natural history. When he was brought to San Francisco he was 15 . years old, and his countenance has, since that time, en¬ tirely lost the stolidity of the ignorant native and taken on a pleasing expression of intelligence and amiabilitv. This shows that these people are not bevond redemption. 30 I ‘ 466 REPORT OF THE COMMISSIONER OF EDUCATION. Meanwhile more than fifteen hundred of these people are without a school of any kind, unless, as occurred at Unalaska, the more intelligent of them get up a little school of their own, in order that their children may be able to read the Russian cate¬ chism. Formerly these people had a sort of town government, which decided questions of general interest to the community and elected a toyon, whose duty was to stand as arbitrator between the traders and the natives. He was paid a small sum by each native for his services. The popular voice has also been used, since I have been in the islands, to expel people of notorious immorality from the church and to punish various offences. Now, however, the toyon is elected at the company’s order, and usually paid a salary by them, so that his original position as arbitrator has been entirely lost. The people of the Pribiloff' Islands are more favorably situated than any of the others. They have a certain kind of schools ; and in other things the influence of Special Agent Bryant and the interests of the company have to some extent been paral¬ lel, as it was manifestly to the latter’s advantfige to have the people contented and well off, in order that the seal-killing might not be interfered with. Even here, however, the mainspring of action is interest, and not justice in the abstract nor the authority of law. This is not a desirable state of things. In the earnest hope that something will be done to encourage education, especially of a preliminary and technical character, and to extend the authority of law over the land, I remain, very truly yours, WM. H. DALE. Hon. John Eaton, Commissioner of Education, Washington, D. C. ARIZONA. 467 ARIZONA. STATISTICAL SUMMARY. SCHOOL POPULATION AND ATTENDANCE. Number of cbildren'in tbe Territory 6-21 years of age . 2, 508 Number of boys in the Territory, 6-21 years of age . 1, 265 Number of girls in the Territory, 6-21 years of age . 1, 243 Enrolment in pnblic schools* . 560 Average attendance* . 410 TEACHERS. Number of teachers employed : Men, 5 ; women, 8 * . 13 SCHOOLS. Number of public schools * . 11 INCOME AND EXPENDITURE. Eeeeipis. From all sources for public schools . S23, 759 92 Increase for the year . 16, 986 77 Expenditures. Total for all purposes . 24, 151 96 Increase for the year . . 14, 999 82 — (From the annual report for 1875 of Governor A. P. K. Safford to the territorial legis¬ lature.) SCHOOL SYSTEM. OFFICERS. These are a territorial board of education, territorial superintendent of schools, county superintendents, county examiners, and school tmstees of districts. DUTIES OF OFFICERS. The tei'i'itorial hoard, which is composed of the governor, secretary, and treasurer of the Territory, the governor being chairman, looks after the management of the pnb¬ lic school funds and the better organization of the schools of the Territory. The territorial, superintendent, whose office for the present is held by the governor, appor¬ tions the school moneys to the counties under the supervision of the territorial board, prepares and furnishes the necessary forms for school officers arid teachers ; visits annu¬ ally each county, for the purpose of examining into the condition of the schools, con¬ sulting with county superintendents, and addressing the people on educational topics ; and is to make to the territorial board a yearly report of everything relating to the schools and school funds. The county superintendents, the probate judges acting ex officio as such, apportion the school moneys of their counties to the respective districts in proportion to the number of children that have attended school in them for three months previously ; visit and j inspect the schools once every year ; exercise a general supervision over them ; dis-'^ tribute the blanks forwarded by the governor ; file the reports of trustees, marshals, and teachers ; and make to the governor annually a report, containing an abstract of the reports of these subordinates respecting the schools, school population, attendance, &c. The county examiners, three for each county, are appointed by the governor to exam¬ ine and license teachers for tbe public schools of their several counties the county superintendent being ex officio a member of the board and chairman. The district trustees, three for each school district, are elected by the people, and have the care of school property and a general oversight of the schools of their districts, with the duty of levying a local tax for keeping them open three months, when nec¬ essary ; of having a census of the school population made each year, and of making annual report to the county superintendent respecting this census and all things relat¬ ing to the schools. * The figures given here include those of all the counties in the State except one, which did not report on these points. 468 REPORT OF THE COMMISSIONER OF EDUCATION. SCHOOLS. • The public schools are required to be entirely undenominational and unsectarian ; must be taught by a regularly licensed teacher, and must use a uniform series of text books prescribed by the territorial board. They are to be held ordinarily for at least three months, consisting of four weeks of five days each. There is a law requiring the attendance of children not otherwise taught. SCHOOL FUNDS. A territorial tax of 15 cents on the $100, a county tax of 35 cents on the $100, and (where these prove insufficient for maintaining schools three mouths) a special district levy voted by the people are the ordinary reliances for annual school purposes. — (School law of Arizona, 1875.) ELEMENTARY INSTRUCTION. CONDITION OF THINGS IN 1875. Of the 2,508 youth in the Territory between 6 and 21 years of age, 908 are reported as able to read and write, leaving 1,600 who are not able. In reference to the fact of the existence of this proportion of illiterates in the Territory the governor remarks : It must be borne in mind that it is only about three years since the public school system has been put into successful operation, and from want of school-houses and means to defray the expenses of schools, a large number of the children were unable to find school accommodations. But the school revenue is constantly increasing, and it is to be hoped that in a short time every child within Arizona will have an opi)ortu- niry of obtaining the rudiments of an education. A tax of 15 cents on each one hundred dollars’ worth of taxable property is levied and collected annually for a territorial school fund, and is divided between the several coun¬ ties iu proportion to the average daily attendance at the various public schools. A tax of 35 cents on each one hundred dollars’ worth of taxable property is levied and col¬ lected by each county in its own confines, for a county school fund, and is divided be¬ tween tile public schools of the county on the same basis as is the territorial school fund. This makes a total tax of 50 cents on each one hundred dollars’ worth of taxa¬ ble property in the Territory for the maintenance of public schools, and I believe is the largest direct public school tax paid by any State or Territory in the Union. It is cheerfully paid by the people, and it is believed that the rapid increase of taxable prop¬ erty in the Territory will ajOford the necessary funds to keep pace with increasing pub¬ lic school demands. It is to be hoped, however, that Congress will, at an early date^ make some arrangement for the sale of the sixteenth and thirty-sixth sections of public lands, set apart for school purposes, so that the fund accruing therefrom may be made available immediately. There can be no period in the existence of the Territory when such aid will be so much needed as it is in its infancy. The people are comparatively poor, the population sparse and widely scattered over the country, while the necessity for training the young to be self-governing and intelligent American citizens is of the first importance. The last territorial legislature passed an act to enforce the education of children, but there has so far beeu-uo necessity of exercising the power granted by this law, the par¬ ents and guardians of children having uniformly showm a willing disposition to send chil¬ dren to some school. Besides, the public school accommodations have generally been in¬ adequate to receive more pupils than have apifiied for admission. It is considered, how'- ever, that the law giving this power of enforcing education is a good one, afibrding a certain remedy should any parents or guardians be so far neglectful as to leave a child under their charge to grow up iu ignorauce. It has now become a well-settled convic- tiou with intelligent, thinking people, that, to secure good government, to relieve the overcrowded prisons, and to insure the perpetuity of the Republic, a commou school system of education must be maintained, and every child of sound mind and sufficient age must be given an elementary education. In no way can this be accomplished ex¬ cept by providing the means and place of instruction free of cost. And to insure equal and exact privileges to every citizen, the school-room must be carefully guarded against every kind of sectarian teaching, so that the children of every nationality and creed may meet upon this commou, neutral ground, and while receiving instruction may learn to respect each other, regardless of accident of birth or difference iu religious belief. Any other course, it is believed, cau only result in the utter destruction of the public school system. The church and home circle teach the rising generation such religion as the parent or guardian may desire, while the public school affords the means for all to become useful American citizens. Depart from this well founded principle and unite the schools and church, and the union of church and state is as sure to follow as that the night follows the day. Then the struggle to compel' a unity of faith such as is now going on in Spain will follow, with all its attendant suffering, opi)ression, and wrong. There is a steady advancement of public education. iu the Territory. The people are ARIZONA. 469 very generally united in favor of sustaining and maintaining the.system of free schools, and nothing besides in the organization of the Territory has done more to attract an intelligent and industrious population to settle there. — (Report of Governor Saft'ord to the legislature, 1875.) PROGRESS. The following information, of less recent date, confirms the previous statement as to steady advancement of public education in the Territory. It comes from the Tucson Citizen, of May, 1874. Its statement is that — • “Less than two years ago the free school system was started in Arizona, without school-houses, books, or teachers. It seemed a forlorn hope for the poor, Apaehe-ridden people to provide for the education of the children under such adverse circumstances, but the same undaunted spirit that had faced death and torture through a long series of years said we must either have schools or more jails, and we preferred the former; and the result shows what people can do if they will. Yuma has a good school-house and neatly furnished, and one will soon be erected at Ehrenberg. We are assured that Mohave County will erect school-houses as fast as required. The people of Prescott arc now constructing a school-house that will be a credit to the town and Territory. ' A school-house was built six miles below Phoenix, in Maricopa County, last year, and now the people of Phoenix are making arrangements, and already have the necessary sub¬ scription, to build one worthy 'of that enterprising and growing town. A school-house is in process of construction at Florence, in every way suitable for the purpose. The people of Tucson are determined not to be outdone by their young neighbors, and are now making arrangements to build a house with sufficient capacity to accommodate two hundred pupils, and we trust that the San Pedro and Sanford settlements will not be behind in the good work. But the most encouraging feature of all is that our late legislature made provision for sufficient school revenue to keep free schools in opera¬ tion in every school district in the Territory for from six to nine months during each year. With these advantages the poorest children in the Territory are provided with ample opportunities for an education, and if in after-years they do not make useful men and women, it will be their own, and not the fault of the Territory.’’ In connection with this, the editor remarks: “We think it but right that credit should be awarded to the man whose persistent efforts have brought about the present interest in education in our neighboring Territory. We refer to Governor A. P. K. Safford, who has worked night and day and travelled all over Arizona in this cause. We know the people of the Territory will second what we say.” LIST OF SCHOOL OFFICIALS IN ARIZONA TERRITORY. Hon. A. P. K. Saffokd, governor and ex officio suverintendent of public instruction, Tucson. COUNTY SUPEEIXTEXDENTS. County. Superintendent. Post-office. Maricopa . Mohave _ _ _ _ _ J. T. Alsop . Phoenix. Mineral Park. Tucson. Sanford. Prescott. Yuma. A.C. Haskell _ _ _ _ Pima . "W. J. Osborn . . . . Pinal . ,Tnhn T). Walker _ _ _ Yavapai . H. H. Cartter . . . . . Yuma _ _ _ H. H. Alevauder _ _ 470 EEPORT OF THE COMMISSIONER OF EDUCATION C01.0RAD0. STATISTICAL SUMMARY. SCHOOL POPUI^ATION AND ATTENDANCE, Population, 5-21 years: Males, 12,264; females, J 1,011 . 23,275 Increase during the year 1875 . 3, 965 Number enrolled in public schools : Males, 6,639; females, 5,193 . 11, 832 Increase during the year 1875 . 1, 837 Number enrolled in private schools . 926 Total attendance upon all schools . . 12, 758 TEACHERS AND THEIR PAY. Number of teachers employed: Men, 172; women, 205 . 377 Increase during the year 1875 . 70 Average salary of men teaching . : . $60 Average salary of women teaching . 48 SCHOOL DISTRICTS AND SCHOOLS. Per cent, of increase in the number of school districts . 10 Per cent, of increase in the number of schools . 18 Per cent, of increase in the number of school-houses . 16 Average duration of school, in days . . 116 Increase for the year 1875 . 18 INCOME AND EXPENDITURES. Income. From county and district tax . $240,718 72 From bonds, penalties, &c., (estimated) . 6, 460 35 Total school fund . . . 247, 179 07 Expenditure. For sites, buildings, and furniture . 76,215 04 For salaries of teachers and superintendents . 102, 783 36 Miscellaneous, (fuel, rent, repairs, &c) . 31,815 46 Total expenditure . 210, 813 86 — (From the report of Territorial Superintendent Hon. H. M. Hale, for two years ended September 30, 1875.) CONSTITUTIONAL PROVISIONS. The new constitution, under which Colorado will probably be admitted as a State, places the superintendent of public instruction among the executive officers, thus re¬ moving his office from liability to legislative abolition. — (Article IV, section 1.) Article VIII, section 1, provides that “ educational, reformatory, and penal institu¬ tions, and those for the benefit of the insane, blind, deaf, and mute, and such others as the public good may require, shall be established and supported by the State.” Article IX, in section 1, vests the general supervision of the public schools in a board of education to consist of the State superintendent as president, the secretary of state, and attorney-general ; in section 2, requires the general assembly to provide for the establishment and maintenance of a thorough and uniform system of free public schools throughout the State, to be free to all residents between the ages of 6 and 21, one or more schools to be maintained in each school district at least three months in each year ; and any school district failing to have such school not to be entitled to re¬ ceive any portion of the school fund in that year; in section 3, prescribes that “the public school fund of the State shall forever remain inviolate and intact,” the interest only to be expended in the maintenance of the schools of the State, and the State to supply all losses that may in any way occur ; in section 6 provides for a county super¬ intendent of schools in each county, whose term of office shall be two years, whose duties shall be prescribed by law, and who shall be ex officio commissioner of lands within his county, under a State board of land commissioners. Section 7 interdicts the general assembly, counties, cities, towns, townships, school districts, and other public corporations from ever making appropriations or payments from any public fuud in aid of any church or sectarian society, or for any sectarian purpose, or to help to sustain any institution controlled by a church or sectarian society. Section 11 gives the general assembly liberty to require by law that every child of sufficient mental and physical ability shall attend school for a time equivalent to three years, between COLORADO. 471 the ages of C and 16, nnless educated by other means. Sections 12 to 14 provide for the election hy the qualilied votem of the State, at the next general election after the adoption of the constitution, of six regents of the university, to be classified by lot after election into sets of two, to hold office for terms of two years, four, and six ; a new election to be held every two years after the first for the choice of two regents to serve six years ; the board of regents to elect a president of the university, and to have the general supervision of it, with control and direction of its funds and of all appropriations to it. Section 15 directs that the general assembly shall provide by law for organizing school districts of convenient size, in each of which shall be established a board of education, to consist of three or more directors, to be elected by the quali¬ fied voters of the district, and to have control of instruction in the public schools of their respective districts. Section 16 withholds from both the general assembly and State board of education the power to prescribe text books for the i)ublic schools. — (Constitution to be voted on July 1, 1876.) SCHOOL SYSTEM. PROVISIONS OF THE SCHOOL LAW. School law of Colorado in force from February 12, 1876. OFFICEBS. Conforming in general to the school laws of other sections, that for Colorado presents at this time a territorial superintendent of public instruction, (who will be a State superintendent in 1876,) county superintendents, and boaids of directors of school dis¬ tricts, as the officers of its school system. FOWEES AXD DUTIES OF THESE OFFICEBS. The ierritorial superintendent, first appointed by the governor, with the concnrrence of the legislative council, and from 18^7 to be elected every two years by the people, has a general supervision of all the county superintendents and of ail the public schools, and has authority to make rules and regulations to carry into full effect the provisions of the school law, which law, with the necessary forms, rules, and regula¬ tions annexed, he is to have printed, and distributed among teachers and school officers. He is to furnish the county superintendents with suitable blanks for teachers’ certifi¬ cates and for superintendents’ reports ; and, on or before the 20th day of December in every year preceding a regular session of the legislature, is to make report to the governor of the condition of the public schools, with such suggestions and recommendations as he may think proper. He is also to render an opinion, in writing, touching the admin¬ istration and construction of the school law, whenever asked by a schot>l officer to do so. He must provide and keep an official seal, and authenticate with it copies of papers deposited or filed with him, as well as acts or decisions made by him ; and any paper so authenticated is to be evidence in any court in the Territory equally with the original. He gives bond in the penal sum of 85,000, with two good and sufficient sure¬ ties, for the faithful discharge of his official duties, and, entering upon office on the first Monday of February, biennially, is to receive an annual salary of 81,500 from the pub¬ lic treasury. Under the new constitution he will be ex officio State librarian. County superintendents are elected biennially by the people at the regular county election in each county, take office on the first Monday of the month next succeeding their election, and hold it for two years, to the election and qualification of their suc¬ cessors. They give bond in not less than §2,000, with two or more sureties, for faithful performance of their duties. These duties are to examine and license teachers; to keep an official record of the persons so examined, giving name, age, nativity, date of examination, and grade of certificate ; to furnish themselves, teachers, district secre¬ taries and treasurers all necessary blanks and blank books required for official use ; to apportion school moneys to the school districts, and certify to the county treasurer the amounts to be placed to the credit of the several districts ; to exercise a careful super¬ vision over the schools of their counties, visiting each once a quarter while it is in session, and seeing that all provisions of the school law are observed by teachers ; to keep a record of official acts and of all matters required by law to be recorded ; to ex¬ hibit their records and report the financial condition of their offices to the boards of commissioners of their respective counties on or before the 20th day of August in each year, publishing such financial report in some newspaper of the county on or before the 31st of August ; and, on the 1st day of October in each year, to make report to the territorial superintendent for the school year ended August 31 preceding, embodying in this report an abstract of those made to them by the district secretaries, with a state¬ ment of the financial affairs of their offices and of such other matters as the territorial superintendent shall direct or they themselves deem expedient. Failure to make this report, or that to the county commissioners, involves a forfeiture of §100, It is further made their duty to ascertain and record the boundaries of each school district in their counties, to harmonize these where they are confiicting, to report such action to the board of school directors affected by it, to appoint directors for any dis- 4 <2 KEPOET OF THE COMMISSIONER OF EDUCATION. trict tliat fails to elect them at the regular time, and to fill vacancies that may occur in any hoard from death, removal, resignation, or otherwise, except in districts of the first class. They have, besides the power of supervision and general control, the power to ad¬ minister oaths and affirmations to school directors, teachers, and other x^ersons, in offi¬ cial matters relating to schools. For the time necessarily spent in the discharge of their official duties, they are en¬ titled to S5 a day and travelling expenses, provided that the annual compensation shall not exceed $800, or $100 for each regularly organized district. It is an excellent feature of the county superintendency here that, besides the pos¬ session of a good moral character, a candidate for it must have evidence of comxietency, in either a diploma from some chartered educational institution, a State certificate of ability to teach, a first grade county certificate from a county superintendent of the Territory issued at least a year prior to the election, or a certificate of comx)etency from the territorial superintendent. Boards of school directors consist of 6 members for districts of the first class (with 1,001 inhabitants or more) and of 3 members for those of the second class, (with 1,000 or less,) one-third of each class going out each year. Elected in full by the people of their respective districts, for terms of 3 years, 2 years, and I year, at the regular election on the third Saturday in .June, 1876, one-third of each class is, after that, to be annually elected for a term of three years, to fill the j^lace of the retiring third. The officers of each board are a j)resident, secretary, and treasurer. These act as judges of the annual elections after entering on their respective offices, and the treas¬ urer gives bond in doable the amount of money liable to come into his hands. The boards have power to make by-laws for "their own government and for the gov¬ ernment of the schools; to employ or discharge teachers, mechanics, and laborers; to enforce the rules and general regulations of the territorial superintendent; to fix the course of study, exercises, and text books in the schools ; to provide for building, rent¬ ing, repairing, furnishing, and insuring school-houses; to remove these, when necessary, sell the lots and purchase new ones ; to hold in trust for their districts all school prop¬ erty; to suspend or expel refractory jDupils ; to determine the number of teachers to be employed and the length of daily and yearly school sessions ; to provide books for indigent children, and require that all pupils be furnished with the proper books ; and to settle questions respecting the establishment of high schools and the grade of qual¬ ification for admission to them. It is made their duty to exclude from school all pub¬ lications of a sectarian or partisan character ; to require teachers to conform to the law ; to make to the county superintendent annually, on or before the 10th day of September, a report of the schools in the manner and form prescribed by the territo¬ rial superintendent, and on the blanks furnished by him ; and to report to the territo¬ rial superintendent himself, whenever required by him to do so. Specific duties are also prescribed for the president, secretary, and treasurer of the school board ; such as, that the president shall preside in the district meetings, as well as those of the board ; that the secretary shall keep the records of both these, make out the reports, collect school moneys and pay them over to the treasurer ; aud that the latter shall pay them out on the order of the president, countersigned by the sec¬ retary, aud keep, in a separate book, account of the receipts and expenditures. SCHOOLS trXDEE THIS SYSTEM. The public schools of all grades, from the primary to the high school, are to be taught in the English language, and in such branches as orthography, reading, writing, arithmetic, English grammar, geography, the history and constitution of the United ^States, physiology, the laws of health, and the elements of the natural sciences. Pro¬ vision may also be made in them for German and Spanish. They are to bo freely open to all children residing for six months of the year in the school districts where they exist, with certain exceptions in the case of high schools — the grades in which the children shall be placed, to be determined, of course, by teachers. The school month is twenty days, the school week five days, the school day not longer than six hours, exclusive of the noon intermission ; but no special length of annual school session is prescribed. A deaf-mute institute, a school of mines, an agricultural college, aud a State uni¬ versity enter also into the idea of the educational system of the State, but are provided for by separate enactments. Under the new constitution (Article VIII, section 5) these are all to become State institutions on the adoption of that instrument. TEACHERS’ IXSTITETES. The law (section 79) provides for the territorial superintendent’s calling of a con¬ vention of teachers, county superintendents, and school officers three times during each biennial term, one in each judicial district, to be held in vacation if practicable; and allows $150 to be drawn from the territorial treasury for the expense of employing teachers, lecturers, &c., at each session. COLORADO. 473 SCHOOL FrNTiS. The means for sustaining public schools are at present drawn from county and dis¬ trict taxes, but eventually a large addition to the income for schools will jirobably be derived from sale and lease of the lauds donated by Congress for educational purposes ; from estates that may fall to the State by escheat; and from the proceeds of grants, gilts, and devises for educational purposes — all which, by the constitution, are to go to make up the school fund. ELEMENTARY INSTRUCTION. EDUCATIOX-VL TROGRESS. The Territory has not waited for Government lands to furnish the means of educa¬ tion, but whenever there has arisen a demand it has been promptly met. The Territory is entirely free from debt, with a surplus in the treasury. “ The most ardent educa¬ tional enthusiast,” says the superintendent, ought to be satisfied with the progress made.” He ofiers the following figures in proof of the fact that “ the citizens of the centennial State are carefully guarding and generously fostering education : Statistics showing progress in Jive years. 1S70. 1875. Number of persons between 5 and 21 years of age . 6, 417 2.3, 274 Number of school districts . 129 329 Number of schools . 110 2S0 Number of teachers . . 132 377 Amount paid teachers . . . S‘39,248 $102,783 Total school fund . *. . G4, 8.39 193, 903 Number of school-houses . 63 172 Value of school property . $66,106 $414,008* There has been a constant increase in the school population as well as in school appointments, not only during the past year, but reaching back to the early settlement of the Territory. And yet the school advantages are not commensurate with the progress and demands of the age. Among the defects to which Superintendent Hale calls attention are the low average term during which the schools are kept and the large number of children who never enter a school room. The low average term, it is stated, results from the very short terms kept in every rural district. Although the city and village schools remain open during a period of from 150 to 200 days, the time of the country school seldom exceeds 100 days, and in many districts falls as low as 60, 40, and even 20 days, while there are some districts in which no school was opened. The remedy suggested is a larger school fund, and a provision in the law requiring the directors to keep the schools in session a specified time as a prerequisite to their claims to any portion of the school money. It appears that 45 per cent, of the children of school age did not attend school even for one day, while, of the number enrolled, not more than one-half were regular in attendance during the session and not more than one-third attended school 116 days during the year. The superintendant recommends, in view of these facts, that one- half of the school fund be apportioned among the districts according to the actual at¬ tendance at school, instead of, as now, according to the school population. — (Report of superintendent, pp. 11, 12.) MISAPPROPRIATION OF SCHOOL FUNDS. The- superintendent alludes, in this connection, to certain facts which do not appear in the official reports, but which have reached him from time to time incidentaRy, namely, “ the misappropriation and embezzlement of school funds by public cdficers, including district directors, county superintendents, and county treasurers.” ‘-Dur¬ ing the many. years that I have been connected with the public schools in the Terri¬ tory,” he says, “ not a year has passed that could not show a defalcation of this kind. Should it not be made as great a crime to steal from this sacred fund as fi:om the mer¬ chant’s till?” — (Report, p. 13.) • OBSTACLES IN THE WAY OF THE EFFICIENCY OF THE SCHOOLS. Some of the difficulties in the way of the efficiency of the schools, the superintend¬ ent believes, might be removed by legislation, and others by the moral influence of the friends of the school. The people should cease to make the school offices objects for political barter. Whenever a county superintendent proves himself to be fearless and efficient in the discharge of his duties, he should be kept in office ; and when a teacher proves to be capable and enthusiastic in the work, a few dollars’ salary should not stand in the way of his retention. •ExclusiTe of tmiversity Inildiug, school of mines, and deaf-mute institute, $60,000. 474 KEPORT OF THE COMMISSIONER OF EDUCATION. Tliere is no one element operating so powerfully to retard the progress of the schools of Colorado as that of the frequent changes in the administration of school affairs. Of the 25 county superintendents recently elected for two years , 22 are new men. While they are probably as competent and zealous as were their predecessors two years ago, it is not to be supposed that they can be as efficient as they will be two years hence, when they, in turn, will retire to give place to a new set of tyros. But a greater evil still is wrought by the frequent change of teachers, particularly of princi¬ pals. During the past year or two, there seems to have prevailed an epidemic in this regard. Schools that might become models are by such a course reduced to inferiority. Every change of teachers involves, to a certain extent, a change of text books, a change of base, a change of methods, and a general confusion of ideas in the minds of pupils as to what constitutes a course of study. Meanwhile, time flies, the children pass beyond the school age, and opportunities are lost forever. — (Report, pp. 18, 19.) CITY SCHOOL SYSTEM. DENVER. Ciiy system. — There is here a board of education, consisting of six members, and a superintendent of schools. Professor Aaron Gove. One-half of the directors go out annually to be replaced by new elections. Details. — The schools of Denver consist of nine grades, and are divided into primary, grammar, intermediate, and high. All in the schools above the sixth grade receive instruction in German, to which French is added in the high school. The high school embraces a general and a classical course. The classical occupies four years and includes the studies required for admission to most colleges. The number of pupils enrolled in all the schools for 1874- 75 was 1,769; average attendance, 1,012. The names of 17 pupils who have been neither absent nor tardy during the year are mentioned. Teachers are employed for a trial term of 12 weeks, and then a vote of the board is required to confirm them. Four examinations of applicants have been held, the num¬ ber of applicants being 49. Certificates were granted to 21, and 14 of these employed. The number of teachers in the schools was: males, 2 ; females, 23 ; total, 25. At the commencement of the year, the pupils of the ninth grade were in school but one-half the day. By this arrangement the seating capacity of the grade was doubled, and the children remained in school three hours instead of four and a half. The seventh and eighth grade pupils have been in school two sessions each day ; the first, three' hours, the second, one and one-half hours. All others grades have had the full day in school.— (Report of the board of education, for 1874-75.) SECONDARY INSTRUCTION. ACADEMIES AND HIGH SCHOOLS. The earliest provision made for secondary education was in Jarvis Hall, Golden City, a diocesan collegiate school for boys, and in Wolfe Hall, Denver, a diocesan high school for girls, both established by the late Right Reverend S. Randall, D. D., Pro¬ testant Episcopal missionary bishop to the Territory. They still continue, under his successor, the work of imparting a good English education, with Latin, Greek, French, and German. St. Mary’s School for Girls (Roman Catholic) continues its instruction at Denver, on the same plane and in nearly the same line. The public high school of Denver, a branch of the public school system, was established one year ago by the Denver board of education, being the first regularly organized high school in the Terri¬ tory. Its four years’ course of study is comprehensive, embracing all the branches nec¬ essary to fit its graduates for entrance into the best American colleges. The German language forms a part of the course, and all pupils above the sixth grade, inclusive, receive daily instruction in it ; the study, however, being permissible, not compulsory. A classical course, including Latin and Greek for the whole four years, is provided for such as desire it. — (Report of territorial superintendent, p. 8, and of Denver school board, pp. 26,27, and 36.) SUPERIOR INSTRUCTION. COLLEGES. Two colleges, one Congregational, the other Presbyterian, outgrowths of the mis¬ sionary as well as of the literary spirit, have been established, the former at Colorado Springs and the latter at Evans. Both sexes are represented in each. The curricu¬ lum has not yet in either attained a degree much beyond that of a high school, but the prospects for a full collegiate organization in the early future are flattering. UNIVERSITY. The University of Colorado, at Boulder, presents every appearance of having become COLORADO. 475 a fixed fact. This is to be a State institution, supplemental to the public schools. A beautiful buildinj^ is rapidly approaching completion, erected at a cost of $3.5,000, by the joint appropriation of the legislature and tbe citizens of Boulder. The buildings will be ready for occupancy in the spring, (1876,) and it is the determination of its friends that the institution shall rank with the highest. — (Report of superintendent, pp. 9, 10.) Statistics of Colorado College and Evans University, 1875. Names of university and col¬ lege. Corps of instruction. 3C o OS QC <2 c c; N umber of students. Property, income, &c. Number of volumes in library. Preparatory. Collegiate. Value of grounds, build¬ ings, aud apparatus. Amount of productive funds. Income from productive funds. Ileceii)t8 for the last year from tuition fees". Receipts for the last year from State appropria¬ tion. Aggregate amount of scholarship funds. Colorado College . 4 17 17 820, 000 Evans University . 3 *0 35 10, 000 SCIEXTIFIC AXD PROFESSIOXAL INSTRUCTION. SCIENTIFIC. The Territorial School of Mines, at Golden, was started about two years ago, as the scientific school of the prospective State University. The school is, in a measure, asso¬ ciated with Jarvis Hall, but it is under the control and management of the Territory, through a board of trustees elected by the legislature. The present number of students is 19; the value of btiildings, grounds, and apparatus, $12,000. The school is open to either sex and to any color. THEOLOGICAL. Matthew’s Hall, at Golden, also closely associated with Jarvis Hall, is a theological school under the auspices of the Protestant Episcopal Church. — (Superintendent’s report, 1875, p. 10.) Statistics of schools for scientific and x)rofessional instruction, 1875. SPECIAL INSTRUCTION. TERRITORIAL DEAF-MUTE INSTITUTE. The Deaf-Mute Institute, at Colorado Springs, was established two years ago. The legislature of 1874 appropriated $5,000 for immediate use and levied a tax of one-fifth of one mill for its second year’s maintenance. Daring the first year there were 12 476 REPORT OF THE COMMISSIONER OF EDUCATION. pupils; at present the number is 19. Total appropriation for its support by the Terri¬ tory for the two years, |13, 878.65. The Colorado Springs Town Company donated to the institute 13 acres of land, valued at $6,500, upon which a comfortable stone build¬ ing has been erected by the trustees. Attendance on the institute is free, including board, washing, and instruction, to all deaf-mutes in the Territory. — (Superintendent’s report, 1875, p. 10.) EDUCATIONAL CONVENTIONS. ORGANIZATION OF STATE TEACHERS’ ASSOCIATION. About one hundred and fifty county and city school superintendents, teachers, and friends of education met in convention at the high school building, Denver, December ‘28, 1875. A Sfate Teachers’ Association was organized “in order to advance the inter¬ ests of education and to diffuse a professional and friendly spirit among the teachers of the Commonwealth.” After this action, many important questions involving th6 wel¬ fare of the school system were discussed, and measures were adopted which it was hoped would result in securing it. The territorial superintendent, Hon. H. M. Hale, and six others, selected by him, were constituted a committee to confer with the educa¬ tional committee of the constitutional convention, which was at that time holding its session in the city, in respect to the educational provisions that should be incorporated in the constitution for the State of Colorado, and also with the educational committee of the territorial legislature. Among the points which this committee was instructed to urge upon the constitutional convention were the following : That the school fund be sacredly preserved intact, tlie interest of it only to be expended ; that the sale of educational lauds be postponed, to the end that tfie proceeds may in time be sufficient to maintain public schools without taxation; that it be made the duty of the legisla¬ ture to provide for the establishment and maintenance of a uniform system of schools, including elementary, normal, preparatory, and university departments, such schools to bo free to all residents of the State ; to provide for the offices of State and county superintendents, for the establishment of libraries, for the care and education of the blind, mute, and feeble-minded, for the establishment of a reform school; to exclude sectarianism ; to forbid the appropriation of public money to any sectarian school or institution whatever, and to have a fixed State tax for school xuirposes. In addition to such business, a number of addresses and essays were delivered, and their topics afterward discussed by the association. Among those who spoke were Superintend¬ ent Hale, Mr. W. A. Henry and Dr. J. B. Groesbeck, of Boulder; Mr. W. E. Pabor, of Greeley; Judge Bedford, of Central. The subject of Mr. Henry’s essay was “ My hobby ; a plea for a happier method of teaching reading in our common schools ; ” Dr. Groes- beck’s essay showed the importance of the study of physiology and hygiene. The sentiments of both of these addresses were adopted as those of the association and ordered to be printed. — (Proceedings of the first annual session of the Colorado Teach¬ ers’ Association.) LIST OF SCHOOL OFFICIALS IN COLORADO. Hon. Horace M. Hale, superintendent of pvMic instruction, Denver. [Term, 1876-’78.] county SUPEEIXTENDEKTS, 1875-77. Coanty. S uperintendent. Post-office. Arapaboo . . . W. A. Donaldson . . . Denver. HftTit, _ _ J ohn Spiers . . . . . West Las Animas. RnnlflpT . - . . . J. B. Groesbeck, M. D . . . Boulder. deaT Crep.lc _ . _ P. Ei. Morebonse . . . . Georgetown. Conpjfis . . Juan F. Bnyval . . . Guadalupe. Gostilla _ JosA de la, Grnz Martinez . . San Luis. T)nnplpa . . . Charles E. Parkinson . . Castle Bock. El Easo _ P. B. Anderson . . . . Colorado Springs. E.lbert . . . Bernard C. Killin . . . . Middle Kiowa. Erp.mont; - . . James M. Houlatiou ; must examine and license teachers ; must visit the county schools, look into their condition and man¬ agement, and make full annual reiiort respecting them. Compensation, §3 a day for each day spent in the discharge of official duties. School district hoards are composed of a director, clerk, and treasurer; are elected by the people at the annual district meetings for terms of 3 years each, one going out each year. They have the care di the school property of their districts and the gen- eraficontrol of all matters relating to the schools, such as the hiring of teachers, admis¬ sion of scholars, providing of school-houses, furniture, &c. SCHOOLS. The schools established under the territorial law are to be at all times equally free and accessible to all children over 5 and under 21 years of age, residents of the dis- 478 REPORT OF THE COMMISSIONER OF EDUCATION. tricts in wliicli they exist. In every school district fire to he taught orthography, reading, writing, English grammar, geography, and arithmetic, if desired, and such other branches as may be determined by the district board. SCHOOL rujfDS. A poll tax of $1 on each elector and a further tax of 2 mills on the dollar on all taxable property form the current funds for the support of schools, and are distributed among the districts in the proportion of the population of school age. — (Public school law for the Territory of Dakota, approved January 15, 1875.) ELEMENTARY INSTRUCTION. GENERAL VIEW. In the absence of any published report of educational affairs in this Territory for 1875, the following extracts are made from a letter received from Hon. J. J. Mclntire, territorial superintendent of public instruction, under date of February 21, 1876 : “ Our educational interests are in a state of formation. The masses who are rushing together here from all parts of our country and the Old World are forming settlements here and there in remote and, in many instances, in widely separated parts. “ Our school laws are mostly copied after those of the older States that have been most successful in carrying forward the work. “ We have no regularly formed school associations, except in some of the older coun¬ ties, which are beginning to organize county teachers’ associations. “ The graded system has been introduced in seven of the larger villages. “Yankton contains a prosperous academy, the only school of a higher grade in the Territory. “There will he no published report of schools in this Territory for the year 1875 until next fall, when the report for 1875 and 1876 will be presented to our biennial legislature.” STATISTICAL REPORT BY COUNTIES, 1875. — BON HOMME COUNTY. Number of children over 5 and under 21 years of age, 602 ; number attending public schools, 237 ; number not attending public schools, 365 : number of organized districts, 19; number of schools taught, 15; number of male teachers, 6; number of female teachers, 9 ; amount of public money apportioned, ^557 ; amount raised by district tax, $379 ; amount paid for teachers’ wages, $885 ; amount paid for incidental expenses, $45 ; amount paid for school property, not reported. CLAY COUNTY. Number of children over 5 and under 21 years of age, 1,655 ; number attending school, 913; number not attending school, 742; number of organized districts, 45; number of schools taught, 40 ; number of male teachers, 15 ; number of female teachers, 25; amount of public money apportioned, $2,010.65; amount raised by district tax, $3,632.82; amount paid for" teachers’ wages, $3,095.43; amount paid for building, $2,548.04. DAVISON COUNTY. Number of children between 5 and 21 years of age, 22 ^^umher of children attending school, 12 ; number of children not attending school, 10 ; organized district,!; amount raised by tax, $91 ; amount paid for teachers’ wages, $91. GRAND FORKS COtTNTY. Number of children between 5 and 21 years of age, 125; number of children attend¬ ing school, 45 ; number of children not attending school, 80 ; organized district, 1 ; school taught, 1 ; amount of money apportioned, $225; amount of money raised by district tax and subscription, $1,500; amount of money paid for teachers’ wages, $180; amount of money paid for building, $1,545. HANSON COUNTY. Number of children betw'een 5 and 21 years of age, 36; number of organized districts, 2 ; amount raised by district tax, $764 ; amount paid for building, $764. HUTCHINSON COUNTY. Number of children between 5 and 21 years of age, 74 ; number of children attending school, 45 ; number of children not attending school, 29 ; number of organized districts, 5 ; school taught, 1 ; amount apporcioned from county tax, $60 ; amount raised by district tax, $183; amount paid for teachers’ w*ages, $60; amount paid for building, $123. DAKOTA. 479 LAKE COUNTY. Number of children between 5 and 21 years of age, 47 ; number of children attend¬ ing school, 19; number of children not attending school, 23; number of organized dis¬ tricts, 3; school taught,!; amount of money apportioned, $23.52 ; amouuc raised by tax, $30.48 ; amount paid for teachers’ wages, $00. , LINCOLN COUNTY. Number of children between 5 and 21 years of age, 755 ; number of children attend¬ ing school, 410 ; number of children not attending school, 339 ; number of organized dis¬ tricts, 40 ; number of schools taught, 20; number of male teachers, 2 ; number of female teachers, 18; amount of money apportioned, $1,200; amount raised by tax, $1,538; amount paid for teachers’ wages, $914 ; amount paid for buildiug, &c., $1,824. MINNEHAHA COUNTY. Number of children between 5 and 21 years of age, 740 ; number of children attend¬ ing school, 377 ; number of children not attending school, 363 ; number of organized dis¬ tricts, 37 ; number of schools taught, 30 ; number of male teachers, 5 ; number of female teachers, 25 ; amount of money apportioned, $1,091.30 ; amount raised by tax, $3,073.20 ; amount paid for teachers’ wages, $2,387 ; amount paid for building, $1,777.50 ; value of school property, $5,000. MOODY COUNTTT. Number of children between 5 and 21 years of age, 225. PEMBINA COUNTY. Number of children between 5 and 21 years of age, 117 ; number of children attend¬ ing school, 30 ; number of children not attending school, 87 ; school taught, 1 ; number of organized districts, 1 ; amount of money raised by tax, $135 ; amount paid for teachers’ wages, $105 ; amount paid for incidentals, $35. RICHLAND COUNTY. Number of children between 5 and 21 years of age, 71 ; number of children attend¬ ing school, 40 ; number of children not attending school, 31 ; number of districts organ¬ ized, 3 ; number of schools taught, 3 ; amount raised by tax, $180 ; amount paid for teachers’ wages, $180. TURNER COUNTY. Number of children between 5 and 21, 266 ; number of children attending school, 99 ; number of children not attending school, 167 ; number of schools taught, 5 ; number of organized districts, 15; amount of money apportioned, $149.86; amount of money raised by tax, $239.20; amount of money paid for teachers’ wages, $240; amount of money paid for buildiug, $149.06 ; value of school property, $850. UNION COUNTY. Number of children between 5 and 21, 1,904 ; number of children attending school, I, 400; number of children not attending school, 504; number of organized districts, 68 ; number of schools taught, 55 ; amount of money apportioned, $2,052.73 ; amount of money raised by tax, $3,402..56 ; amount of money paid for teachers’ wages, $4,659.08 ; amount of money paid for building, $766.21 ; value of school property reported, $4,464. YANKTON COUNTY. Number of children between 5 and 21, 1,611; number of children attending school, 772; number of children not attending school, 839 ; number of organized districts, 45 ; number of schools taught, 31 ; amount apportioned districts, $3,444.35 ; amount raised by tax, $1,797.35 ; amount paid for teachers’ wages, $3,254.45 ; amount paid for build¬ ing, $1,987.25; value of school property, $6,550. — (Special report, for 1875, from Hon. J. J. Mclntire, territorial superintendent of schools.) 480 REPORT OF THE COMMISSIO^’ER OF EDUCATION. LIST OF SCHOOL OFFICIALS IN DAKOTA TERRITORY. Hon. J. J. McIxtike, territorial superintendent of public ijistruction, Finlay. COUNTY SUTERINTENUENTS, County. Superintendent. Post-ofiice. Bon Homme. Hnffalo _ _ _ _ _ J. Hai’nett . Brhle City. Burbank . S. E. Stebbins . . . . Cass _ _ _ _ _ ...... J. K. Jones . . . P.lay _ _ - . E. U. TTuributt _ _ _ _ _ Vermillion. Davison . _ _ _ _ ....... John Morris . . . (TPanrl Borks _ _ O. S. Pree.mjin _ _ Hutchinson . . . . . . A. Brown . . . . . . Scotland. T.nkpi _ _ _ _ J. S. Tia.w _ _ _ _ 1 _ _ Tiincoln _ _ V. B. Conklin . . . . . . . . Canton. T.ynTis _ .T. IVr. TTausnu . _ Minnehaha .... _ _ _ _ _ E. W. Sherman . . . . Sioux Ealls. Moody . P. A. Vanice . . . Pembina _ _ ..... _ H. R. Vaughn . Pichlnud .. _ _ J. kr. Pucrp-lea _ Stutsman _ _ _ _ ...... _ _ M. Wiseman . . . Sully . . D. R. Jones . . . . . Fort Sully. Swan Lake. Turner . _■ _ _ M. S. Robinson . . . Union . . . R. Compton . . Elk Point. Unuktnu . . . Uathau Eord . . . . . . Yankton. DISTRICT OF COLUMBIA. 481 DISTRICT OF COLFMIBIA. STATISTICAL SUMMARY. SCHOOL POPULATION AND ATTENDANCE. School population, 6-17 years of age, census of 1670, (whites) . 19,489 Enrolment in public schools : Boys, 5,543; girls, 5,698 . 11,241 Estimated enrolment in private and parochial schools . 6, 837 Average daily attendance : Boys, 4,183 ; girls, 4,337 . 8, 520 Average daily attendance per teacher, excluding special teachers . 51 TEACHEES. Number of teachers employed: Men, 9; women, 164 . 173 Highest salary paid men principals, (grammar grade) . 81, 800 Highest salary paid women principals, (normal school) . . 1, 140 Highest salary paid assistants . 800 Lowest salary paid assistants . 436 • SCHOOLS. Number of school rooms for both study and recitation under one teacher.. 157 Number of rooms used for recitation only . 3 Number of rooms in charge of two or more teachers teaching in one room. . 11 Number of different school buildings . 47 Number of sittings for study . 9, 645 INCOME AND EXPENDITUEE. Receipts. From local taxation . §361, 156 99 From all other sources . 93,749 67 Total . - . 454,906 66 Expenditures. For sites, buildings, furniture, &c . 53,884 77 For payment of indebtedness, (for white schools) . 97, 976 77 For payment of indebtedness, (for colored schools) . 72, 017 66 For supervision . 6,570 00 For teaching . 126,302 43 Incidental or contingent for white schools . 61, 408 72 Incidental or contingent for colored schools . . . . . 80,817 70 Total expenditures . 503,978 25 Per capita expenditure for education, including contingent expenses . 22 80 —(Superintendent Wilson’s report, 1874-''75, pp. 95-98.) SCHOOL SYSTEM. orncEKs. The public schools of the District are under the control of a board of 19 trustees, 11 of whom must be residents of the city of Washington, 3 of the city of Georgetown, and 5 of the county, which is the part of the District lying outside of the limits of the cities named. This board is composed of 14 white members and 5 colored ones. To facilitate the transaction of busine^ and the personal attention to the schools and school buildings required of the trustees, the board divides itself into 7 subboards ; but all matters of any considerable importance require the authority and sanction of the whole board. There are two superintendents of schools, one having charge of the schools for whites of Washington and Georgetown and the schools for whites and colored of the county, the other having charge of the schools for colored of the two cities. The members of the board and the superintendents are appointed by the commissioners of the District of Columbia, and the term of office is subject to their pleasure. — (Super¬ intendent Wilson’s reports of lS73-’74 and 1674-’75.) 31 1 482 REPORT OF THE COMMISSIONER OF EDUCATION. ELEMENTARY INSTRUCTION. PUBLIC SCHOOLS IX THE DISTEICT OF COLOIBIA. The District of Columbia has an area of about sixty square miles, and is divided into the cities of Washington and Georgetown and an adjacent rural district called the county. The school population is composed of white and colored children, about two- thirds belonging to the former class and one-third to the latter. These classes are separated in the public schools, but like advantages are afforded to each. The white schools are taught exclusively by white teachers. The establishment of schools for •colored children was one of the happy sequences of the rebellion, and their history, therefore, extends back but little beyond a decade. In their beginning the employ¬ ment of white teachers to a great extent was quite necessary. As their schools have advanced, they have furnished competent and in many cases" excellent teachers, until very few white teachers are now found in charge of these schools. About one-eleventh of the school population of the District of Columbia, nearly 3,000 children, is found in the county. The schools for these are similar to country and village schools else¬ where, many of them being ungraded. All of these schools are under the control of one board of trustees, composed of 19 members, 14 white and 5 colored ; 14 from the cities and 5 from the county. The board of trustees has divided the schools under its charge into 7 school districts, the white schools of Washington constituting 4 of these districts and the white schools of Georgetown, the white and colored schools of the county, and the colored schools of the two cities each constituting one. It has also divided itself into 7 subboards, severally subject at all times to the control of the board and assigned to each the practical supervision of the schools of a district. — (Superintendent Wilson, in report of board of trustees, 1374-’75, pp. 132, 133.) PROGEESS. The facts indicating progress during the year 1874-’75 are as follows ; Increase in the value of school property, $107,355 ; in the number of seats provided for pupils, 994 ; in the number of teachers employed, 17 ; in the whole number of pupils enrolled, 946. It will be noticed that the total payments for school purposes were $140,059.69 in excess of the total receipts from the school tax : a state of the school account with which we have been familiar for many years ; the causes have been stated repeatedly. The whole number of pupils enrolled was divided as follows : White pupils, 12,137 ; colored pupils, 6,648 ; total, 18,785. The increase for the year in the number of white pupils was 625, and in the number of colored pupils, 321. The percentage of the entire school population enrolled was 59.3. If we add to the 18,785 pupils enrolled in the public schools the 7,261 pupils reported to be attending private schools, we have a total of 26,046 children attending school. — (Report, pp. 134, 135.) HIXHERAXCE TO PROGRESS. The report of the school committee calls attention to the great obstacle in the way of the progress of the public schools, namely : “The want of adequate means to maintain the schools now in operation and pro¬ vide accommodations for the increasing numbers who are urgently seeking admission into them. The honorable commissioners have shown a most friendly disposition toward the schools and have aided to the full extent of their power to give them effi¬ ciency and success. They have provided for the prompt payment of our teachers and made liberal provision for incidentals, providing, furnishing, and repairing school buildings so far as the law and means at their command would admit. “There is still a pressing demand for increased school accommodations in almost every section of the District'. This state of things does not arise from unwillingness of taxpayers to contribute for the maintenance of the public schools, for no tax has been more cheerfully jiaid ; but the people of this District are not wealthy and are almost entirely destitute of the means of acquiring wealth. They have no manu¬ factories or commerce or mechanical arts to any extent. The population is largely composed of those in Government employ, many of whom pay no taxes, while their children are admitted to the benefits of the public schools. Add to this the large iu- tiux of colored people, numbering now more than one-fourth of the population, and necessarily poor, and the additional fact that more than one-half of the property valua¬ tion of this District is owned by the Government and is not taxed, and the difficulties of maintaining our public schools in any tolerable condition are clearly apparent. “ Congress, which has exclusive jurisdiction over this District, though often impor¬ tuned, has as yet tailed to respond to this appeal in aid of the public schools of the District of Columbia, and that, too, when it has made liberal donations for educational purposes to every State and organized Territory in the Union. Extensive and valu¬ able grants of land have been made to other sections for these purposes, but not a sin¬ gle acre for this District.” — (Report of the board of trustees, 1875, pp. 5-8.) DISTRICT OF COLUMBIA. 483 PRESENT CONDITION. By an order of the commissioners of the District of Columhia, dated August 8, 1874, the management of all the public schools was consolidated and placed in charge of one hoard of trustees. Since that time the white schools of Washington and Georgetown have been governed by the same rules and regulations, and the statistics of the two cities have for the most part been consolidated in this report. The legal school age includes the period between the sixth and seventeenth years, inclusive, and the number of school children reported by the United States census of 1870 was 19,469. No more recent cen¬ sus has been taken. The increase in attendance for the past year was as follows : In the whole number of pupils enrolled, 577 ; in the average number of pupils enrolled, 505 ; and in the aver¬ age daily attendance, 527. The table also shows that 11,241 pupils, 57.7 per cent, of th^e entire white school population, were enrolled in the public schools. Taking all the schools, the normal school included, for the whole year, we hnd the average number of pupils enrolled for each teacher to have been 54. The average number of jiupils as¬ signed to each teacher for the year 1873-74 was 58; and, although the number for the last year was less, it is still quite too large an average. — (Superintendent Wilson’s report, 1874-75, pp. 102, 103. CLASSIFICATION BY GRADES OF STUDY. Our course of study is divided into nine grades, and each grade includes the work of one year; the first eight grades comprise the course ordinarily prescribed for element¬ ary schools, and the ninth grade takes up work usually assigned to high schools. The classes engaged in this work are retained in the grammar schools, as we have not yet been able to establish a high school to receive them. Some of the studies of the eighth grade are continued, and the following, in addition thereto, are permitted : astronomy, book-keeping, botany, English literature, geometry, general history, physics, physiol¬ ogy, and rhetoric. The grade to which a pupil shall be assigned when admitted into school for the first time is determined by an examination made by the supervising prin¬ cipal. The subsequent promotions from grade to grade are made annually in the man¬ ner stated in the last report. This system of annual promotions thus far has been a matter of necessity, for the seats in nearly all the school rooms, from the lowest grade up to the highest, are occu¬ pied before the end of September, and not many of them are found vacant before the year is well advanced toward its close. In the few instances where pupils signally fail to do the required work or are manifestly able to do the work of a higher grade, changes are made. In the lower grades better progress could be made if the course of study were divided so as to give only a half year’s work to each division, provided only one class was assigned to each teacher. The need of this change is especially manifest in the first gra&, into which many pupils are admitted during the progress of the year. These schools, opening in September with 60 pupils, often receive accessions until at the end of four or five months the number is doubled, or nearly so, and the school is then taught upon the half day plan. In cases like this it is evident that at the end of the year many of the pupils must be reported to be continued another year in the first grade, as they are not qualified to take up the work assigned to the next higher grade. They have done about half of the work of the first year, and ought not to be placed in a class just beginning it. Such a division of the course of study, however, will not be practicable until more accommodations shall be provided for the schools. — (Report of Superintendent Wilson, 1874-’75, pp. 107, 108.) COMPULSORY LAW. Attendance at school in the District was made compulsory by an act of Congress approved June 25, 1864, but the statute has been a dead letter from the date of its enactment to the present hour, as during all this time the voluntary attendance has been in excess of the accommodations afforded by the schools. The attendance reported above, however, appears to indicate that the number of white children not attending any school during the year was quite small. HALF DAY SCHOOLS. Eight half day schools were in operation during the past year, and in September last three more were added to the number, making a total of eleven. In the first year of the school course the children in these schools progress as rapidly and accomplish as much as those in attendance the whole day. In the second year a'daily session of four hours would be better than one of three. For the best teachers the latter number will ^swer, and the former gives all the time that may be desired by any. The work of instructing daily two half day classes, each having the full complement of 60 pupils, is more than one teacher should be required to perform. Three teachers, with ease, can 484 REPOET OF THE COMMISSIONER OF EDUCATION. take charge of four full half day classes, and by this arrangement 25 per cent, of the usual cost of instruction can be saved. The objections to half day schools come chiefly from those parents who desire to be relieved from the care of their children through the day and look upon the schools as the legitimate and proper nurseries for them. These objections must fail to have weight while our school fund continues so inadequate to supply more pressing wants. In fact, it is more than probable that there will be urgent necessity for greatly extending the half day system at* the beginning of the next school year. The annual increase in the number of pupils belonging to the schools for whites of Washington and Georgetown requires the organization of some ten or twelve new schools each year. There is little prospect of obtaining additional buildings or school rooms for these schools, and hence it is quite certain that the alternative of increasing the number of half day schools or excluding five or six hundred children from school altogether will be presented to the board.— (Superintendent Wilson’s report, pp. 104-107.) DRAWING. The results of the past year’s work in drawing were very satisfactory. Instruction was given to three classes of teachers. The first, composed of those who held no certificates in drawing, received instruction in free hand drawing, geometric definitions, drawing from memory and dictation, and elementary design. In the sec¬ ond class, composed of those who held primary certificates, the additional subjects taught were model drawing and the elements of perspective. In the third class, geo¬ metrical drawing was added. As this instruction to teachers is the groundwork upon which the whole plan of instruction depends, it is gratifying to be able to say that the attendance was uniformly good, and the interest manifested in the subject was not only well sustained, but in advance of that of the previous year. The simple and gradually progressive system upon which the instruction was based commended itself to all those teachers who gave it a fair trial in their schools. Some found it difficult, with their limited time for prac¬ tice, to attain to any great degree of manual skill ; but, by careful study of the methods employed, even these were able to present the subject to their pupils in such a way as to interest them and produce results far beyond their expectations ; thus proving beyond doubt to intelligent observers that the ability to imitate forms and to make pleasing combinations of such as are impressed upon the mind is the rule rather than the ex¬ ception. This ability, however, requires wise development and guidance early in life. — (Report of Superintendent Wilson, pp. 113, 114.) SCHOOLS rOR COLORED CHILDREN. On the 21st of May, 1862, Congress passed an act requiring that 10 per cent, of taxes collected from persons of color in Washington and Georgetown should be set apart for the purpose of initiating a system of primary schools for the education of col¬ ored children residing in these cities. The administration of the trust was given to the board of trustees of public schools. In July of the same year it was transferred by Congress to a special board, denominated the “Board of trustees of colored schools for Washington and Georgetown.” The inadequacy of provision given by the act did not permit the opening of a single school under it until 1864. In that year a teacher was employed at a salary of $400 per annum. In the two years next following that of the passage of the act less than $800 were received from the municipal authorities. By another act of Congress in June, 1864, which provided that such a proportion of all school funds raised in Washington and Georgetown should be set apart for colored schools as the number cf colored children between the ages of 6 and 17 bears to the whole number of children in said cities, greater provision was made. The construc¬ tion placed upon this act by the municipal authorities was, however, adverse to the immediate availability of funds by the board and reqnired the interposition of Con¬ gress by further legislation. Prior to 1864 no school could be opened on account of the insufficiency of funds; and, for the same reason, but one from that time until 1866. In 1866-67 there were five schools, with 7 teachers and 450 pupils. From 1867 -’68, the year in which the last act of Congress became fully operative, to 1874-75 inclusive, the number of schools and teachers and the whole number of pupils enrolled for the resxiective years stand as follows : 1867-’68. lS68-’69. lS69-'70. 1670-’71. 1871-’72. 1872-’73. 1873-’74. 1874-’75. Number of schools . Number of teachers N umber of pupils . - 41 41 2, 300 52 52 3, 000 6-2 63 3, 430 64 66 4, 964 71 78 4, 413 76 86 5, 168 74 87 5, 280 75 89 5,489 — (Report of Superintendent Cook, in school commissioner’s report, p. 94.) PKIVATE AND CHURCH SCHOOLS. STATISTICAL TABLES. 485 1 Proparod lor tlio Ikuoau of Education by Mr. T. C. Groy. Tliis list does not include some Hcboola of liighor grade, which may be found in Table VI of the Appendix. Siaiislical summary of iwivale and denominatioral schools in the District of Columhia for 1875 — Continued. 486 REPORT OF THE COMMISSIONER OF EDUCATION. •eiid -nd jo’saSy i'T7n'’7 I ! i77777 77 i7777777777 lO u'. lO ^ ?0 'O *r; CO ■QOU'Bpao; CO O iro |«0 CO O ot 00 )0 >0 uo o ‘O o o o o o *-''!rCOiH*O)ir-G0rNC^0Q'^C'i^ Oi CO t-H -H (M . CO lO lO O 00 ( ■spdnd J9q -rada o § ; COO^iOOOOOOiiOOOiO* rHiOt^rHOOCDO^COJOOUOOM Oi CO tH ^ (M paqBiiq^^sg; I ’-O C» lO ' CO » GO 00 00 CCJ05X0CJ— *GOO^COOOOOOJ— 4LO OOQOGOOOOOQOQOOOOOOOGOOOOO miOOO*^00-HT-(XO!OUO»fOCO i> i> CO r- o CO t'- t- CO COGDOOOOOOQOCOOOOOOOOOOOOO : ; : . : : * JVj * * » ( I • • » . I • * » * * • r/5 * • !P ! I I III icoi : : ■ • » • » j/T * 1 • „ • 05 • • • I • • CO • « t 1 ' •' ^ * * • • • * * 4^ &D • • • » • • ^ “ 1 • ^ <0 • • III * 05 ' * ■ 1 • ® ® ® g : ; : : i :|^ ; » ® ® • ■ ■ • • i § a Sm I pill - "S S ® s ® a-l a ^ ^^''® ' ® a ® Ml £ §H ® - cii Cf^ M ^fO S^MCO dddo^^So®”^®® tzi [z; ;zi Jz; Ph fl j/2 o P H O ^ P. - -M SS ® P ^ -M as®j5'S-g“ ©“a'o'^® -'d S d .^tq^-S-S ua == ® I a ” c S-,WOcoOOQOOsrt •s ® ^ ® - la gt-s s 'M a p '3 o-M 1> £ ” M .2 ® .H P CO QQ CO CO <0 O g j ^ S'C p 2| 2 2Wm| ® =« ltls|“lliiili MQ;mO=« C«tM'M--4-|e4-l'P_P.P a P 02 ®0 ^ ® r; Q ^-l k..! TO '-l-( ;4_, « vS . ® J ®.S ® ® ® ^0£<1£p£2££PmT® tcaj®aD®'a®®®®-®a! 03 034^ 05 4- 1 d-M+4+3+J ^+i OJ ^ b' S>^§.§r:^CijG'5 B fl b-Ip® o . I i 0!3cO(CCO»cOCC*cO®.»COCO COCOCOCO®COOQ®COO!3t>COCO “a ® o ^ £3 1^1 -II 11'^ "S. o 03 'o 'm 03 :|l I m o /.d >'. 03 I ® Pd o Sd-'Ma*^ p4;Cni^=20§ a:£-Di'3 s:c O'M o ...Id Pdc4 s^r- oa 1 03II g'a^.d- '-M,BP^CO.£a2'^ o '§P'“pi® ,ag'^®P>P-”:23 .2 ® ® M _ mPH P >P|WP ® £ 0! ® M M V, E? a ® p.^ a a "S ® "o' ^ ^Pm®^ ^ +3 .U3 443 O ' |P§ ^ .d o §Po *^1 ^ cS P42 3 p p '5 d 2 >-. >3 >-. >3 >3 >-. >3 CO 0 o o . . .dJa) +3 43 433 O O CO CO CO CO CO : . ®.S aVa M.B ®,® i P'2 I g d P'S ®-9:3 iPMccaJc/3i:cc/}cZ2c/}coa2 a a a a g a s a ® o| o ® pppppppM4COCOCOCOCO ''® "03 ^ "d ""ro "03 "ro ^ ^ ^ [m'm_'mT374141S[m[S[S^m_m oddoSodddddod ra'B'B'B'B'B'C'B'B'B'B'B'B nddddcdpaaddd c3o3cSrtc3c3c3eSo!c3cic3d o3o3roo3o30Q®(C33a:a5M:« 0000 o o o 000000 pppWWWPPPPfQPP ■jeqiunit STATISTICAL TABLES. 487 o lA o lA ;i rt L~ cs » ” lA TT o o o tA o A A A A A A A lA A A A A A A A A A c322§l§S2r;® o ®i222 iiiiiiiiiiil iiiiiiis illiiii is iisiiii i ill i P3 Slatistical summary of priva.U and denominational schools in the District of Columlna for 1875 — (^onclnded. 488 REPORT OF THE COMMISSIONER OF EDUCATION. DISTRICT OF COLUMBIA. 489 SUMMARY OF FEIVATE SCHOOLS. The number, character, and attendance of private schools, &c., in the District of Columbia in the years 1874 and 1875 are summarized in the following table : Kind and location of school. Number in 1874. Attendance in 1874. Number in 1875. Attendance in 1875. GEOBGETOWX. 2 187 2 ISO 2 155 3 147 Boys’ and girls’ schools . Colored day schools . 9 170 9 149 1 56 0 0 Colored night schools . 1 10 1 12 Total number of private schools in Georgetown . 15 578 15 488 WASHEfGTOX. Bovs" Reboots . . . . . - . 9 885 11 1, 015 1,670 1, 093 Girls’ schools . . . . . 13 1, 456 1, 702 13 Boys’ and girls’ schools . 34 ■33 Colored day schools . . . 9 368 16 549 White night schools . 2 55 4 71 Colored night schools . 11 179 19 301 Total number of private schools in Washington . 78 4, 645 96 4, 699 Institutions for secondary instruction in Washington and George¬ town . . . 34 1, 787 137 35 1. 806 155 Kindergarten _ _ _ _ _ _ _ 3 7 Business colleges . " 1 196 1 175 Kindergarten normal school . 0 0 1 7 Total number of secondary and other private schools . 38 2, 120 1 44 2, 143 Total of all private schools in the District of Columbia . 131 7, 343 155 7, 330 It will be seen by the foregoing table that, while the number of private schools of all kinds in the District of Columbia in 1875 was 24 more than in 1874, the aggregate attendance was a little less than during the latter year. About 40 new schools were established during the present year and about 17 were discontinued. Of the new schools established ^ were for whites and 14 night schools for colored pupils. The increased number and attendance of colored day and night schools, as compared with the year 1874, will be noted. The total number of pupds attending private schools of all Mnds, as shown by the foregoing table, was 7,330. About 600 youth in the various charita¬ ble and reformatory institutions in the District of Columbia are under instruction in the elementary English branches ; and, adding these to the number of pupils attending private schools, we have a grand total of 7,930 children who receive instruction out¬ side of public schools. The above does not, of course, include students of universities, colleges, law schools, medical schools, &c., in the District of Columbia, nor does it in¬ clude quite a number of private classes in music, the modern languages, &c. There are 23 charitable institutions, including the asylum proper of the Washington Asylum, (an institution for the sick and destitute as well as for petty criminals,) with 2,430 inmates. Of these 1,630 are adults and about 800 are children. There are 2 reformatory institutions, the Washington Asylum and the Boys’ Reform School. The reformatory branch of the Washington Asylum contains about 165 in¬ mates and the reform school usually averages about 150 refractory b*oys. TRAmXG OF TEACHERS. THE NORMAL SCHOOL. The second year’s history of the normal school has added to the evidences of its use¬ fulness. All its graduates have been needed and employed in our own schools. It is expected that these young ladies, on first appointment, will be assigned to duty in the lower primary grades, and therefore the methods of instruction required for this work have been made quite prominent in the normal school course. Thus far all have commenced teaching in schools of the first or second grade, but several members of the first class, which graduated in 1874, are now in charge of schools of the third and fourth grades. 490 REPOKT OF THE COMMISSIONER OF EDUCATION. Among the more important studies are object lessons and theory and art of teaching. In connection Tvith the latter a text book is used, but material for topical recitation is gleaned from various sources and the peculiar needs of our own city are taken into ac¬ count. Many hints are copied into note books for future reference. The course in object lessons embraces color, form, number, and conversational exercises. Written analyses of subjects are prepared by the pupils, while constant practice in presentation of such subjects is given them. Some opportunity for practice and observation in pri¬ mary schools is allowed each student during the term. Other studies pursued are botany, physics, geography — including special attention to map-drawing — English literature and composition, language lessons, reading with phonetics and phouetization, penmanship, and arithmetic. Three lessons a week in drawing were given during the year 1874-75, with extremely gratifying results. The regulations of the board provide that graduates from the normal school who have taught in the public schools of the city one year and given satisfactory evidence of their ability to govern and instruct a school shall be entitled to receive diplomas, which shall be equivalent to intermediate certificates. In accordance with this pro¬ vision and the recommendation of the committee on teachers and of the superintendent, the diploma of the normal school was conferred on 11 graduates of one year’s standing. A normal class has been formed in connection with the colored high school, and, under the charge of Miss Mary J. Patterson, the efficient principal of that school, gives promise of usefulness in providing teachers for those schools. There are also normal departments connected with Howard University and Wayland Seminary. SECONDARY INSTRUCTION. HIGHER PUPILS IN PUBLIC SCHOOLS. The following table shows the number of pupils pursuing the studies authorized for the ninth grade in public schools : Pupils lyursuing high school studies. Studies. Algebra . Book-keeping . Botany . General history . Geometry . Natural philosophy . Physical geography . Physiology . llhetoric and English literature Male grammar schools. 16 28 33 Female grammar schools. 10 32 28 104 56 56 24 20 108 25 99 216 12 54 124 70 186 455 12 54 PRIVATE SECONDARY SCHOOLS. Thirty-seven schools of this class make report of 188 teachers and 1,892 scholars, of whom 320 were in classical studies and 700 in modern languages, 61 preparing for a classical course in college and 25 for a scientific course. In 27 of these schools drawing was taught; in 19,, vocal music ; in 21, instrumental music ; 9 had chemical laboratories and 10 some philosophical apparatus, while 13 had libraries ranging from 100 to 3,500 volumes, the total number of volumes in the libraries being 8,205. — (Returns to Bureau of Education, 1875. PREPARATORY DEPARTMENTS OP COLLEGES. In these there are reported 304 students, 112 of whom are said to be preparing for a classical course in college and 1 for a scientific course, wfith 145 unclassified in this respect. — (Returns to the Bureau of Education, 1875. ) BUSINESS COLLEGE. One such institution reports 4 teachers and 147 pupils, 93 in day classes and 54 in evening ones. Studies, commercial English and correspondence, penmanship, and book-keeping. — (Returns to the Bureau of Education, 187^.) DISTRICT OF COLUMBIA. 491 SUPERIOR INSTRUCTION. GEORGETOWN COLLEGE, GEORGETOWN. The course of study here includes classical, medical, and law departments. The classical course lasts seTen years and includes preparatory classes. The college library, numbering 30,000 volumes, contains many rare and curious works. Among these are 100 volumes printed between the years 1472 and 1520, and three manuscripts anterior to the year 1400. The collections in the museum embrace an extensive cabinet of min¬ erals, geological specimens, and shells, besides a valuable set of coins, medals, and mis¬ cellaneous objects. At a distance of about 400 yards from the college is an astronom¬ ical observatory, containing a first class meridian circle, by Troughton & Simms, of Loudon ; a fine transit instrument, by Ertel & Son, of Munich ; and a well mounted equatorial telescope made by Troughton & Simms, and having a 4.8 inch object glass, giving powers from 2o to 400. There are also 5 portable astronomical instru¬ ments, and a library of 500 works on astronomy, mathematics, and the physical sciences. — (College catalogue, 1875-76.) HOWARD UNIYERSITY. The departments of instruction in connection with this university are as follows : In the academical branch, normal, preparatory, collegiate ; in the professional branch, medical, legal, and theological. These departments are separately constituted, but so connected as to secure to each other, as far as possible, all the advantages of the institution. The full advantages of each department are offered to all, without regard to creed, race, or sex. The general libra^ contains about 7,000 volumes, many of them choice and select works. The professional departments have each a separate library. The institution occupies a commanding and beautiful site just outside of the city. Its building is four stories in height, containing recitation and lecture rooms, chapel, hbrary, philosophical rooms, museum, and offices. Minor Hall, set apart for ladies, will accommodate 140 students ; Clarke Hall, for young men, 200. — (Catalogue of univer¬ sity, 1674-76.) COLOLBIAN UXrVERSITY. The university provides collegiate, law, and medical departments. The regular course of instruction in the collegiate department is comprised in seven schools, as follows : (1) of English, (2) of Greek, (3) of Latin, (4) of modem languages, (5) of mathematics, (6) of natural science, and (7) of philosophy. Students wishing to pursue a select course in any school or schools are permitted to do so under certain restrictions. The degree of bachelor of letters is conferred on students who obtain diplomas in the schools of English, Greek, Latin, modern lan¬ guages, and philosophy, and who receive a certificate of proficiency in the school of mathematics or of natural science. The degree of bachelor of science is conferred on students who receive diplomas in the schools of English, modern languages, mathe¬ matics, natural science, and philosophy. The degree of bachelor of arts follows grad¬ uation in any six schools and a certificate of proficiency in the residuary school of the entire course. The degree of master of arts is conferred on students who after obtain¬ ing diplomas in all schools of the college shall sustain a final and satisfactory examina¬ tion in review of all the studies pursued. — (Catalogue, 1875-'76.) NATIONAL DEAP-MUTE COLLEGE. This college was organized in the year 1864, with the object of affording to competent deaf-mutes and others who by reason of deafness cannot be educated elsewhere the opportunity to secure a thorough education in the studies usually pursued in American colleges. It has been found necessary to maintain a preparatory department, which is conducted by members of the college faculty. To students from the States and Territories who have not the means of defraying all the expenses of the college course the board of directors renders such assistance as circumstances seem to require and as far as the means at its disposal for this object will' allow. The corporation is authorized by law to confer such degrees in the arts and sciences as are usually granted in colleges. — (Circular of college, 1875.) 492 REPORT OF -THE COMMISSIONER OF EDUCATION. Statistics of univei'sities and colleges, 1875. Xamea of universities .and colleges. Corps of instruction. Endowed professorships. Number of students. Property, income, &c. Number of volumes in library. Preparatory. Collegiate. Viilue of grounds, buildings, and apparatus. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Keceipts for the last year ‘from tuition fees. Keceiptsfor the last year from State appropriation. Aggregate amount of scholarship funds. Columbian University . 14 103 48 Georgetown College . 26 .... 155 61 1420, 000 $0 $0 $0 a33, 100 Gonzaga College . Howard University . 5 3 30 22 $529 $0 0 10, 000 National Deaf-Mute College . 9 0 16 16 (&) ib) (&) (&) (b) 2,000 a Includes society libraries. b See Columbia Institution for Deaf and Dumb, Table XIX. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. Scientific training is to some extent provided for in the three principal colleges of the District, hut no special scientific school exists. THEOLOGY. Theological instruction is given in Howard University (Congregational) and Way- land Seminary, (Baptist.) The complete course at Howard lasts three years. Instruc¬ tion and rent of rooms are free. Students receive also, free of expense, instruction in the academical departments of the university. Wayland Seminary, under the direction of the American Baptist Home Missionary Society, was established more than ten years ago, its object being to assist in providing preachers and teachers for the South and at the same time to prepare the way for mission work in Africa. LAW. Students of law in Washington enjoy peculiar facilities, among which are the priv¬ ilege of witnessing all the forms of judicial procedure, from those of the local courts up to the Supreme Court of the United States, and of consulting the law library of Congress, which contains a collection of law books unsurpassed in variety and extent, and is open for seven hours daily. The exercises of the law schools here are rendered available to a large class of young men who are engaged during the day in ofiScial duties by the adoption of evening hours for recitations and lectures. Columbian Uni¬ versity Law School has a course of study lasting two years. Instruction is given by means of text hooks, lectures, and moot courts. The law school of Georgetown Col¬ lege also offers a two years’ course of instruction, the plan of which embraces lectures, examinations, and recitations upon the several titles of law, together with illustrations of actual court proceedings through moot courts. MEDICIXE. There is a medical department connected with Georgetown College, hut situated on Tenth street, near the Government Medical Museum; one connected with Columbian University, located on H street, between Thirteenth and Fourteenth, in a building given by W. W. Corcoran, LL. D., and one belonging to Howard University. The lectures before the latter school have been made free ; and the Freedmen’s Hospital and Asylum, situated within the grounds of the institution, presents to the student unusual facilities for the study of practical medicine and surgery. DISTRICT OF COLUMBIA. 493 Statistics of schools for scientific and professional instruction, 1875. 0 Schools for professional instruction. SCHOOLS OF THEOLOOr. Theological department of Ho-srard UniTersity. W ayland Seminary . . SCHOOLS OF LAW. Coltimhian University Law Schcol _ Howard University, law department. . . Law school of Georgetown University. Law department of National Univer¬ sity. SCHOOLS OF StEDICDTE. Medical department of Georgetown University. Medical department of Howard Uni¬ versity. National Medical College, fmedical de partment of Colnmhian University.) National College of Pharmacy . . I ac X "x X X z 'x X X p Property, income, a: . ro a: X O ■- _ »-, o ^-; S 'B^ ^ a fl - uL% dS CC-I I pl ® ® OD X 5 ®=4-i fK X /n m (L. H S fct M fct p P c C hJ C C O OS OOOO . ox® I Sf e.2 ® ^ x«20 ®5 ® u p ' ‘ j ^ ■g’-gp- r/^ X X w X .P P X X X X o o o P P p p3 p p. q3 ® c o oo cc t* 5-* ^ ^ X-S C3 X '-H rO ® ® o Jo .2 X X p _® w O o p +3 . O •2*P -.>;>5>5 ;?qwpp >5 >5 >5 07 02 no a 4^ 4^ a ^ .(H ’-T -4^ t>; >;>; >i >5 >5 >s >; > pq:qpqi:qpq;:;pq;:;p;p;p; p;c; pqpq F-. o ^ o 1^ ^ ir: CO OC QD OC 00 00 cc — ' O cc O c ^ cc cc — < — ' O . I-* ^H-SH g gr- ^ a a g ^.H® d g-512 p g ig g s ^ H 3 > .5 ® p ^ I S -Srhffl o . ®. P5 2 t '“.'o ® o ® 2 S p ^ P *3 g t- +3 f, (X 2 OmORS o ^ a i’E® p ® O gL -g - 'P ex' .s’:3 c p ^ o g pR'Hpu ®.® tp ^ X X X K g 5 § =5! fs ■5 p^ ® t gW ® ® c c a g ^ ”^000 uoo pk-ddRd t ® fC ■30 01 £ ? pol^^ H g d 6 d ORRR X X p J ® ® fci-S "g It E§ ®04i a IISSHl I “Sill s 1 5 M -p ® Sv- P5 J8®i|g g ® ® ® « ® 2^ S.'&t-p CRoR^E^ R« ^ a O =3005 ® R ® o o S a • a p ® o O Qy H p-^R i|^ RocS pR ^ P«f-( o O C ^ H §1-1 11'^ X P X -oJ R ® & R pO Rgrfg X ^ p P! O p ttg P-R o a ^ ® ^ S ® S Pi ?it=="^’p 1^1 dR fi 'o,- ® p <5 ^ tsr-p *^ © o gdR 'Ml -2J| ^ << a o <1 *a ^ cc o go _ c •- £ ® 1 ® g'.a £ .c3 c» o ^Ir; = R xH5“t: % © a a R 02-3 a .3 © w • • C ^ I'sali- o o X g t oR gtR ® ® pRo :R P S >5 ® d pj ffl ti X ^ p 3-^ ^ x” ® R^ ^ r1 S fl-s *?R®-S p ‘31 - §5? R-®' ®s^|g. O r— • 2 O 'g U i-. 3idd3l32§;U^ = I '2 3 p 7'® 9 §1 25 « p ® t®£ J2S l>^ R ® CO . . 03 X . p O O 2 go® J > >5 02 ^ .2-** o wg ^ r'e^ p ®^ E.2^ o © p u ® ® § a pi > >3 - p''a ai5 ® . 5 a ® p ®« siii «5i.i tfiRR a 2 ®‘-tt 2:g ^ ® -g O P ■^_p X ® 'o X O O §5 0.2 JJ s®3a IS c. ® 5. o -g p pt^O c-Ml x" ^-3 5 ® rp ® Ph 43 t ® llft^gl P X p <2 • ^ 43 p 33 p c.a X iii^§i! NSt- MitJi i£ ^.2 p ^ a ^ PrP a ;:r a«^ a^ a a •'- B;® ® ® o1 ■g 5 ® p-> go P ©rp— |0 pto ® P p'l g P g 0.3 lJ-= S bx^ ® gp3 ® Sk! C^ O P P P ®.33fep- op: p, .P"5x.'^:;3'*^p o-J ® 2 illij'-l.il's JS'^'w o'© |.§|t|&||- .3ir^xopRp® ® i.2 g t® g > ©3 t- .2 B'-e 2 c 3 isii'ily 2 s p 5 O I X2 If * o p p i?t- • rt 43 O ■ - p B'p'® > 2 o ®3 ® a x'c'p 2 ^•3' 2 5 43 5 > '® P33 •P = R P?: >.,^2 H ■p a e .•ig 04- IDAHO, 495 IDAHO. SU^mAEY OF SCHOOL STATISTICS. SCHOOL POPULATION AND ATTENDANCE. Number of Iversons of school age, (5-21 :) Males, 2,150 ; females, 1,870 . 4, 020 Number enrolled in schools during school year . 3, 270 SCHOOI.S. Number of school rooms used for both study and recitation . 53 * TEACHERS AND THEIR PAY. Number of teachers employed . . . Not reported Average salary of teachers per month . $55 00 This summary, prepared by Hon. Joseph Perrault, territorial superintendent of public instruction, furnishes, he says, the only information available for 1875, the report for the Territory not being due till the close of the year 1876. SCHOOL SYSTEM. OFFICERS. A territorial superintendent of public instruction, county superintendents, and dis¬ trict school trustees. DUTIES OF THESE OITICERS. The territorial controller is ex officio superintendent of public instruction, and his duties are (1) to prepare, publish, and distribute to the county superintendents the necessary instructions and forms for the use of teachers and school officers ; (2) to ex¬ ercise a general supervision over the public schools; (3) to apportion the territorial school moneys to the counties on the basis of the number of white children of school age residing^therein, keeping record and giving due notice of such apportionment ; (4) to make report to the legislature, during the &st week of each regular session, of the number and grade of schools in each county, the number of white children of school age, the number of such attending public schools, and everything relating to the receipt and expenditure of school moneys. The county school superintendents are elected by the people of the several counties at each general election ; hold office for two years; apportion the public school moneys among the districts, two-thirds equally to the several districts and one-third capita of school population; examine teachers as to their fitness for teaching and knowledge of the branches to be taught; license such as they find qualified; visit and inspect the schools at least once a year ; distribute to school officers and teachers blank forms for their use ; keep on file reports received from them ; and make full report themselves to the territorial superintendent, annually, of all such items as he must embody in his report to the legislature. They also meet, at least once a year, with the board of trus¬ tees of each school district in their counties, and collect by process of law all penal fines not paid over by justices of the peace for the school fund. Compensation not to exceed $2o0 per annum, except in Bois6 and Ada Counties, where it is $300. School trustees, two for each school district, are elected by the voters of the dis¬ trict at each general election for terms of two years, the county superintendent being associated with them to form a board of three. They have charge of the school prop¬ erty, of the employment of teachers, of the visitation of the schools, and of the taking, through a marshal appointed by them, of a school census of their districts annually, as well as of the levying of a district school tax, when ordered. SCHOOLS. Spelling, reading, writing, arithmetic, geography, grammar, and history are to be taught in the schools ; but no political or sectarian teaching is to be allowed. SCHOOL FUNDS. The general school fund of the Territory is to be formed of the principal of all moneys accruing from the sale of lands given by Congress for school purposes ; of unclaimed moneys of the estates of deceased persons ; of 1 per cent, of the gross proceeds of all franchises ; and of 10 per cent, of the gross receipts of all moneys paid into the treasury of the Territory for territorial purposes. This is to be divided semi-annually among 496 REPORT OF THE COMMISSIONER OF EDUCATION. tlie counties, in proportion to tlie number of white persons of school age, for the sup¬ port of common schools. A county fund for the same purpose is formed by levying in each county a tax of from one to five mills on the dollar on all taxable property, and from all fines for breach of penal laws, to be paid over by justices of the peace to the county treasurer. Special taxes may also be levied for school purposes in the several school districts, on the vote of a majority of the voters of the district in favor of such taxes. — (School law of Idaho, 1871.) LIST OF SCHOOL OFFICIALS IN IDAHO TERRITORY. Hon. Joseph Perrault, territorial swperintendent of puhlie instruction, Boise City, COUNTY SUPERINTENDENTS. County. 1 Superintendent. 1 Post-office. Ada . X. M, Hawthorn . Bois6 City. Pocky Bar. Paris. Placersville. Mount Idaho. Salmon City. Lewiston. Malad City. Silver City. Pierce City. A ItTiraa _ _ _ W. H. Hannahs . Bear Lal^e . J. C. Eich . BnisA _ _ _ Henrv AreO-niuesa . . Idaho . B. F. Morris . Lemhi . J. P. Jewell . Nez Perces . IV. P. Hunt . Oneida . B. F. White . . Owyhee . James Lyman . Shoshone . . D. M. Fraser . MONTANA. 497 IIOATAXA. SUMMAEY OF STATISTICS. SCHOOL POPULATION AND ATTENDANCE. Persons of school age, (4-21 :) TThite males, 1,964; irliite females, 1,S5S; colored of both sexes, 29 . 3, S51 Number enrolled in schools . . . 2, 215 Average monthly enrolment . 1, 675 Average daily attendance . 1, 710 Nnmber attending private schools . 292 Not attending any school . 1, 172 TEACHEKS AND TEACHEES’ PAY. Number of teachers employed in public schools : Males, 43 ; females, 56 . . Number necessary to supply the schools . Number in private schools : Males, 14 ; females, 2 . Average salary of male teachers per month . Average salary of female teachers per month . SCHOOL DISTEICTS AND SCHOOLS. Number ©f school districts in the Territory . Number of school-houses . Number of graded schools . Number of ungraded . . . Number using prescribed text books . Number using other than the prescribed series . Number teaching all the branches required . Number of private schools taught during the year . Value of school-houses in the Territory . T alue of sites, buildings, and all other schodl property inco:me and expendituee. Eeceipis. From county tax . . SO, 011 01 From district tax . 1, 200 00 From other sources . . 610 67 Total receipts . . . 31,621 68 Expenditure. For salaries of superintendents . 3, 600 00 For salaries of teachers . 31, S21 68 For miscellaneous and contingent expenses . 500 00 Total expenditures . 35, 921 68 The superintendent is disposed to add to the above the following items : For erection of school buildings . . . . 48, 000 00 For school apparatus . 500 00 — (From biennial report of Hon. Cornelius Hedges, territorial superintendent of public instruction, for the years 1874-75, collated with special report to Bureau of Education, December 27, 1875.) SCHOOL SYSTEM. OFFICEES. The school system of the Territory embraces (1) a superintendent of public instruc¬ tion, appointed by the governor with the concurrence of the legislative council and holding office for two years, his salary being $2,000; (2) county superintendents, elected in each organized county by the people and holding office for two years ; com¬ pensation not less than $1 nor more than 82 for each census scholar in the county, with expenses; (3) boards of trustees for school districts, consisting of three members, elected by the people at the annual district meeting for terms of three years each, one to be changed each year ; (4) district clerks, who keep the records of the boards and of the districts and make an annual census of the school ponulation. 32 I 96 76 0 90 79 17 55 14 848, 009 00 60,000 00 99 104 16 865 00 57 00 498 REPORT OF THE COMMISSIONER OF EDUCATION. SCHOOLS. The schools are to be taught in the English language and to be open for all children between 4 and 21 years of age resident in the districts where they exist. Separate schools are, however, to be provided for colored children. — (Montmua school law, 1S72.) ELEMENTARY HISTRUCTION. EDUCATIOXAL PROGRESS. There has been, during the x>ast two years, an increase of 320 in the number of youth of school age, although the total population of the Territory is believed to have de¬ creased during the same time. There has been a gain in the attendance of 8 per cent., or, if this attendance should be credited, as it fairly might, to those between the ages of 6 and 16, the rates of attendance would be raised to nearly 80 per cent., and would compare favorably with results attained in the most advanced and more densely settled States. There has been an increase in the average length of schools of ten days. The number attending private schools has doubled within two years, which item, while it may not be altogether complimentary to the public schools, shows the increased desire on the part of parents to provide in some way for the instruction of their children. The number not attending any school has been greatly reduced, showing that, when proper facilities shall be provided, there will be little or no cause to complain of non-attend¬ ance. The wide range of school age, from 4 to 21, will always tend to swell this item of the returns to an unreasonable degree ; for, on the one extreme, it includes many of too tender years to leave home and, on the other, many of the younger married people, whose school days, in the ordinary acceptation of the term, are supposed to be over. The total amount raised for school purposes is a little less than two years ago, yet the rate of taxation has in no instance been diminished and in two counties it has been increased. The average comx)ensatiou of teachers has sensibly decreased; yet, owing to the reduced cost of living, teachers can now save of their wages as much as formerly or more. The most noticeable and encouraging feature is the great increase in the amount expended for building school-houses. Those erected during the year are worth four times as much as all the school-houses heretofore built in the Territory. This general and generous movement is not an outgrowth of overhowing prosperity, but — and this gives it increased signihcauce — is freely offered by a diminishing popu¬ lation from their diminished revenues, as a proof of their faith in the future of Mon¬ tana and of their appreciation of the true sources of wealth and empire. a:\iouxt per capita p^sed for school purposes. Only 6 States and none of the Territories, unless the District of Columbia be so reckoned, surpass Montana in the amount of money raised per capita of school pop¬ ulation, which, at the most moderate estimate of the expenditure, is $8.42, while for aid pupils enrolled it is $14.36 ; for average attendance, 818.60 ; and this without any- derived from permanent funds, such as most of the older States possess. While in all the Southern States the large income of the Peabody fund goes to increase the amount raised by taxation and all the newer western States have maguilicent funds derived from the sale of school lands donated by the General Government, only two of them, Ohio and Nebraska, raise as muehpt?’ cajnta for the education of their school population. COXDITIOX OF THE TERRITORIES IX RESPECT TO SCHOOL LAXDS. The superintendent has endeavored, by correspondence with the United States Com¬ missioner of Education, with the National Teachers’ Institute, and with the superin¬ tendents of other Territories, to bring about some concerted action that would command the attention of Congress to the treatment that the Territories are enduring in the matter of promised aid in establishing and maintaining schools, but thus far his efforts have not succeeded. If it be unreasonable, it is remarked, for the Territories to ask for the right to dispose of some portion of the school lands and use the proceeds or the interest thereof to sustain their schools when they most need help, surely the Government might, through its land ofiicers, dispose of some portion of these lands, retaining the proceeds, but giving the inte'rest to the Territories for their present necessities. TRAINING OF TEACHERS. teachers’ ixstitutes. Every complete school system must provide some me.ans to train teachers for its schools. The expense of supporting a normal school places that means at present beyond the reach of the Territory, but it creates the greater necessity of providing for institutes, which, at little expense, may do immense good in teaching the best methods of imparting instruction and in kindling a spirit of emulation among teachers. MONTANA. 499 The attempt has been made, during the past two or three years, to cultivate teach¬ ers’ institutes, relying npon the voluntary action of the teachers, and with good results. But it is found that those teachers who most need the practice and instruction afforded by institutes absent themselves, either through ill-timed modesty or some less worthy motive, and a law is needed to reach this class. It should be iuade the duty of the county superintendent in any county where there are 8 organized school districts to hold at least one such institute in every year, and of every teacher holding a certifi¬ cate issued in the Territory to attend and participate in it under penalty of forfeiting the same. Such institutes should continue for at least two days, and for time lost by teachers in attendance no deduction should be allowed from their wages. LIST OF SCHOOL OFFICIALS IN MONTANA TERRITORY. Hon. CoEN'EUUS Hedges, territorial superintendent of public instruction, Helena. COUXXr SUPEEDrrE>'DEXTS. County. Superintendent. Post-odice. P.pnvpr Head . •Toa. S. Fe rater . . . Bannack City. Sun Eirer. Deer Lodge City. Bozeman City. Jefferson City. Helena. Sheridan. Diamond City. . Missoula City. Choteau . John J. Healy . Doer Lod^e . . A ddiaon-Smith _ _ Gallatin . Fran. L. Stone . Jeflerson . John J. Roll banc'll _ _ _ _ Lewis and Clarke . Daniel Searles . "Madi.^ion . . r . Anioa Pnrdnm . . . . Meagher . Charles S. Kelley . Mis.snnla . .T. R. Rnrter _ _ _ 500 KEPORT OF THE COMMISSIONER OP EDUCATION. ]\EW MEXICO. EDUCATION IN NEW MEXICO. Third Annual Report oe Hon. W. G. Hitch. Secretary’s Office, Territory of New Mexico, Santa Fe, February 1, 1876. Hon. John Eaton, Commissioner of Education : In reply to your circular of December, 1875, asking for information as specific as may be on education and the school system of New Mexico as a contribution to your report for the year 1875 on the educational work of the country, I have the honor to sub¬ mit the following : apologetic. In presenting a report on education in this Territory, it is not, in view of the situa¬ tion, without some misgivings that we undertake the taSk ; nor would we be doing justice to the Territory without first calling attention, as in a former report, to the conditions under which education first made its appearance and the circumstances under which it has since struggled for a place among the institutions of the Territory. general condition. The Territory of New Mexico is part of the Far West, on the extreme frontier, settled to-day by a people nine-tenths of whom speak a foreign tongue, most of whom are illiterate, and the balance with little American literature. As a consequence, the in¬ habitants too often know little of the political and social institutions of our common country. Their habits and customs and modes of thought are generally rather of a past age than of the present. For centuries they have regarded obedience to the civil law as subordinate to the canonical law, the latter administered by an authoritative priesthood. With unimportant exceptions, the people have been without schools of any kind until nearly within the past decade. They have, too, been isolated by a thousand miles of wild, unsettled domain, through which lay the only highway of com¬ merce and of the Army. This domain, too, has been swept by the aggressive move¬ ments of Indian nomads, only suppressed to any considerable degree during the past five years. educational progress. It was under these circumstances and conditions that education in New Mexico had to make its start. It dates its first permanent establishment from the organization of the Academy of Our Lady of Light, (Sisters of Loretto,) in Santa F6, in 1852, by Mother Magdalen Heyden, then, as now, mother superior, and under the patronage of the then Bishop, now Archbishop, John B. Lamy. This school started in small and un¬ pretentious rented quarters with 7 boarders and a few day scholars, with 2 teachers. It now, according to the last annual report, numbers 10 teachers and 165 pupils, with an extended curriculum of English, Spanish, and classical studies, including music and fine arts, and occupying commodious buildings with broad grounds and delightful surroundings. Since the organization of this school for home education, other private, academic, and parochial schools of various religious denominations, 25 in number, have been established in the various centers of population. These schools constitute the crown¬ ing feature of the education of our day in the Territory. A thirst for knowledge being thus induced, the people, through their legislative assembly of 1871-72, reversed their decision at the polls of 10 years previous, when they had voted down a public school law by a nearly unanimous vote, for the reason that a tax for public schools was deemed oppressive. At the latter date they authorized by law the public school system in force to-day, giving one or more free schools in nearly every precinct, at least in the several counties reported. PRESENT condition. The existing school law is crude in character as school laws are usually estimated. It is the best, however, that could be then or since obtained ; certainly better than none. It leaves the details and management of the schools and of the school funds entirely to a “ board of supervisors and directors of public schools,” to be elected by each county respectively. The school system of each county is thus independent of any other, and may be as varied in character as the number and character of the several counties. Of course, the schools are efficient according to the degree of wis¬ dom with which they are administered. Unfortunately, the school boards in most of the counties are composed of persons inexperienced in any school sj^stem whatever. All are without the instructions or advice of a central authority. Often they give but little personal attention to the schools. Not unfrequently they leave them under the NEW MEXICO. 501 control of boards con^po^ed in part or in whole of priests, althongh under the require¬ ments of law these are ineligible. The tendency of this priestly iuliuence has been to gradually bring the public schools and the school fund, paid by persons of every shade of religious belief and of no religious belief, beneath the direction of a par¬ ticular church. Thus, in a majority of the counties to-day, the school books and church catechism published by the Jesuits, and generally in Spanish, constitute the text books in use in the public schools ; and, as announced by a newspaper friendly to the order, if not of it, “ these are now being used in almost ail the schools of New Mexico.” In at least 5 counties public schools have been placed iu direct charge of either the Jesuits or other religious orders, or members of orders kindred iu character. The somewhat limited amount of the school fund, the disbursement of considerable liortions of it for illegal or illegitimate purposes, and the attempt to meet the demand for schools in every neighborhood very naturally make the school term short, the compensation of teachers small, and the teachers, as a rule, comparatively poor. In aggravation of this condition of things, in some cases it has been charged in the ijublic press and otherwise, and not denied, that the school authorities have employed relatives, dependents, or personal or political friends, and even debtors, to save an otherwise hopeless indebtedness, and with little or no regard to the fitness or qualifi¬ cation of the person thus employed as a teacher. The school fund in some counties, two of which report the fact, is illegally used to pay the $3 per diem of members of the school board, while among others money from the fund is appropriated to the salary of a secretary and other officers for slight or hypothetical services, aud even, as we are assured, perverted to purposes entirely foreign to schools. POPULAR IXLIFl'EREXCE. Among any people thoroughly imbued with the spirit and genius of our republican institutions, as is generally the case elsewhere in the United States, there comes a fixed appreciation of the patriotic duty of the citizen to watch and guard the public school aud the school fund, and, as a matt-ex of course, with it a sense of the duty of each to contribute his services gratuitously when called to assume the responsibilities of school commissioner, trustee, clerk, or other officer. But the imjierfection and misdirection of the public schools in several counties will hardly be a matter of surprise among a people whose past history is so anomalous as that of the people of New Mexico. The outcome, however, is by no means all discouraging, notwithstanding this unfortunate condition of the public schools. The spirit of reform is abroad, aud will eventually succeed. In my last annual report I took occasion to make several recommendations of legislation needed, with a view to guarding at once the interest of the pupil and of the school fund. Similar recommendations were also embodied in the very able mes¬ sage of Governor Axtell to the recent legislative assembly. The recommendations are so tersely stated and cover the ground so weU that I have copied at length that jmrtion referring to the school question. RECOMMENDATIONS OF THE GOVERNOR. In his last message the governor presented the following recommendations respect¬ ing common schools, female education, women as teachers, school districts, and graded schools : Common schools. — “The foundation and corner stone of a republic rest upon the intelligence and virtue of the peoxile; the people are the government. The system of common schools for the education of the people is the only method known to us by which the requisite intelligence for self-government ‘can be obtained. These schools must have competent teachers, competent not only to teach the elementary branches, but competent to give moral instruction, both by example and precept, and to set such examples in manners and general deportment as children who learn quickly by the eye ought to follow ; an incomxietent school teacher is a public calamity. The public school fund is raised by taxation upon all religious denominations aud upon persons of no religion ; it is a fund which belongs jo the state and must be strictly guarded against denominational influences. The state tolerates all religions but teaches none ; so with the training school of the state, the common school. It admits within its walls every child of the Republic, but excludes every sectarian teacher. What is true of the com¬ mon school is true of every dollar of the common school fund. It should be made a mis¬ demeanor and punished by fine and imprisonment for any man or set of men to divert one dollar of this sacred fund to denominational or sectarian schools, and, if the territorial legislature is not willing to protect this fund. Congress will be called upon to do so. Not one dollar of this fund must be taken for any purpose except that of paying teachers, neither to jiay school inspectors, nor rent, nor lights, nor other incidental exjienses ; all these must be provided for outside df this fund. It is but a poor compliment the men of this Territory pay to their enterprising, heroic, aud renowned ancestors if they cannot supervise the ordinary afiairs of a school in which their own children are taught without receiving S3 a day for it, and then abstract these $3 out of the meagre fund provided for the poor child’s education.” Education of girls. — “The family is the highest type of the race. The father, mother, brothers, and sisters are the most jierfect of all human societies. God’s seal is set upon 502 EEPORT OF THE COMMISSIONER OF EDUCATION. these sacred relationships. As brothers and sisters are together in the family, equals in every respect, so should they be equal in the common school. I challenge the closest scrutiny into our common school system as to its influence upon female virtue, and I affirm, without fear of intelligent contradiction, that, where brothers and sisters, and whole neighborhoods and communities of such, have been educated together in the common school, the fema.les compare favorably with any people on earth for personal purity. Intelligence is the strongest safeguard to virtue. If only one sex can have the advantage of the common school, let it be the females.’’ JTomen as teachers. — “ Women are the best qualified to teach young children ; wherever it is possible to do so, procure them, and pay them the same wages you would pay men for the same work. The importance of this subject must be my excuse for dwelling upon it at such length. There cannot possibly come before you anything of equal gravity. The state may lose treasure and regain it ; may meet with reverses in the cabinet or on the field of battle, and win back the advantages lost ; but when her youth are corrupted or cease to be intelligent and virtuous, all is gone.” School districts and graded schools. — Special laws should be passed enabling all the large towns and villages to form themselves into one district, and levy a special tax upon that district to build a school-house large enough to accommodate all the children; then classify and grade the school, placing different ages in separate rooms, with one principal or head teacher. Also authorize such district, by a vote, to levy a special tax for the support of such school. There is money enough sent out of this Territory every year to educate children abroad, to do more than I have suggested.’’ UEGISLATIOX SOUGHT. In accordance with these recommendations a bill was carefully prepared and sub¬ mitted to and approved by the governor, secretary, and attorney-general, authorizing the organization of independent school districts, with power to raise additional school money and build school-houses where the population would warrant; abolishing all pay to school officers ; restricting the disbursement of the general scheol fund to wages of qualified teachers ; requiring teachers to be examined and hold certificates of qualification, without which disbursing officers were prohibited from paying their wages ; providing that ‘‘ the public schools of the Territory shall not be under the in¬ fluence of any creed, religious society, or denomination whatever ; that neither the Bible nor any sectarian book shall be used in the public schools, and that they shall be open to both boys and girls.” The bill as drafted also required a system of reports and accountability to a central board; the taking of a school census, and that the whole question of the management of public schools, including the designation of school books and of all needful rules be under the supervision and governance of an ex officio board of commissioners of education, composed of the governor, attorney-gen¬ eral, and president of the council. This bill was introduced in the council, where it passed without amendment by a vote of 9 to 4. In the house, however, it was first amended by striking out the non-sectarian clause, and then defeated by a vote of 14 to 10, 2 members being absent and not voting. It is fair to say that the members of the house voting for the amended bill would also ha ve voted for it without the amendment. The oppo¬ sition in the house had proved violent, owing to the organized efforts of a sectarian forces The friends of the bill made the amendment hoping to save the remainder. It may be noticed that on a joint vote of the two branches of the legislative assembly there was a majority of 1 ki favor of the bill. It is significant that of the 20 members voting for the bill and 1 absent, also a friend of it, 15 were natives of the country, reared and educated under the old influences. The more intelligent and progressive citizens of the Territory generally gave evidence by their work or words, or both, that they can be counted among the friends of public schools as contemplated in the original bill. Manifestly liberal and efficient public schools are growing in favor with the people, with a strong hope that in the early future New Mexico will arise above its present inefficient and unsatisfactory school system, and fall into line with the other States and Territories in favor of a system and management looking to broad, liberal, and effective popular education. THE GEE AT NEED. Tried by the standard that would be applied to the other States and Territories, the great need of New Mexico, beyond a peradventure, is good English public schools and educated and enterprising men in numbers and force sufficient to energize the whole people, and this before assuming greater responsibilities of government. To this end, so far as lays in her power, she must make the schools and men she needs. THE SCHOOLS OF THE TEERITORY. The following tabular statements are abstracts mainly from authoritative sources, and what is not authoritative is either from common repute or other reliable sources. Those relating to the public schools are from the school authorities of the respective counties and those relating to parochial schools are uniformly from the principals in charge. JRcport of the imbl/io acliools in the Terrilory of JShw Mexico Jhr the year ended NEW MEXICO. 503 i eoeod-ind afqio joj s § I : !2 : 1 !3 ^ 1 - 2 s S 1 £ ■g ^ -siiooq poqoe put? ijnoj aoj i 1 1 \ 5 § 00 g F. I § g 5 s s •seSuJii .eioqDBOi aoj paejnqeya; § S ill s § ^ s -r S P i 8 n g P 1 2 -r -j § 1 2 •eeojuos moij punj looqos 2 2?iS i lis f § 1 S ■■rX -r § 2 I 1 p O I i ^ g e 2 g . sf •psuAiO jT ‘osnoqiooqos JO snyB^ s i § § I s sf -T g § i I •peauoj JO pomiio osnoqqooqog tH o ■punj yooqos oiy -qnd JO jno piud pun ‘eaopjo JO S0IJ8T00S etioiSr[9'i -lopun .iyjoo'jTp 9q oj uavbun syooqog ^ i 51 ■ 51 o •sjooqos paxiK ■ 1- r? H •sxjiS joj siooqog ^ • ^ Cl : -- 00 •eioq JOJ siooqog O fZifi ^ o o g •SJ8qOB81 81^018 J O - i ^ : - i . •SJ8qOB8J 9IBK X L- i> ^ r: r; ^ t> o 2 : •qsrcBdgJ0_^ qsr[Su3 — ^iqSnBj saS’Bti.cUB'j ' ad lad 1 1 ?-( M ad ;ad ad ^daS-;sf:i2 1- Tf r: ad T- : 1.1. K X a: s; ad sad t- 2 •jq®nri looqos JO sqanoiu jo J8qmriX o O o o o ■o X CO o •sioqoeai ’ JOJ qiuora; J8u sos bax eSBjaAY ^ i! g 1 5 § 2 g C5 2 § g s g 2 •sjaqoBaa lo joqmnx X ^ - - s s •80tIBPU8J i -JB UT U8jpxiqb JO jsqranx | g s 1 S S S g 2 I ■Exooqos otxqnd j© jaqrunx 'o r- i> 2 5 ”2 S o S i County. H ^ s z C 1 1 ; 3 o § o fl d 'c . « • 1 • 1 • 1 . * • O J : 1 : 1 • *8 -3 ; j3 J s .2 a ^ : i ^ ■ • e I ^ : : s ■ i £ i J ^ 1 c d 1 4 * ’ 1 1 1 » :! , 1 j S ’ 2 2 i .2 : 5 • c 1 I 1 o m S £ i 2 =S 's 's "o "5 H H 2 O s Ph « oGb ic icH ^ al|3,000 of school fund from surplus in county fund. 1>$'00 for por diem of eoinmisaionorH. c Vijr diom of comniiasionors. dOno to bo discontinued in Ji c Includes for furniture. /With per cent, of assossor and collector deducted. 504 EEPORT OF THE COSIMISSIONER OF EDUCATION. While in some particulars the preceding statement is incomplete and vriil not bear the full test of critical examination, it is quite sufficient to illustrate the present condition of the public school system. It is, rvithout doubt, the most reliable specific informa¬ tion obtainable at this time, or that probably vrill be obtained so long as reliance has to be placed on reports by courtesy, with an apparent belief extant, in some instances at least, that local interests, ecclesiastical, political, or otherwise, are best served by silence or avoidance. I have this to say of the present report, as compared with either of my former reports — which to a certain extent, as stated, only approximated the facts — that I have succeeded in obtaining much more official information than ever before. Of the parochial schools, heretofore less than half has been authoritative. In this report ail is believed to be reliable and with slight exceptions is authoritative. OTHER STATISTICS. In addition to the tabular statement previously given, we glean that in eleven eoun- ties there are 132 male and 15 female teachers; that there are 97 schools for boys, and 8 for girls exclusively, and 33 mixed schools. Ten public schools are under eccle¬ siastical control, paid in x)art or whole out of the public school fund. Mora and Dona Ana are the counties officially reporting public schools under ecclesiastical control. In the counties of Taos, Santa Ana, and Valencia there are 37 schools for boys, 1 for girls, and no mixed schools. It will be noticed by comparing the footings that, while there has been an increase in the number of school mouths taught and of teachers, the aggregate school fund for 1875 is $1,637.53 less than that of 1874. It will also be noticed there is an increase of 25 schools in which the Spanish is taught, an in¬ crease of only 1 in which the English is taught, and a decrease of 7 of the exclusively English schools. Eight counties report $4,320.73 received from the poll tax of one dol¬ lar per capita assessed by law for school purposes ; while the whole number of votes cast in the same counties, as appears from the record in the secretary’s office, was 11,.576. Balance of school fund, 1874, $4,920.37. Balance on hand December 31, 1875, $11,503.19. Bernalillo and Doha Ana counties, in violation of law, pay the per diem of the school board out of the school fund. V alencia pays a secretary of the school board and other officers not designated the sum of $189. Average teachers’ wages, computed from the whole number of months taught and the amount disbursed for teachers’ wages, $16.58 per month. From the report of the auditor of the Territory for the year ended November 15, 1875, we learn that, of the property tax of one-half of 1 per cent, due the Territory on the 1st day of October, a fraction le^s than one-half has been paid into the treasury, and that the assessed value of the itroperty of the Territory is $7,808,084 ; being about $200,000 greater than the assessment of 1874. The annual tax levy on property for school purposes is one-quarter of 1 per cent. EDUCATION UNDER DIFFICULTIES. Judge Gallegos, the president of the school board of Rio Arriba, writes of the extreme solicitude of parents to have their children attend school. Some who are quite poor and living at a distance mate great sacrifices in order to provide maintenance for their children near the school, in order that they may attend. Others, so poor as to be unable even to purchase school books, send their "children provided with stray leaves of old books from which to glean some of the elements of education. Under the rule of his county school books are not provided at public expense, the fund being utilized as far as possible to pay teachers. He very justly suggests that, where there is so deep an interest in education among the masses, there should be some more efficient means for meeting the demand. SENTOIENTS ESSENTIALLY AMERICAN. Charles E. Wesche, one of the commissioners and secretary of the school board of $an Miguel County, and withal one of the foremost and most outspoken friends of public schools in the Territory, writes, in transmitting the report of his county : “ You are no doubt aware that in many counties of New Mexico sectarianism has great influ¬ ence, and in some even full control over the public schools. These pernicious tenden¬ cies ought to be cut short by congressional legislation. No public school and no money raised by taxation for the support of public schools should ever be allowed to come under the control of any religious sect.” Of San Miguel County, where the predecessors of the present school board adopted into the public schools of that county the Roman catechism and the school books imb- lished by the Jesuit order, and voted" to place one or more of the public schools under the immediate control of the Jesuits, the present board, as noted in the press, ‘‘ passed a resolution, by unanimous vote, declaring against the teaching of religion in the pub¬ lic schools of the county, and that the schools should be essentially American in char¬ acter.” The school board is composed of three Mexicans and one American. PUBLIC SCHOOLS VS. PAROCHIAL SCHOOLS. Wl- have referred to sectarian influence in the public schools and the x^erversion of ^'EAV MEXICO. 505 the public school funds to schools of a parochial chai'acter. To avoid anv misunder¬ standing as to the position of the liberal friends of education through the public schools, it should je said that they distinctly disclaim any exceptions to parochial schools as such. Thiy concede the right of any religious denomination to establish their schools ^vhereve^ and whenever they like, and the right of parents to send their children to the same wherever and whenever they incline to do it, so long as they do not interfere with public moneys or the benefits accruing therefrom to people of aU shades ot theology and religion. They do except, however, to pupils whose tuition is paid for out of public funds being taught either a sectarian catechism or that the highest pub¬ lic duty of man is to the ecclesiastical head of any church ; that our republican gov¬ ernment is in any degree whatever subordinate to the church, or that pupils ate to be required or taught to go down on their knees at the approach to the school room of any mortal man in clerical robes, as is known to be the case in this Territory. Such obsequiousness to men they hold to be inconsistent with the dignity of a freeman, as well as humiliating to the liberty transmitted to us by the patriot fathers. Morality in its relations to parents and the home circle, to patriotism and love of country, to industry, integrity, personal rights, temperance, and society in general is a legitimate part of the curnculum of the American school system. Sectarianism is not. "UTiile the parochial schools are without doubt the best schools we now have in Xew Mexico, there is rather more than a suspicion that the advocates and promoters of some of them have a special interest in paralyzing the efiiciency of the public schools and in keeping them in bad repute, as a means of maintaining their own superiority. But in this free country any system of sectarianism must in the end (like merchandis¬ ing or manufacturing in the individual relations of proprietors) take an even chance with all other systems of sectarianism, and flourish or decline on the reasonableness, consistency, or merit of the system, j udged by intelligent manhood. Make the public school system of Xew Mexico' all it is practicable to be made at this time, and the result w^ be preparatory schools, not only for the State, but for higher education. The present denominational schools would then, under the free push of these prepara¬ tory schools, be forced, like the sects they represent, to stand on their merits, to enlarge and liberalize their curriculum of study, and brush up their diction and scholarshii). They may thus, in an exalted sense, be made the promoters of higher education, first as academic, eventually as colleges. There is room for all, and to spare, and wiU be for years to come, under the greatest possible harmony of action. This is what all liberal friends of education in Xew Mexico, without regard to sect or religion, are working for, are expecting and demanding, and, by the merits and justice of their cause, wih have. If private sources faO. to provide higher education, then the latter wfll of neces¬ sity the sooner become part of the public school system. parochial axd other schools. A table giving the statistics of these may be found on the two following pages. private schools, 1875, 506 REPORT OF THE COMMISSIONER OP EDUCATION. - - Remarks. A Iho keen public school for ffirls and receive imblic school money. Also keep public school for Kills and receive public school money, (1400.) Ht 1 ip 1 fill 1 III 1 bishop. Also keep ])nblic school for hoys and receive public school money, (1700.) Also keep public school for hoys and receive public school money. Also keep public school for hoys and receive puhlio school money. Do. Also keep public school for hoys and receive public’ school money, (tjf'M per mouth.) •panAvo .Jijadoad 3.0 0Ti-[b^ I 1 : 3 ® ; I : o' : i I ii I 5' i i •pazinu’gao naqAi 1 1 i I I I I I ii I i Income. •99001109 a;9q50 1 * i ^ i N i •■noiiinx i s SI ^ cf — ?f s i ii 1 cT : cf •Tn;uT[ i ! i 0 j • I • •■qouoj^ ; ! : 1 1 ■ 0 2 St. Michael’s ColleKo, (Christian Rrothors,) Santa R6. Christian Brothers, Bernalillo . Christian Brothers, Mora . Christian Brothers, Taos . The Fathers and Brothers of the Society of Jesus, Albuquerque. The Fathers and Brothers of the Society of Jesus, La Junta. Total Roman Catholic . ! NEW MEXICO. S li 507 I ll S £i I g 4 ll a I' I' 'ii I P J1 <5 I ■= = tfi 5, 000 2,500 10, 000 § ill i i; 1 Iiii 1 I s I ! H i ii s i P. < yi 1 ii 800 2.'>() 1,000 ji i i i — j- ii : i : ii! i ii :! !| ; ii ii i : ; j : ! : ^ £12 . :i = ii S 5 22 ® . . :! “ : : i III II ■ ill ; ; ; ■M ii iiii !l i! o r: -Tf ■ " i i Hi 1 ii fz t: - ll ” i i HM i ■ I T^ ^ =J il " i i HI : i iii 2 ?5 ^ ii 2 : i H^si ill i 1 2 2 55 II = ii — “t; - ^ - ■ ila:! Hi : ; 2i}2«.cv s-s e !| i il'3 i! i !! : : ii ^ •H - ^ ^ X — c:i rt i!^ i II . 2 jj i o O O O O ; ] o o 1 io; i iji ^ 2 o* = k-j : a 2 22 ' i|i 5 3^5555 .2 .2 s s is i s i ■2 1 ; : -5 i ; .5 : : s : : • ^ • 1 ^ • P 1 ii -1 --< _, _ _ _ X ! j — > J! M -II- 1 «!' ^ S c j — ■ r-'" — ~ ' ""£11111 I it I s ^ '1 I I 3 I I I P 4 1 1 1 - - : 5 - ' H 508 REPORT OF THE COMMISSIONER OF EDUCATION. PAROCHIAL AND PRIVATE SCHOOLS. From tbe various reports under this head we glean a few items which are saggestive of some of the diificulties to he surmounted in the work of bringing order oat of chaos. WORDS FROM EXPERIENCE. The sister in charge of the Loretto School at Mora writes: “I think it would be a good idea if parents would not take their children from school so soon, but leave them at least two or three years. The generality of people here think education is not necessary for women, and therefore leave them in the school sometimes only two or three months, with irregular attendance, and then, if they do not learn, charge the fault on the teacher. It is rather disheartening to have so many beginners every year. This is the reason why we have so few in the higher classes this year.’’ RELIGIOUS INSTRUCTION NOT OBLIGATORY FOR NON* CATHOLICS. The sister in charge of the Loretto School at Las Yegas writes : “ Religious instruc¬ tion not obligatory for non-Catholics.” The school of the Sisters of Charity at Santa Fd is “ for girls — orphan and desti¬ tute.’^ Brother Botolph, president of St. Michael’s College, writes : “ When the Christian Brothers established St. Michael’s College, in 1859, they opened at the same time a free department for the poorer classes, which has been attended by a yearly average of 180 male pupils. In 1872, the school commissioners deemed it proper to make an annual appropriation of ^700 to the members of the society as a token of appreciation of their charitable services.” “ In addition to the ordinary school hours, half an hour is devoted to the religious instruction of Catholic children attending the college and the free school. A similar custom is observed in our schools at Mora and Bernalillo. This instruction being given after the regular class labor is terminated, non-Catholic children are at liberty to return to their homes before its commencement, thus losing none of the usual school exercises.” Actual attendance, 45 boarders, 47 day scholars, ard 143 free school. Father Yito Tromby, S. J., in charge of the Jesuit school at Albuquerque, writes : “ The apartments for school rjurposes are small and incommodious; we are desirous of building a new and commodious edifice, intending to apply the income derived from salaries of teachers as a part of the funds, and to ask the school authorities of Berna¬ lillo County for a donation out of the sm’plus in their treasury in aid of the under¬ taking.” CONGRESS SHOULD ENACT A GENERAL SCHOOL LVW. George G. Smith, principal of the English and classical school at Santa F6, says: Now that one branch of the legislative assembly have shown themselves such slaves to sectarian influence that they dare not adopt a wise and admirable bill for the regula¬ tion of the schools of the Territory, Congress should enact a general law requiring, as a condition of territorial authority, the establishment of good public schools, such as any person might send his children to without violating religious examples, rather than to engage in the passage or consideration of an enabling act to confer on New Mexico the sovereignty of a State.” We learn incidentally, on good authority, that the school represented by Mr. Smith has several thousand dollars assured, with prospects of other thousands, sufficient for The purpose of erecting commodious quarters for recitation rooms, apparatus, and a boarding house, and on a plane with the academic schools of the country at large. Professor Annin, of the Presbyterian Mission School at Las Yegas, writes : “ While our curriculum of study is confined to the primary and common branches, with music, we are prepared to extend it into the higher English and classical studies, according to demand. ‘AYe are much interested here in the school law under discussion in the legislature. We would like a good law to be passed making the schools entirely non-sectarian, of course, and making efiective provisions for a stringent accountability of the school fund. The school interest is much improving in our town, and we can see clearly that our private mission school has been a powerful stimulus.” Professor Roberts, of the Presbyterian school at Taos, says : “ It is, in my opinion, better to teach the English first. In so doing, the pupils learn correctly all the differ¬ ent sounds used in English, which they are not apt to do if they have first learned Spanish. As there is usually but one sound given to each letter in Spanish, having first learned all the sounds in the more difficult language, with essentially the same alphabet in use in both, the pupil learns to read correctly in Spanish in a few weeks. * * * To induce my pupils to use what English they know, in common conversa¬ tion, is an unfinished problem in my experience with these children.” Professor Harwood, of the La Junta Mission Institute, and superintendent of the Methodist Episcopal missions in New Mexico, writes : \Y8 have in the Territory five XEV7 MEXICO. 509 schools in operation. Our school-honse doors are never closed against poor children. If parenrs are able to pay full price or part, we ask them to do so ; but if not, as is the case with many of the Mexican parents, their children are permitted to attend free.” THE PROTESTANT SCHOOLS RELIGIOUS BUT NOT SECTARIAN. “ V\'e teach, in school,” says Professor Harwood, “ the general principles of religion, such as honesty, truthfulness, love to each other, obedience to parents, reverence to their Creator ; 'but sectarian differences are not touched.” And it ma.y be remarked that this, with reference to admission of pupils and moral precepts, expresses the substance of the reports of the respective mission schools of the Presbyteriau Church as well. NORMAL SCHOOLS AND INDEPENDENT DISTRICTS. Professor Eonguillo, of Lemit-ar Academy of Progress, thinks a normal school in each county, with independent school districts in cities, villages, and towns, under » local board, essential to secure qualified teachers and to educational reform. PUEBLO INDIAN SCHOOLS. Office Pueblo Indian Agency, Territory of Xew Mexico, Sarda Fe, January 29, 1ST6. Sir : In compliance with your request, I have the pleasure of giving the following information in regard to the work done in the year 1875 for the education of the Pueblo Indians: Since May last there have been 7 day schools in operation ; prior to that time there were only 2. In these schools there were enrolled at the close of the year 242 scholars, and of this number ISO were in daily attendance ; but during the summer months the attendance was less than half that number. The number of scholars who can read and write is 47, and 15 work in the first four rules of arithmetic, while spelling, reading, writing, arithmetic, and geography are all successfully taught in English. But few of the children understand English, and oh that account it is necessary to use numerous devices to get them started in acquiring the language. The Indian, children are able to make as rapid progress, apparently, as any other class of children, and, but for certain superstitions and the carelessness of the parents, very rapid ad¬ vance would be made in their education. It is very difficult to secure teachers of proper energy and conscientiousness to accom¬ plish the greatest amount of good possible at these pueblos. If the agent were allowed to pay higher salaries for teachers or if he were even properly supported on all occa¬ sions in the best use of the funds already at his disposal, much more might be accom¬ plished in this work than is now possible. Still, there is much encouragement in edu¬ cation actually accomplished, and I hope much from the XDresent year. Y ery respectfully, B. M. THOMAS, United States Agent Pueblo Indians. Hon. W. Gr. Eitch, Secretary of Xeic Mexico. • IMPRESSIONS OF A PUEBLO INDIAN. In addition to the above we give an incident which tells its own .story : The governor of the Indian pueblo of San Juan, situate on the Eio Grande 30 miles northwest of Santa Fe, was one of a party of this semi-civilized village of Indians who made a trip • to Washington last fall. A few weeks since he called on Governor Axtell and volun¬ tarily called attention to the fact of his having been east, and th.at he had seen and realized the advantages of education to the American people ; that he then resolved he would have his people educated. The Indian governor has shown his faith by his. I works. The Government school, which had only 6 pupils when he returned, now, I; through his influence, has a daily attendance of 60. Eespectfully, W. G. EITCH. 510 EEPOET OF THE COMMISSIONER OF EDUCATION. UTAH. SUMMARY OF STATISTICS. SCHOOL POPULATIOX AND ATTENDANCE. Number of boys in the Territory 4-lG years of age . 18, 094 Number of girls in the Territory 4-16 years of age . 17, 602 Total . . . 35,696 Total enrolment : Boys, 9,S70 ; girls, 9,408 . 19,278 Percentage of enrolment to -vehole number . 54 Average daily attendance . . . 13, 462 Perc-entage of school iDopulation actually attending . 38 TEACHERS AND TEACHERS' PAY. Number of men teaching public schools . . . 220 Number of vomen teaching ijublic schools . .238 Average salary of male teachers per mouth . $47 00 Average salary of female teachers per month . 23 00 DISTP.ICTS AND SCHOOLS. Number of school districts in Territory . . 2.36 Number of school districts reporting . 204 Number of public common schools . 296 Number of months schools vrere taught . 7 Average number of days schools were taught . . . 140 Estimated real value of all public school property . S433, 665 INCOME AND EXPENDITURES. Eeceqits. From territorial tax . $15, 000 00 Total from taxation for current expenses . 35,267 28 From other sources, such as rate bills . 95, 532 70 Total for current expenses . 130, 799 98 Raised by district tax for building purposes . 49, 568 87 Grand total for public schools . 130, 368 85 Expenditures. For salaries of superintendents . . . . 3, 450 00 For salaries of teachers . 130,799 98 For school buildings, sites, and furniture . 49, 568 87 Total expenditure for public schools . 183, 818 85 PER CAPITA EXPENDITURE. Expenditure per capita of school population . 5 15 Expenditure per capita of pupils enrolled . 9 53 Expenditure per capita of average attendance . 13 69 Expenditure ^er capita of population between 6 and 16 . 6 18 Expenditure per capita of population between 6 and 16, including interest on school property . 7 63 — (Report of territorial superintendent, Hon. 0. H. Riggs, for 1874 and 1875, pp. 30, 31.) SCHOOLS OTHER THAN PUBLIC. Number of church schools : Methodist, 5 : Presbyterian, 5 ; Protestant Epis¬ copal, 2 . - 12 Number of private and select schools . 13 Total number of schools other than public . 25 UTAH. 511 Number of teachers in these schools : Male, *25; female, 52 . 77 Number of enrolled pupils : Boys, 1,744 j girls, 1,798 . 8,542 Average daily attendance - • . 2, 437 Number studying the higher branches in these schools . 592 Number of free pupils enrolled . 273 Whole amount paid teachers ..1 . $50, 345 Value of school property . 72, 850 The above summary includes the University of Deseret and the Timpanogos branch at Provo. — (Report of territorial superintendent, j). 22.) SCHOOL SYSTEM. OFFICERS. According to a new school lav presented in the report of the territorial superintend¬ ent for 1874-75, a lav understood to have been approved February 18, 1876, the school oScers of the Territory are to be in the future, as they have been in the past, a terri¬ torial superintendent of district schools, county superintendents of the same, and dis¬ trict school trustees, with county boards of examination. DUTIES OF THESE OFFICERS. The territorial superintendent, to be elected by the people every two years, is to have the general supervision of school afiairs ; to furnish blanks for the use of school officers; to provide for printing and distributing the school laws ; to keep a record of the dis¬ trict schools throughout the Territory, and of course to make regular report respecting them, though this, somewhat singularly, is not called for in the law. He is also to aii- portion the school moneys to the counties and districts, according to the number of children in the districts between 6 and 16 years of age, and, with the county superin¬ tendents and president of the University of Deseret, is to decide what text books shall be used in the schools. Count}/ supei'iniendents, elected by the people at the general election every two years, are to take the general supervision of the schools of their counties; to visit them at least twice a year ; to examine and audit the trustees’ books ; to see that they are dil¬ igent in the discharge of duty ; to keep account with the coimty treasurer and the trustees as to all funds received and disbursed for school purposes in the county ; to audit school accounts against the county treasurer , and draw warrants in favor of the districts for the payment of them, annually, by the first Monday in November, making full report to the territorial superintendent of all matters relating to the schools. School district trustees, three in number for each district, are elected by the people at a called district meeting for terms of two years, and are to provide suitable school-houses for their districts ; keep the same in repair ; employ teachers ; furnish maps, charts, fuel, and other necessaries for them, and may, at their option, collect tuition fees. They are also empowered to assess and collect, annually, a tax of one-fourth of 1 per cent, on all taxable property within their districts for school purposes, as well as to remit taxes ; to iprescribe the manner in which schools shall be conducted, and to establish outhouses and play-grounds for them. County hoards of examination are to be appointed in each county by the county court, and are to consist of three persons competent to examine and judge of the qualifications of school teachers applying for schools. To all applicants of good moral character, con¬ sidered competent, they are to give suitable certificates signed by the board, without which certificate no person shall he eligible to employment as teacher by the district trustees. SCHOOLS. All schools organized under the direction of the trustees in the respective school dis¬ tricts of the Territory are to be known, in law, by the name and title of district schools, and are to be entitled to a just and equitable apportionment of any public school fund arising from the General Government or from a legislative act of the Territory. Tuition in them may be charged for, and generally is. Provision is made for a normal department in the University of Deseret to train teachers for these schools. Teachers’ institutes — which are subistantially brief normal training classes — are held in several counties. * • SCHOOL FUXDS, The territorial fund for the support of schools has been, for two years past, a legisla¬ tive appropriation of $15,000 annually. It is to be, hereafter, 825,000 annually ; $5,000 to go to the support of the normal department of the University of Deseret, on condi¬ tion of its receiving 40 free pupils to be trained as teachers for the Territory. • Lov'^al taxes are sometimes raised in the districts to eke out the territerial apportion¬ ment, but the main dependenee — ^the superinreudent says — is on tuition fees collected by the teachers. 512 EEPOET OF THE COMMISSIOXER OF EDUCATION. ELEMENTARY INSTRUCTION. ATTEN'DAXCE. The reported school population for the year 1S75, of 35,696, is an increase of 2,399 over that of the previous year and of 7,973 over that of the year before. Of the 35,696 children, 19,278, or 54 per cent., are enrolled in the common schools, and this, in- treased by 3,542, or 10 per cent., enrolled in the private, select, and mission schools, gives ft total enrolment of 22,820 pupils, or 64 per cent, of the school population. This is the highest percentage of enrolment ever secured in the Territory. It is believed that the enrolment vrould have been greater if admittance into the schools could have been gained. There are 296 schools, and, if the entire school population vas admitted, there vould be an average of about 130 pupils in each, whereas they are not calcu¬ lated to accommodate an average of more than 65 pupils, the 54 per cent, of pupils attending making them, in the majority of cases, entirely too crowded. The result of this overcrowding is that many drop out, and this, with lack of comfort in the seats and other causes, brings the average attendance down to 13,462, or 5,816 less than the the enrolment. This 13,462, or 38 x)cr cent, average daily attendance in the common schools, increased by 2,437, or 7 per cent, average daily attendance in the private, select, and mission schools, gives a total average daily attendance of 15,899 pupils, or 45 per cent, of the school population. — (Report of superintendent, p. 4.) ' EXPENDITURES. The expenditure in the common schools of §183,818.85, increased by 850,345 salaries paid teachers in the private, select, and mission schools, gives a total expenditure for educational purposes of §234,163.85 in the Territory. The value of the common school property and that of the private, select, and mission schools give a total of §511,515 i’or all school property in the Territory. — (Report of superintendent, pp. 4, 5.) SCHOOL-HOUSES. Several school-houses have been erected during the past two years that reflect much credit on the trustees, but others have been built at great expense, apparently without an object or design. More attention should be paid to school architecture and to the providing of furniture adapted to the children’s comfort, also to the temperature, proper ventilation, and especially to the capacity of the buildings. In some districts heavy taxes have been raised and very substantial houses built that wiH not admit half "the school population, whereas the same means would have erected houses capable of accommodating all. The adoption of the graded system in all the cities, towns, vil¬ lages, and settlements of the Territory, wherever consistent with the school popula¬ tion, is earnestly recommended, as a matter of economy as well as of efficiency. — (Re¬ port of superintendent, pp. 5, 6.) GOA*ERXMEXT AID TO SCHOOLS. In this Territory, as well as others, is felt the need for aid from the National Govern¬ ment in the support of the schools and also the injustice of being deprived of the benefit of those public school lands which the older and less needy States enjoy. The territo¬ rial superintendent expresses this feeling as follows : “During the past year 1,698 acres of our Utah land have been given away to build agricultural colleges in the old and wealthy States, while not an acre or a dollar comes to benefit us in the days of our infancy and poverty, when we most need it. * * * Vde want a system of public free schools, to continue for nine months in the year, but the people are too poor to tax themselves to that extent at present. It has always seemed to me that, if ever there was a time when the Territories needed help, it is in the days of their poverty and weakness, and, if ever there was a time when they deserved help, it is when engaged in reclaiming the wilderness for the residence of civilization and industry and laying the foundation of a future State.” — (Report of superintendent, pp. 13, 14.) TERRITORIAL APPROPRIATION. The act of 1874 appropriating to the public schools §15,000 yearly for the two years just past has accomplished much good. Though but a small amount, it proved to be a spark from which a flame of interest has been kindled that has never before been felt in the Territory. County superintendents have been enabled to get correct lists of the school population and to procure school reports from nearly aR the districts in the Territory, which before was almost impossible. — :,Report of superintendent, pp. 15,16.) CITY SY.STEM. SALT LAKE CITY. In Salt Lake City there are 19 common schools with an enrolment of 1,7.39 pupils — 916 boys and 823 girls — and an average daily attendance in them of 1,301 pupils. UTAH. 513 instructed by 18 male and 16 female teachers. Tliei'e are also 10 select schools, taught by 48 teachers — 9 male and 69 female — with au enrolmeut of 2,172 pupils — boys, 1,032 ; girls, 1,140 — and au average daily attendance of 1,277. This gives a total average daily attendance in all the schools of 2,578 pupils, while the number in the city of school ago (4 to 16 years) is 5,167, making a per cent, of attendance upon all schools of only 49.7, 25 per cent, of whom attend the common and 24.7 the select schools. The amount of taxes appropriated to the common schools was $1,600 ; the amount of territorial appropriation apportioned was $2,254 ; amount of building funds raised, $9,057. The salaries paid teachers in these schools amounted to $15,167.50 ; the amount paid teachers in the select schools reached $31,195. The estimated real value of school grounds, buildings, furniture, and other property belonging to the common schools in the city is $113,200; that owned by the select schools is $51,850. — (Report of territo¬ rial superintendent, 1875, pp. 25, 26.) TRAINING OF TEACHERS. A NEW NORMAL SCHOOL. With but few exceptions the teachers of the Territory are illy qualified for their work. Nearly all the county superintendents complain that, although the standard has been raised very materially by the introduction of examinations, still the principal want is of qualified teachers. A normal department was established in connection with the Uni¬ versity of Deseret in August, 1875, for the special training of students who design to teach in the common schools. Since that time it has been in successful operation, with an average daily attendance of about 30 students, who have entered for one year’s course and are doing excellent work. The institution was established to continue one year, and is supported by appropriations made by the various county courts. In order to meet the demand for qualified teachers throughout the Territory, the superintendent advises that a permanent chair of education be established in the University of Dese¬ ret by legislative enactment. — (Report of superintendent, px3. 8, 9.) NORMAL INSTITUTE. In August, 1875, the teachers of the Territory met together in the capacity of a normal institute, the session lasting two weeks. There were present 137 members, nearly all of whom were active teachers, and represented 11 counties of the Territory. A lively interest was exhibited and a season of much benefit enjoyed. The course included the entire curriculum of common school studies. The instructors were the best in the Ter¬ ritory, and their services were gratuitous. — (Report of superintendent, pp. 11, 12.) SECONDARY INSTRUCTION. UNIVERSITY OF DESERET, SALT LAKE. This institution is open to both sexes. Its courses of instruction are preliminary, scientific, and classical preparatory. The classical preparatory course includes an amount of instruction in the Latin and Greek languages sufficient to prepare the stu¬ dent for entering the freshman year of the best classical institutions. A full course is given in mathematics and history, which exceeds the requisites for admission to college. The scientific course is designed to be essentially practical, so that, whatever profession or trade may be selected by the student after completing his course, he will be pre¬ pared to pursue it intelligently. This course includes instruction in literature, history, politics, mathematics, natural history, and science. Up to the date of the last report there were no students beyond the preparatory school. — (Circular of the academical department of the university, 1874-’75.) BRIGHAM YOUNG^ ACADEMY. This branch of the university, situated in Provo, held two terms during the past year, with a daily attendance of about 200 students. President Brigham Young, pro¬ prietor of the university buildings and grounds, has executed a deed of the property (valued at $15,000) to 7 trustees, who are to hold the same for the establishment and support of an academy to be known by the above title. — (Report of territorial super¬ intendent, p. 18.) OTHER SCHOOLS. Various schools are sustained throughout the Territory by different religious denomi¬ nations, in all of which a part of the pupils are pursuing the higher branches. The schools under the charge of the Methodist Church, having a total enrolment of 480 pupils, number 30 in higher or secondary branches ; those of the Episcopal, with 750 enrolment, numb8r75 in secondary studies ; the Presbyterian schools, with 255 enrolled, number 31 in secondary studies ; and the Catholic schools, enrolling 127, number 50 pursuing the higher branches ; making in all 186 pupils of church schools in academic 33 I 514 REPORT OF THE COMMISSIONER OF EDUCATION. classes. The private and select schools numbered 62 in secondary studies, the Uni¬ versity of Deseret 294 at the date of the superintendent’s report, and the Timpanogos branch, or Brigham Young Academy, 50 ; which, added to the number in sectarian schools, give a total of 592 pupils engaged in secondary studies. — (Report of territo¬ rial superintendent, p. 22.) Statistics of the University of Deseret, 1875. Name of university. § *-3 U OC p O QQ U o O Endowed professorships. Number of students. Property, income, &c. Preparatory. Collegiate. Value of grounds, buildings, and apparatus. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Keceipts for the last year from tuition fees. Keceipts for the last year from State appropri¬ ation. Aggregate amount of scholarship funds. Univ^ersity of Deseret. 8 .... 291 a$l, 500 $3, 671 $2, 500 a Apparatus. LIST OF SCHOOL OFFICIALS IN UTAH TERRITORY. Hon. 0. H. Kiggs, territorial superintendent of common schools, Salt Lake City. COUNTY SUPERINTENDENTS TO 1877. County. Superintendent. Post-office. Pp.nvp.r _ _ .Tohn P. T.ee . Beaver. Brigham City. Smithfield. Sessions. Parowan. Nephi. Toquerville. Fillmore. Morgan City. Laketown. Salt Lake City. Manti City. Eichfield. Coalville. Tooele. Provo. Heber City. St. George. Ogden. ■Rnir Elder _ _ A. Christensen . P.n.eVie _ _ _ Sa.mnel Ko.'tlrelley . _ _ _ _ Davi.<« _ _ Chester Call . . . Trnn _ _ _ Morgan Kichards, jr . Jxi£lb ••• T. B. Lewis . . . .................... Hane . . Martin Slack . . "VTillard _ _ _ E. M. Webb . : . . Atorga.Ti - _ _ T. Gr. E. Welch . . . "W. P "Veheker _ _ Salt T.a.lre _ _ _ 0. H. Eigo'S . San Pete _ _ _ W. T. Kefd . Saviap . H. P. Miller . . . SmriTnit . _ _ C. T. Mills . . 'T'aaaI A Thomas P. Potts _ _ TTta.h > . . W. H. Dusenberry . . . . "W a .aa.teh _ Thomas H. Giles . . . . "WaHhingtnn .T. E. .Tobnson _ _ _ _ "Weber _ L. E. Monck . . . Pinte _ _ _ No county school organization . . . . WASHINGTON TERRITORY. 515 WASHINGTON TERRITORY. STATISTICAL SUM]SIARY. SCHOOL POPULATION AND ATTENDANCE. Number of persons 4-21 years of age . . Increase since 1872 . . Number of persons attending school . .^. Increase since 1872 . Number of teachers. TEACHEES. SCHOOLS. Number of school districts . . Number of school districts in which schools have been kept. Average time schools have been kept, in months . . Number of school-houses . . Increase since 1872 . . . 8, 350 731 6, 699 571 220 267 219 219 39 INCO]VIE AND EXPENDITURE. Receipts. Amount of school fund for distribution . $53, 557 Expenditure. Amount paid teachers . 54, 720 Increase since 1872 . 10, 713 — (From report of Hon. John P. Judson, territorial superintendent of common schools, for 1874-’75.) SCHOOL SYSTEM. OFFICERS. These are a territorial superintendent of common schools, county superintendents, and directors of school districts. DUTIES OF THESE OFFICERS. The territorial superintendent, appointed by the governor, with consent of the council, for a term of two years, is to disseminate intelligence in relation to the value and methods of education, to examine and license teachers, to prepare and forward to'county superintendents the needful school blanks, to recommend text books for the schools, and to make report of the condition of the schools to the legislature at each regular session. His salary, $300, includes office rent and other expenses, leaving him only about $258 in currency. County superintendents are elected by the legal voters of their counties for terms of two years, and are to district their counties, examine teachers, visit the schools, receive and file reports from districts, make apportionment of school funds to the districts on the basis of school population, and report regularly to the territorial superintendent. Salary, $25 to $500. School directors for districts, 3 in number for each district, are elected by the voters of the district at the annual meetings for terms of three years, one member being changed each year. They are to call special meetings of the district; make out tax lists ; warrant the clerk of the district to collect the taxes assessed ; build, hire, or purchase school-houses ; contract with and employ duly licensed teachers ; and, through their clerk, make annual report to the county superintendent of all things relating to to the schools. SCHOOLS. The schools are generally elementary in character. Graded ones are now proposed. SCHOOL FUNDS. The permanent school fund of the Territory is locked up in the school lands, which cannot be sold till it becomes a State. They will then give ample means for aiding local efforts to establish schools. The annual fund is derived from a territorial tax of 4 mills, a county tax not exceeding 8 mills, and a district tax of 3 mills on the dollar. , There is also power in districts to levy a tax of 10 mills for repairing and building school-houses. — (School law of 1871, with subsequent amendments.) 516 KEFOKT OF THE COMMISSIONER OF EDUCATION. ELEMENTARY INSTRUCTION. PROGRESS. There is evidence here, says the superintendent, of marked progress and steady ad¬ vancement, especially in the attendance. It vould appear, at hrst glance, that not much more than one-half of the school population attend the public schools. But it should be remembered that the legal school age extends from 4 to 21 years, and the enumeration is based upon that age ; were the age from 6 to 16, a much better propor¬ tion would appear to be in attendance. Also, it must be remembered that the Terri¬ tory extends over a vast area of country ; that settlers have iienetrated to the utmost parts of it ; that many of them live where the population is not sufficient to form a school district, who, nevertheless, are included in the school census and embraced in school districts, though the school-house may be 20 miles from their homes. In each of these districts there has been at least one term of school. Although the average length of term throughout the Territory is only about three months, in the towns and villages schools are kept open generally eight mouths. The schools are supported by taxation, fines under criminal statutes, and by private conrribution. The school fund of the county is apportioned to- each district, according to its population. It follows, therefore, that the rich and populous districts retain nearly all the money they con¬ tribute to the school fund and the poor ones, where population is scarce, are left to take care of themselves. The superintendent recommends that a law be passed fixing the length of the school term in each school district and apportioning the school fund among the districts, so that all can pay their teachers. — (Superintendent’s report, p. 9.) GOVZE2VMENT AID TO EDUCATIOX EX THE TERRITORIES. The Territory is too poor to sustain schools such as the people ^ish during a term of sufficient length, and it is recommended that Washington, as well as other Territories, should appeal to the General Government for aid. People, it is urged, who are con¬ verting the wilderness into a garden and increasing the wealth of the Government are entitled to some assistance from that Government in the education of their chil¬ dren. It is true that by the organic act certain lands are reserved for school purposes, but these lands are of no benefit to the Territories now. They can only be made avail¬ able when the Territory is admitted as a State, and when, perhaps, it may want no help. If ever the people of the Territories need help to found and foster schools, it is surely in the days of their weakness and poverty, when there are so many demands upon their scanty earnings, and when, under many disadvantages, they are compelled to labor for the benefit of those who will reap the harvests they have sown. Let the Government, it is suggested, through its own officers, dispose of a portion of their school lands. Let it invest the proceeds in its own bonds, paying over the annual interest to be devoted to the support of schools. Or let it appropriate a special fund, to be at once available, taking security for repayment when the school lands can be advan¬ tageously sold. — (Superintendent’s report, pp. 18, 19.) MEETIPLICITY OF TEXT BOOKS. The law makes it the duty of the territorial superintendent to report what school books seem to be most popular in the Territory and to recommend some series of books to be introduced. The reports of county superintendents show that there are not four counties which use the same kind of books, and it is impossible to say which seems most popular. The worst feature attaching to this great multiplicity of books is that in the same county, district, and school the books of difierent authors are used on the same sutgects, making the labor of the teacher double what it would otherwise be. While this promiscuous use of text books should not continue, the superintendent does not, for many reasons, recommend the adoption by law of one uniform series, but thinks the matter of choice ought to be left with the territorial superintendent.— (Re¬ port of superintendent, pp. 29-38.) COMPUESORY EDUCATIOX. In 1871 the legislature passed a law compelling all parents and guardians to send children to school at least three months ih the year, which provision was repealed in 1873. There is no occasion, it is thought, for such a law; in fact, its enactment would be premature until schools shall be established of such grade and character as to insure public confidence. — (Report of superintendent, pp. 46, 47.) SECONDARY AND SETERIOR INSTRUCTION. Information as to both these classes of instruction is almost wholly wanting. The territorial university, unaided by the legislature, has been struggling to maintain itself as a preparatory school, but fiuds it difficult to do even this, reporting only 4 instructors, 21 students in its preparatory department and 3 in collegiate studies. The following is what is said of it in a circular sent with return for 1875: WASHINGTON TERRITORY 517 WASHINGTON TERRITORIAL UNIVERSITY. The university is located at Seattle, ou Elliott Bay, Washington Territory, and is of easy access from all parts of the Territory. Seattle is noted for beauty of situation and the healthfuluess of its climate. The university buildings are fine and commodious ; the grounds spacious. Boarding pupils will be constantly under the care of the president. Young ladies will have their rooms at his residence and be part of his family. Competent assistants, both male and female, will be employed as the wants of the institution demand. Statistics of Holy Angels’ College, 1875. Hon. J. P. JUDSOV, territorial superintendent of common schools, Olympia. COUNTY SUPEBINTENDENTS. County. Superintendent. Post-office. Columbia . . . Satsop. New Dungeness. Vancouver. Kalama. Seattle. Post Gamble. Rockland. Coveland. Post Townsend. Chehalis Station. Franklin. San Juan. Cascades. Snohomish. Fort Colville. Olympia. Waitsburg. Skamokawa. Whatcom. Colfax. Chebalis _ _ _ _ _ _ James de.isnTi . . . Clallam . : . B. G. Hotchkiss . . . . Clarke . A. S. Nicholson . Cowlitz . . . . . . . S. Vestal . TTintr . . . . J. M. Hall . Kitsap . . A . Ti. A lliaou _ _ _ _ Klikatat . . . . . J. S. Burgen . . . Island . Jos. S. Gibson . . . Jefferson . . . . John Bea . . . liCwis . J. D. Clinaet . . . 'Masnn . . Prince' . John B. Meeker . . . San Juan . . . . W^illiam Bell. _ _ _ _ Skamania ....... . . . . . John W. Brazee . . . . Snohomish . . . . . . William H. Reeves _ Stevens _ . . . Moses Dukres . . . . ThnratoTi . . . . . T). R. Bicrlow . _ _ _ "Walla Walla . . . . . . . A ■ W. Sweeney . . . . . . Wahkiakum . J. W. Smith . . . . ...... _ ... Whatcom _ _ P. W. Fonts . Whitman . . . . 0. L. W olford _ _ _ _ _ 518 KEPORT OF THE COMMISSIONER OF EDUCATION. WYOMING. The territorial superintendent, Hon. John Slaughter, unable to forward a regular re¬ port, kindly furnishes the following brief summary of the chief school statistics for 1875 : Number of public school-houses . IJ Number of teachers employed . . 23 Number of male teachers employed . . 7 Number of female teachers employed . . 16 Number of scholars enrolled . . . 1, 222 Length of school year, in months . . . IQ Highest wages paid per annum . $2, 000 Lowest wages paid per annum . A. 600 Whole amount paid for teaching, (1875) . 16, 40Q Total value of public school-houses and furniture, (not including land) . 32, 500 SCHOOL SYSTEM. OFFICERS. Here, as elsewhere, these are a territorial superintendent of public instruction, county superintendents, and boards of directors of school districts. DUTIES OF THESE OFFICERS. The tei'ritorial superintendent has general supervision of all the school districts of the Territory ; apportions school funds among the counties, according to the aggregate days of attendance on the common schools ; recommends text books for use in the schools ; files in his office all school documents ; furnishes to subordinate school offi¬ cers the necessary forms for use ; distributes to them copies of the school laws ; and makes report to the legislative assembly on the first day of each regular session, exhib¬ iting the condition of public schools and such other matters relating to the affairs of his office as he may think proper to communicate. County superintendents determine the boundaries of school districts, apportion school moneys among them, examine and license teachers, visit. the schools, keep account of the receipts and expenditures for them, distribute to the district officers the forms received from the territorial superintendent, and on the first Monday of November in each year must report to him an abstract of the particulars received from district clerks, and a statement of the financial affairs of their respective offices, number of days of such attendance, with a kindred and yet fuller report as to the affairs of the district in various specified particulars. Boards of directors for districts consist of a director, clerk, and treasurer, chosen by the qualified voters of the district at a regularly called meeting. They determine, by delegation of the district meeting, the number of schools for their districts ; fix the sites of school-houses ; purchase or lease such sites; build, rent, or purchase school-houses; keep them in repair and furnish them with fuel ; employ teachers ; determine what branches of learning shall be taught ; levy such taxes for school purposes as the dis¬ trict may direct ; and transact generally such business as may tend to promote the cause of education and the efficiency of the common schools. The director presides at meetings of the board and of the district ; signs orders on the treasurer for money ; draws drafts upon the county superintendent for money ap¬ portioned to his district ; and appears in behalf of it in all suits brought against it. The clerk records the proceedings of the district meetings and of the board ; preserves copies of reports made to the county superintendent ; files papers transmitted to him by other school officers ; countersigns drafts, warrants, and orders drawn by the director ; keeps account of expenses incurred by the district ; presents the same to be audited and paid ; gives notice of district meetings ; and on the first Monday of October in each year submits to the county superintendent a report of the number of schools taught in the district, the number of days each scholar attended, and the aggregate. The treasurer has the custody of all school moneys of the district ; pays them out on the order of the director, countersigned by the clerk, and keeps account of the receipts and expenditures thereof in a book provided for the purpose. SCHOOLS. The schools of a wide and sparsely settled Territory are necessarily, in the larger proportion of instances, elementary in character ; but the law allows the county super¬ intendent, in conjunction with the district board of directors, to determine whether a school of higher grade shall be established in any district, the number of teachers to be employed, and the course of instruction to be pursued therein. Where there are 15 or more colored children within the bounds of any district, the board of directors, with the approval of the county superintendent, may provide a separate school for such children. — (School law of 1870, with amendments.) EDUCATION AMONG THE INDIANS. • 519 EDUCATION A:TI0NG THE INDIANS. The following statistics, prepared with great care by the educational department of the Indian Bureau, are believed to embody fuller and more accurate information re¬ specting schools among the Indians than has ever previously been attainable. ARIZONA. The Moquis Pueblo Indians have 1 boarding school, with 2 male teachers and 33 male Indian scholars, 29 of whom are boarders. Five of these read and write English understaudingly. Allowance for salaries of 2 teachers, $2,100. Control, Presbyterian. The Papagos have 1 day school, with 4 female teachers, 89 Indian pupils, (46 male, 43 female,) and 23 half-breed pupils, (10 male, 13 female.) The average attendance of these is 65 Indians and 16 half-breeds. Of the former, 35 read and write English, and of the latter, 11. Twenty-eight of the Indians and 9 of the half-breeds work in the first four rules of arithmetic. Allowance for salaries of 4 teachers, $2,400. Control, Koman Catholic. The Pimas and Maricopas have 1 day school, with 1 male teacher and 1 female, 51 Indian scholars, (33 male and 18 female ;) average attendance, 39. Three read and write English. Allowance for salary of male teacher, $1,000 ; of female $200. Control, Eeformed Church. CALirORXIA. The Indians of Round Valley have 1 day school, with 1 male teacher, 68 Indian scholars, (43 male and 25jfemale,) and 14 half-breeds, (7 male and 7 female.) The aver¬ age attendance of these is 58 Indians and 12 half-breeds. Eighteen of the Indians and 2 of the half-breeds read and write English. Eight of the Indians and 1 of the half- breeds work in the first four rules of arithmetic. Allowance for salary of 1 teacher, $720. Control, Methodist. Those of Tule River have 1 day school, with 1 female teacher and 23 Indian scholars. The average attendance of these is 16 Indians. Eighteen of them read and w^rite English. Eleven work in the first four rules of arithmetic. Allowance for salary of 1 teacher, $530. Control, Methodist. COLORADO. The VTiite River Indians have 1 boarding school, with 1 female teacher and 11 Indian scholars. The average attendance of these is 8 Indian boarders and 2 day scholars. Four of these read and write English. Allowance for salary of 1 teacher, $900. Control, Unitarian. -DAKOTA. The three Indian settlements of Cheyenne River have among them 3 day schools, with 1 male and 4 female teachers and 150 Indian scholars, (51 male and 99 female.) Average attendance, 90. Only 1 scholar in these reads and writes English : only 2 work in the first four rules of arithmetic. No salary mentioned in the report. Control in onn case. Episcopal ; in another, Presbyterian. There is also 1 boarding school, with 2 male teachers and 1 female, 34 Indian scholars, (16 male and 18 female,) and 26 half- breeds, (16 male and 10 female.) The boarding pupils here number 11 Indians, the day scholars, 23 Indians and 21 half-breeds. Nine of the Indians and 11 of the half-breeds read and write English, while 9 of the former and 8 of the latter are in the first four rules of arithmetic. The control of the boarding school is Episcopal. It is taught un¬ der contract for $800, the remaining expenses being supplied by a society. Those of Crow Creek have 2 day schools, with 2 male teachers and 1 female, 54 Indian scholars, (29 male and 25 female,) and 15 half-breeds, (9 male and 6 female.) The aver¬ age attendance of these is 31 Indians and 7 half-breeds. The 2 schools are taught under contract for $600 each, the remaining expenses being furnished by a society. Control, Episcopal. There is also among the Crow Creeks 1 boarding school, with 2 female teachers, 7 Indians, and 5 half-breeds ; 5 of the Indians and 4 half-breeds are boarders ; 3 of the former and 4 of the latter read and write English. It is taught un¬ der contract for $800, the remaining expenses being furnished by the society of the Protestant Episcopal Church, under whose control it is. Those of Devil’s Lake have boarding 1 school, with 1 male teacher and 3 female and 41 Indians, (18 male and 23 female,) all of whom are boarding scholars. Besides these there are 36 Indian day scholars, (17 male and 19 female;) 3 Indians read and write English; 8 Indians work in first four rules of arithmetic. Government allowance, $840. Control, Roman Catholic. Those of Flandreau have 1 day school, with 1 male teacher and 33 Indians, (19 male 520 REPC»RT OF THE COMMISSIONER OF EDUCATION and 14 female.) The average attendance is 21. Ten of these read and write English. Allowance for salary of 1 teacher, $600. Control, Episcopal. All speak, read, and spell in the Sioux language. Those of Fort Berthold have 1 day school, with 1 male teacher, 55 Indian children, (35 male and 20 female,) and 10 half-breeds, (5 male and 5 female.) The average attend¬ ance of these is 14 Indians and 6 half-breeds. Three of the former read and write English. Allowance for salary of 1 teacher, $900. Control, Congregational. ThQse of Standing Rock have 1 day school, with 1 female teacher. The average attend¬ ance is 3 Indians (male) and 5 half-breeds, (3 male and 2 female.) No salary men¬ tioned in the report. Control, Roman Catholic. The Poncas have 1 day school, with 1 male teacher, 69 Indians, (33 male and 36 fe¬ male,) and 38 half-breeds. The average attendance of these is 63 Indians (28 male and 35 female) and 40 half-breeds, (24 male and 16 female.) Six of the former read and write English. Government allowance, $600. Control, Episcopal. The Sissetons have 1 boarding school, with 1 male teacher and 2 females, 39 Indian (21 male and 18 female) and 6 half-breed scholars. The boarding pupils include 36 of the Indians (19 male and 17 female) and the 6 half-breeds, (3 male and 3 female.) Nine of the Indians and 2 of the half-breeds work in first four rules of arithmetic. Al¬ lowance for salaries of 3 teachers, $1,440. Control, Congregational. There was also 1 day school, with 1 male teacher, 2 Indian children, (1 male and 1 female,) and 8 half- breeds, (4 male and 4 female.) The average attendance was 2 Indians and 5 half- breeds. Allowance for salary of 1 male teacher, $600. The Spotted Tail band have 1 day school, with 1 male teacher and 2 females, 29 la- dian children, (16 male and 13 female,) and 104 half-breeds, (47 male and 57 female.) The average attendance is 14 Indians and 63 half-breeds. Two of the former and 55 of the latter read and write English. No salary mentioned in the report. Govern¬ ment allowance, $1,000. Control, Episcopal. The Lower Brules have 1 day school, with 1 male teacher and 29 Indian children. The average attendance is 15 Indians. No salary mentioned, and no other particulars given. Government allowance, $500. Control, Episcopal. The Yanktons have 1 boarding school, with 1 male teacher and 1 female and 15 Indian children (3 male and 12 female) and 1 half-breed on its register. The boarding scholars appear to be 12 Indians and 5 half-breeds, with 3 Indian day scholars, making 3 more than the registered number. Of these, 12 read and write English. No salary mentioned in the report. Government allowance, $1,000. Control, Episcopal. There are also 6 day schools, with 7 male teachers and 3 females, 191 Indians, (102 male and 89 female,) and 21 half-breeds, (12 male and 9 female.) The average attend¬ ance is 91 Indians (49 male and 42 female) and 12 half-breeds, (7 male and 5 female.) Thirty-seven of the Indians and 9 of the half-breeds read and write English. Eighteen of the former and 2 of the latter work in first four rules of arithmetic. No salaries mentioned in report. Government allowance, $1,800. Control, Presbyterian. IDAHO. The Indians of Fort Hall have 1 boa,rding school, with 1 male teacher, 22 Indian children, (18 male and 4 female,) and 1 half-breed boy. The boarding pupils are the same. Twelve of the Indians read and write English and 12 work in first four rules of arithmetic. Government allowance for salary of 1 teacher, $900 ; for other employes, $1,480. Control, Methodist. The Nez Perc€s have 2 boarding schools, with 3 male teachers and 2 females, 47 In¬ dian children, (29 male and 18 female,) and 5 half-breeds, (4 male and 1 female.) Of these, 45 Indians and the 5 half-breeds are boarding scholars. Thirty-four of the Indians and 3 of the half-breeds read and write English. Fifteen of the former and 2 of the latter work in first four rules of arithmetic. Government allowance for salary of male teacher, $1,950; female, $900. Control, Presbyterian. There is also 1 day school, with 1 female teacher, 5 Indian children, (females,) and 5 half-breeds, (females.) Five of the Indians read and write English, and 5 also work in first four rules of arith¬ metic. Government allowance for salary of teacher, $650. Control, Presbyterian. IKDIAiJ TERRITORY. The Cheyennes and Arapahoes have 1 boarding school, (no teachers mentioned,) with 73 Indians (40 male and 33 female) and 11 half-breeds, (8 male and 3 female.) The board¬ ing scholars are the same, viz, 73 Indians (40 male and 33 female) and 11 half-breeds, (8 male and 3 female.) Fourteen of the Indians and 7 of the half-breeds read and write English. Five of the Indians and 3 of the half-breeds work in first four rales of arith¬ metic. Government allowance, $3,000. Control, Orthodox Friends. The Kiowas and Comanches have 1 boarding school, (no teachers mentioned in report,) with 58 Indian children (31 male and 27 female) and 3 half-breeds, all of whom appear to be boarding pupils. The 3 half-breeds read and write English. Gov¬ ernment allowance, $3,500. Control, Orthodox Friends. EDUCATION AMONG THE INDIANS. 521 The Osagos have 1 boarding school, (no teachers mentioned in report,) with 71 Indian children (qo male and 16 female) and 12 half-breeds. There are 52 Indian boarders (40 male and 12 female) and 7 half-breeds,. (5 male and 2 female.) Thirty-six of the Indians and 9 of the half-breeds read and write English. Forty-two of the Indians and 9 of the half-breeds work in first four rules of arithmetic. Government allowance, $1,996.S3. Control. Orthodox Friends. The Kansas Osages have 1 boarding school, with 2 male teachers, 23 Indian chil¬ dren, (21 male and 2 female,) and 26 half-breeds, (15 male and 11 female.) The board¬ ing scholars are 16 Indians ^4 male and 2 female) and 12 half-breeds, (6 male and 6 female.). Nine of the Indians and 17 of the half-breeds read and write English. Seven of the former and 20 of the latter work in first four rules of arithmetic. Allowance for salaries of 2 male teachers, .$S40 ; for other employes. S990. Control, Orthodox Friends. The Eoman Catholic Osages have 1 boarding school ; no teachers mentioned in report. Sixty Indian children (43 male and 17 female) and 22 half-breeds (11 male and 11 female) are on the register, and of these there are 58 Indians and 12 half-breed boarding scholars. Twenty-eight of the Indians read and write English. Twenty-one Indians and 37 half-breeds work in first four rules of arithmetic. Government allow¬ ance about -$5,500. Control, Eoman Catholic. The Quapaw Indians have 3 boarding schools, with 2 male teachers and 1 female. 137 Indian children, (75 male and 62 female,') and 32 half-breeds, (17 male and 15 female ;) 99 of the Indians (50 male and 49 female) and 17 of the half-breeds (9 male and S female) are boarding scholars : 79 of the Indians and 21 half-breeds read and write English ; 48 of the Indians and 21 of the half-breeds work in first four rules of arith¬ metic- Government allowance, for salaries of two male teachers, $1,100 ; of 1 female, $250 ; for the whole working of one school, $5,000. Control, Orthodox Friends. There are also 2 day schools, with 2 male teachers, 36 Indian children, (20 male and 16 female,) and 5 half-breeds. The average attendance is 30 Indians (17 male and 13 female) and 3 half-breeds. Of these, 22^ Indians and 2 half-breeds read and write En¬ glish. Nine of the former and 2 of the latter work in first four rules of arithmetic. (Invernment aEowance for salaries of 2 teachers, $1,200. Control, Orthodox Friends. The .Sac and Fox Indians have 2 boarding schools, with 2 female teachers, 51 Indian children, (34 male and 17 female.) and 9 half-breeds, (4 male and 5 female.) There are 32 Indian boarding scholars (IS male and 14 female) and 5 half-breeds, (3 male and 2 female.) while 29 Indians (21 male and 8 female) and 4 half-breeds (1 male and 3 female) attend the boarding school as day scholars. Twenty Indians and 4 half-breeds read and write English. Nine of the former and 4 of the latter work in first four rules of arithmetic. Government allowance for 2 teachers, -$750 ; for other employes, $1,000. Control, Orthodox Friends. There are also 4 day schools, vrith 2 male teachers and 2 females and 71 Indian children, (30 male and 41 female.) The average attendance is 53 Indians, (23 male and 35 female.) Eleven of them read and write English and 14 work in first four rules of arithmetic. Government allowance for salaries of 2 male teachers, $1,140: for salaries of 2 females, $1,200. Control, Orthodox Friends. The Wichitas have 1 boarding school, with 2 male teachers and 1 female, registering 71 Indians (53 male and 18 female) and 5 half-breeds, (3 male and 2 female.) There are 58 Indian boarding scholars (42 male and 16 female) and 4 half-breeds, (3 male and 1 female.) Forty-two Indians and 4 haK-breeds read and write English. Eighteen of the former and 3 of the latter work in first four rules of arithmetic. Government allowance for salaries of 2 male teachers, $1,080 ; for that of 1 female, $300 ; cost for other employes, $1,800, Control, Orthodox Friends. The Union Agency Freedman’s School has 3 day schools, with 3 male teachers and 1 female, and 122 registered colored chEdren, (61 male and 61 female.) The average attendance is 84. Government allowance for 3 male teachers, $3,150, and for 1 female, $500. Control, Presbyterian and Baptist. IOWA. The Sac and Fox Indians have 1 day school, with 7 Indian scholars, 4 of whom are males and 3 females, and all attend regularly. Government allowance for 1 male teacher, $700 ; for 1 female teacher, 8300. No denominational control indicated. The Pottawatomie Indians have’ 2 boarding schools, with 61 Indian scholars, (27 male and 34 female,) 54 of whom are boarding scholars, (24 male and 30 female.) Of day scholars at boarding school there are 11, (6 males and 5 females.) Forty-six read and write English understandingly, (24 males and 22 females.) Twenty -nine work in first four rules of arithmetic, (14 males and 15 females.) Government allowance for 2 male teachers, $1,080, and for 1 female, -$600 : for other employes $1,850. Total cost of em¬ ployes, .$3,560. Control, Orthodox Friends. ^nCHIGAX. The Mackinac Indians have 6 day schools, with 172 scholars on their register. 160 of 522 REPORT OF THE COMMISSIONER OF EDUCATION. xvliom are Indians and 12 half-breeds ; average attendance, 96. Forty-one Indians and 7 half-breeds read and write English, and about the same number work in first four rules of arithmetic. Government allowance for salary of 2 male teachers, $1,000 ; for salary of 4 females, $1,600. Control, Methodist. MINNESOTA. The Leech Lake Indians have 1 boarding school, with 29 scholars (10 male Indians and 11 female,) and 8 half-breeds, (5 males and 3 females.) There are lo boarding scholars, 12 of whom are Indians, (6 of each sex,) and 3 half-breeds, (2 male and 1 female.) There are 12 day scholars, 3 male and 5 female Indians and 3 male and 1 female half- breeds. Eight Indians (7 male and 1 female) and 4 half-breeds (3 male and 1 female) read and write English, and 3 male Indians, with 2 male half-breeds, work in first four rules of awthmetic. Allowance for salary of 1 male teacher, $900 ; of 1 female, $300. .Cost of other employes, $400. Total cost of employes, $1,600. The Red Lake Indians have 1 day school with 36 scholars, 27 Indians (13 males and 14 female) and 9 half-breeds, (4 male and 5 female.) Average attendance, 11 Indians (5 males and 6 females) and 7 half-breeds, (3 male and 4 female.) Two Indians (1 of each sex) and 3 half-breeds (2 males and 1 female) read and write English understand- ingly, and 2 half-breeds, 1 of each sex, work in first four rules of arithmetic. Gov¬ ernment allowance for 1 female teacher, $500. Control, Congregational. The White Earth Indians have 1 boarding school with 3 female teachers and 69 Indian scholars, (32 male and 37 female.) The boarding scholars are 59 (28 male and 31 fe¬ male) and the day scholars 10, (5 of each sex.) Sixty (30 of each sex) read and write English understandingly, and 38 (15 males and 23 females) work in first four rules of arithmetic. Government allowance for 3 female teachers, $1,800 and for other employes, $550 ; in all, $1,630. Control, Congregational. These last mentioned Indians have also 1 day school, with 1 female teacher and 20 Indian scholars, (10 of each sex.) Average attendance, 12. Three males and 4 females read and write English understandingly and 3 males and 6 females work in first four rules of arithmetic. Government allow¬ ance for salary of 1 female teacher, $420. Control, Con gregational. MONTANA. The Blackfeet Indians have 1 day school, with 2 female teachers, 61 Indian scholars, (23 male and 38 female,) and 22 half-breeds, (10 male and 12 female.) Average attend¬ ance, 11 male and 17 female Indians and 1 male and 2 female half-breeds. Six male and 8 female Indians and 2 male and 6 female half-breeds read and write English understandingly. Five male and 8 female Indians and 3 male and 4 female half-breeds work in first four rules of arithmetic. Government allowance for salaries, $1,500. Control, Methodist. The Crow Indians have 1 boarding school, with 1 male teacher and 1 female, 16 Indian scholars, (10 male and 6 female,) and 6 half-breeds, (3 of each sex.) Five male Indians and 1 male and 1 female half-breed are boarding scholars. Seven male and 4 female Indians and 2 male and 2 female half-breeds are day scholars. Five Indians (3 male and 2 female) read and write English understandingly. Government allow¬ ance for salaries, $1,500. Total cost of employes, $1,500. Control, Methodist. The Flathead Indians have 1 boarding school, with 3 female teachers, 49 Indian children, (24 male and 25 female,) and 5 half-breeds, (1 male and 4 female.) Twenty- three female Indians and 4 female half-breeds are boarding scholars and 22 male and 2 female Indians are day scholars. Two male and 12 female Indians and 2 female half- breeds read and write English understandingly, and 6 female Indians and 1 female half-breed work in first four rules of arithmetic. Government allowance for salaries, $2,100. Control, Roman Catholic. The Fort Peck Indians have 1 day school, with 1 male teacher and 1 female, 56 Indian scholars, (18 male and 38 female,) and 8 half-breeds, (3 male and 5 female.) Average attendance, 23 Indians (7 male and 16 female) and 4 half-breeds, (1 male and 3 female.) Six Indians, 3 of each sex, read and write English understandingly. Six female Indians and 1 female half-breed work in first four rules of arithmetic. Government allowance for salaries, $1,500. Control, Methodist. NEBRASKA. The Great Nemaha Indians have 1 boarding school, with 1 male teacher and 2 females, 20 Indian scholars, (16 male and 4 female,) and 8 male and 6 female half-breeds. Fif¬ teen male and 4 female Indians and 2 male and 2 female half-breeds are boarding scholars, and 2 male Indians and 1 female, with 5 male and 3 female half-breeds, are day scholars. Sixteen male and 3 female Indians and 8 male and 4 female half-breeds read and write English understandingly. Eight male and 3 female Indians, with 3 male and 3 female half-breeds, work in the first four rules of arithmetic. Government allowance for salaries of teachers, $1,500 ; that of other employes, $500. Total cost of employes, $2,000. Control, Hicksite Friends. These Indians have also 1 day school, with 1 fempfie teacher, 8 Indian scholars, (6 male and 2 female,) and 1 female half- EDUCATION AMONG THE INDIANS. 52a breed, all of whom attend regularly. Four male and 2 female Indians and 1 female half-breed read and write English understaudingly. Government allowance for salary, $360. Control, Hicksite Friends. The Omaha Indians have 2 day schools, with 2 male teachers and 1 female, TO Indian scholars, (33 male and 32 female,*) and 2 male and 6 female half-breeds. Thirty-one male and 25 female Indians and 2 male and 6 female half-breeds (64 in all) form the average attendance. Three male and 2 female Indians and 5 male and 8 female half- breeds read and write English itnderstandingly, while 6 male and 1 female Indians and 1 male and 2 female half-breeds work in the first four rules of arithmetic. Gov¬ ernment allowance for salaries, .$2,080. Control, Hicksite Friends. The Otoe Indians have 1 boarding school, with 2 female teachers and 25 (16 male and 9 female) Indian scholars. Eight males and 4 females are boarding scholars. Seven males iind 2 females read and write English understaudingly, and 3 males work in the first four rules in arithmetic. Allowance for salaries, $900 ; cost of other em¬ ployes, $1,200 ; total cost of employes, $2,100. Control, Hicksite Friends. The Pawnee Indians have 1 boarding school, with 61 Indian pupils (44 males and 17 females) and 8 half-breeds, (4 of each sex.) The boarding scholars are 43 male and 16 female Indians and 4 male and 3 female half-breeds ; 43 male and 14 female Indians- and 3 male and 3 female half-breeds read and write English understaudingly. Cost of school for four months, $849. Control, Hicksite Friends. The Pawnees have also 2 day schools, with 2 female teachers and 113 pupils, (62 male and 47 female Indians and 3 male and 1 female half-breeds.) Average attendance, 112, (62 male and 46 female Indians and 3 male and 1 female half-breeds.) Eight male Indians and 1 female and 1 male half-breeds work in the first four rules of arithmetic. Allowance for salaries, $800. Control, Hicksite Friends. The Santee Sioux have 4 boarding schools, with 4 male teachers and as many female, 74 registered Indian pupils, (38 males and 36 females,) and 13 half-breed girls. The boarding pupils are 57 Indians (23 males, 34 females) and 12 half-breeds ; 28 of the Indians and 6 of the half-breeds read and write English, while 45 of the former and 7 of the latter work in the first four rules of arithmetic. Three of these schools are wholly supported by the Congregationalists and Protestant Episcopalians, under whose charge they are. The remaining one, which is under the care of the Hicksite Friends, has a Government allowance of $g00 for 1 male teacher and of $2,750 for other employes ; in all, $3,550. The Santees have also 2 day schools, with 3 male teachers, 31 Indian scholars, (18 male, 13 female,) and 3 half-breeds, (2 male, 1 female.) Fifteen of the Indians read and write English and 17 of them work in the first four rules of arithmetic. There is no Government allowance, the schools being entirely supported by the Protestant Episco¬ pal church, under whose care they are. The Winnebago Indians have 1 boarding school, with 2 teachers, (1 male and 1 female,) and 56 Indian scholars, (28 male and 28 female.) Eighteen males and 15 females are boarding scholars. Twenty-two males and 12 females read and write English under- standingly, while 24 males and 9 females work in the first four rules in arithmetic. Government allowance for salaries of 1 male teacher, $700, and 1 female, $500. Cost of other employes, $1,950. Total cost of employes, $3,150. Control, Hicksite Friends. The Winnebagoes have had 3 day schools, with 3 female teachers, 53 Indian children, (46 male and 7 female,) and 4 male and 3 female half-breeds. The average attendance was 35 male and 4 female Indians and 4 male and 2 female half-breeds. Twenty-two male and 4 female Indians and 2 male and 2 female half-breeds read and wrote English understaudingly, while 27 male and 4 female Indians worked in the first four rules in arithmetic. Allowance for salaries, $1,800. Control, Hicksite Friends. * XEW MEXICO. The Mescalero Indians have had 1 day school, with 1 male teacher and 65 Indian chil. dren, (32 male and 33 female.) Average attendance. 25: 12 males and 13 females- Gc-vemment allowance for salary of 1 male teacher,- $800. Control, Presbyterian. The Navajo Indians had 1 day school, with 1 female teacher, 18 Indian scholars, (11 male and 7 female,) and 3 male and 1 female half-breed. Average attendance, 17 : 9 male and 4 female Indians and 3 male and 1 female half-breeds. Three male and 2 female Indians and 1 male half-breed read and write English understanding^ ; while 1 male and 1 female Indian and 1 male half-breed work in the four first rules in arith¬ metic. Allowance for salaries, $1,000. Control, Presbyterian. The Pueblo Indians had 7 day schools, with 6 male teachers and 1 female, and 249 Indian scholars, (184 male and 65 female.) Eighty-two males and 54 females were in average attendance. Twenty-two males and 5 ^jemales read and write English un- derstandingly, and 17 males were in the first four rules in arithmetic. Government allowance for salaries of 6 male teachers, $3,000, and 1 female, .$360. Control, Presby¬ terian. The Southern Apache Indians had 1 day school, with 1 female teacher, 8 Indian scholars, (3 male and 5 female.) whose average attendance was 1 male and 5 females. 524 EEPORT OF THE COMMISSIONER OF EDUCATION. Two of the males read and wrote English nnderstandiugly. Allowance for salaries, $300. Control, Presbyterian. NEVADA. The Pi Ute Indians have 1 day school, with 1 male teacher and 9 male Indian scholars, whose average attendance is 8 ; these read and write English understandingly. Allowance for salary, $600. Control, Baptist. OREGON. The Alsea Indians have 1 day school, with 1 male teacher, 26 Indian children, (19 male and 7 female,) and 3 half-breeds, (2 male and 1 female.) The average attendance of these is 18 Indians (13 male and 5 female) and 3 half-breeds, (2 male and 1 female.) Twenty-eight Indians read and write English understandingly, (20 male and 8 female,) and 3 half-breeds, (2 male and 1 female.) Government allowance for teacher’s salary, $840. Control, Methodist. Those of Grand Ron de have 1 boarding school, with 2 female teachers, 55 Indian scholars, (25 male and 30 female,) and 6 half-breeds, (2 male and 4 female.) The board¬ ing scholars are 45 Indians (20 male and 25 female) and the 6 half-breeds named. Fifty Indians read and write English understandingly, (20 male and 30 female,) and 4 female half-breeds. Government allowance for teachers’ salaries, $1,100 ; cost of other employes, $400 ; total cost of employes, $1,500. Control, Roman Catholic. Those of Klamath have 1 boarding school, with 2 male teachers, 23 Indian children, (17 male and 6 female,) and 6 half-breeds, (2 male and 4 female.) There are 18 Indian boarding scholars (13 male and 5 female) and 5 half-breeds, (2 male and 3 female.^ Six of the male Indians read and write English understandingly, and 4 half-breeds, (2 male and 2 female.) Government allowance for teachers’ salaries, $1,600; cost of other employes, $500 ; total cost, $2,100. Control, Methodist. Those of Malheur have 1 day school, with 2 female teachers, 51 Indian scholars, (28 male and 23 female,) and 3 half-breeds, (1 male and 2 female.) The average attend¬ ance of these is 37 Indians and 3 half-breeds. Government allowance for teachers’ salaries, $1,250. No religious control assigned to them in report. Those of Siletz have 1 day school, with 1 male teacher, 62 Indian pupils, (46 male and 16 female,) and 5 half-breeds, (1 male and 4 female.) The average attendance of these is 39 Indians and 4 half-breeds. Forty Indians read and write English understandingly, (30 male and 10 female.) Four male Indians work in first four rules of arithmetic. Government allowance for teacher’s salary, $1,000. Control, Methodist. Those of Umatilla have 1 day school, with 1 male teacher, 20 Indian scholars, (12 male and 8 female,) and 4 half-breeds, (1 male and 3 female.) All the 20 Indians (12 male and 8 female) and 4 half-breeds are in average attendance. Fourteen of the Indians read and write English, (9 male and 5 female,) and 3 half-breeds. Five Indians and 3 half-breeds work in first four rules of arithmetic. Government allowance for teacher’s salary, $800. Control, Roman Catholic. Those of Warm Springs have 1 day school, with 1 male teacher and 1 female, 46 In¬ dian children, (33 male and 13 female,) and 2 half-breeds, (1 male and 1 female.) The average attendance of these is 43 Indians and 2 half-breeds. Thirty-five Indians read and write English, (27 male and 8 female,) and 2 half-breeds, (1 of each sex.) Ten work in first four rules of arithmetic. Government allowance for teachers’ salaries : male, $900 ; female, $480. Control, United Presbyterian. UTAH. Those of Uintah Valley have had 1 day school, with 1 female teacher, 15 Indian schol¬ ars, (12 male, 3 female.) These have all been in average attendance. Government allowance for teacher’s salary, $600. Control, Presbyterian. WASHINGTON TERRITORY. Those of Colville have 1 boarding school, with 2 female teachers, 29 Indian children, (11 male, 18 female,) and 4 half-breeds, (2 male and 2 female,) all boarders. There are also 6 day scholars, 5 male Indians and 1 half-breed. Twenty-five read and write En¬ glish understandingly, (17 male and 5 female Indians, and 3 half-breeds, 2 male, 1 fe¬ male.) Twenty-one work in the first four rules of arithmetic. Government allowance for teachers’ salaries, $1,500. Cost of other employes, $500. Control, Roman Catholic. Those of Neah Bay have 1 boarding school, with 2 female teachers, 24 Indian scholars, (14 male, 10 female,) and 2 half-breeds, (1 male and 1 female.) The boarding scholars are 23 Indians, (14 male, 9 female.) Thirteen Indians read and write English (9 male, 4 female) and 10 Indians work in first four rules ol arithmetic. Government allowance for teachers’ salaries, $1,220. Cost of other employes, $800. Control, Meth¬ odist.. Those of Nisqually have 1 boarding school, with 1 male teacher and 1 female, 32 In¬ dian children, (26 male, 6 female,) and 13 half-breeds, (10 male, 3 female;) 23 Indian boarding scholars, (17 male and 6 female,) and 11 half-breeds, (9 male, 2 female,) and EDUCATION AMONG THE INDIANS. 525 11 Indian day pupils, (10 male, 1 female.) w ith 1 half-breed. Six Indians work in first four rules of arithmetic. Government allowance for teachers’ salaries : male, $1,000; female, $300. Cost of other employes, $o00. No denominational control indicated. Those of Quinaielt have 1 boarding school, with 1 male teacher and 1 female, 14 In¬ dian scholars, (9 male, 5 female,) and 11 Indian boarders, 7 of them males and 4 females. Three Indians read and write English, (2 male, 1 female.) Six Indians work in first four rules of arithmetic. Government allowance for teachers’ salaries: male $1,000; female, $200. Control, Methodist. Those of Skokomish have 1 boarding school, with 1 male teacher and 1 female, 28 Indian scholars, (20 male, 8 female,) and 3 half-l3reeds, (2 male, 1 female.) Fifteen male^ and 6 female Indians and 2 male and 1 female half-breeds are boarding scholars, while 5 male and 2 female Indians are day scholars. Eleven read and write English, (9 male, 2 female,) and 2 half-breeds, (male.) Four Indians and 1 half-breed work in first four rules of arithmetic. Government allowance for teachers’ salaiies : male, $900 ; female, $600. Control, Congregational. Those of Tulalip have 1 boarding school, (no teachers mentioned in report,) with 32 Indian scholars (19 male and 13 female) and 15 half-breeds, (5 male, 10 female;) 31 Indian boarding scholars (18 male, 13 female) and 15 "half-breeds, (5 male, 10 fe¬ male.) Eleven male and 10 female Indians and 4 male and 5 female half-breeds read and write English. Seven Indians and 2 half-breeds work in first four roles of arith¬ metic. No salaries mentioned in report. The school is conducted under contract for $4,000. Control, Eoman Catholic. Those of Yakama have 1 boarding school, with 2 male teachers and 1 female, 37 Indian scholars, (17 male, 20 female,) all boarders. Thirty read and write English, (15 male, 15 female,) while 8 male and 5 female Indians work in first four rules of arith¬ metic. Government allowance for teachers’ salaries . 2 males, .$900 each ; female, $500. Cost of otlier employes, .$500. Control, Methodist. WISCOXSLX. Those of Green Bay have 5 day schools, with 4 male teachers and 2 female, 113 In¬ dian scholars, (GO male, 53 female.) The average attendance of these is 64 Indians. Government allowance for salaries: 2 males, $800 each ; female, $600. Control, Meth¬ odist. Those of La Pointe have 4 day schools and 1 boarding school, with 1 male teacher and 3 females, 107 Indian scholars, (56 male, 51 female,) and 50 half-breeds, (29 male, 21 female.) The average attendance of these is 35 Indians and 29 half-breeds. Ten male and 3 female Indians are boarding scholars. Fifteen male and 11 female Indians and 1 male and 2 female half-breeds are day scholars. Forty-three Indians and 22 half-breeds read and write English, while 30 Indians and 20 half-breeds work in first four rules of arithmetic. Government allowance for teachers’ salaries: male, $7(X); females, $500 each. Control, Presbyterian, Congregational, and Roman Catholic. XOETH CAEOUCXA. The Eastern Cherokees have 5 day schools, with 4 male teachers and 1 female 153 Indian scholars, (86 male, 67 female,) and 65 half-breeds, (39 male, 26 female.) The average attendance of these is 94 Indians and 33 half-breeds. Eight male aad 9 female Indians and 42 male and 28 female half-breeds read and write English. Government allowance for teachers’ salaries : males, $360 each ; female, .$360. Control, Baptist. >-£W YORK. The New York LnEans have 23 day schools, (no teachers mentioned in the report,) with 779 Indian children (419 male, 360 female) and 27 half-breeds, (14 male, 13 female.) The average attendance of these is 433 Indians and 19 half-breeds. Two hundred and fifty-one male and 222 female Indians and 14 male and 14 female half-breeds read and write English. No salaries mentioned in the report. Appropriation by New York State annually, $9,000 ; also, one by the Protestant Episcop^ Church of $600 an¬ nually. The Thomas Orphan Asylum is a boarding school, (no teachers mentioned in the report,) with 76 Indian children (42 male, 34 female) and 2 male half-breeds. Thirty- four male and 28 female Indians and the 2 male half-breeds are boarding scholars. Ml these read and write English. In the report on the Friends’ Boarding School no teachers are mentioned. There are 29 Indian children, (5 male, 24 female,) all but one of whom are boarding scholars. All the 29 Indians read and write English. The Friends appropriate $*2,700 annually. PE>'2sSYI.VAXIA. ^ The Com Planter Indians, in Pennsylvania, have 1 day school, ^no teachers men¬ tioned in report,) with 31 Indian scholars, (18 male, 13 female.) The average attend¬ ance of these is 28 Indians, (12 male, 16 female.) 526 REPORT OF THE COMMISSIONER OF EDUCATION, Recapitulation. Number of scholars registered in schools maintained by United States Goverument: Indian: males, 2,315; females, 1,703 ? . Half-breed: males, 375; females, 341 ^ . 4, Freed m en : males, 61; females, 61 . 122 Number of day schools maintained by the United States Government.... 76 Average attendance at same — . Indian : males, 788 ; females, 607 ? • . Half-breed: males, 151 ; females, 144 ) . . . * i, oyu Freedmen’s schools, day . 3 Average attendance: males, 39; females, 45 . 84 Number of boarding schools maintained by the United States Government 42 Boarders at same — Indian : males, 700 ; females, 482 > . Half-breed: males, 109; females, 72 5 . * . Day scholars attending said boarding schools . . 282 Average attendance at day schools . . 22 Average attendance at boarding schools . . 39 Number of schools maintained solely by religious denominations : Presbyterian : day schools . 5 Aggregate attendance at same . 215 Protestant Episcopal : day schools . 4 Aggregate attendance at same . 104 Boarding schools . *3 Aggregate attendance at same . 64 Friends : boarding school on Allegany reservation. State of New York.. . . 1 Aggregate attendance at same . 29 Number of scholars attending schools in State of New York not under control or care of the United States Government . 944 Number of scholars in schools maintained by the Cherokees, Chicka- saws, Creeks, Choctaws, and Seminoles in Indian Territory . 4,400 Number of children attending schools maintained by the United States Government who can read and write English understandingly — Indian : males, 794 ; females, 488 ) , Half-breed : males, 180 ; females, 174 S . Number who can work in the first four rules of arithmetic — Indian : males, 486 ; females, 246 ? Half-breed : males, 97 ; females, 91 5 . Number of teachers employed by the United States Government in schools not under contract — Males . 66 Annual amount of salaries paid them . ^45,860 00 Average salaries paid male teachers . 695 00 Females . 74 Annual amount of salaries paid them . . . $34, 410 00 Average salaries paid female teachers . 465 00 Cost of other employes at boarding schools . 19, 480 00 Number of schools carried on by contract . 19 Annual cost of same, not included in foregoiug figures.. . 34, 136 88 Department of the Interior, Office Indian Affairs, July, 1876. SCHOOLS OF THE INDIAN TERRITORY. The preceding information does not include, except in the brief recapitulation, the schools of the several nations inhabiting this Territory. These for the different nations are as follows, according to official authorities : SCHOOLS AMONG THE CHEROKEES. For educational purposes the 9 judicial districts of this nation are divided into 3 educational districts, known as first, second, and third, each of which is under the supervision of a commissioner. The 3 districts are again subdivided into 3 each. Examinations of applicants for the position of teacher are held at the close of each school term by a board composed of the three school commissioners. No person is deemed * Two boarding schools at Santee agency, Nebrasta, are maintained entirely by the American board of commissioners for foreign missions, (Congregational,) at a cost during the past year of $4,247, and with an aggregate of 50 boarders, besides day scholars. EDUCATION AMONG THE INDIANS. 527 qnalified to teach without a certificate in force from this examiniu" hoard. These ex¬ aminations are held at the close of each school term, are written, and extend through the common branches of au English education, arithmetic, grammar, history, geogra¬ phy, theory and practice of teaching, penmanship, general information, &c. Testimoni¬ als' of good character are required from strangers. Teachers' salaries. — Teachers are divided into three classes, according to qualifica¬ tions as shown by their examination, and are paid accordingly. First-class teachers, $50 ; second class, $40 ; third class, .$30 per month. Teachers in the seminaries and asylum receive from $50 to $60 per month, with living, furnished rooms, &c. School term. — The school year consists of two terms of twenty weeks each, the first commencing the first Monday in September, the second beginning the second Monday in February. High schools. — The Cherokee Male Seminary, boarding school : teachers, 4 ; pupils, 75; in primary department, 50 ; advanced department, 2o. The Female Seminary, boarding school: teachers, 4; pupils, 94; in primary dej^art- ment, 64 ; in advanced department, 30. The Cherokee Orphan Asylum and Manual Labor School : teachers, 5 ; pupils, 117, (40 males and 77 females :) in primary department, 97 ; in advanced department, 26. Total in high schools : teachers, 13 ; pupils, 286, males, (115, and females, 171 ;) in pri¬ mary department, 205 ; in advanced department, 81. Common schools. — Number of schools, 71 ; teachers, 74 ; aggregate attendance, 2,236; Cherokee-speaking, 654 ; English-speaking, 1,631; males, 1,080 ; females, 1,206. With these are included 6 schools for colored children. Number of native teachers, 59 ; num¬ ber of w hite teachers, 28. Separate schools are established for colored children. SCHOOLS AMONG THE CHOCTAWS. The Choctaw Nation is divided into three districts. Each district has a school trustee and there is one general superintendent of schools. These fcmr constitute the board of trustees of the nation. At various points in the Choctaw Nation there are 52 day schools. A few of these were organized in 1844, but the most of them since the late war. Length of annual session, 10 months. Two dollars per scholar is paid the teachers. The average attendance is 1,200. Studies, English. There are also 2 boarding scht^ls. One, the Spencer Academy, for boys, a manual labor school, 12 miles north of Doaksville, first organized in 1844. Len^h of annual session, 9 months. There are 3 teachers; number on rolls, 60 ; average attendance, the same. Studies, English. The New Hope Academy, for girls, is 1 mile from Scullyville. It was also established in 1844. Length of annual session, 9 months. Three teachers ; number on rolls, 50 ; average attendance, the same. Studies, English. The Spencer Academy has annually $6,000 fiom the nation and the Presbyterian board of missions pay the salaries of the teachers and superintendent and other expenses necessary to sustain the school. The New Hope Seminary has annually $5,000 from the nation and the Methodist board of home missions pay the salaries of superintendent and teachers. SCHOOLS A3IONG THE CHICEMSAWS. The Chickasaws have 9 day schools and 3 boarding schools in various parts of the nation. One of the boarding schools is for boys, the other for girls. In these schools there are 5 teachers. The number in the day schools is not given. Average salaries ■of teachers per month, $45. The number on the rolls of the boys’ school is 45 ; average attendance, the same ; on rolls of the 2 girls’ schools, 75; average attendance, the same. In each day school the average attendance is 30. In all the schools the session is 10 months. There is 1 orphan asylum, for which the nation pay $200 per scholar per session of 10' months, the pupils of which are boarded and clothed. The amount of educational fumd of the Chickasaws is $40,000 per annum. One of the seminaries for women above cost $22,000 and the other $7,000, each put up at the expense of the nation. The seminary for men and one of the seminaries for women are taught under contract, for each of which the nation pay the superintend¬ ents $5,750 annually. The other seminary for women is also taught under contract, for which the nation pay $165 per scholar fer session of 10 months. SCHOOLS AAIONG THE CREEKS. The Creeks have 2 manual labor schools : one the Tallaha.ssee Mission, north of the Arkansas River, the other the Asbury ^Mission, south of North Fork River. Both these were founded in 1844. There are for these schools, in each case, 1 male teacher and 4 females. The number on the rolls of each is 80 ; the average attendance, the same. There is 1 boarding school for girls, Muskogee Female Institute, near Eufaula, founded in 1873. It has 1 male teacher and 2 femalesi Registered number of attendants. 528 EEPORT OF THE COxMMISSIONER OF EDUCATION. 40. There are also 33 day schools in different parts of the nation, with 15 male teachers and 18 females. Scholars on register, 700 ; attendance, 500. Salaries paid day school teachers, $40 per month. Eight of the 33 schools are for colored children. Length of annual session of all the schools, 10 months. Studies, English. Tallahassee Mission is conducted under the auspices of the Presbyterian board of missions, who pay the salaries of the superintendent and teachers. Asbury Mission is conducted on a like plan by the Methodist board. The total amount expended by the Creeks is $30,000 annually. SCHOOLS AMONG THE SEMINOLES. The Seminole Nation have 5 day schools located at different points, .all organized in 1867. Length of annual session, 10 months. Three male teachers and 2 females. Number of children on rolls, 138. The average attendance is 105. Studies, English, Average salaries of teachers, $40 per month. EDUCATIONAL CONVENTIONS AND ASSOCIATIONS. 529 educatiojVai. coivventio^vs and associations. AMERICAN GEOGRAPHICAL SOCIETY. At the meetinof of the American Geographical Society, held February 25, 1875, the an¬ nual address was delivered by Chief Justice Daly, the president of the society. Begin¬ ning with a brief survey of the remarkable physical phenomena of the year, including great falls of rain and snow, extreme and widely distributed cold, earthquakes, volcanic disturbances, Hoods, cyclones, &c., he alluded, in passing, to the geography of the sea bottom as made known by the recent examinations of the Challenger expedition, and then took up the geographical work in our own country, as carried on by the United States Engineer Corps and other explorers. The explorations of Lieutenant Wheeler show that every State and Territory west of the plains is crowded with the products of volcanic action, ancient and modern, the connected beds of lava in Arizona and New Mexico covering an area of twenty thousand square miles ; and the conclusions of the geologists of the expedition are that volcanic disturbances and eruptions in our west¬ ern territory will be resumed and may occur at any day. They have occurred so re¬ cently, geologically speaking, that it is extraordinary there is no human record of them. In the department of the Platte a new route to the Yellowstone Park has been discovered by Captain Jones’s exploring party. The Black Hills country was x^ene- trated by General Custer’s military expedition and explored by Captain Ludlow. Professor Hayden’s geographical survey has confirmed the discovery of 1872, that Co¬ lorado is the great center of elevation in the United States, having fifty peaks that are about 14,000 feet high. In the Pacific Ocean soundings have been made for ascertain¬ ing a practical route for a telegrax>h cable between Jaxoan and Puget Sound and for one from San Francisco to the Hawaiian Islands. The separate researches and exj^lorations of M. Pinvart and Mr. W. H. Dali, in Alaska and the Aleutian Islands, were next reviewed. M. Pinvart is of the oifiuion that the Esquimaux of this region are of the same stock as those of Greenland and .Baffin’s Bay, and concludes from their legends and traditions that they came originally from Asia across Behring’s Straits. The probability of this conclusion is doubted by Mr. Dali; moreover, many American ethnologists think that Greenland and vicinity were peopled from Europe. Professor F. W. Putnam, of Salem, Mass., has been engaged in researches respecting- the ancient inhabitants of North America. He believes that the Scnthern Indians, (the- Mound Builders of Ohio, Indiana, and other parts of the West) were not connected with the northern or eastern tribes, but were of the same stock as the ancient inhab¬ itants of Mexico, though diversified by immigration and by mixing with other races.. In Central and South America specialists have carried on explorations in Costa Eica„ Nicaragua, and the lower jpart of South America. A French exx^edition has been explor¬ ing Terra del Fuego. The Arctic event of the year has been the return of the officers and crew of tho Tegethof, of the Austrian exx)edition, and the important discoveries made by them.. This exx')edition, in the difficulties it encountered, the x^erseverance displayed, the dis¬ cipline maintained, and the success achieved, is about as heroic as anything that has occurred in the history of Arctic exploration. The ship was frozen in off the coast of Nova Zembla from August till October, 1872, when the ice broke up, and they found themselves fixed upon an ice floe, helplessly drifting, but, strangely enough, to the nortli-- icard. Drifting fourteen months in this way, mere passengers on an ice floe, they were at last driven ashore and frozen in on a coast which they had discovered, but were unable to reaeh, two months before. This was in 79° 43' north latitude and 60° 23' east longitude. It was now November, 187.3, and they had passed the eightieth paral¬ lel. The long polar winter of 175 days set in, and the cold was so severe that the quicksilver remained frozen for weeks, and tho darkness in midwinter was intense. The land, to which they gave the name of Franz- Joseph Land, was a most desolate- region. In April, 1874, they set out in sledges and reached 81° 57' north latitude, com¬ ing upon a country which they called Crown-Prince Land, whose cliffs were covered' with thousands of ducks and auks; seals lay upon the iee and there were traces of bears, hares, and foxes. Here, over a sea comparatively free from ice, they saw land' in the distance, which seemed to stretch beyond the eighty-third parallel of north lati¬ tude. Their return journey was one of over three months’ hardship, made in. sledgea and boats. — (Popular Science Monthly.) NEW ENGLAND SCHOOL SLTPERINTENDENTS. The New England Association of School Superintendents held its semiannuaPmeet- ing at the City Hall, Boston, on the 7th of May, 1375. . The papers- and: discussions, occupied the day and were unusuaBy interesting. 34 I o30 REPORT OF THE COMMISSIONER OF EDUCATION. At the morning session, Tvhich began at 9.30 o’clock, Mr. E. A. Hubbard, of Fitch¬ burg, presided, with Mr. A. D. Small, of Salem, as secretary. Health and comfort in schools. — Mr. J. "W. Allard, superintendent of schools at Glouces¬ ter, Mass., opened the discussion upon “Physical health and comfort.” The subject of school architecture was first touched upon, and the hope expressed that the day of spending vast sums of money upon showy and useless ornamentation of the exteriors of our school buildiugs was rapidly passing. The statement was made that one-fourth of the amount was absolutely needed for the comfortable fitting up and proper equipment of the class rooms. The modern four story school-house, with class rooms in the fourth story, was emphatically condemned as destructive to the comfort and health, both of pupils and teachers. He thought that if this style of architecture must prevail, then the buildings should be furnished with steam-elevators, like that of the city hall. The important topics of lighting, heating, and ventilating were fully discussed and a history given of the improvements which nave been made during the last thirty years in the material arrangements of school rooms with regard to dressing rooms," black¬ boards, tables, desks, and single seats. The diversion of gymnastic exercises from their legitimate object of physical rest and culture to purposes of show was condemned in the severest language. Kindergarten instruction and reports. — A paper on the subject of “ Kindergarten, in¬ struction” was read by Superintendent Thomas Tash, of Lewiston, Me. After a short recess, “The usefulness of monthly or occasional reports of pupils to their parents, and the manner of preparing these reports,” was discussed by Mr. Water¬ man, of Taunton, who took the ground that occasional reports would be more advisable than any of the present systems of weekly or monthly reports. He gave an interesting account of the various methods which had been tried in Taunton, the amount of inter¬ est felt by parents in the matter, and presented an interesting resume of the results. Practical education. — Mr. John D. Philbrick, of Boston, then presented a paper on the subject “Howto make common school education practical.” \yhile he opposed the introduction of the workshop into the school, he favored a more practical use of its opportunities than is generally enjoyed. Mr. Philbrick’s plan is, first, to discard the theory of aiming at mental discipline primarily, and adopt in its stead the theory of imparting the greatest amount of the most useful information ; second, to introduce the following subjects of instruction : elementary geometry, natural philosophy, drawing, and elements of chemistry, as lying at the foundation of all industrial education ; third, make room for these subjects by lopping off the more useless parts of the old branches, which, through the influence of rival bookmakers, have grown out of their due pro¬ portion ; fourth, facilitate the acquirement of the needed practical knowledge by the adoption of better methods of teaching. He did not believe in teaching a child the names of all the branches of the Amazon and leaving him in ignorance of the princi¬ ple by which water rises in a pump. After some debate on the best way in which to make a census of children between 5 and 15 years of age, it was voted that the matter be referred to a committee to report at the next meeting. United States Bureau of Education. — The work of the National Bureau of Education was then presented to the meeting, and its importance recognized in the unanimous passage of the following resolutions, the first offered by Mr. Philbrick, of Massachusetts; the second, by State Superintendent Simonds, of New Hampshire ; the third, by Super¬ intendent Stone, of Springfield, Mass. : ^‘Resolved, That the National Bureau of Education, in its work of collecting and dis¬ tributing annually, through printed reports and circulars, a vast amount of reliable and useful information, respecting the condition and progress of education both in our own and in foreign countries, has accomplished in the most satisfactory manner, so far as the limits of its means will permit, the objects for which it was established, and that we regard it as an indispensable instrumentality for the promotion of education throughout the country. ^Hesolved, That, in the opinion of this body, the labors of the United States Commis¬ sioner of Education, General John Eaton, in promoting the educational interests of all sections of our country through the agency of the Bureau of Education, have been eminently wise and efficient, and that they merit and receive our cordial approbation. “Resolved, That a committee be appointed, consisting of one from each State repre¬ sented in this body, to memorialize Congress in behalf of the continuance and liberal support of the National Bureau of Education.” The afternoon session was devoted to a discussion of the subjects so ably presented in the morning. Superintendent Harrington, of New Bedford, thought that the condi¬ tion of most of ooir school-houses, as regards ventilation and conveniences, is abomi¬ nable. He was tired of hearing praises on our perfect school system, even though it is centennial year, and thought it quite time that the facts should be known, however disagreeable they may be. But very few primary schools in the districts, the very places which should receive most careful attention, have a proper system of ventila¬ tion. The condition of the outhouses in too many of the schools is indescribably bad; EDUCATIONAL CONVENTIONS AND ASSOCIATIONS. 531 and, tbongli the subject is distasteful, it needs immediate attention. There is need of a great reform. Fentilatio)t. — The secretary, Mr. Small, of Salem, made reference to the subject of ven¬ tilation ; whereupon, Mr. T. B. Stockwell, of Providence, gave an account of a system •which produced excellent results in Providence. Mr. Marble, of Worcester, spoke of the objection in the mind of the public to the great expense attendant upon elaborate schemes of ventilation, and advocated a plan which has worked with complete success in the Asylum for the Insane at Worcester. Here, in the basement, a large fan is kept in slow but steady motion by an engine supplied by the steam in the building, keeping up in every part of the structure a steady current of warm, fresh air. By applying this arrangement, or a modification of it. to our school-houses and providing each room with an outlet, we can safely “trust to Providence ” to clear out the foul air and §ive place to the fresh current continually ascending. Mr. Marble sugge.sted the use of a sash with double windows directly connected, as doing away, to some extent, with the objectionable draughts of air inseparable from window ventilation. Kindergarten. — Taking up Frbbel’s, system Mr. Philbrick argued that the Kinder¬ garten ought not to be a fixed institution, but should rather be considered an improved system of infant instruction. Viewed in this light, he was happy to report the Bos¬ ton Kindergarten as doing splendid work. It is, however, the teacher far more than the system which makes the Kindergarten so great a success, as, indeed, in all grades of schools success depends very largely upon the instructor. Mr. Stone, of Springfield, spoke of the advantages of a course of training which makes the child, at an early age, properly inquisitive and self-reliant. Mr. Tash explained some of the advantages of Frdbei’s system of gifts, object and alphabet teaching; after which the subject of reports of scholars to their parents was further discussed by Messrs. Small of Salem, Harrington of New Bedford, and others. Practical education’’^ resumed. — The final subject of discussion was ^Ir. Philbrick’s paper on “ Practical education.” Messrs. Harrington of New Bedford and Hunt of Port¬ land, Hood of Lawrence, and others talked over the subject. The matter of parsing, reading, spelling, and drawing was debated. Mr. Philbrick said that, in these things, too much attention was given to unimportant details. Eeading is taught, for instance, in some of our schools as a fine art, and half the time thus used might give the scholar a knowledge of the French language. So in arithmetic. It may be “splendid” to train a girl to add in a minute a long column of figures, but it is splendid waste of time. So in spelling. President Felton, when rallied on account of his numerous blunders in spelling, would say, “ Spelling isn’t my business ; take up Greek, and I am ready for you.” In something of this spirit, the mere mechanical acquisition of the orthography of a hundred ditficult words ought to be as nothing when compared with weightier matters. The matter of drawing elicited some discussion. Mr. Morrill, of Lowell, thought that the dissatisfaction with the system there was no greater than elsewhere in the State ; while Mr. Waterman, of Taunton, said that drawing was the most popular branch of instruction in that city, because it had not been ridden as a hobby. There had been no wholesale purchases of drawing books ; no exalting of this department to the dignity of an exhibition, while other branches of study are neglected. In a word, the study had not been pushed ; and he did not doubt that the few objections raised against its use would disappear as quickly as those made against the introduc¬ tion of music. The committee on nominations reported for president, W. W. Waterman, of Taunton; for secretary, Augustus D. Small, of Salem ; committee of arrangements, Ephraim Hunt of Portland, T. B. Stockwell of Providence, Edward Conant of Vermont ; committee on nominations, A. P. Marble of Worcester, H. T. Hoyt, S. H. Marvel. The report was adopted and the nominations confirmed. — (New-Englaud Journal of Education, 31ay 15 and 22, 1875, pp. 235, 247.) A^IERICAX SOCIAL SCIENCE ASSOCIATION. The annual meeting of this association was held, for 1875, at Detroit, Mich., from the 11th to the 15th of May. The sessions were opened by an address from the president, Hon. David A. Wells, on the larger life to be secured by such investigations as those prosecuted by the association. Among the papers read were important ones from Dr. D. F Lincoln, of Boston, secretary of the health department, on “A project of a law for a medical inspection of public schools, on “ Care of the eyes in school and elsewhere,” and on “ Health in the public schools ;” from Dr. S. S. Putnam, on “ Gymnastics in schools,” and Irom Superintendent W. T. Harris, of St. Louis, on “Ideal education.” The limited space at our command admits of only a few extracts from the papers of Drs. Lincoln and Putnam, bearing on the improvement of the sanitary condition of our schools. Dr. Lincoln, for instance, presented, as follows : (1) A PROJECT OF A LAW TO ESTABLISH THE OFFICE OF METICAL IXSPECTOE OF SCHOOLS. (1) He shall be appointed by the head of the department of public instruction. (2) Term of office, three years. 532 REPORT OF THE COMMISSIONER OF EDUCATION. (3) Must be a physician. (4) Is expected to devote bis entire time to the duties of his office. (5) Salary, $3,000, payable 'quarterly, plus necessary expenses for clerical labor and travel. (6) He shall take coonizance of the interests of health among the teachers and children of the public schools. (7) He shall make sanitary investigations in respect to school-houses and grounds, and to all circumstances connected with the management and instruction of schools which may appear to influence the health of scholars or teachers. (8) He shall make himself acquainted with the means employed in other States for preserving the health of the inmates of schools. (9) He shall seek to trace the origin and mode of extension of epidemic or other diseases among inmates of schools, and to point out measures for the arrest or preven¬ tion of such diseases. (10) Ho shall from time to time inform the department of public instruction of the results of the aforesaid investigations, and shall suggest to the said department such modifications of the system of instruction and management existing in the schools of this State as, in his opinion, would conduce to the improvement of the health of teachers and scholars. (11) He shall further, in the month of January of every year, present to the depart¬ ment of public instruction a written report of his doings and investigations in the line of his duty as aforesaid for the year ending with the 31st of December next pre¬ ceding. (12) He shall gather and, from time to time, shall present to the department such information in respect to the interests of the public schools as he may deem j;)roper for diffusion among the people. RULES FOR THE CARE OP THE EYES Were submitted by Dr. D. F. Lincoln, secretary of the department of health, A. S. S. A. When writing, reading, drawing, sewing, &c., always take care that (a) the room is comfortably cool and the feet warm; (&) there is nothing tight about the neck; (c) there is plenty of light without dazzling the eyes ; (d) the sun does not shine directly on the object we are at work upon ; (e) the light does not come from in front — it is best when it comes from over the left shoulder; (/) the head is not very much bent over the work ; (g) the page is nearly perpendicular to the line of sight — that is, that the eye is nearly opposite the middle of the page, for an object held slanting is not seen so clearly ; and {h) that the page or other object is not less than fifteen inches from the eye. Nearsightedness is apt to increase rapidly when a person vrears, in reading, the glasses intended to enable him to see distant objects. In any case when the eyes have any defect, avoid fine needlework, drawing of fine maps, and all such work, except for very short tasks, not exceeding half an hour each ; and in the morning never study or write before breakfast by candle-light. Do not lie down when reading. If your eyes are aching from fire light, from looking at the snow, from overwork, or other causes, a pair of colored glasses may be advised, to be used for a while. Light blue or grayish blue is the best shade, but these glasses are likely to be abused, and usually are not to be worn except under medical advice. Almost all those persons who continue to wear colored glasses, having perhaps first received advice to wear them from medical men, would be better without them. Trav¬ elling venders of spectacles are not to be trusted ; their wares are apt to be recom¬ mended as ignorantly and indiscriminately as in the times of the Vicar of Wakefield. SCHOOL HYGIENE. Dr. Lincoln subsequently summed up thus the most conspicuous results of the investi¬ gation into this important matter: (1) School work, if done in an unsuitable atmosphere, is peculiarly productive of nervous fatigue, irritability, and exhaustion. (2) By “unsuitable’’ is chiefly meant “close” air, or air that is warm enough to flush the face, or cold enough to chill the feet, or that is “ burned,” or infected with noxious fumes of sulphur or carbonic oxide. (3) Very few schools are quite free from these faults. (4) Anxiety and stress of mind, dependent mostly on needless formalities in disci¬ pline or unwise appeals to ambition, are capable of doing vast harm. (.5) The amount of study required has not often been found so great as would harm scholars whose health is otherwise well cared for. (6) Teachers who neglect exercise and the rules of health seem to be almost certain to become sickly or to “ break down.” (7) Gymnastics are peculiarly needed by girls in large cities, but, with the joresenS; fashion of dresses, gymnastics are impracticajble for larger girls. ^ * (9) One of the greatest sources of harm is found in circumstances lying outside of school life. The social habits of many older children are equally inconsistent with good health and a good education. EDUCATIONAL CONVENTIONS AND ASSOCIATIONS. 533 A PAFEB UPON' SCQOOL GYMNASTICS Was then read by Dr. S. S. Putnam, of Boston, who divided his subject into three in¬ quiries : (1) In what way and to what extent may gymnastic training be made useful in the education of school children ? (‘J) What nteans of securing it have been adopted and with what results ? (3) What means will be likely to insure the best results in our schools ? As to the first matter, Dr. Putnam suggested that gymnastic training could not fail to be of use in regard to training children who are not naturally strong, and There¬ fore not inclined to take part in out-door sports, which are, of course, beneticial to the healthy and vigorous among our children. # * # It is not nectary that very great muscular power should be developed, as that is not necessarily conducive to good health, nor does it always accompany it. One way in which school children may be greatly benefited is by helping them perfect the process of respiration. This was demonstrated by the work done by Professor Monroe with the children of the Boston schools. Good breathiug is by no means common, and the singing teacher has always much to accomplish in this resiiect. Instruction in this regard may not only give vastly increased power to healthy persons, but it may save many who are aftected by lung disorders from early deaths. * * » Proper physical instruction in our schools would also relate to the sitting of the scholars, to proper methods of studying or of mental application, to proper means of ventilation, &c. It is a notorious fact that many cases of injury to the spinal column arise frem improper postures while sitting. Among 731 pupils at Neufchatel, 6*2 cases of this sort were observed among 350 boys and 156 cases among 3S1 girls. The curva¬ ture of the spine occasioned was mostly to the right, caused no doubt largely by writ¬ ing at unsuitable desks. * * Herr Eaag, of Berlin, says that he has found gymnastics very useful in preventing these spinal curvatures. » # * For proper school gymnastics it is only rec|uisite that there should be space enough about the desks to enable the pupil to advance one step and to swing the arms freely. A large hall with a few desirable pieces of apparatus is all that is needed for lurther gymnastic exercise, which is to give to the scholars special accomplishments in this matter. In Europe, halls are now considered absolutely necessary for the use of scholars in the public schools. SAXITAET BEQUIKEMEXTS OF SCHOOL BUILLIXGS. Under this head an important paper was presented by Dr. Lincoln, containing the following suggestions : (1) The yard should be placed by preference toward the sides where other buildings are standing, or may hereafter be erected, rather than toward the street ; should con¬ tain at least 32 square feet of surface for each scholar, in order to serve as playground ; should be situated so high as never to be overflowed with water ; should be paved, so as to be quickly dried alter rain : should be fenced, in certain cases, toward all thor¬ oughfares and alleys, in order to shield from the gaze of passers by. (2) The siie should be elevated rather than low. Dampness of soil should condemn any site. The sun should have free access to*the house on three sides at least. Many trees near the house are to be avoided, except in quite warm climates. Should not be near factories, railroads, &c. (3) The cellar must be drained dry. A cellar, or else an air space of two feet, mmst extend under the entire lower floor of the house, except in situations where the soil is very dry. (4) Basement. — The ceiling of the basement must l>e at least six feet above the ground. The height of such a room should not be less than ten feet, and it must be thoroughly lighted. Basements of which any portion is under ground should not be used for school work of any description except gymnastics, and the latter are to be assigned by preference to a loftier room, above ground, when this is possible. Base¬ ments may serve for space for clothes closets, if thought fit. (5) Entries should be always warmed and ventihited ; lighted sufdciently from out of doors. (6) Stairs must be fire-proof, as also the walls inclosing them ; straight, never spiral; height of steps, 44 to 5 inches, and proportion of breadth considerable, the breadth being made at- least six; feet in lai-ge schools : it must have no well : not more than two runs in a stair. (7) Fire escape to be provided for every school-house of three stories. (8) Sail. — A large hall for assembling the whole school at once is a desirable feature, and if included in the plan it should have a floor space, in feet, equal to the whole number of scholars multiplied by 6, (for younger scholai-s.) or 7, (for older.) and should be not less than 14 feet high. The ventilating aivangements for such a hall must be such that 1.000 cubic feet of air per hour can be taken out for every one of the scholars as aforesaid. * * * * * 534 REPORT OF THE COMMISSIONER OF EDUCATION. (9) The gymnasium may be built, if thought proper, as a separate structure. If so, a covered and inclosed way must connect it with the school-house. (10) Rooms. — Those for study (“ school rooms ’0 ^^ust contain a floor space of at least 15 square feet per scholar in primary schools and 20 square feet in schools for children over 11 years of age. They must have a cubical capacity of at least 200 and 250 cubic feet per caput for these two classes of scholars respectively, or a height of, say, 14 feet. When a portion of the scholars are expected to be conkantly absent from the study room for recitation, the requirements as to capacity for the study room may be diminished ; but rooms for recitation only require no more than two-thirds of the floor space per scholar above prescribed; the height remaining the same, say, 14 feet. Each room, whether for study, recitation, or the general hall, must open into the entry by a door and by a window eighteen inches high over the door. The walls of rooms are to be of a light, neutral tint, colored, but never papered. Blackboards never placed on the side of a room where windows are. Any columns required in the room must be of iron, in order to avoid darkening the room. (11) Windows must never be in front of the pupils. They must contain a total of at least 30 square inches glass (excluding sash) for every square foot of floor surface in the room. The lower sill should be at least 3^ or 4 feet above the floor and the upper should be within a foot or less of the ceiling. Arched and gothic tops are inad¬ missible. Windows not opening into the outer air directly are not to be considered as such in fulfilling the above requirements. (13) Water-closets, 4'C., separated for the two sexes. Screens when orrt of doors; in this case, to be also connected with the main building by a covered way, dry, clean, and ventilated. Those indoors to be lighted and warmed, and ventilated by an out¬ ward draught of air. For girls, sufiicient accommodation must bo provided indoors ; and if the house is three stories high, a third of the girls’ closets should be placed on the third story. Should never be jjlaced under any school room. (14) Drains should be protected from rats and precautions taken against the dan¬ ger of fouling the drinking-water. (15) Ventilation must furnish the means of renewing the air of study rooms and recitation rooms, gymnasiums, and singing rooms at the rate of 500 cubic fVet per hour for each one of the average number of inmates intended for such rooms. For entries, one-third of this ventilation is sufiicient. lu water closets and clothes closets the cur¬ rent must always set in — never outward into an entry or room. They cannot be safely ventilated by windows, as rain or snow might enter during the school session when the doors are closed. For water closets a double door, with interspace of three feet, is good, the interspace to be kept well ventilated. The method of exhaustion by a shaft of air tubes is recommended, for large buildings especially. (16) Heating. — If by stoves or radiators exclusively, there should be also a proper system of ventilation added. In large schools it is best to provide a single source of heat for all the buildings. Miscellaneous. — Two stories are better than three or more. The main fagade should not be to the south ; it is best when the corners of the house are set to the four cardi¬ nal points of the compass. The north side is a suitable place for stairways, libiary, gymnasium, closets, and any rooms for transient use ; the front entrance may be placed on the north. The roof must not extend out so as to cut off light from the windows. — (School Bulletin, June, 1875, and Detroit Tribune, May 12-16, 1875.) INTERSTATE EDUCATIONAL CONVENTION. The Interstate Educational Convention, which assembled in Chattanooga June 30 and July 1, was in all respects a most important meeting. The States of Tennessee, Kentucky, Georgia, Alabama, Missouri, Illinois, and Virginia were represented. The meeting lasted only a day and a half, and but four regular addresses, of about an hour’s length each, were delivered, the remaining time being taken up in interchanging ideas on the topics presented by the chosen orators. The speakers and essayists were Dr. W. T. Harris, superintendent St. Louis schools; Professor S. E. Pickett, superintendent Memphis schools ; Dr. M. C. Briggs, Illinois ; and Maj. William J. Davis, of Louisville. Dr. Harris’s essay treated of the resources of the States in the valley of the Mississippi jind indicated their place in the educational economy of the Republic. Professor Picket discoursed of school government. Dr. Briggs, one. of the most popular orators of the Northwest, spoke on the subject of “Common school education : universal in opportunities, thorough in rudiments, compulsory within definite limits, and English in all things.” Major Davivs’s address was entitled “ Common sense in the school¬ room,” and showed the defects of that training whereby children grow up in ignorance of the commonest things, a course of instruction adapted to develop the child’s nature being placed on a blackboard and the scheme illustrated by facis and anecdotes. The discussion was participated in by most of the delegates, and the best thoughts on these^ interesting questions were presented. The body was a representative one, composed of the most distinguished members of the profession in the South and West. A perma¬ nent organization was effected by the election of the following officers : B. Mallou, EDUCATIONAL CONVENTIONS AND ASSOCIATIONS. 535 president ; Z. C. Graves, W. T. Harris, M. C. Briggs, G. A. Woodward, William J. Davis, and A. S. Townes, vice-presidents ; W. E. Garrett, secretary. The next regular meet¬ ing will be held in Memphis in June, lc?7G ; and since membership in the association is open to all teachers and friends of education throughout the country, it is expected the second convention will ecjual in enthusiasm and consequence this first meeting of the Interstate Educational Association. — (Home and School Journal, August, 1875, p. 377.) AMERICAN rniLOLOGICAL SOCIETY. The session of the philologists for 1875 was held at Newport, R. I., in the month of July, under the presidency of J. Hammond Trumbull, LL. D., of Hartford, Conn., noted for his knowledge of the Indian tongue. At the opening session the guests were welcomed by Hon. Samuel Powel, and no one among Newport’s scholars could do this service more gracefully or eloquently. His reference to “our beautiful island Aquidueck, with the fair island of Conanicut upon the sunset side, the gray hill of Miantouomoh on the southwest, Sachuset Point toward the rising sun, Naushon and Nashawena in the farther east, and Mount Hope, the royal residence of Philip, in the northern waters,” would have been worthy of a descendant of Massasoit himself. Nor can we forbear a single quotation from his address : “ While we know full well that your profound studies belong chiefly to the deep problems of the diversity of tongues and to the wonderful analogies of their roots, whether or not those tongues sprang from the ban which divine wisdom saw fit to decree against Babylonian arrogance or whether they were pent up meanings, inborn and bursting the lips of man as he was first molded in his great Creators hand, in the shadowy days of oldest time, far behind the dawn of the age of stone, still we know that a cher¬ ished part of your task is to rescue what you may of the language of our land’s early people. Remembering this, I bid you again welcome to the family home of one of your most illustrious scholars in the Indian languages,” Dr. Trumbull’s reply was well fitted to the compliments of Senator Powel, and opened new themes for philological research. He said: “So long as we are here, under the genius loci, we accept as established history all that has been told us of the visits of the Northmen to your Yinland — Leif and Thorwald Ericson and Thorfinn Karlsefne — and of the coming of Yerazzano in 1524. In the very names your island has borne — Yinland, Monachunte, Aquidnay, Rood Eylant, the Isle of Rhodes — there is work for the philologist as well as for the historical antiquary. And the philologist has peculiar obligations to honor the memory of the founder of your State, he who directed the course of Coddington to this island. For it was Roger Williams who gave his country¬ men the first ‘key into the language of the natives’ — ‘A little key,’ he said, ‘ may open a great box’ — and while he was in England, laboring for the establishment of the col¬ ony he had planted and for the promotion of civil and religious freedom in Old dnd New England, he found time, amid the distractions of London and the burden of many cares, to study ancient and modesp languages, and, in exchange for lessons in Hebrew, to teach a little Dutch to John Milton.” The first paper, bj’ Professor Haldeman, the learned Pennsylvania German, was suited to the most fastidious philologic ear and taste, on “ The mutations of a conso¬ nant,” as in the change from proof to prove ; cliff, cleave; gilt, gild, &c., the professo-r citing 114 pairs of words with a similar change. The professor mentioned the curious fact that the vulgar pronunciation of “holt” for hold is at least as old as Chaucer, who uses holte for a stronghold or castle. Professor March thought that where the verb was sonant and the noun surd, the verb had its final consonant between the two vowels. The tendency was to change this consonant, because it was easier for the vocal organs and natural to approximate it by softening to the nearest sound on either side. The organs of speech tend to their use in the direction of the least exertion. “ How many words does a writer use ?” was the theme of a paper by Professor E. S. Holden, of the United States Naval Observatory. It discussed the question of the number of words used in speaking and writing by individuals. Professor Holden made a count of the number of words beginning with each letter of the alphabet, and noted the order of frequency of initial letters in Webster's Dictionarv. He found the latter as follows : S, C, P, A, D, R, B, T, F, M, I, E, H, L, G, U, W, O, Y, N, J, Q, K, Y, Z, X. He estimated that his own vocabulary was 33,456 words. A friend in the Patent-Office, Mr. Farquhar, assistant librarian, tested his own writing, and concluded that he must have a still larger vocabulary. In this estimate he disagrees with Professor March, who states that an intelligent person, in writing and speaking, uses less than 10,000 words. The discussion on this paper was brief and interesting, calling out Professor March, Colonel Higginson, and Professor Haldeman. Dr. Trumbull’s evening address on “ The American language ” was a valuable con¬ tribution to his previous rich and almost exhaustive researches in this direction. The second day’s session opened with a paper on a comparative view of the language of Deuteronomy and Jeremiah, by Rev. Dr. George R. Euther, of New York, showing the differences and parallelisms of these sacred books of the Old Testament. 536 REPORT OF THE COMMISSIONER OF EDUCATION. Professor A. Harkness, of Providence, discussed with his usual elearness and scholarly accuracy, the difficult question of the origin of Latin reflects in ui, vi, and i, in a paper which is the complement of the paper read last year on the origin of the perfect in si. Professor Richardson, of Kentucky, gave the results of his tabulation of the pronun¬ ciation of Latin'in 249 American colleges. The flgures obtained are essentially differ¬ ent from previous estimates. The Catholic institutions, as a rule, employ the Euro¬ pean pronunciation. The percentage is as follow's : 37 use the English, 32 the Conti¬ nental, and 31 the Roman pronunciation. Mr. Alonzo Williams, of Providence, a student of Sanskrit, as well as of Greek and Latin, read a paper on “Verb reduplication as a means of expressing completed ac¬ tion,” in which he showed from the history of the rise, prosperity, and decay of the different forms in language that the reduplication of a sound or syllable is intended to give intensity to expression by the force of repetition. The primitive Aryan people used this to give emphasis. The Sanskrit recognizes this principle frequently ; the Greek has a few late formations of like character. As instances of iutensifled and redupli¬ cated verbs in the present tense, there is the Sanskrit jajanmi, Greek (jignomai, Latin gigno. Applied to verbs in the present tense, it gave them not only force, but the significance of completed action. The mere repetition may itself suggest that the ac¬ tion has been already performed. The reduplication had taken the form of the perfect before the separation of the Indo-European people, and has been inherited by the In¬ dian, Persian, Giecian, Latin, German, and Celtic branches. The Letto-Slavic has alone lost all traces of it. In the Rig Veda the form is still preserved, but subse¬ quently it became a mere past narrative tense. In the classical period of Sanskrit it became an aorist. The afternoon session was opened by Mr. O’Keefe, of Brooklyn, who took for his text “The first sentence of Csesar’s Commentaries.” Mr. Higginson read a paper of Mr. A. C. Merriam, of Columbia College, upon the relation of the recent discoveries of Dr. Schliemann at the site of Troy and the Cesnola collection. Professor March continued on “ Dissimilated germinations,” which would attract our readers by its popular title; and Professor Goodwin sandwiched a juicy treatise of “ Juise,” between Professor March’s word changes and “ Ists that grow out of isms,” by Professor Brewer, of South Carolina. Professor March followed with a paper of a more popular charater, on “ The evidences of the immaturity of Shakspere in Hamlet,” and the session closed with a paper on the analysis of the old poem, the “ Owl and the Nightingale,” by Dr. L. A. Sherman, of New Haven. The great movement of this meeting was the appointment of a committee on spell¬ ing reform, consisting of Professor W. D. Whitney, of Yale ; Dr. J. H. Tnimbull, of Hart¬ ford ; Professor F. J. Child, of Harvard University ; Professor F. A. March, of Lafayette College, and Professor S. S. Haldeman,of the University of Pennsylvania. Whether they will succeed in having all the silent letters dropped from our printed language is, to say the least of it, a question of the future. There was no debate on the sub¬ ject, which is certainly a strange fact. What these wise men think and will propose on so great a matter as the dropping of all silent letters from our English vocabulary, we are interested to know, and shall learu in due season. Professor Albert Harkness, of Providence, is honored with the presidency for the ensuing year. The next place of meeting is to be New York, July 18, 1876. — (New- Englaud Journal of Education, July 31, 1875.) AMERICAN INSTITUTE OF INSTRUCTION. The forty-sixth annual meeting commenced at Music Hall, Providence, R. L, on Wednesday evening, July 7, 1875. Prior to the public meeting in the large hall, a busi¬ ness meeting of the board of directors was held in the committee room, at which Mer¬ rick Lyon, LL. D., X'resident of the institute, presided. At 8 p. m. a large audience was present to listen to the opening exercises of the institute. The first welcome was one of song by the pupils of the Providence Grammar Schools, under the charge of B. W. Hood, esq., director of music in the public schools of the city. The singing was very effective, reflecting mnch credit both upon the pupils and teacher. The singers occupied the rising seats in the rear of the platform and portions of each balcony. President Lyon introduced Rev. E. G. Robinson, LL. D., president of Brown Univer¬ sity, who delivered the introductory lecture. Subject, “Teaching as related to the other professions.” He said: “A profession is any particular branch of business a man thinks himself fitted to engage in and does his best in; but the learned professions are commonly known as theology, law, and medicine. A clergyman must be educated in ancient languages, acquainted with mental and moral philosophy, to be comparatively well fitted for his work; a lawyer must know common organic law and be able to read men’s minds; while a doctor must have a thorough knowledge of physiology, anatomy, and chemis¬ try in order to succeed. Many succeed in these professions without a knowledge of these branches, but they are not learned men, and in an emergency cannot be depended upon. Many of this class, including even clergymen, practise upon the credulity of EDUCATIONAL CONVENTIONS AND ASSOCIATIONS. 537 the public. There are some successful teachers who have not much learning ; hut they are the except ion, and not the rule. A teacher should know the English tongue per¬ fectly, so as to set an example for the children to follow, and a thorough knowledge of the language is not possible without a knowledge of other dialects. Teachers are born as much as poets, and teaching is really an art. Put your child under the best possi¬ ble instructor while he is young, for the early impressions are never eflaced. Many young ireu have come to college completely ruiiitd because the teacher of their early days was incoiupeteut. Put the great educators in the primary schools, if yorr have to take them from a college. Let the teacher know the mind of the pupil, which once done never fails of ultimate success. Study minds. Learu the thoughts of children, and accommodate yourself to them. The teacher’s profession is not only one of the learned professions, but even the fundamental one ; for the teachers make the men; they sow seed and start the mental qualities which develop and make the great men of any profession. If a crime of any kind ]>o committed by a scholar, let the lesson go, stop everything, and then and there let the scholars see the enormity of the act and reason out among themselves the evils of it. Teach morality ; let that never be lost sight of. Study to learn how* to apply the association of ideas to a child’s mind. The moral power of a "teacher must be exerted to shov/ the better nature of the child aud to instruct him that honesty and morality are to be his great stand-bys.” On Thursday, July 8, the members of the institute met at Music Hall at 9 a. m., the president, Merrick Lyon, LL. D., in the chair. The exercises were opened by the reading of Scriptures and prayer by Eev. Dr. E. G. Taylor, pastor of the First Baptist Church. At the conclusion of the devotional exercises, D. W. Hoyt, A. M., president of the Ehode Island Institute of Instruction, was introduced, and, in behalf of the State organization aud the State itself, welcomed the visiting body with appropriate and cordial remarks. President Eobiuson, of Brown University, was then introduced, who alluded to the fact that the university has furnished a large proportion of the teachers for New England aud other portions of the country in the past, aud said it would not be untrue to its mission as an educator of teachers in the future. Good teachers are in demand, and probably the want of them to-day is as urgent as the need of good men in the other professions. Dr. Eobinson then most cordially, in the name of Brown University, welcomed the institute. J. A. Shaw, A. M., principal of the Highland Military Academy, of VTorcester, Mass., subsequently read a practical essay upon “ English pronunciation : what have teachers to do about it ?” He considered the subject of more than ordinary importance, and That pronunciation is at the foundation of the language. The Anglo-Saxon race is to be the reigning power, not onlj* on the western continent, but throughout the Old Vforld and the islands of the sea, and this before many years. Therefore well it is that we .see to it that we keep our language pjure : that A e have no corrupt pronunciation, or “ pjigeon English.” The essayist then declared himself a humble advocate of the dictionary aud its constant use in the school. 'Webster aud 'Worcester speak as tho e having authority. Their varied scholarship in general and study of words in partic¬ ular rightly grant to them the resp^ect and honor we are always willing to grant to experts. When asked what dictionary we should use, his answer would be both Wor¬ cester and Webster : but if you cannot have both, be thankful if you can have either. A very lively and interesting discussion followed the reading of the paper. All the speakers indorsed the essay, aud felt the great need of a better system of pnonunciation in the school. Mr. A. C. Perkins, principal of Phillips Academy, Exeter, believed it very important that a correct pronunciation of the dead and foreign languages should be secured, and if it is important here, much more is it iiupiortant that we should pronounce our own language. The training in pronunciation should be made a very impiortant portion of the work of the primary school teachers. Pronunciation should be made an essential study at the outset. Mr. J. D. Philbrick, of Boston, agreed with Mr. Perkins as to the prime importance of correct pronunciation, but took exceptions to hisi)oiut that pronunciation should be rigidly insisted upon in the primary school. There should be a fair amount of training in pronunciation there, perhaps, but, as for drawing the nicest lines, the primary school is not the place. Mr. Ladd, of the State Normal School of New Haraj)shire, insisted strongly upon it that thexjrimary school is the p)lace for pronuuciarion to be taught. Mr. David Crosby, of Nashua, N. H., agreed with the preceding speaker as to the high importance of a correct x>ronunciation of the vernacular, and hoped to see the time wheu more attention shall be p)aid to the subject. Mr. B. G. Northrop, secretary of the State board of education of Connecticut, took grounds in favor of training in X)ronunciation in the primary school ; “ aud,” said he, ■•when you begin to train them in accuracy in one instance, train them in every in¬ stance. In this respect our schools arc inferior to those of England. Both in pronun¬ ciation and felicity in exjjiession are the points of our greatest weakness.” 538 EEPORT OF THE COMMISSIONER OF EDUCATION. “ The teacher an educator” was the subject of a paper by A. G. Boyden, A. M., prin¬ cipal of the State Normal School, Bridgewater, Mass. The speaker considered the teacher of far more importance than any other requisite to education ; better a pine school-house and board seats with a good teacher, than a costly editice and a man of no power. How to teach, what to teach, are the great questions that monopolize the thoughts of every good instructor. They demand the attention of every thought¬ ful man. Unity in education is most essential. Teachers are continually vexed over questions that should not trouble them in the least. These questions are of vital im¬ portance. What is the ultimate end for which you are striving ? What principle of education guides your effort ? Teachers do not work for the end in view. They work to get over a certain number of pages in the text book in a given number of days, and then gauge both their efforts and the scholar’s progress by a certain rate per cent., making the record the same as of so much stock. Means and methods monopolize so much time that the end of all education is lost sight of. Make sure of the end in view and then use the best methods. Study the nature of the child and Icaru how to meet its wants. Only by studying the nature of the child can the end aimed at be attained, and, when once the child’s thoughts are known, then the work of education is com¬ paratively easy. AFTERNOON SESSION. The first paper of the afternoon was read by Dr. Samuel Eliot, head master of the Girls’ High School of Boston. He spoke upon “ The organization of school faculties.” Without attempting to give a synopsis of Dr. Eliot’s paper, we give a few points in his plan of organizing a school faculty. There is an organization under which the schools might be kept closely together and be managed educationally with far more efficiency than they now are. Let the teachers as a body nominate some of their num¬ ber as their representatives, from whom the school committee shall elect not less than ten nor more than twenty to form a school faculty. Wherever the annual election of teachers is dispensed with, the members of the faculty might be elected to serve three years, one-third retiring each year. This would insure permanence to the faculty and allow the calling in of new mem¬ bers. The faculty could bear to the school committee the same relation as a college faculty bears to its trustees. If the superintendent of schools were its chairman, he could assist its work and connect it with that of the committee. It would have authority over instruction and discipline; would decide upon the introduction of new branches and the lopping off' of old ones ; the expansion and contraction of studies, choice of books and methods ; the standards of admission and promotion ; rewards and punishments ; hours, sessions, holidays, all the daily life of school ; subject at each point to the supervision of the committee and resiionsible for executing their rules. The faculty would not have a supreme, but coordinate authority, not disturbing the higher powers of the committee. On motion of Mr. Ladd, of New Hampshire State Normal School, a committee, con¬ sisting of Messrs. C. Northend, of Middletown, Conn. ; A. P. Stone, of Springfield, Mass., and H. O. Ladd, of New Hampshire, was appointed to report next year upon the sub¬ ject of Dr. Eliot’s address. At the close of the discussion upon this paper, Mr. E. G. Coy, of Andover, Mass., read a paper entitled, Inconsistency of theory with practice the chief ground of oppo¬ sition to classical study.” It was a forcible plea for the continuance of classical studies. Professors Lincoln and Harkncss followed with extemporaneous but able speeches in support of Mr. Coy’s views. The last paper of the afternoon was by Mr. J. F. Blackinton, of Boston, upon “ Silent forces in education,” and was in every respect admirable. The speaker paid an elo¬ quent tribute to Dr. Wayland, whose life, he said, was better than any lesson in moral philosophy that he ever gave. A very large audience assembled in the evening to listen to a lecture by President Gregory, of the Illinois Industrial University, upon the subject of “The real problems in modern education,” which were: (1) Is our educational system wide enough, active enough, advanced euough, to keep its hold upon the people and the agef Are we up to the times? (2) Is this educational system fitted to help the great minds of the age to promote the scientific, political, social, and religious progress of man¬ kind? (3) Is our educational system strong euough, wise enough, and pure enough to serve as a safe leader of the age ? On Friday morning Rev. Daniel Leach presented the report of the committee on nominations for the officers for the ensuing year. T. W. Bicknell suggested that the list presented ignored entirely a large working force of the teachers of New England — viz: the lady teachers — and he moved that the report be recommitted, with instruc¬ tions to ifface the names of ladies on the list of vice-presidents ; which was passed. Mr. William H. Ladd, of Boston, moved that the report be recommitted, with instruc¬ tions to report a list of five vice-presidents, two of whom should be women. EDUCATIONAL CONVENTIONS AND ASSOCIATIONS. 539 Mr. Philbrick objected to this stroofrly, and it was withdrawn, and the list recom¬ mitted under the motion of Mr. Bicknell ; but for lack of time, no chanfjes were made. The nominees elected were as follows: President, Merrick Lyon, Providence, K. I.; secretary, J. W. Webster, Boston, Mass. ; treasurer, Geort^e A. Walton, Westfield, Mass. The report of the treasurer, G. A. Walton, of Westfield, showing a balance in the treas¬ ury of$21‘2.50. was presented, read, and accepted. This finished the business of the institute, and attention was turned to the papers to be presented. Miss Anna C. Brackett, of New York, read the first paper of the day, on “ The relation of the medical and the teachers' professions;” arguing that education is 60 broad a theme as to include everything, the body as well as the mind ; the exercises of the physical as well as the mental powers; combating to some extent the positions taken by Dr, E. H. Clark at Detroit. After a recess of ten minutes. Professor Greene, of Brown University, spoke upon “ The place and work of academies in our system of education.” He adduced cogent i ea- sous for the continued support of such institutions. Eev.A. D. Mayo, of Springfield, Mass., then read a paper entitled : “ What next in the common schools?” Its main points are that our national arrangements for education are inadequate to the needs o: the masses, and should be so reorganized that the children who attend school but five or six years shall be first provided for ; that the Kindergarten will not be adopted as a portion of common school, but its methods will be taken into elementary schools, the best place for little children being in their homes, the mother needing the education of the Kindergarten, in order successfully to train her little ones. The chief aim of this school will be to impart the elements of English education by most approved methods, to awaken and direct the imagination. No foreign tongue should be taught in these schools. The elementary school teacher should be converted from an amateur to a professional character, the incompetency of mulitudes of teachers being a frightful fanlt at present. Every university should establish a department of instruction in which the principles of pedagogics may be expounded. Lasrly, the fnnds of our schools should be supplemented by private beneficence, and a high standard of attain¬ ment be exacted from all who aspire to teach in them. At 1*2 o'clock a paper was read by President Porter, of Tale College, upon “ Classical study and instruction.” It is now conceded that to a certain class of educated men classic.al study is indispensable, and that provision should be made for instruction in it in all the schools of higher education. A great diversity of opinion prevails, however, in respect to two questions, viz: For what class of pupils should classical study be prescribed as a necessary or very desirable element in education ? and What are the best methods in which classical education can be imparted ? One of these questions, in fact, involves the other. The answer to the first must necessarily determine the second. If classical learning is to be confined to the few who may be expected to be¬ come eminent proficients in its grammar and dialects, then the present system may be well enough ; but if classical education is to be given to a mass of pupils, few of whom can be expected to become familiar with its philosophy or minute details, then a different course is to be followed. Four distinct reasons may be urged why the study of the classics should be j)rose- cuted in our schools and colleges. First, the study of the grammar of two of the most refined and finished languages that have ever been spoken is the most philosophical method of learning grammar. Secondly, a most valuable knowledge of the etymolo¬ gies of English words is gained by the student. Thirdly, this study brings the mind into intimate acquaintance with the literature, the history, and the life of the most cultivated of ancient nations — with whom the most cultivated of modcru nations are most closely allied. Lastly, this study is an excellent instrument of intellectual gym¬ nastics, which would be worth all, and more than all, of the labor it involves if this were the only result which should remain. At 1 p. m. the institute adjourned to the steamer Canonicus, and nearly all of the members, with invited guests, embarked for a trip down Narragansett Bay, stopping at Eocky Point for a clambake. When dinner was finished. Dr. Lyon called the meeting to order and the report of the committee on resolutions was read and adojpted. Among the resolutions were the following : ‘•Whereas some misapprehension has existed as to the true sphere and work of the National Bureau of Education: *• Resolved, That the American Institute of Instruction, while regarding the main¬ tenance and management of public schools as solely the work and duty of the several States, regards the National Bureau of Education as a most important and efficient agency for the improvement of public schools and the advancement of education throughout the whole country. Though assuming no authority and exercising no dic¬ tation in any State, simply as an advisory agency, as a common medium of communi¬ cation and a source of information, it has already i)roved to be of great practical utility to the whole country. Besides its extensive correspondence with the friends of edu¬ cation in aU parts of the land, its prompt and judicious answers to the manifold ques- 540 EEPORT OF THE COMMISSIONER OF EDUCATION. tions of teachers and school officers of every State and city and almost erery large town of the country, its circulars, papers, and reports have supplied the information greatlj^ needed by the friends of education. Familiar vrith the wants of each State and with the results of various methods and systems, the Commissioner has become their valued counselor. “ Besolvecl, That education should hold a prominent place in the Centennial Exposi¬ tion, as it did at the Expositions of Paris and Vienna, and that the efficient supervision of the National Bureau of Education is indispensable to the successful representation of our American educational systems and iustitutions at Philadelphia. Though Amer¬ ican schools have been our pride and boast, we shall meet in this respect with humili¬ ating disappointment and failure, without such thoroughly organized preparation and supervision of the educational department at the Exposition as the National Bureau only can secure. EesoJced, That a committee of this body, consisting of one member from each State here represented, be appointed to memorialize Congress in favor of the liberal and con¬ tinued support of the National Bureau of Education.’^ Others, of respect for the memory of Mr. James E. Parker, late master of the Harvard School, Brighton, Mass., and Hon. John Kingsbury, LL, D,, one of the founders of the institute, were also passed, and so the business exercises terminated. The afternoon passed off pleasantly in the enjoyment of the scenery of the beau¬ tiful bay, in convei’sation, and singing, and 9 o’clock found the members of the insti¬ tute again at the Providence wharf, unanimous in their expression of delight in this enjoyable occasion. — (New-England Journal of Education, July 17, pp. 43-47.) THE NATIONAL EDUCATIONAL ASSOCL4.TION. The opening session of this association at Minneapolis, August 3, was claimed by President Harris to have the largest attendance of any in its history. Over ffve hun¬ dred delegate.s, from all parts of the United States, put in an early appearance. Ad¬ dresses of welcome, deliv'ered by Mayor Merriraan and Governor Davis, and a response by the president introduced the exercises. President Harris outlined the work of the convention, which he resolved into three separate departments : the normal, the ele¬ mentary, and the higher. Professor Phelps, of the Winona Normal School, Minnesota, was assigned the presidency of the normal section ; Superintendent Harrington, of New Bedford, Mass., that of the elementary ; and President Noah Porter, of Yale College, that of the higher education. In the normal department a paper was read by Miss Lathrop, of Cincinnati, on “ Professional education of public school teachers,” which favored a post graduate course in high schools for normal training and nrged the feasibility of normal institutes and didactic professorships in colleges. A general discussion ensued on the normal schools of Minnesota, Nebraska, Wisconsin, Michigan, Iowa, and Illinois, participated in by President Allen of Illinois, Professor Albee of Wisconsin, and a number of others. Forty-five minutes of discussion -were gi%'en to each of the following topics: “What are we doing for the development of social culture?” “What for moral character ?” “ What for the establishment of social economy V’ In the elementary department, Mr. Harrington read a paper on “Language-teach¬ ing,” in which, drawing a line between solid, substantial education and that of mere words, he advocated a teaching of the former rather than of the latter. “ That marvel¬ ous thing, the modern newspaper,” said the speaker, “ must be taken into account as a coworker with the schools in the great field of American education.” Superintendent J. L. Pickard; Mr. Rolf, of Chicago; Professor Olney, of Michigan; Mr. Warner, of Philadelphia, and others took issue with the speaker. Professor Olney thinks that teachers, like preachers, are more successful in portray¬ ing sin than virtue. A broadside was leveled at the present system of introducing new text books, not at all agreeable to the school book agents. A paper by Superintendent J. L. Pickard, “ What shall we do with our boys?” elicited considerable attention. The author gave a humorously scientific description of the boy “ as a member of the ani¬ mal kingdom, subkingdom v^ertebrata, class mammalia, an animal with a backbone more or less flexible, and deriving support from his mother, often far into manhood, and having two hands fitted for grasping, climbing, fighting, &c. He is endowed with a fickle disposition, permitting him to be good, bad, and indifferent in the same day; an ambition and desire to go and see as much as other boys ; a faith, love, and sense of justice ; a partisanship so intense as never to allow him to climb up on a fence until he grows older and begins to reason. Boy life must be studied and individuality en¬ couraged. Troublesome boys may be divided into two classes, those guilty of fault and those guilty of crime. Crime includes fault, but fault does not necessarily include crime. There is a great difference between fault and crime. Whispering and inatten¬ tion are faults; profanity and obscenity are crimes. Faults need correction, crime re- cpiires punishment. Mauj" a poor, neglected boy is not to be ])ersonally blamed for his faults, and kindness and care are the true corrections for such a child. If he does wrong he does it from ignorance, and he is not the boy to be made a frightful ex¬ ample of. The feeble boys and those of a nervous temperament must be treated EDUCATIONAL CONVENTIONS AND ASSOCIATIONS. 541 according to their physical and mental deficiencies. Children must bo cultivated and nurtured as are plants ; if deformed and neglected when young, they will grow up so. “ The sensitive boy and the stubborn boy are two direct opposites. Their treatment must be entirely diflerent. The former must be encouraged and the latter humbled. “ Some who are driven into the class which must be called criminal are forced to this stage by injudicious manipulation. Eeasoning will not reach them. They will decide to reform, but will find it impossible. Encourage innocent amusements. Make life so pleasant for them that they shall have no incentive to crime. Parents should make it a study to embellish their homes and make them attractive, so that the boys may not desire to leave the old homestead for the scenes of the city. Show the boy that it is better to be good and gentlemanly than rude and bad. Give the boys something to do and attach to the achievement a suitable reward. The bad boy must have something to do and somebody to love him. He loves to fight his way back to respectability and has a keen sense of justice. He cannot be driven back to virtue, but must be wrought upon by kindness and love. But without the aid of divine intervention nothing can be accomplished. The teacher must approach his work with a full trust iu divine power.” The subject was now open to discussion. Superintendent MacAlister said it often happened that boys became mischievous more from the lack of will than from wilfulness. It is weakness which often causes the boy to be bad. If the teacher will encourage the child instead of punishing him, in most cases his conduct will improve. The graded system works much against a bad boy. His grade is injured by absence and bad conduct, and he is thus kept back among children younger and less advanced in study than he. It has been proposed in Mil¬ waukee to establish an ungraded room, where such boys could make up to the grade where they should be. There were objections to the design, the worst of which was the herding of a large class of bad boys. Mr. Gove said the bad boy was the same in all places. He was always ready to love, to please, and to work for his friends. Hence the way to manage such is to get near their hearts. What we want is boyish men among the boys. When we become jolly, good, funny fellows with the boys, they will do anything for us. Mr. Warner, of Philadelphia, said we should find the good which is in the bad boys. To make a boy trustworthy you must trust him. You will find something good and lovable in every boy. It was the old, gray headed boy who loved his pupils the best. Mr. Eolfe said it is not always the bad boy who causes mischief. The blame must lie about evenly divided between him and his teacher. He must not be allowed time to be wicked, but must be kept at work. He urged the great value of home influence. The school and the home must not be so greatly separated. Home should control all educa¬ tion, physical, mental, and moral. In the elementary department, a paper on “The relation of the teacher to the reforms of the day” was presented by Miss Frances Willard, formerly dean of the Woman’s College of Northwestern University. Her position was that reform is gospel doctrine. Bum must be abolished and schools established. The issues of the hour, reforms of the day, and all questions agitating the public mind must be explained to the children. The child is the text book of the age, and to establish reforms we need his help as much as he needs ours. She said, “ The teacher should be a former rather than a reformer, using the ‘ golden rule,’ realizing the poet’s dream. Eeform is only the gospel doctrine of ‘ Put yourself in his place.’ Humanity moves on to realize this rule. Dorothea Dix, Florence Nightingale, Abraham Lincoln, and John Brown have been the vanguard in this war against selfishness. While it is the duty of every teacher to help on all reforms, yet there is one reform more needed than all others. Where is the rendezvous of hard men of the baser sort ? The reply is, the rum-shop, supported at an expense of fifteen times the expense of our schools, and more, annually. A large part of the insanity and crime is laid at that door of the gateway of hell. ' “ Children should be taught what are the reforms which agitate the public mind. Books should be placed in the school libraries, and story books by the score, as helps in this reform. FrobeTs Eeturn to Nature has set the world to thinking, and “From the Kindergarten of the intellect we are going on to the Kindergarten of the heart.” In reference to this paper, both ladies and gentlemen participated in a discussion, which, however, was not confined to the essayist’s theme, but touched upon temper¬ ance, obscene literature, and the Bible in the public schools. Leon. Trousdale, State superintendent of public instruction in the State of Tennessee, then read a paper on “ Education at the South,” taking the ground that education can properly exhibit as its chief aim the advancement of the people and civilization, and urging the importance of self government. The great question to settle was whether intelligence should precede citizenship or citizenship precede intelligence. The speaker dwelt at length on the difSculties surrounding the educational problems in the Southern States, but generally took a hopeful view of the future, notwithstand¬ ing the undeniable poverty of the people and their inability to approi^riate the requi ¬ site means for the establishment of educational institutions or the encouragement of 542 REPORT OF THE COMMISSIONER OF EDUCATION. educational projects. The war has destroyed their fields, and temporarily their pros¬ perity. The people are doing all they can in this direction, and difficulties are being rapidly OA'^ercome, and good schools will soon make their own party and i)artisan8. Out of the small pittance at command, everything possible is being done for the cause of education in the Southern States. The speaker then paid a glowing tribute to the educational systems of Massachusetts and other northern States, and especially the donation of Mr. Peabody for the glorious cause in the South, and the judicious man¬ ner in which the great trust has been discharged. After showing that the people of the South are unable to keep pace with the schools of the North, the speaker urged that something should be done to prepare the youth of the South for intelligent citi¬ zenship and self government. He referred to the munificent governmental appropria¬ tions of public lands for the endowment of agricultural colleges, embracing literary, scientific, and mechanical culture, and asked whether the proceeds of the remaining Government lands might not go for education. Under the lead of a paper from Professor Phelps, of Minnesota, on “The country school problem,’’ the merits and demerits of country schools were then considered, and much information was contributed by different speakers. “Education in the South ” was then resumed, George W. Warner, of Germantown, Pa., initiating it with a desire to come under the tive-minute rule and urging the ap¬ pointment of a committee to devise means for assisting the people of the South in their educational project. Professor Pickett, superintendent of schools at Memphis, Tenn., indorsed the views of the speaker in regard to the improvement of the Avork, and mentioned some of the more hopeful movements in the schools under his charge. The point was to induce pupils to struggle in securing education, and blessed are they who search for it in earnest. In the South they are not in any rut, and Avill keep out if possible. Miss Helen M. Nash, of Little Rock, Ark., gave an interesting sketch of the schools in her locality, which she declared in the main to be lamentable — sand and pointed sticks being used instead of blackboards and chalk in illustrations. A good system was now established at Little Rock, but difficulty was encountered because pupils were not inclined to depend sufficiently upon themselves. In the department of higher instruction, presided over by President Porter, several papers were presented, chief among which was the one by Professor Sawyer, entitled “ Comparative orthoephy.” Professors Sawyer, Shepard, and Hinkle were appointed a committee on comparative philology, to report at the next annual meeting on the condition and prospects of phonetic science, cooperating as far as possible with a simi¬ lar committee of the American Philological Association. Also a lengthy address w^as delivered by W. W. Folwell, of the University of Minnesota, on “Agricultural and polytechnic institutions,” arguing for the introduction of more practical branches of education in our college courses. “ Full orbed education,” by Dr. J. R. Buchanan, of Kentucky, and “ The duties of education to crime,” by J. B. Bittinger, D.D., of Penn¬ sylvania, were two very elaborate ett'orts. Lieutenant Schenck, United States Army, of Iowa, presented an essay on “ Military science and tactics in our universities and colleges,” favoring compulsory military training in- colleges and arguing for its adop¬ tion in all institutions, the points of which paper were sustained in the discussion which followed by Dr. Read, Professor Rollins, Lieutenant Coleman, Professor Clapp, and Professor Sawyer, and as ably opposed by Professor Campbell, of the Minnesota State University. , In the general sessions, “ Families, past and present,” was the subject of an essay written by Lewis Felm^ri, professor of jjedagogics at Klauseuburg University, Austria, in which the causes of the unhappiness of married life were pointed out and the way in which the education of children is apt to be onesided. A paper on “ Caste in edu¬ cation,” by Professor A. P. Marble, of Massachusetts, claimed that schools should be free, but systematically governed, Lhe same as a nation. The power of the State must be supreme. The folly of people who refuse to help educate their neighbors’ children in the common schools, when their own are trained at individual expense, was shown. Universal taxation is the guiding star of the nation. No dividing line can be drawn, save that the pupil who evinces the most genius and talent should receive the most attention, not to the neglect of duller scholars, however. A very entertaining but highly idealistic essay, “ The relation of art to education,” was read by Miss Grace C. Bibb, of St. Louis Normal School. Resolutions of respect to the memory of Dr. J. W. McJilton, of New York; Superin¬ tendent Gibbs, of Florida ; and Superintendent W. R. Creery, of Baltimore, were ohered and adopted. Hon. E. E. White, of Ohio, then made a report, in behalf of the committee on the United States Bureau of Education. He remarked that the Bureau of Education was established in response to the wishes of the educators of the country, and, from its establishment to the present time, has received the increasing appreciation and co¬ operation of all who are trusted with the management of schools in all parts of the EDUCATIONAL CON^'ENTIONS AND ASSOCIATIONS. 543 country. It rras created by the votes of members of Congress of both parties and has been supported by men of both parties. The opposition to the Bureau arises from three sources : (1) There is a comparatively small number of statesmen vho hold that the Bureau has no warrant in the Constitution. It is a sufficient answer to this view to say that the weight of opinion is not only against it, but the practice of the Government from its organization to the present time ; and this may be accepted as a x^ractical interpreta¬ tion of our fuudameutal law. (2) The Bureau is opposed as an interference on the part of the General Government with reserved rights of the States. This objection is based on an entire misapprehen¬ sion of the functions of the Bureau. It has no authority whatever to interfere with the management of the school systems of the several States. The law organizing the Bureau and its administration fully answer this objection. It is simply a central agency, sux^ported by the Government, for the collection and dissemination of impor¬ tant information respecting the condition and progress of education in the several States and Territories and in other countries, and it has not even authority to demand an item of information from any school officer. It is a fact that the Bureau has the sup¬ port of the school officers of both x)olitical parties in the several States. It is also urged that the Bureati, having no authority in school affairs, cannot be suf¬ ficiently useful to justify its supx3ort by the General Government. The Bureau has already answered this objection. It has given an impulse to education which is felt throughout the country, and its great usefulness is recognized and ax)X>reciated by all who take an intelligent action in educational progress. In conclusion Mr. White comx^limented Commissioner Eaton on his wise and efficient administration of the Bureau, and then submitted the following resolution, whieh was unanimously adox^ted : ^‘Eesohed, That the good already accomplished by the National Bureau of Education is a couix^lete vindication of the wisdom of its establishment, and we earnestly request Congress to increase the usefulness of the Bureau by providing ampler facilities for the prosecution of its important work.” The following were the officers elected : President, W. F. Phelps ; secretary, W. D. Hinkle ; treasurer, A. P. Marble ; vice-presidents, D. B. Hagar and 32 others. This convention may be regarded as a success. The tox)ics chosen were of practical interest and, as a general thing, ably treated. The daily x>i’ess, however, and the pub¬ lic generally, both East and 'West, have not given the usual prominence to this annual gathering of American educators ; a result which can be accounted for only, perhaps, by the remoteness of the place of meeting and by the fact that not the usual number of distinguished names graced the programme. — (The Common School, Sex^tember, 1S75, pp. 126-132; American Educational Monthly, 1S75, pp. 419-422 j and official report of the association.) A3IERICAX ASSOCIATION FOR THE ADVANCE:MENT OF SCIENCE. This association closed on the evening of the 17th of August its session for 1S75, held for a week at Detroit, Mich. This annual gathering of scientific men exhibited about the usual features of these meetings for the last ten years. So far as the different departments of science are con¬ cerned, there has been a more decided attention given to geology and x^aleontology at this than at most of the previous meetings, from the institution of this organization as well as in the association which preceded it. The more definite exposition of the old red sandstone and the other Devonian rocks in the State of New York, as brought out by recent surveys under the superintendence of Professor James Hall in the Catskill and adjacent regions, is one example of good geological work. The announcement of the discovery by Professor Hitchcock, chief of the New Hamp¬ shire survey, of evidences that the great glacier once covered Mount Washington was received by non -geologists with some degree of incredulity; but Professor Hitchcock is too careful and too experienced in his science to be likely to be mistaken ; nor is there a single improbability to a geologist in this announcement. It had before been settled that evidences of glacial action are unmistakable more than 5,000 feet up from the tide level on this mountain, so that a few hundred feet more only are added to the reach upward of the great ice cover in the glacial eiDoch. Professor Winchell, foruierly of the Michigan survey, cleared up, at this meeting, some of the obscure points in the geological structure of that State ; but was obliged to admit the great obstacles which are presented there to an investigation of the rocks in the rarity of rock exposures. A thick layer of drift in the lower x^eninsula hides the rocks from view, and the uniformity and" horizontality of the strata increase the difficulty. Around Lake Superior, however, all this is fuUy compensated for in the universality of rock exposures. Professors Andrews, Newberry, and Whittlesey were present at this meeting, and gave interesting particulars of the progress of research in the geology of Ohio. The very 544 REPORT OF THE COMMISSIONER OF EDUCATION. singular cliaracter of the glacial markings on Kelley’s Island -were referred to, as well as the discovery of new fossils in the coal measures. Dr. Newberry brought out some additional facts in regard to the properly named “ terrible fish,” Dinicihys, the nearly complete remains of which he has discovered, and which was the dominant fish of its period. It was more thoroughly armor plated than a modern iron clad ship of war, and quite as effectively provided with the means of destruction against its coinhabitants of those early seas. The relations, also, of this fish to other ganoids were traced. This brought out some sharp passages between Cope, of Philadelphia, and Wilder, of Cor¬ nell University, as well as a close rejoinder from Dr. Newberry. Cope, eminent as a comparative anatomist in the study of bones, and Wilder, a close student of the soft animal structures, including the nervous system, and especially the brain, were entirely at variance with regard to the division of ganoid fishes, the former claiming that no such division can be derived from the natural structure of their bones, and the latter, that the division of ganoids is thoroughly established through resemblances in their brains and other soft parts. No more interesting matters were presented than those discussed by Dr. Dawson, of Montreal. He has thoroughly wrought out the structure and the history of the Eozodn Canadense, that early and abundant fossil of the lowest stratified rocks ; so that there is no longer any room for doubt as to its history, and very little obscurity as to its struct¬ ure and functions. In other respects Dr. Dawson’s recent discoveries, as narrated at Detroit, are valuable, while his objections to every phase of the special evolution theory are strongly and shrewdly urged. The most directly practical, in some resijects, of all the matters presented at Detroit related to the predatory insects. Messrs. Riley, of St. Louis ; Le Conte, of Philadelphia; Grote, of Buffalo, and others discussed matters in this relation that concern imme¬ diately the productiveness and the wellbeing of the whole country. The various suggestions of Professor Riley were most important as to the Rocky Mountain locusts, which descend upon the fertile fields of Missouri, Kansas, Iowa, &c., and destroy every trace of the verdure which they can eat, leaving nothing of the crops and only the animals and the reserves of dry grain. He insists that these pests shaH’ be attacked in their original breeding places ; that their whole history shall be studied out and the warfare upon them directed accordingly ; that the destruction of the various harmless and useful animals that prey upon them, like the prairie hen and others, shall cease; and that in this country, as on the eastern continent, the military power shall be brought to deal with them, since a few regiments of soldiers would be well able to cope with them. He suggests to the farmers that the young locusts bred in their midst cannot pass a perpendicularly sided ditch with cross section two feet square; that poultry and pigs may be fattened on the locusts, and that these locusts are susceptible of being cooked and eaten by man as an agreeable and wholesome food. The locusts, he shows, cannot maintain themselves permanently in the regions which they devastate, but must come there from their original breeding places on the flanks of the mountains ; neither can they ever pass eastward beyond the Mississippi. In chemistry, at this meeting, many interesting things were brought forward. One of the most notable was the exhibition of half a pound or more of coesium alum, by Pro¬ fessor J. L. Smith, of Louisville, extracted by him from lepidolite, or lithia mica. This alum is remarkably soluble in hot water and very slightly soluble in cold water. Profes¬ sor Smith’s exhibiUon of Clamond’s thermo-electric pile, as an instrument requiring no acids and capable of furnishing, at an unobjectionable cost, a permanent force for electro-plating, &c., was another interesting dissertation. Kirkwood’s discussions on the groupings of the asteroids and various abstract mathematical papers were brought out in this department of science. Ethnology and archaeology received some interesting contributions from the searches in the western mounds, and especially from the long abandoned dwellings seen in our southwestern regions. The stone houses, found by hundreds, perched on the crests of the rocks in New Mexico, as reported by Professor Cope, whence perpendicular preci¬ pices descend on one side for a thousand feet or more, with a steep slope on the other of an equal descent, show a pojDulation which protected itself in this way from incur¬ sions of an otherwise overpowering enemy. These residences most likely were tempo¬ rarily resorted to or else great physical changes have intervened, for no water supply is now to be found within many miles of this region. The study of insectivorous plants and of leaf structures, brought up at this meeting by Professor Beal, of the Mich¬ igan Agricultural College, and that of the flowering season of plants, by Professor J ames Hyatt, of New York, were the only botanical matters presented. — (American Artisan, September, 1875.) EDUCATION IN SUNDAY SCHOOLS AND MISSION SCHOOLS. 545 EDUUATIOIV IN SUNDAY SCIIOOUS AND MISSION SCIIOOUS. SUNDAY SCHOOLS. The following statistics of Sunday schools in the United States were collected under the auspices of the international Sunday school convention held at Baltimore, Md., Jlay 11, 1’2, 13, 1875. Thirty States, with at least one Territory, have so organized their Sunday school systems as to furnish reports to this association. The greater part of the statistics given, however, with reference to even these States, are only partly from direct reports, partly from estimates : States and Territories. Sunday schools. Teachers and officers. Sunday school scholars. Total Sun¬ day school 1 member- ship. Population. 1,000 27 6, 300 161 77, 000 1, 179 83, 300 1, 340 193 1, 002, 000 67, 000 4 23 170 9, 658 473, 174 505 4. 542 3, 040 233 33, 312 37, 854 633 38, 000 1. 746 4l’ 040 549; 808 .39. 681 537, 417 40 1, 984 133, 769 1. 915 25, 1)93 28, 502 944 15, 899 230 117, 870 48 1, 685 22, 003 2.5, 079 153, 317 14, 181 200 3, 090 3, 423 20, 907 36 125; 015 189, 995 1, 174, 832 14, 882 2, 141, 510 56, 312 1, 655, 675 Florida . ^ . 247 Georgia . . . . . 2,323 6 174, 224 Idaho . . . 261 297 Illinois . 5, 967 34 60, 601 425, 710 1, 513 486, 311 Indian Territory . . . 2C6 1, 719 Indiana _ _ _ _ _ _ 3, 161 32, 643 25, 384 8, 175 28, 516 13, 220 251, 937 354, 682 59, 949 200, 121 96, 843 75, 000 162, 589 284, 580 380, 066 68, 124 237, 637 Iowa . . . 2,659 903 1, 026’ 750 379, 497 Kansas . Kentucky . 2, 376 1, 377 1, 320, 407 734, 420 Louisiana . no, 063 85, 000 181, 163 Maine . . . 1, 000 10, 000 18, 514 30, on 17, 979 6,913 14, 244 25, 510 169 623. 719 Maryland . . . . . . . 1, 656 790, 095 Massachusetts . . . . 1, 738 1,998 805 270, 461 131, 844 300, 472 149, 823 • 1, 457, 351 749, 113 Michigan . . . . Minnesota . 44, 995 104, 452 187, 073 1, 243 51,908 118, 696 500, 000 791,305 1, 182, 012 Mississixjpi . 1, 5'3 Missouri . 2,834 28 212, 583 Montana . . . . . . . . . 1. 412 20, .594 222, 392 Kebraska . . . 729 5, 118 411 29, 787 34, 905 3, 339 Kevadii . . . 67 2, 928 5.5, 425 167, 805 1, 646 42, 456 317,710 Kew Hampshire . 703 7, 903 63, 333 195, 334 1, 870 Kew Jersey . . . 1,714 38 27, .529 224 903, 044 Kew Mexico . . . 93, 516 Kew York . . . . . 6, 000 1, 985 83, 000 17, 867 729, 000 131, 026 314, 835 8, 544 812, 000 4, 382, 759 992, 622 2, 665, 260 90, 000 Korth Carolina . 148, 893 377, 745 Ohio . . . 5^ 545 62,910 Oregon and "Washington Territory . 125. 926 9, 470 Pennsylvania . . . . 7, 660 401 92, 424 5, 998 709, 845 43, 994 93, 164 161, 736 802, 269 49, 992 3, 502,311 217, 356 Ilbode Island . South Carolina . 1,412 2,451 320 12, 704 105, 863 183, 791 705, 789 1, 225, 937 800, 000 Tennessee* . 22, 055 Texas _ _ _ 1, 920 14, 080 16, 000 1, 375 Utah _ _ _ _ _ _ 18 165 1,210 50, 421 213, 214 46, 847 16.5, 925 171 70, 000 Vermont . . . 708 6, 232 29, 075 8. 503 56, 6.53 242, 289 55, 350 330, 582 1, 211, 442 441,094 Virginia . . 2, 423 West Virginia . 1, 021 Wisconsin _ _ _ _ 2, 454 4 18, 094 23 184, 019 1, 055, 501 Wyoming . 194 9, 113 Total _ _ _ - 69, 871 753, 060 5, 790, 683 6, 543, 708 * Keport of East Tennessee Sunday School Association, with estimate added for the western portion of Slate. MISSION SCHOOLS. ' It was hoped that statistics on this point, kindred with those presented respecting Sunday schools, might he presented with this report. Efforts have been made to col¬ lect these, and some of the more important missionary societies have very kindly given the information sought. Others have failed to furnish it ; and the statistics, although interesting, are hence too incomplete to warrant publication of them as a fair showing of educational missionary work abroad. 35 I ■V .i Mr-. J ; .-'-m %- ■ i; I STATISTICAL TABLES RELATING TO EDUCATIOK IN THE UNITED STATES. 647 1 2 3 4 5 6 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 2:3 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 I EEPORT OF THE COMMISSIONER OF EDUCAl BLE I. — Part 1. — Statistics of the school sysieTns of the States and States and Territories. SCHOOL TEAR. Begins- Ends — Alabama . Arkansas . California . Connecticut . Delan-are. . Florida . Georgia . Illinois . Indiana . lo-sra . Kansas _ _ _ Kentucky . Louisiana . ilaine . ^Maryland . Massachusetts . Michigan . Minnesota . Mississippi . Missouri . Kebraska . Xevada . Kew Hampshire . . . . Xew Jersey . Xew York . Korth Carolina . Ohio . Oregon . . Pennsylvania . Khode Island . South Carolina - Tennessee . Texas . Vermont . "V irginia . West Tirginia . Wisconsin . Arizona . Colorado . Dakota . . . District of Columbia Idaho . Montana . . . Kew Mexico . Dtah . W ashington . Wyoming . Indian . 1 2 i 3 j 1874-’75 Oct. 1 Sept. 30 j 1 1S74-J5 . June 30 i 1874- J5 .July 1 June 30 1 1874-75 Sept. 1 1 Aug. 31 ! 1 1874-75 April— ! ! 1674-’75 Cci. — 1 i Sept — ! ' 1875 1 Jan. 1 \ Dec. 31 i 1874-75 1 Let. 1 Sept. 30 1 1 874-75 1 July 1 i June 30 1 1874-’75 Sept. 16 i Sept 15 1874-75 ! Aug. 1 July 31 1 July 1 June 30 1874-’75 Sept. 1 Aug. 3! 1874-’75 April 1 Mar. 31 1874-75 Sept. 1 June 30 1874-’75 1 April 1 Mar. 31 1874-J5 1 Sept. 7 Sept 6 1874-’75 1 Oct. 1 Sept 30 1874-’75 I Sept. 1 Aug. 31 1874-’75 i April — April — 1 1874-’75 April — April — 1873-’74 Sept. 1 Aug. 31 l'74-’75 Mar. — Mai. - 1874-’75 Sept. 1 Aug. 31 1874-’75 1873 Oct. 1 1 Sept. 30 1874-’75 Sept. 1 ,Ang. 31 lS74-'75 April — ’April — 1874-’75 June — June — 1874-’75 May 1 April 30 1874-’75 Oct. — June — 1874-’75 Sept. 1 Aug. 31 1874-’75 Sept. 1 Ang. 31 1873-’74 April 1 Mar. 31 1874-75 Aug. 1 July 31 ]S74-’75 Sept. 1 Ang. 31 1874-'75 Sept. 1 Aug. 31 1875 Jan. 1 Dec. 31 1874-’75 Oct 1 Sept. 30 1874-’75 Sept 1 Aug. 31 1874-’75 Sept 1 Aiig. 31 1874-75 Sept 1 Aug. 31 1874-’75 Sept. 1 Aug. 31 1875 Jan. 1 Dec. 31 lS74-’75 Kov. 2 Xov. 1 1875 1375 Jan. — Dec. — 1875 1875 .L a These items are for -white schools only. h Legal school age is from 6 to 21. c Sex not reported in all cases. d Between '7 and 16 years of age. e Kumber enrolled in public schools. STATISTICAL TABLES. 549 {he enrolment, attendance, duration of schools, ^c. ; from replies to inquiries hy the United of Education, SCHOOL POrULATIOX. PUBLIC SCHOOLS. Sex. y:J3, 733 96, 090 60, 967 47, 7=6 20-2,115 467, 8-20 345, 439 274, 631 102, 493 138, 813 111,629 154, 882 381, 7-20 41,980 3, 1-21 39. 886 179, 715 5-22.418 23, 265 26, 596 ] 2-2, 910 219, C09 243, 894 96, 354 239, 647 1,205 12, 264 14, 971 2, 150 1,964 18, 094 c s c ci 3 17-2, 537 88, 596 84, 596 46, 736 191, 922 470, 183 322, 272 259, 27-2 97. 493 107, 01-2 163, 577 338, 466 38, 142 3, 194 36,386 168, 888 495, 308 21, 396 116, 354 207, 603 233, 895 83. 543 23-2, 182 1, 243 11, oil 16, 700 1,870 1, 858 17, 602 2-2, 496 60, 740 28, 345 e6, 2-2-2 gi, 995 Z M j> c; ci . c= © c; e « lO 1-25, 450 4-2, 310 52. 1-28 c6, 664 ’260,* 588 43, 889 131, 670 2, 538 ’ 1,0-25 11 13 11-2, 480 341,713 129, 331 d49, 106 c55, 865 757, 138 I f748. 321 239,264 i 2,250 I DO 147, 340 73, 878 130, 1*30 120, 189 19, 881 3-2,371 1567-394 685, 676 50-2, 362 384,012 14-2, 6C0 a2-2^ 000 74, 846 157, 142, 992 30-2, 118 343, 619 130, 280 168,217 394, 760 55, 423 4,611 68, lol 191. 731 1, 059, 238 146, 737 71-2,1-29 21,518 890, 073 h 4, 600 38, 5.54 I. 0,416 199, 058 oLH 705 78, 13.t 184, 486 II. 5, 300 279, 654 5i.f< 12, 552 4, 4-26 lo, 785 3, 270 2,215 5, 151 19, 278 6, 699 1, 222 3. 754 1.3 99, 362 ’^2,000 ’133,' 330 532, 473 t3, 306 30, 102 138, 015 14,417 ’'l,’s75 14 110,253 i 4-2,680 ! 78, 027 68, 993 28, 306 96, 680 300, 743 85, 580 a 159, 000 100, 641 69, 259 216, 861 200, 000 71,292 106, 894 192, 904 2, 884 i 48, 288 1 98, 089 I 531,8"'5 1 97,830 ' 435,349 551, 848 f2, -2561 26, 163J 136,605 5rl-25, 224 50, 0-23 103,9-7 79. C02 419 7, 343 1,710 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 /In 1873. g Estim.ited. h In evening schools ; 146 of these are also registered in day schools. ( In evening schools. 1 3 4 5 6 7 8 9 10 11 1-2 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 I. — Part 1. — Statistics of the school systems of the States and Teiritories, States and Territories. Alabama . Arkansas . California . Connecticut . Delaware . Florida . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine . Maryland . Massachusetts .. Michigan . Minnesota . Mississippi . Missouri . Kebraska . Kerada . Kew Hampshire. Kew Jersey . Kew York . Korth Carolina.. Ohio . Oregon . Pennsylvania ... . Rhode Island . . . . South Carolina . Tennessee . . Texas . Yermout . . Virginia . W est Virginia . ■Wisconsin . . Arizona . . Colorado . . Dakota . District of Columbia , Idaho . . Montana . . Kew Mexico . . Utah . . . Washington . . Wyoming . Indian . . PUBLIC SCHOOLS. SCHOOLS OTHER THAN PUBLIC. O O o S 2 S 15 3, 936 2,’ 499 3, 085 1, 288 7,610 1,905 49 14, 868 e39 739 2,714 4, 185 3, 245 6,044 14 221 274 53 96 296 o ® 16 2, 134 25 5, 550 2, 599 85 • 68 1165 c a ; Schools correspond- I ing to public 1 schools below high 1 schools. Pupils. j Male. ly IS 86i 149 176 140 132 120 136 102 100 117 187 177 138 120 140 99 96 100 194 176 50 140 105i 151 e04 \ 178 3 100 100 78 111 112 180 116 191 132 !40 70 Female. 19 (&) (a9, 145) 2, 831 (a40, 000) (0.24, 244) (7, 931) (0680) (a3, 357) (a44, 434) /I, 770 /I, 870 (07, 221) 8, 778 1 9, 855 (10, 733) 376 2, 561 550 2, 973 (249) (01,259) 1, 453 1, 497 Schools correspond¬ ing to public high schools. Pupils. Male. Female. 30 933 /2, 260 21 711 /1, 600 (917) 573 0 ’25i' 1,154 0 ’aoi a In private schools of all grades. h Kumber of schools in the State, 369. c These items are for w’hite schools only. d Including board, e In evening schools. STATISTICAL TABLES. 551 shoicing the enrolment, attendance, duration of schools, ^-c. — Conoladed. SCHOOLS OTHER THAN PUBLIC. "^ole number of teachers employed "ra^s ^ ^ public schools during the year. Teachers. Male. Temale.' Male. 22 23 24 Female. 25 i If Total. s » (« — "T A >- 5 Average salary of teachers per month in public schools. Male, Female. 26 27 2S 29 2, 702 I 1. 552 I 1,033 721 1.297 740 1, 660 2,324 3,999 1 -2. 3-22 ! 2, C93 1 3,045 .| 430 .1 796 i 4,000 (■$•27 . 1 20) 1 . •2,631 456 1,000 $54 93 70 05 1 ($-28 50 00 1 $63 01 1 37 35 00) 30 00 ! -21. 618 13, 197 i 43 -21 ■ 33 32 ! 13, 133 . 7 . 1 65 00 1 40 00 1 18. 145 36 68 28 33 165 150 I- 120 i 100 156 71 I 123 487 I 832 ’"’(-’=4) . 6 ; 8 4 ! .24 14 2 41 ; 40 25 ; 52 9,258 7, 670 6,500 2, 454 4. 236 ■797 1,954 1.129 1, 169 3,255 1, 372 2,959 5,904 j 1,504 I 35 ! 503 ! 946 7.428 ! 12.306 496 8, 555 eS3 195 1. 773 3, 125 667 , 2.711 I 2.677 ! 172 54 22 1-2, .330 ,899 732 rr4i 11,645 2, 1. 732 760 4, 475 j 1,594 8. 047 ! 9, 182 I 1,591 ! 1. 979 ! 3. 747 ; 1,587 50 I 3, 166 i 2,307 ' 22, 555 j 10, 186 457 I 11. 295 i 6109 i 861 1,052 , 1, 040 j '*3.'739'' 1, .551 754 I 8 205 154 271 43 132 56 15 253 5,353 5.968 1, 567 6, 459 2.7-23 9,216 1- 2. 467 2.963 4. 968 9,651 3, 091 115 3.669 3. -253 30.013 2,690 2- 2,492 953 19,850 el9-2 1.056 2, 855 g4. 'AO /4. 030 4.406 4. -262 3, 461 9, 4.51 14 377 205 293 4, 434 1, 557 4.500 i •2, 603 I 3, 362 4.968 i 10,000 I 2,500 i 2.599 j 2, 948 i 33 98 1 (C$49 40) 37 00 1 37 00 41 73 88 37 51 -29 I 41 36 ! 55 47 j 38 00 i 38 60 ! ($100 56) 7 13 37 100 00 33 43 00 39 25 00 40 75 00 41 55 00 4-2 57 00 43 . 44 45 46 47 43 23 00 / Estimated. ff Includes 45, sex not stated. h In the country ; in -26 cities 195 days. i In the country ; in the cities the average salaries are : male, $109,- female, $39.40. k 2s umber of schools. c e 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21’ 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 REPORT OF THE COMMISSIONER OF EDUCATION. BLE I. — Part 2. — Statistics of the school systems of the States and Territories^ shoicing States Bureau, AN-XUAL INCO>re. States and Territories. £ III 111 ill 30 Alabama . Arkansas . California . Connecticut . Delaware . Florida . Geor<^a . Illinois . Indiana . Iowa... . Kansas . Kentucky . Louisiana . Maine . Maryland . Massachusetts . Michigan . Minnesota . Mississippi . Missouri . Nebraska . N evada . New Hampshire . New Jersey . New York . North Carolina . Ohio . Oregon . . Pennsylvania . Rhode Island . South Carobna . Tennessee . Texas . Vermont . Virginia . West Virginia . Wisconsin . Arizona . Colorado . Dakota . . District of Columbia. Idaho . Montana . New Mexico . Utah . Washington . Wyoming . Indian . 6409, 889 352, 679 1, 031, 531 202, 119 14,785 291,319 1,000, 000 1, 577, 533 121, 546 870, 150 207, 406 274, 570 499, 564 0 508, 183 489, 444 312, 009 164, 389 0 1, 298, 579 2, 711, 635 1, 560, 398 30, 273 70. 402 303, 443 g2l2, 840 1-452, 220 194, 791 0 4, 690 13, 133 0 0 0 31 33 6428, 997 1,431,213 1, 138, 714 155, 867 144, 000 5, 949, 674 2, 650, 622 4, 226, 976 685, 162 429, 641 313. 353 847, 655 808, 350 6, 082, 214 2, 340, 198 354, 872 2, 155, 810 539, 165 941, 117 8, 124, 128 6, 153, 442 7, 798, 816 614, 383 130, 721 360, 370 476, 107 Z620, 411 541,090 1, 879, 499 9, 232 240, 719 15, 512 410, 678 $409, 889 781, 676 2, 462, 744 1, 340, 833 159, 734 170, 652 435, 319 6, 949, 674 4, 228, 155 4, 226, 976 806, 708 1, 299, 791 520, 764 1, 122. 225 1,307, 914 6, 082, 214 2, 848, 381 1, 535, 854 844,316 2, 467,819 164, 389 93, 431 539, 165 2, 239, 696 10, 835, 763 212, 363 7, 713, 840 30, 273 7, 798, 816 684, 785 434, 164 573, 210 1244, 879 476, 107 1,012. 631 735, 881 1, 879, 499 13, 922 •240,719 28, 650 410, 678 15, 000 31,211 ’20,' 267 31,211 35, 267 33 $139, 925 7, 860 179, 277 148, 221 17. 500 455, 605 607, 717 318, 998 205, 256 19, 558 5.3, 132 177, 227 217,841 191, 578 113, 466 54.5, 776 95, 230 25 348 31, 769 170, 000 238, G02 56, 400 22, 092 40, 145 65 490 17. 596 178, 072 a Included in teachers’ salaries. h Includes repairs in part, c For libraries only. d Includes debte. e Estimated. /In 1873. STATISTICAL TABLES, 653 the income, expenditure, and pa'maneni school fund; from trpUes to inquiries by the United of Education. ANNUAL IN'COMK. £ 2 ANNUAL EXPENDITUUE. Permanent. Carrent. c ^ CO ^ 34 $387, 761 6-2, 150 33, 001 800 3, 300 25, 585 48, 870 142, 966 0 27, 340 40, 000 165, 000 63, 301 489, 408 10, 286 50, 000 35 3S $3, 200 360, 577 41, 545 455, 274 205, 645 489, 524 27, 034 138, 355 178, 901 145, 935 15, 000 30, 787 , 107, 329 84, 856 9, 500 0 32, 856 52, 750 e29, 796 430, 493 133, 130 270, 161 1, 000, 000 44, 633 55,378 152, 188 77, 232 200, 616 14. 837 7, 500 3,952 106, 932 $553, 014 789, 536 3, 390, 359 1, 592, 749 192. 735 188, 952 435, 319 7, 860, 553 5,041,517 5, 035, 498 1, 042, 298 1, 438, 146 699, 665 1, 313, 303 1, 376, 046 6,410, 514 4. 173, 551 1, 861, 158 1, 110, 248 3,013, 595 292, 475 146, 181 621, 649 2. 311, 465 11, 601, 256 /408, 794 8,711,411 . 86,673 8, 798, 816 761, 796 489, 542 7i740, 316 244, 879 516, 252 1, 215, 353 753, 477 2, 308, 187 28, 759 254, 679 32, 602 517, 610 610 *95,’ 532 31, 821 25, 473 130, 799 37 38 $4, 292 68. 158 190, 000 0 87, 000 114, ’595 30, 675 0 0 200, 000 ’286,'286 -V- $54, 912 “b 421, 279 ^ 212, 680 < . . - 4 . € 864, 934 ^ 700, 000 lO 1,087,983 169, 188 .V 111,406 . 60,182 I* 110,725 6272, 539 1, 533, 142 550. 205 . j 208, 030 • 3 50, 000 25, 335 12. 478 60, 000 240, 000 1,810 Cl d3l6.596 >•> 22, 241 264, 244 548, 869 1, 927. 467 Vj 25, 100 1, 313, 515 2, 625 2, 059. 465 : 274, 326 16, 851 9, 691 58, 417 44, 406 60, 081 89, 789 94, 582 121, 047 344, 273 76, 215 9, 985 61. 123 '' 28, 226 49, 568 39 $100 44, 676 8,262 26, 700 13, 698 c20, 904 ’"^00 10, 810 482 750 254, 460 1,509 5,371 2. 696 2. 797 27,223 0 '566' 40 $34, 187 24. 100 43, 622 20, 000 15, 600 50, 000 (a) 34, 100 24, 000 29, 668 25, 440 48, 650 *i8,'9i6 23, 770 158, 773 2, 000 106, 050 11, 681 19, 385 9,233 12, 643 48, 668 2, 500 50, 000 r; 500 9, 520 0 4, 500 99, 929 r g Inclndes interest on permanent fnnd. h Inclndes $14,918 from sources not reported. i Tax levied by school directors. k Inclndes balance of $29,220 from last year. I Includes balance of $146,433 from last year I s 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 10 17 18 19 20 21 22 21 24 25 20 27 28 29 30 31 32. 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 REPORT OF TUE COMMISSIONER OF EDUCATION Table I. — Part 2. — Statistics of the school systems of the States an ANNUAL EXPBKDITURK. States and Territories, Current. c ® oc C. O) ^ Alabama . Arkansas . - _ California . Connecticut . Delaware . . . , , Eloiida . ; _ Georgia . . Illinois . Indiana . . Iowa . Kansas . . Kentucky . Louisiana . . . Maine . Maryland . Massachusetts ...... Mjcnigan . . Minnesota . . Mississippi . Missouri . . . IS'ebraska . Nevada' . . NeAV Hampshire .... New Jersey _ _ _ Nevv A'ork . N ortb Carolina ..... Oliio ... . . Oregon . Pennsylvania . . llhode' Island ........ Suutll Carolina. . . Tennessee . . Texas . . . Vermont _ ; . V irginia . . West Virginia . Wisconsin . . . Arizona . . Colorado . Dakota . District of Columbia. Idaho. . Montana... . New Mexico . Utah . Washington . Wyoming . . Indian . 1489, 402 259, 747 1,810, 479 1, 057, 242 5, 326, 780 2, 830, 747 2, 598, 440 689, 907 573, 144 1,046, 766 1, 035, 755 1, 950, 928 702, 662 856, 950 f381, 807 254, 399 971, 854 949, 457 892, 626 113, 208 42, 339 126, 144 307, 313 994, 745 247, 755 eO, 000 $.523, 779 g750, OCO 2, 701,863 1, 552, 583 15, COO ’7,*389’2()8 4, 530, 204 4, 605, 749 1, 020, 101 1, 559, 452 699, 665 1, 313, 303 1, 641.047 7, 000, 000 3,516, 782 1, 158, 447 1, 040, 600 414, 827 83, 548 424, 889 1,731,816 7, 849, 667 158, 129 4, 787, 964 4, 640, 825 383, 284 369, 635 582, 918 630, 334 440, 536 726, 300 541, 359 1, 350, 884 102, 783 18, 046 209, 368 167, 039 18, 030 god, 721 30, 7c0 1, 569, 662 8, 445 1, 391, 704 2, 557, 587 77, 0.-)9 34, 554 42, 420 26, 588 82, 089 151, 150 47, 457 241,777 31,815 4,572 86, 568 928, 188 124, 301 742, 854 2, 340, 985 11,601,256 /il91, 674 7, 651, 956 5, 125 9, 363, 927 i747, 859 426, 461 A:703, 358 726, 236 625, 057 1, 023, 396 715, 160 2,014, 157 24, 151 218, 313 32, 603 366, 579 33, 921 15, 432 3, 458 130, 800 54, 720 16, 400 67, 147 18, 890 183, 818 54, 720 16, 400 a Items not all reported, b Per capita of population between 5 and 17. c Value of school-houses. d Sites and buildings only. e It is between 10 and 12 millions. / Including value of school land». STATISTICAL TABLES. 555 shoicing ihe income, expenditure, and permanent school fund, ^c. — Concluded. ANNUAL EXrEXDITURK. “o o 1 go ® a sites, other 2 72 Cl. 5 llll ^ r"® a |i:= ” PI £ — i O OQ = t ® ::: ^ H ^ 2 ^ Expenditure in the ye-ar per capita of populutiou betweeu 6 and 16. ®=vw A't; — SJ o ^ - .-S (£ .= ® 2 1 = 3 O 2 = 2 Cl* w c s ^ ^ X 3. ci .5 Cj .2 F'2 o o a Amount of permanent f fund, (including porti( now available.) C'5 ^ « 2 'w tx rv o £:= 2 "a ^ ai 45 46 47 48 49 50 51 810 15 17 09 817 57 25 82 8135, 000 1, 737, 500 $1, 222, 500 8355, 000 5, 068, 678 5815 75 13 80 5813 70 12 92 22 50 2, 044, 226 2, 044, 226 9 64 5 83 6 69 219, 400 229, 400 2 78 4 50 9 01 8, 799, 191 3, 363, 960 2. 304, 309 8, 799, 191 3, 363, 960 10, 870, 333 8,617,956 4,140, 090 cl, 624, 000 9 38 5 93 15 99 9 99 10 .53 6 61 13 67 9 67 9 40 896, lOO 3, 019, 549 7 68 12 01 400, 558 350, 370 2, 065, 238 3, 143, 662 9 08 10 99 3.'^0, 370 20 00 30 00 2, 065, 233 4. 843, 662 elO, 000, 000 d20, 856, 777 9, 3.5.5, 894 2, 808. 15a 1, 000, 000 6, 771, 163 11 97 14 97 9 29 16 98 Z, 200, 000 2, 068, 358 5 33 6 83 7, 248, 535 /15, 000, 000 11 42 121, 223 1, 848, 239 121,011 2, 258, 000 6, 287, 237 29, 928, 626 7 31 10 41 8 81 11 25 52, 688 1, 210, 882 3, 080, 107 Ji2, 187, 564 9 55 17 97 3, 080, 107 10 57 17 29 8 06 9 94 3, 646, 713 1, 314, 000 19, 876, 504 350, 000 564, 000 24, 260, 789 2, 360,017 313, 289 12 96 3 86 19 09 10 34 1 78 15 22 250, 376 489, 542 265, 142 3 53 5 14 2, 512, 500 (1 34 (1 95 8 89 12 60 io 02 11 11 669, 036 1, 430, 645 3-25, 243 1, 339, 864 757, 181 1, 615, 627 4, 979, 169 20, 000 474, 008 24, 926 5 05 4 6S 8 96 7 19 3 03 3 15 1, 430, 645 293, 270 2, 624, 239 6 05 42 41 57 66 17 39 29 73 254, 679 7 36 19 51 27 16 12 58 14 87 0 0 1,114, 162 14 36 18 60 13 96 15 00 0 0 60, 000 9 53 13 69 6 18 7 63 15, 000 53, 557 433, 665 c32, 500 , 1 g Estimated. h la 1873. i 816,784 were expended for evening schools, (not included.) k Includes 814,229 from sources not reported. { Monthly expenditure per capita. .a 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 -24 25 26 27 23 29 30 3.1 32 33 34 35 36 37 38 39 40 41 . 42 43 . 44 45 . 46 . 47 . 48 Table 11.— School statistics of cities, containing 7,500 inhaUtants and over, for 1875; from replies to inquiries Inj the United Slates Bureau of Education. 556 REPORT OF THE COMMISSIONER OF EDUCATION. aj8,ii sxooqos oq^. sAbp jo J9qtun^ Sliiii ii 1 S o o S s s :i :iiiiHlslSisslii •ZT3BX oqj ui sAup poqos JO. jgqcnnx n liHlliiiiiiiii ; iiiiliSiliSiiilii •9|ooqos XTJrqoojBtl pnB ojbaijJ uf jnoiuxo^iaa pajurat^sa; Isi ;i i iiili ;i i ^ : liiiiliiil s iiSi ; : : 1 i§ :?!- Number enrolled in pub¬ lic acbuols. •panoJ -na joquiua ib;ox wm iiiiSliiiisiiiBiigisisjSsSiiiiii •oSb jo sjeaA 9X .X0AO joqninx; 9 i ?f : H i®®i : : : : : :|S : ii is i : i is •8®B JO SJ-B8-C 9 Japan aaqranyr 9 O O j :i : ^ :s ; M ; ; 00000000000000000 •a®B xooqas XBSaq[ S'! TS — 7» — - - — — — - = ;n — 2 2 2 5J -J -} ;rj rj ?! 5J TKJj! •aopBx -ndod jnosaad pgjBratjsg; iiiiil ;i *•$2^ -’'4 5*®' i‘ ilSiiliiiliiiiiiligillll a =■ s z z 5 s i » s a a a s | a a as s s a s s (•01.91 JO snsnao) ‘aoijBindod iBjox 05 msmmsmmmmssmmis? s jis "'"s' ^"®‘ "‘s"| "'"s "" d? s s s Suporiutondent. « 1 c p p p Jil PsI ? S "5 ill: ili ?P = =1 w : : :l : : i ; il : i a i ill i fJii m^M imm ills i|S| Np' 1 ; ii Sli yj \ l ^ ] . . o . HH mil ssrisr ifK P ^ = City. H ■ < 4 111 !ip rill all ii!l ^iii SJS illl • I a : •’3 rnn ® o o c .2^-' i m s ig^ 1S|1 Illl ■£ 71 77 7t 7f 1.7 rf 7f x" rf 1.7' ad 7f = 15 1.7 77' r7 IS 77 s is 52 00000000 00 ;000000| £3 : • ^ ! i 1 0000000 ' o o o — o 8i^ SI h5 2 2 i 2 2 2 2 2 2 2 2222222242-152 a a a a a a a a a a a a a a a a 2 2 2 2 2 2 2 a 2 ilSi g'H‘S‘2' iliss S’S‘SS3‘ sssi!iiiiiiiiiiisisiaiigiiji=iiisiiiii s S 2 s 2 1 2 1 s' S' 1 2 2 2 2' 1 2 g' S' sy 2 2 2 S s' s' 5 1' s' s' 2 a S' S s' S 3 iaiilliii : iiisfgisieii^sSiPiiisSSSriiiiisSSiiiia S'-'-S'='>-'S2S • 5S-'s'5|'2'g'='sg'Ss'a'='5'SS'5S'-'SS=-Ss'S'*'?'-'SS2'-'Ss'S2 il ^|l immmihti im =r7s7C— ~ S lillllllll * Kroin Ucnort of (^oiiiiuinsioiior of l ’(lucali()ii for 1H7'I. hM'\() in liifili Hcliool, which was taught ‘ilJO days. a Tho logai uohool ago for colored children is from 0 to 10. c State ccuhub of lb75. Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1875, ^'C. — Continued. 558 REPORT OF THE COMMISSIONER OP EDUCATION. 9J9J&. eiooqos 9q; JO aeqran^ 3 ISSsISilSiliii isisIsgSiiliilSSI •jboA eqj ni sAup poqos jo jaqumj^ iiiiiSisiisiiiliiiiiiSi iiigiiii •ejooqos X^iqooiBd pmj ejOAud ui jaooqoaaa pojuoiijsa; iiisSiiiiigii isisgsgiSsiiiiii O ^-0.-rrS- Irt fc. zi 4) — ' a s •popoj -na joqoiau I'BJox •9§D JO ejugA 9X aoAo aaqran^ •9§v JO ejBaA 9 J9paa jgqianij iiiieiiiisrsgiisiiSsiiisiiisiii ?s: iSs (N Is gi» iii •oSc jooqos x'B®9x JO aoqmna ixjjox QO v> « irf cf cf t-" o in n od' iiisiiiie lisSi ^"odo'^-rs' •oS'B JO ejBoA 9X aoAO aoqran^ •oSt) jo ejBO.C 9 jgpan jgqranj^ ill iii d IIS ill cfcf i ill Sal I iSS -Tao' III o' ■ggi; xooqos xuSox ^.^-.iOJ>aoooGCQoaoiDiX)aC/ "*'23333333333 rn •notjBx -ndod juasaad pgjBvaijsa; ilililiiiiliii ? a I S S 2 S S s' 1 2 s' S3 s iiiiiiilgiiiliii S'S8'SS'S'SS'22|3'Si'S'|3 (•0191 .;o snsuao) ‘uoij-uxndod jtijox isiiSsigiiiisssiirJgigliiilliii S3' S' s' s' a S' s' s' s' g s' s' s' 2 c a' s' s' 2"'=' s' a s' s' s' s' s' s' s' n r-i i-t C5 •aaqcaaj^ STATISTICAL TABLES. 559 l|e|j||s*sssS|gs|S|sggj|| : ;£g|2g=gs |g||g£|g|g§ ifiSsiSSiiiS numn SsiSiigSiililiiSIgileii css;-- w if ~ s.m fMm m mim ~ s* t-" r-" V cf zt — ei -T c ^ -.s c-f r-T r-‘ s* if si rf r-" — “ rf u‘ ^ i-T — " -c-" V « if g“ H" if if iSs ||S2 : : :iS|5gSp|S|ep|§| : -.S jS :gS :s-| :|S :§£S 2 = g = ' i;Sg$illi2iliS3s!iiaflg5S§ Sii -US if. iiii iiliiSiglii r-T r-T^ — iflf-P^ t-T is-==| Ssli ~-if COCOSSCSSOOSIICOSCOSSCsSSC^COS r O O O w c o • i' \ uimmM illiliiliSilssiiiiiliiillliilisiiiii ill if s g ff 2 25 i ■- = 3J 1 1 g ?; 5f S S S s 5 Hf i s' =' s s =' t 1 3 g' g' s' ilisill S's'zTs'rfsjr mnmmim%immnmm%nmM iii ^ Z 5 S ^ ~ S s' S ^ S -' = s' ~ ^ ■— £ S £f ^ £' S £ — ~ ~ ^ =f £ 3' £ if ..r- t, T— ^ X.. iiiiill I im $ z B< iumiimmm "nmiKmmM fi£5^<4=x5=:i454tHT' Jipsp|ij=|s||M Sjfl'iisaSIHI: * From lloi>oi t, of I, he CouinuHHlonor of Education for leTI. c Kiiif^Htnn and lloiidout have lioon imit(«l, and rlio rojiort, eixcopt of taxiUdo j>roi)(>rty, fflCciiHiis of IH7.5. rofora only to tim hoIiooIs of tlio Kiiij(Htoii district. M’rcacnt oiirolmoiit. d , State coimviii of 1875. c Hy (lonaiiH. Tahlis II. — School slalinUcs of cities containing 7,500 inhahilanls and over, for 1875, »v=rtosnnr3«r^£2'3'co ss Ci M 1-1 •oSb jo sjBaA 91 J9A0 jaqraux 0 'do in • Cl 30 • ^ cf ' • 0 • X -It* I » r- >00 • • 0 • X X • i ^ i • d 0 • in d . ^ r- :g Cl 0 •9Sb jo siboA 9 jopau joqnrax 0 ^ 0 —1 Cl Cl in m m • m • X d * » 0 • 'sr 0 • • t- • :n 0 • • '• -T V -0 o' — *■ d o' o' ■ ©f 0*“ 0’' rf o*' cf dd T-«-^ddr^r-dr-+ .^^Oi-^d 0 : e ^ (•Oiai JO snsiioo) ‘aoi|B[udod ibjox « i a imd'^omciodxoTrcimoooc. : 0 X c: t- Cl Cl m Cl CD X 0 X X r- X 0 ^xr:xmxdci'3rodi>t^i^i-4*vxi^ x ; in c; 0 CD 0 Cl X 0 — 0 Cl X t- Cl “ ^ 0; d i-»i-it-4^ in 1-1-1 X -a a 2 S 5 3 5 >- r H. Y. Caldwell . . Aslibel Smith . . J. W. Phitou . Ivichai'd Ij. Came . . ih M 1 i i i Wl ^iS^; 5 ‘-5^’ III! |il“ Ml ilM ,]. Ormond Wilsou . ( J. Ormoud Wilaou . i City. H : e r 1 Naaiiville, Tenn . Iloiialoii, Tex . Kutland, Vt . Aloxaudriii, Va . Uii ^■^1: Ifii » • * -it 3 •>*; R 2 i : ; ^.2.2 ill SSS.5 IB! .2 : : iill .a -A dd dd ; = s ;|l bSi iJs 1 •aaqnin5[ I'rom llepoi t of tbo CommisBiouor of Etliioatiou for 1874. a City couuub of 1875. b Tlioeo Btiitislica are for white schoola only. Tablk II. -;t>’c/iooi staiistics of cities, <^-c. — Coutiuued. STATISTICAL TABLES, 561 Number of teachers in — ja-2 .2£§ l-( o an •oXBtaag 36 ©« . 0 4 12 4 n CO CO W O r- Oi OJ CO ;o id ^ ^ 09 09 09 Grammar schools. •a[Bin3g T?< rt go 18 18 44 uo CO CO CO t^ o t- to . •OIBK M « o ^-1 id LO CO ^ Primary schools. •9[Bniog n\ « CO a r-l Oi — O I-. 0^ « g 00 09 09 CO — CO 1-4 09 09'^ 'D C< CO O CO •91BK w w i t- o t- CO o o CO 1 • Number of sittings for study in — •QJUATjd puB oiiqud. ‘e’looips nv © « 2, 400 1 § . 09 i ^ 1,440 § •s^ooqos [Btqo -OJCd pUB OJBAIJd © O o tH '. o • ^ • CO o o o o •spoqos oiiqud f[Y QO 953 27, 163 1,600 o o CO ci* O O — * irt CO O 00 ^ O id ^ i-T ot oS cf 5,142 2, 800 2, 900 000:^0».0 0>00<>JCJO ^OOOOOOOLOCO'DC^O (TiOj — r-0?CQOt^LOO— hO T-i (?f r-T I-T i-T LO' -T r-T r-T co" of CO •spoqos SutuoAg; id o • o o I c< • •epoqae xbuuou a^io © o • » - o o • . LO . . 09 i •e[Ooqos qSig; 55 674 50 g c? o o TjS O O 1.0 o LO o o CO o — • 1 LO • •sxooqos JBTinnBJ£) « 310 6,108 450 o o 00 1 5 o CO o o o o o o o? lir ^ g o n s o to CO o • 00 ' 00 • • •eiooqos jCaBtnijg » 588 20,381 1, too o o cf 630 ‘9 o o o 09 o o tH 1,200 1,200 10, 584 1,174 o o Number of school buildings for — •OXBATld x>aB oqqnd ‘S[ooqos xxT O i rH 55 ca tM - •e[ooqas x^iq^ -OJBd pUB 9|FATjg rt 5t n o rH •B[ooqas oqqnd XIY © lO -to CD 00 00 Ci t-H O T-» OJO •Or-‘s^?OT?1 IQ •9XBK 33 « rH © o rH to C< rH 05 Primary schoola. •OXBUIOJ 1 « « lO CO O O O O 1 05 00 ^ coco 1 O CO co^of O -- CO oo to rr — 00 o o r- j-t-HCiot-o; cf tc to" co" of i-T •sxooqos Saiu9Aa; •sxooqoe x^ni^iou •S[ooqD9 q§iH o ^ o to UO §J§§§i C5 ^ r-« Oi •8[ooqo8 XBinracj£) •B[ooqae AjBraia 2 S ^ CD S © ►=4 »-H 5 © iM ^ g & 5*^ g ce (B 05 OC 00 _ opq — ■ C.H ^[2 ® 'ACt> Co *" r-^.2 “iSSri^‘'Ha2oo & ±.;SseCpH_aor :r.5.a.rt — — < > 5 — t, ^ '®3a ro Hr o o I STATISTICAL TABLES. 563 t-t- .5 i X 8 i : ;3 « : : je I i iiii : : : :i i ■ : j-r : 1 i :i -H* \n :8 ; :«- : ; .T- I ii \n is ii 'T-rT :< 1 i i : : : :•; ii 1 i i j j iiiii I i iiSa i ii i i i i 1 ;i i : : : ii :r p ii -- : * i i m m liiSsiiisiiiSiis : '-\rrr-ror5 0f®'=f-'3f^‘-rrr:'~-r j iigs? Siii§lii5lliiS 3f-'2-Cf-0*!jfx-WrNX-.-rTr-« iisl i^-.-g- is ■ ii i |3 ill 1 1 1 o - I ;i lo : : :2 • ; ; ! ; o • ; ; o . I is • O i i i 11 : i :S815 1 12 i ills ! ig ; ii-i i ^ : i issgi 2^ is (H rs J "IS i is i Ii 1 ii ; 11 -r-i ; ; i iiiii i : : §3 : e-5* : iiSi : i i i iill : to- ^ : i iiiii n ^ SI i; ; IIS i is i ii i j la ; ni ;gi : ;Cf jsfsf • gg i : mi i iof .4- : i| : iiii : -a'-" : ; : iiiii 30^- 11 ii rtr-r :. ilg rCof i ii : : : ii i iof : ^ i i 1 : 00 i L-0 X o I I c; 1 Ci 2i2 ?? : ' X ri s; i ! CO » * • ; 2 i i i CS ’ « r : 1 : c» oj • . lo 'T • • ia « to ■«• 3< 2 : i ®’ « ; ; tn \ \ 1 = ^2^5 «--§ . c: 5« ■ i ; . ; : o • j ; o 1 2 iiiii® O J i . o • : : : - — -- : - : CO ; * ^ • : s • cc o o • --s- ro j t- Ci O ■ X • • tfO ^ • • * • « " i i : : cc t- . X cs . X * O '^kfo «■??* o I ^ i i ^ CO • Report of the Coruraisslouev of Education for 1874. a In primary and grammar schools. b Used for day schools also. c Corpor.ate schools. Table II. — School statistics of cities, — Continued. 5G4 EEPORT OF THE COMMISSIONER OF EDUCATION. I® •0X«tn9^ •oiUH • 1-1 CO « • ^ d CO i-< lO 01 • * CO • CO O (N ' Oi iH (OJ o If ro 1 CO CO m lO Tt o o o> OJ o o O O O CO o CO t- ro — • — 4 ^ 1-i 05 CO •siooqos JL'aifaKj-9 •ejooqas Kivmii^ O^O0?0D0QG0OO o*o>oi>oo5000Jo r-i-if-CjiLOCOOOCOt^t- GOOOO?OOOCOO TJI ^ XI CO I'- CO o (Mooc>JOcorHcr. i-(oo CO CO CO 00 CO C: 05 CO •^^BAud pa-B onq.nd ‘s[0oqos \iy •ejuoqos [Biqo -OaBd pUB Q^BAUg •siooqos oqqtid ny ■siooqos guiaoAg •spoqos iBniaoa •siooqos qSjH •siooqos jBraoiBJf) •siooqos to Ol r _ "a o .2 O O . o o • JO *1: g:5’5‘ra o3'.3 o rdO 40 , — p tD •p-t a w < ;:;cy4j>C3o».''05a^^Po_S^ I i| o > p P®r;^n?cSmPRi;®^PQr^ 'Spj3®i:4P^-®-t^a.sC'P'^P> C3^SPg-Ps-PP®Pt'®® pHpHC»c»a2Ht'^t>^^ : ) O 40 ' rT-''Qf^'“of-rc •O O • GO CO 05 ^ r-, C - _ _ -,*coao^1-^^oS^^^-coi>.-^c^^t-cO‘ , ti0U0G0O»r:)'^'fr-G^C0C5^r-4OC0CC(M'-400rHCOrHC^CM Evening scliools. •oouBpaa^lB A[tBp 9:^i;j9AY CO 00 CO . . CM * • ''I* • • • 1 0 •ponojua M X5 » 2,213 1 . CO ■ ■ CO . . 0 I I (M . 0 • (M CM City normal * s'cliools. •ooncpua^p ApBp 93BJ9AY « W5 : •ponoing; H « • 0 . ; High schools. •gouBpaa^^B Apup 9:^ Baa AY 0 • 1 s 0 . lO . . 0 . CO •panoaua § a 0 i'* • • • • CO 008 ' 09 , 0 ■ . 0 . • 0^ • 0 Grammar schools. •ooaBpaa;:^^ A[IBp9:^Ba9AY (» 4,857 CO • . CM 1 . CO < • r4* 05 i CO i CO • •panoaug; r* 6,055 • ■ 0 I I (M 0 s t-T i § i Primary- schools, •aou-Bpaa^-j-B Aipp 9:^e.iaAY 'I* 14, 929 CO . CJ5 . CO • 1 I 0 • • CO • I irT 05 0 :S : . 00 . CO •panojug 22, 158 1, 546 0 1 . CO • * lO I 1 00" CO CD 01 CO Gt i-Tof • • . 10 . • Gi • C5 Oi e •9:^BATad ptTB apq nd ‘spo^os n Y 081 18 g ^ : X) ir^ •spoqos IBiqoojBd pan o'Jbat.ij M CO : - : • : :< All public schools. •9[Bniag •apH ^ (M CO CM (M t' ^CO Evening schools. •aXBcaag 0 CO 1 i ^ ;0 ; •apH 9i M § : : ;® CO ; 0 ; ai City normal schools. •apcuag 0 c <0 ; •apK « 0 H 0 j City. N % < s 1 I<1 i3 San Francisco, Cal . San .TosA. Cal . . . . il il !l Greenwieh. Conn . . . Hartford, Conn* . meritien, uonn" . Hew Britain, Conn . He-w Haven, Conn . iNorwaiK, uonn . Stamford, Conn . . Wilmincton. Del _ 1 !2 '1 1 'A i ; le 1 i i S -1 Bloomington, Ill . . Til v./unja}4U, ±iL . Decatur, Ill . Galesburgh, Ill* . 5 -O^-S Peoria, HI . Quincv. Ill . ft- •joqranjiq CT r>^ gC Gi CG CG ^ L. 8841 STATISTICAL TABLES. 567 is : : 1 i i w ; • ?M of SIT* :li : O CO 00 Sf LTi O GO GO Ol o 3 3 33 aljBaaAY ^ •pgnojtia; « — t c^ ' -< O 00 S-5 O 0^ GO ^ in O w. . ^ ^ ^ ^ w W . . . W O CJ O — • lO c: lO Ci -i o 00 O o rt" 01 ^ Oi cT cT ^ cf t-»“ t-T i-T 'Tf f-Trf 00 *o X o X — m ^ _ _ _ x(M’^OTr?or5ot-*xi-iroini>i X O Ct G*! X X c i-T CO* ^‘’ o" of x^ X (S'* t-T in cf of cf — " to rf f-f to to ^ ^ ^ s3 II S X •GDucpaaiHB ^ -firep 8:Sbj9ay •P3H0JU3; ” o •aDUBpaavau Ajrep 85'bJ3AY ■panoaaa ! -aouBpaa^jB fcC 2 •pano-rag; ao r- c-J wo il £ ® •eatrBpaauB A[iBp a^BjaAY •paiioang ^ -M ‘Cl ^ 'JC ’*'?< i.O zs Ci ; O r- 'O O t- X o o 5 2 .53 ^ X •aarrepaanB A[rBp a^jBjaAY 2i :o 'O o — ^ o O O 'O •panoicg; s — ro O -r wo 1-1 CO o i-n'oT •ajBABid pnB opqnd ‘e'xoatfos nv •s^ooqos Bd p TBrqao.xBg pas 8^BAIJg; m •epjoiaj •ai^K ^ I O '>5 C5 C^ X r5 'O 3^ (N X O 'Ot ZO to CO ^ II •apniag; •91BK ^53 .^~o ^ 2-5 •epBoiag; •91BK ■ l-S >-»?., !x _-w*, L . 1. '.. • . |ill.l|llM1iglll •aaqraajq; _ r-ooc;o-jo»coi*iwocct' iS3CJCi«C5s;o»o;C!00ooo o © o STATISTICAL TABLES. 569 :i ; id" : 7,046 :i, 572 1,622 2, 938 2,358 :i JrH I :qo“ : g (» t- • lo : 3, 540 11 : i 2,347 ii ; of^- : § i of : 15, 197 iii Of-r : is :-r iz ;B AxiBp 9:Sbi9ay •paiiojag; •9oatpn9;jB AllBp 9^BJ9AY •panojna; ' CO m o CO r^ •9^^Bpa^J:^B J^lIBp 9;^BJ9AY ■ O QQ O • ■»f 3> 1.0 1 00 S5 05 r CO ci" C53:(NXIt'-C3C5 00— lO — -•NQO-NlOCOOasC'. LOOCO-^OOO -c C5 Tr Irt 00 O O O -g" oqa8 XBiqaojBJ pae 91Bat.i^ oJS o -= ® 3-a •9^8 mag; lO-HrtrtrHC?J01 CSSI-^OOlC^-^COOl •aiBK t- UO 1.0 LO CO 1 ' C5 3« t-O (M O *.0 o o''. 8 s o o o cf . o . . o • . m f Jof 1 . O o . O i m i^ ; r-T o CO o — o o o o GO O 05 Oi o o o o o Teachers in primary schools. •918019^ © O -OOO o .ooo O. . Ci GO O ^ • o o o o o o 000—00 'goo i-o O LO 00 05 O c- I'* ^ 4^ o ^ ooo 05 o o o •otBK ft ft o o O GO Gl « . o . o • :S ; : t O • s • ^ I • • 1 1 o •aaapaaa -tnaadns ijaBisissY 7uapn»:nnj8^.r gg ^ TT — ^ C e ^ a: C3 - & a a 2 ?-3 S s = M ® - ® w — ii-r • 53 a*'c-'3 = = " -'^a 1-1 1 ^ : CO ^ CM ^ CC ( t- ?£> O < ) O O O < ! S o o o o o (M 05 05 O O O O O ‘ >00000 ooo'wo" iooooo< ' ■ *'750^ 105 — 4010' OOOt^OOG^ O Trooooc^oo m L*5ox>050oro •^nopna^ntjodue OO 0040 , o o o r: o o O TT O 00 00 o LO lO O CO ■ GO 40 O O 7^ 00 " ci CO « t-T ,-H O O O o 00 o o o CO o o o o o ou o o o o o 0 005*-H'^000 o o o o o o o o o o o o 05 71 40 O O O rH 1-4 Ti 7^ 7^ , O O O lO o o 05 05 40 O GO OOOOOQOO 00000*0040 I0 00 40 00 40t-Q0(7l of 7^ <7f r-T CO of Cf O O 40 O O C 40 o r- o ''9' c r- 05 o o < Oi 1 o o o i o S § o O O O O O 05 O «7l ^ CO 1-* O CO 00000000000—00 0000000000000*5 ou4oaoiooooo400054r5i-tT-i I-T I-T r-T CO of ^ of 7f CO r-T -T of ©f © © © ce c © c5 ■fiioovps oiiqad hy ■feqwqos SataaAg; 'Siooqos IBmiOU. •siooqos qSjH •exooqos aumuitfjQ •S[Ooqos rH cW . pa i, 'p 'p M M ^ M M , a .. -©M ^ R45SrtPiHp.aaJM§®9 SjTg o op3tf ® o ” S S a ai2 5*3 I 20 §.d ” §3 ”;§l5 2= §^_§^3.S.S.2 •So cs t; p: fH bj.^ 'PH^P>o:'2o©p>t.(ptsis aisiilj OS©- , P* p ^ P ri^ Pj OC pi ^ C C eS ^ o ce.tj i_:ia,p3«i3cq^pL< •aaqttiujij; lO 50 OD o< 1 STATISTICAL TABLES. 573 |3-3 :§ 228 : • ‘to iS iS i ii : PI i :s :S i \ : i \ i ii I ^ jir: is i iS i •<^ iissiissi : SSSsS-i iiSSS : .-r : iSISSiS :i SiiS — --T iiSiSiiiiili i§ i sms r^- -r--r iS .-r JiiSs iSS: s: ,H : iiiSSi ;Si ii ;■ » ^ ^ f 1 IIS! : ills ii i :_r ; 1 : ii l-H- 1 1 si SSSSISgillSiSiSSiiliS H isisiig; 5f.-r : iSSilSiiiSSliiSi :i i i iissisi i 8: "^.44-^4 Ik ii iSliSiSiSiS iliiSiiSSiiS i ii ilSSi : : ^ ' I i -r : iis 1, 100 finn iis ii : ills ill SiSiii ii -r-7 :i iiii i ^ I iiSsi ;ass i iS • • l—! siSiSSiSiSiiisi Sii: ^ : Ssi : -r : i'SSsii ;is i iSii ill ills -1 SIS -r-?f ll I : C : o -.5 SIgSgSI iiiilSSI mi Si lliiigiili iiiilll I s : :i -H* 1 S ill iSSiiiSigSiSii iisi^siisiiiil; ■S ■ - ^Sl; nr iiiiiiii imif « U -71 I-f r^* xT n'4 44' 44 44 I « « r; 2255 oT- ii: « - f? — K 5^ :?5 o — di4 IS 5< S2: l4.4 S3 5^ :§ ■?5 - ^ r-. — I 1 1 3 1il| Ol O lO 4C O O C5 Ci 05 X o o o p o o 1.0 O O iS o o 1- O t- (Ti o ^ C» Ol Cl O O LO o o o o o lO CO ooooo . o o o o . ^ o o ) i> X lO lO • Cl t- O < ‘q.a9pn9^^ •■nTJ9dtis ^).a^^;sTseY ‘|a9pn9:^aTJ9(In8 o o o o cc o LO cc O to f' O 0000X0 0 0000*0 0 w. ^ - O X O O X f- O CJ ^ « W OCOOCO'^'^OOCOCOXCOOCO X O ^ ^ CO O O o o Cl X • o o o » o o o • O (M O oooooooooooooo o § o S ooooooooo. O OOOOOOOOO! L'^ o 00 o rs o (jf r-T « •stoonDS onqnd hy •s^oo^DS anra9Aa •8[Ooq!>e x'HoLion •e[OOTtos h'th; •siooqos aBmni'BJf) •Bxooqos Ajcrauj; o o X O O O d o d^cicc d :^ • 'Sc||^|||^^^g.G;.£c| 9 rf "w SuTSao -SfflA!S§®EJ-2 -G I G O s g 2 g r-.2^ g| 2^:;; § o O Ph P2 p^ M ;/: H P ^ ^ c::: O O ^ o o- "lab. o _o2 'T3 i -G C ■© S 5 > 3G3;^B-;3 raf e'O-P'^a y:ob:s g s 9 -S'? ^ o > >0 2 5 -2^ S-^cc H -. — GT^CSfaP^O ••- oD OC^ q^'O - 'sllllli's.l® o oPP^PHccasccH foCof-xoo— ‘dco idcicicicirococcco •jeqomx o r- X C5 < o o o o • ^ Cl 450| 850| 850| . . 480| 1,3501 . i 900| STATISTICAL TABLES, 575 §g • CD r- t-* cn o o o */; o 4-0 o i-« *o lO oo rsooooxo OOJOOOOO-^O ^ 05 GO C? Ql tH r-T C W 05 o o o ! S I O* C* lO o O -OOOO^OOIOO - - <0i0c00t'-100c«0 o o lO • ^ O O 0^ O O tc o L'O O ^ CO O 1-H OOOOOCOOIO LO O O X O lO O 0^ COOI^O’VCiiOiOO §§ XOOOOOit^iO lOX’^^C^ — OOI coo«ioo^oi^cc'«i* O C5 O X o t- CO O ^ lO CO CO CC ■g o o o o o o O CO ooooooooo gxggggxSg 0100—000000:000 O'^OO^LOOOOOOOOO c«i>«r:c5cocoo©toioxoo O lO O Ol of cf COCOCOCOCOTO^"^-^ • • I I • • • . -T • •*llt*(i4**l**l*p**lt«**»l***l*lll ll ^ >?5'S7^^“m"5ro”^^^H‘^7^~T''^ir7?roT-~5o'oro''^^n^F?r5^1?r5cT^^“a5'cro'^^''cr?r-r'iS15T^ ■5'-rT:>'«r'9'TpTro-oOiOOiOiCOiOLTCS>C!00!C5S;®«cs^lr~ft’t-t-<'-t-f From Eeport of Comraissiouer of Education for 1874, ,3 1 3 |l qvoox 1 H iiili I gisiii |5f2‘|S2‘ 1 8 SiiillsSsSSiii ■-■as'2'ssWssslsa' •ejBJS § iisi i r p i Us i "'S ! ss sii i,-g iSislSSs i-TofcT : jo : « ^•'o'eTc’f |M III :ii ill < qnoox : is" §i"ii 8 iSiMI i-'s gli n : : •Aanoo ril n if ; : •ajBjg 1 ;S:i : g rili C-- : oo'o-.' iSls :r i ” if •JB0i jooqos itSBX niojj punq no aouB^Bg; u« 9 sill »s::s ii= rr C' is ° ims :g : if ! ii= Tax for school purposes. •oniBA passas^ -SB .JO jBqop aad snTK 1 o o |r5-r LO lO oi ci .S --0 eoo O UC LO ddd •eniBA qsBO JO JBqop jad sxpjY s o r? ■ L-5 .4 -ffi :«■-• : ffi • CC lO S? O ■ O Ot Total taxable property of the city. •noTjBTijBA passass'Y" § II :il if 'MS S|p Slits ifl¥ O s i § I oo' iiiiiii iliisW Hi III ss- •anxBA qsBO pajBnnjeg; 1 ^ Si ii ill is Ji SI IS! ill ■-S3 is ii SS iiiiiiiii iiiiiiiii 00 ^•^•'o'o'ots'-o o' ill III 5S- Estimated real value of property used for school purposes. •pnoi 1 ililiaiiiii PW-iWs iiiiiiiisi ef iini I'SlI'f •8n.q.BJBddY iiilSilliil ^ o' ?f 05 fff ilialiis s _r„' Iiili T-t ro •aanjiniTix liii a ii I s» s illiiiliil nin -'2 2“-‘2f •gSaipqna; i* QC liilsi I ii '5 1 oi iillilii-i SgsssSSg s iiili |S'2|3 •Bajis JO 8punoj£) 1 III 1^ Ifa ”= ig'i i s iiiiiiiipiiilili SfS=f-52W|3SS£S|a Average annual salaries of spe¬ cial teachers. ■diqsnBmnax S § i : •SnrjiBJa 1 i : :i \ \ iSi; tt : i i :i i : : '.si •oisnpi; i S : : :i • ■ ;i i : :i ii : : ; 1 i : .-r j : •jaqninx I • ^^?*ro-r25=>t'-55c; STATISTICAL TABLES. 577 I = S S f I S if I S £ I i ^ S g = ? S fsi: S ”i ^ i i i-ii i . . o' :||o : : j jo j i:H j j ^•' ml i iii8 :Hs i=,ir i j X j o- j ;5£S . . -1 ;i§i ii :S :_r : :5 ; = ■? i : : iSi jSSg ii"5 11 S § S 1 ■ ; gi : iff ^ i i is . . c iiSSili i ■='£i|S3'| : Jiilii 1 iiiilisilsiiBil iili g : = S" * ^ liilPiS i • ©© . • o ; :lii :— : •o :°l j o' S Sf j ©■ ; ;ii : :-r :S i"' o o o ■ o -8 : il O :ig2 •; : j •S'-’’':; ■: :il : :s : . 1 i i i il : j jv :g • © o ■ • ■ o o • ■ o o isii ‘ o O .• ii :i §3 ; i ;i :l : • 0.0 ■ si G) " ii • o o ;-|iSi;: '. ^ : : ;0^© . :§Bi I • 1 : N : :i : ot . Is — ^ W S . <7f . ' 1 :i ; i is i§ * 1 1 'r; I-- j ^'o-='rs'x o tt' irr : :-*rc ■ ^ • O O O si £ tS — i OL • ol- C5 O $ C5 O • ■ • O O 'f O ^ I— C- i — ^ 7i * 00 ^ -“i * ! ! .‘ H r^' o r: si « o : si o si • -H cn • • • : : : ■ lo o . . . . o "H • • 00 • o SI o :ooi«:oTro j j : : 'd^si :^:r4 j^..4« • '• « ■ cs • — ..r si LS I .I i 1-i if S2 4^ iissiiiiiiiiiiii S|S_S?2SSS=S-gSSgSSS :iiiS issfs'i : ” •ajips 1 M ii i: -s : liiisgisigiiiii ¥i=lSs 2's SJS Si SS : -S I III i!l ■\VOOri i ;s : i : i : i i i 1 H ^ M i : •Ajauoo I i i ^ '■ ‘ • >0 >0 > •0JU4S 1 ; ;§ : i ;f I igs° : ” ;=‘s' ! ii^ I 1 : ii ;i ?f 1 j jg : : : 1 •jnaA looqos isnx UIOJJ pucq uo aonnpfg; 'i s sisgiirrs s'rf „■ jss- ss .2 = ^ ; . t- • I cf * Hi ii| •enxuA P9S89S -ei! JO jupop J9d sprpi; t o ir> • Ci * ( X) :g « i « O O •anxuA peuo JO jBpop jod spTK - : § 5< O • ocisisi : X S 35 • ! ^ * - ^ \ , i ^ ol- • Cl • O • • • r4 • Total taxable property of the city. •uoxjnaiuA possasay § §i§lig£SiS??iill iiiiliiiSiil iiiiiiliiSSi : rr rt M*co Vwg- : ^ •9nxBA qsBO pajBuiijsa w 55 11 if ilii ; iiii i 2SSS : iilii ;i iii'fi ii SS|S‘3 ;i ii if iS'S iiiisii iisfiff iiii iiii i isss i Estimated real value of property used for school purposes. T^ox i iiiiiiiiiiiiiiii S-i=¥=i¥l=iiSilS iiiiiii isiWP’ : :iiii ifslf ■ 2 •sujujBddy i i ¥ 1 iliiliS -r : ^ns- : § § : iiiiiii • n n o' n — at :iiii i""-g *9au:>pxin^ ii- 14, 000 150, 000 8, 000 10,000 (GO, 10, 000 44, 300 50, 000 5, 000 4, 000 12, 000 10, 000 :iiiiii is'-’iss-' :liii . i-^ erf g" ^ •egmppna; So ii i”' ill -if; -T ^ ii =ii Iff ii iilii iiiiiii LsSgw :iiii isssf • t-* •sops JO spunojf) 11 o®- ggii sss- iiiiiiii |S''|SfS3S‘ iisliii issjg'ss :iiii ;s-»w : Average annual salaries of spe¬ cial teachers. ■diqsaBuiuox lii ; i ;l i i : : : iw : : : iiiii ■Sui-WBJa 1 ill i !§ : i : iiii i i i • • • • iS i i i •oienK 1 :i :i • Ii -r.-r i : ii ;Pi :l : i Ii ilP i i : : •jsqranx | STATISTICAL TABLES. 579 S ?f 3 1 S I K ?f S if 2 5 ; S S !£ 5 | = . I mmU % :1 C-- :< I: 2' : isiiiSi:: : -2S=f ; is iiissi :i :«-wcfgao- :o :iiii i g-=i ilii;P3i SS2=«- i-' 3 i -i=iS-ii=iS ii iSi'E ii=5 i i i :» : : : : iSi i :S ;i : : ii i^s i ii« i i mmmmn i ■“■Sgs-Ssss'ssiifg ; i|gg=SiPsliis§i iss5a||B5SSsa|-^' : — Ss;?=2li5Bl Vo- liSiii; i rTx*— • ■* :giiS : icd-oosf ; i 8 iisal iS -r- rd : ;0 : . ; ; ii i i i i i i . cT • 1 > ■ • > i iS i? 0 ; ; ; 2 : i ii: » : : . O • ■ . . jS : : i : : I V : : : I I ; s ii isi ig i rH~ : .-r : : ;i ii : :»- ii i i is i -si SiisiK-i ii --'•'ssssss i» iSissSii * s' s' ^ ^ si -r iiiissssiri :oo“=f jT^fsTafaf i :l • : --rt : 'T O — CC lO LT ^ O W w-i O ^ O O ci r-: 5t r-- ad « « ri « u-d « t-: « wd ^.• ud ri tt ^ :ook^“2^‘^ : ^ : : : : :«SooS ; 'nzi : ^ c?r-‘ C*^ ^ ^ ■ TT 00 ^ TT CC t- ‘ iTS 00 in ; • rrs • * r; 'V * s ■ SgiiSS : iiiiis ^ «t-‘cr---r3t : iiisg ; i sj rtid’cTt-'' ■ Siiisiiilii lliiSilSS i: » 1161 sfgg o-verLd" iiisiiii iislfiif iiiii i ifiii^i j^id-ofrd : I I 1- iiisili lillfii g i ;iiil : iiifiP ! is 2 : iiiii i: siSii ; SS2SS : Siiiiliii!ii ii iiiiliiiii'lfii 00 ao‘= osTo ^'vs « cud-o" j » iiii iiii i-- i iii= illi : o rd-sT :gS : iiii i ii 5; t* • i i g iiiiii i iiiiii i --=2=-8g i ;giiiiilliiiiiiii?iiiiiii5i -r iiiliiiliisliiiiiiilil i i g B^i's s |S||g|f 1 1 iiiiii \ j " ' u-d!?*- .M- : iiiiiii iiii : w‘ cf sf s • 2 1 iSilii •: :r -■-■ i ills iiii :=* : :| iiii : S : iO • ill I i--i-' iii u-d : : I cf ■iiiiils-ii i 1 i53iii ;i =• issS23 i' iiii iiii iid-o : :i :”' igfii i I: :iiii : if “' iii 11111111115=1 SSS-g-SSSg-B-82=3- 1 iSiiii i 8 iBSIlf i: iiii ssgj ;ii i i=- i iiiliis i idSSBlI i i : s i iiii iPSi 1 i Sli i!-1 s'" i siiiiiiiilii : SS5!|SSS|gS22 : 1 isiiii :: 2 ifsg58 : iiii frass iii : |SS : liiiiii ; ;s-'Hsas ; £ ; s' : iiiii if 8a ii igiiii 1 •--r : ; ’c- ’1 : : iiii iii § :i : -r : : ;ilSi:^i : : : I5i if Mii iS ill i ij 5 i i ii : -r : ill : ; -r : : ill : -r^-r : ii iiiiiiii iiiiss ii : _r ^ ;.-r iiii I-r : ii i -r lij ii : Erota Roj)ort of CouimiHrtloiier of Edacution for 1874. a lacludcs receipts IVom State tax. It Heating fixtures. c State niid county. I'ajjle il — Sdidt)/, sl'Mis^iva of biUcs, ^'o. — Continued. 580 REPORT OF THE COMMISSIONER OF EDUCATION. 5 •Bidraooj puox I ' iiggigiSsiSilliiliil 1 £2 a s a s 2 2" 2 5 ® a a s 2 ?. a 2 a a a •eoojQOs joqjo xiw laojj poApoaaiauoniY 1 ^ : iiil ' a-'fs ■M :: ■£ a* £ £ =.s c z gf- li 1" 1 1 iSii S-s’l 4w= mmimmss s saaas22|2|a||s| 3 ' •Bujc-reddY 1 ill i :3 iMlilPlI 1 'ajnjtaJTij i Sli — " CZ t-*' ill Of-Tn iiiii I ■'■ ==--|- 111 g •sSniptT^ia; X I I - = III •saats JO spnuoj£) : 2 iii s a ill o^L-f ©■ siiiiiiliii e ‘■‘■assisssaa 1 ill III ill • diqa no mna^ w X ■ ■§' j -SniJABJci; 1 lift 1 i _r : •Dtsnjv ; j- :il •' I i r-r : i •jaqnm.sj: I | g g || m 1 1 i g 1 1 g ? g g ? g g g Eroiii lioport of ComiiiiBBioncr of Education for lti74. a State and coujity. b Eor white 'Faiu.k II. — School slatiNlics oj cilics, «)’• CO CO X) C* O Oi (N siisgiigis OOXOiCOOOJiOCOXCO' C5 0)CCCOCO^^-^COCO'^ i*O:O^''!J'Q0Or000'^u0W0 Ol O t- O -H 'S9sa9d -X9 (|a9xiU9 pnu S9qddu8 J9q;o qy *S|Tdnd JO ORU joj poijd -dn8 R>[ooq [ooqog 00 00 ^ o 00 CO 5f« •e.iiud9ji o cn — < O 01 00 o X iO onT of •aou^jneai •^09^; o o o o o LO 0^ •I9nj •eSnip^mq JO sjojiu’-bC jo ‘SJ98u9S -8901 *S*91JB|9J09S ‘pjBoq JO Rjoogjo o ^ o? lO* 00** 0^0-^ O O CO CO O f-t O 0^ >o t-i — 00 o Ci CO 00 — o lO O CO CO o C5 O CO C5 o d O? CO -- r- X lo ^ :o X CO CO > O 00 o o o > O CO CO d o I 05 »-H '^5* lO d o o ■ o lo o ^ O d • CO CO ^ ^ ^ ^ , 05 o d o o CO O d d o o o d CO CO d" cn ^ 1-f CO** i-T OOUOOOOOO oo — icoo-^d O5'^O5T-tC0C0COt^ 't-ioco^oor-do ^1— **Q0C^d lO CO co't^** 00 0> CO iO •Cf' CO CJ — CO d Vt-f ill «■-■ Sisi gWJCffff gill slsi •Snit[oi?ai .loj pitjd '^anoray •iiois -TAjgdns jo !^8O0 O --J* O O lO 00 d o O CO ^ o fH o d 00 05 iOOCtOf-OXd-« ' iii 15-00- •joqmu^ ) O O ^ CO * STATISTICAL TABLES. 583 2^2 : E:S2i?S3 :^§-2S :S8£822£K^ § 22S Cl X o t-- X 2222 ®;;2Z222gJ2222§^2 222 O r: giessiSiiil'iisSsSSsiiliigiSSgSSiliiSiiEiiiSiillgiis isi - 3 iii •isigiii§S3 ;iiSp|gilliiiiisSisi -r.-r-r jxe-r ao-^-wifo" \n cTcoo-ffo- c-To's-cf of-f-'-T 8, 000 1,771 10, 080 1,021 - iiispii§giii= ;sss| js cfci-r : : iiSsiiiSiPSs ;2 ■■•>■" 3» ' s 1 ip i : i i il isisSSiiieiisiSssiiiii i-'.-ocfu-i- -'of-eoif-fo o' -r iisSiSigi isiiSi ifg-ro" ro"— ■'— "sof .-Tof— “t^of ■lii : fo'-o- li s r'sr ' o : : is i :i \Hmmm i : : : : i ”-=* : Pi lim isS i i : rf-r ; j-r : : : i i iis : 1^1 ;5s §1 51 ii=s c« S2 -Tcf MfMUM cf n ills 1^ spg - iiiiSiS ililiiSiiii 5« 3f t-'-'sT;? r5 ~ _ iiSiiiiiiSii » 5«" If gliiliiiiiiili iiiiiii -‘cf O C - r-r~ If t-'lf sf of « if O I ■V - mmmmmm ofortif^^ofoo^- iPiiii rf^ift-- rt iiiiS If of ^iii I 11 :iii - iiiSiSiiiliiigi of of -r of ^- lii K mnmmmmM mMummmmmmsm iiii _ i _ §11 gi X ill «^-If iliiiiii^iiii :i : ilii : mmm liiii :i «rfof«Of-f«-r CO If If If .^- If^'- V--if^-of of^-ofro' -o' iii^i 1 0 J j j j i i i i i° i i§ i iiii : : is h i i i isi : : i : : : : i • i is I ; I : : : mi Hill II ; 1 :s° rg isiii i : : =< : « i i i ill i ii • * ° 1 1 ilBSSlii Is Ii Isi SSssI 1 iillilSSiSii 51 ISs" i.ri \mmmm iiigi is ^-of-^ n «rflf-r.-0- coif jee-r of.-r ifreofco" -T-T : -T - of : « : ig| I iisiiiiSi ;ii ii ii i I i3° i ISIS isisSI li^li II 1 3s a »g-‘»='’3s'<'3 i“a '-■ i? 1 1 s- Iccg-co-oo lof o'^" jof g§8S2SSS§S$s^?:gii2?^g??^£«SSSSS£$£iS§IISs5gi|||S|||S * From lU)|)ort of Comnilasioner of Ediicdtloii for IriT'l. a Per capita of average number belonging. b lueJudea iuaiuauce. c JLnclmlea repaira. d Includee f 103,112 for Table II. — School statistics of cities, ^-c. — Concluded. 584 EEPORT OF THE COMMISSIONER OF EDUCATION. ■ootrcpngj'i^ -?n®P - jaA« no pasBq ‘easaadxa !j.aa3nTjnoo jo n-qaapioax -^r t- « rs =3 w §?5£S?:'f»S§ « O O O ^ 00 o •aoQTjpaaxju .ipcp a®ujOAK no pasnq ‘ao^ -oiu^sat pan uoieuaedns S?S5SK = S?gq:§ 2^22?.?: 5:^ ■i§S2??§g22 CJr;oi-'; — oaoo'j' •ojnjipnadxa lejoj. 2i2ii2==il 5 g 2 1 1 2' I ? S # i £ s g $■ I •easnad -xa xnajjao puu eaiiddne jaqio [[y liiiiilSig ---.-r Cf t:.* Ofo* immm rf o' oT^' 2 1 •stidnd JO osti joj paiid -dus b'qooq looqag ■eaib’da^tl isi -o' •oaaajnsnj ■juaji •sgorpiraq JO sjojiauf JO .Jbj •oy ‘s.iaifaas -s5ca ‘eauajajoas ‘p.iLoq JO sjaogjo M iili rJ- iilsi -rTJw'sfsf m Siiisiiss ^ fh" It- O rf rH- iSlilllsil 11 SIS -T i2i ;2l ills .-Tt..- smm iiissi gf;;r-ci'o-«< sf •estn -pxmq paa sojig o' ctT t- o' g o' !>' 0-2 3? 2 — O 'O C5 Sff •jaqoiuxx STATISTICAL TABLES. 585 ' ^ ^ L-^ TT O : 00 ■v o o • US : X ^ • ;.U§$5: • O CN 'V ooSncioxroSS^ S2S f, CO o» » J- • Cl r- iiSi CJ !c; ■c re — ' o Cl 'c 2:?3 § 1- Cl '•r LC sisi S3 = g liSlyiPiliSSiBiiS PS?;|g2SS33Sg=S2S3 iiiSiiiiSiilsis s 2 5 2 S S =■ a S S a 1 S g as §■ i Ef psiilSil : ; cNcN5f^-xig-» : : ■o-To' o' ofo' issSsliliiigis i «'o'o' .-To'^' oo' -' . ^ lii : : isi i? ;ii t- t- S2§ig 8| i i 3 : : ^ |s fiiiiilisi i ill :-'o' 3 r- Cl iis :ii§s r-r : ii ii % ill IsS : i I3S i V 1 I ’ o o ll^^l ;?| : Ii is 3 • ^ isi iis§»Jisi=s -r o « 3 3331311 o o igg . : 2" ii gfiSIBiiS 1 «if-r «335f-r isi ■ ^'2 i 3 iiiiiili ofof ii of-r 2Sg g ilsi cf-r-r-r : isiii ill ;0fo' 1 of iiilSsii of^- isS S i-' i-T 00 ills iiipliiSiii ii I! I iSilsii r §33 i • ssii 8!5“S iisi oo" i^' ■^' o' ol' o' 1,' 0<' O of o iiii ii ii"' Sffff iSi iisliiiiii j of of of -r o' ssiisa$iii||i i § -'-'-f- ofo'-“ : «' ii ; i : (N«‘ : : : : : : ;iS= : : i : : i : : . : :|®® : : : : ; :S' lii i i ; ® IS :£ ; vcc- .« : SiSii I : : : i i i of : : : : : : «' • o « i i : : i : : ^ o ::;§::: ; : :^ : : : o o ; o t- • 1-4 • iili ■; -r ii §i§i : ills Si= i iai iigi°i :^'^' : of o' isi § -fo' cT iiii jafri-sT siSi ; a“ ''a ; ii :risi p ;s §1° 00' si is iSs j^' jV*' °i3 3 ill “5 S From Roport of Cominiasionor of Eilucatiou for 1874, a Includes $7*2,018 for colored schools, h Includes $80,81 8 for colored 586 REPORT OF THE COMMISSIONER OF EDUCATION. Cities containing 7,500 inhabitants or over from which no statistics have bem received. City. State. City. Montgomery. Massachusetts . Milford. Little Rock. Do . New Bedford. Oakland. Do . Waltham. Sacramento. Do . West Roxbury. BridjieporL Do . Weymouth. Kew London. Michigan . Adrian. Norwich. Do . . Jackson. ■Waterbury. Do . Kalamazoo. AuKora. Mississippi . Natchez. Rreeport. New H.ampshire . Concord. Ottawji. Do . Dover. Rockford. Do . Portsmouth. Springfield- New Jersey . . Hackensack. Lafayette. Do . Hoboken. New’ Albany. New York . Brooklyn. Council Bluffs. Do . Hudson. Lawrence. Do . West Troy. Le.avenworth. North Carolina . Raleigh. Paducah. Ohio . . . Youngstown. Augusta. Pennsylvania . Corry. Bangor. Do . Easton. Biddeford. Do . Pottsville. Cumberland. Do . Scranton. Frederick, a South Carolina . Charleston. Abington. Do . Columbia, a Cambridge. Tennessee . a . Memphis. Chelsea. I Texas . A . Galveston. Chicopee. San Antonio. Gloucester. Burlington. Malden. Wisconsin . Oshkosh. Marblehead. 1 Utah . Salt Lake City. State, Alabama . Arkansas . California . Do . Connectient . . Do . Do . Do . Dlinoia . Do . Do . Do . Do . Indiana . Do . Iowa . Kansas . Do . Kentucky . Maine . . . Do . Do . Maryland .... Do . Massachusetts Do . Do . Do . Do . Do . Do . a Has no school system. Tablic hi. — Statlatics of normal schools for 1875 ; from rq)l\es 1o inquiries by the United States Bureau of Edueaiion. Note.— X imllcatoB an allirmativo answer ; 0 signifies no or none ; _ signilles no returns. STATISTICAL TABLES. 587 t Exolusivo of appropriations for pernninent objects. a Also 9R in training school. h Tnstnictors are the same as in the c There are also 200 in the preparatory department and 01 in the model school. d liesigned. e Also 312 in model school. Note.— x indicates au affirmative answer ; 0 eiguifies uo or none ; _ signifies no rotnrns. 588 REPORT OF THE COMMISSIONER OF EDUCATION Graduates in the last year. •SuTqoca:^ ut paSnSua OAuq oqAv ’ aoqcunj^ 14 0 t- C5 ^ 1 1C ^ ©1 . X IC OJ • ■ ( ■ CO . ■jaqrana ojoq^ H 0 t- 0 C5 ‘O Ci 0 X ©4 ©^ • 0 ic 0 • a ©1 tH r-i 1 rH ©t • ir C-- I.C . CO Number of students. •9[nra9j TH ©1 CO rt* 0 »0 0 c: t- C:, 05 10 0-^*©?LCi-4 010 COICIC^J^ C5 1C t'* ©I ©< c© 05 ©1 >c ic r- •OIBK 11 0 0 0 0 lO "v- • 00©<0 1C t^O O'9'iCO • 0 Ci? ^ I-H r-i X ic qn^ox 10 r- 0 — • ©l r-C ^ rl 10 O'^'^OCQr COCr. OTj» C5 1CC©©<^^ 0©l V* ©< ©I ©1 ©< ©< ©1 iH •Sio^ona-jeai jo joqtunj^ Si Oi-HCOCCr-lCOOC© <0 t-r-©«c©'rj« C5X x©f05« Appropriation for the last year. j-aeoA '4BBd oq^ in e[idnd jo tquiBO aad ndi4BT.ido.iddu 04C4S ao $0 28’ 57 28 00 15 47 0 0 26 85 28 79 25 00 25 00 8 13' 50 52 0 0 0 ' 0 0 ’ CO ^ •^iio 0 . .0000 0 I . 0 C© • • lO ©f : I ^ . . 0 0 0 . . 0 00 . . 0 •^£401103 *>s 0 . .0000 4^ • • 0 0 0 . • 0 00 ; ; ^ •■94B4g ^ ^ 0 1 . c© 10 ' • »o ©r co" 0 ©< 0 0 0 00 CO c© 0 0 0 0 1C !'• CO CO 0 0 1-*" Co" ©f 'V*' . 0 ^ . 0 0 . 0 0 ■ MIC* • S a 'o Edwin K. Eldiidge . Lev. S. N. Fellows, D. D . D. Sands Wright, A. M . H.D. McCarty, LL. D . Ecv. C. E. Pomeroy, D. D . John Wherrell . H. R. Chitteuden, A. B . T n TT Vnnp.P. ) ) \ i ) i W. D. Godman . Robert M. Lusher, custodian . . . Grenville T. Fletcher, A. M _ Charles C. Rounds, M. S . Cyrus Jordan . O. M. Cousens . P. J. Doran . . M. A. Newell . Sister Mary Ferdinand . Walter Smith, director . Albert G. Boyden, A. M . ' Ellen Hyde . *aoi:^T:zinnSjo jo oyEG! « Tf ©J TO C© 0 0 C© • t^j'-cor^coi^cot-t^i^ * 00 00 CO OQ X CC iiO 00 X/ 00 • X t- ©J CO CC CO 1C © CO cocor^^co cor^ ic X XXXXX XX QC f CO 0 05 1 CO ) X X X Location. Grandview, Iowa . Iowa City, Iowa . balein,ldwa ...’ . Concordi.a, Kans . Emporia, Kans . Leavenworth, Kans... Berea, Ky . Carlisle, Ky . Minden, La . New Orleans, La . New Orleans L.a . Now Orleans, La., (247 St. Charles street.) Castine, Me . •. . Farmington, Me . Pittsfield, Me . Vassalboro’, Me . Baltimore, Md . Baltimore, Md . Baltimore, Md., (cor- ni r Harhan and Ar¬ lington avenues.) Boston, Mass . Bridgew.ater, Mass. . . . Framingham, Mass ... Name. H Eastern Iowa Normal School . Chair of Didactics, Iowa State University . Whittier Normal Institute, (Whittier College) . Kansas State Normal School . State Normal School . . . Leavenworth State Normal School of Kansas . Normal department of Berea College . Kentucliv Normal School . . . . Louisville Traininer School . Minden High Public School . Normal department. New Orleans University . Normal deitartment. Straight Universitv . Peabody Normal Seminarv . Eastern State Normal School . State Normal School . . . Norm.al department, Maine Central Institute . Oalt Grove Seminary, Normal department . •Baltimore Normal School for the Education of Col¬ ored Teacher.s.* Maryland State Normal School . St. Catherine’s Normal Institute . Boston Normal School . Massachusetts Noimal Art School . State Normal School . ' Framingham State Normal School . 'j:9qiun_5i 4- 'JU. O) 0 — • c/ aO cTi 0 — gv r-D rr o 0 f-* ■ C5 STATISTICAL TABLES. 589 Note.— x indicates an affirmative answer ; 0 signifies no or none ; - signifies no returns. 590 REPORT OF THE COMMISSIONER OF EDUCATION. Graduates in the last year. •SutqoBO} ut poSe^uo OAuq oqAi aaquiriNj; 14 0 ijO t'- ^ to t'* * 0 C< CO . (J^ 1-H ot * 00 . 0 . .00 • ^ . t'- •aaqranu oiou /s\ • 13 » 0 (M i-^ou.;'t^^uu.'0*oo CO r5 (>i 1-1 CO ^ ^ 0 0 JU 0 -r^ ir~ jocooc-*^ Ofi-iuOCOwHCOi-* 1^ Number of students. •OlBUttO^ 2 [ 0 0 CO 05 Oi — * to QD to O) • 0 k!9 000 0 0000 >000000000 0 0 • 0 0 . 0 0 • 0 0 0000000 >0 0 0 0 cc 00 >0 if3 10 to CO to 0 >0 i-Tto'' 00** lO • 0 0 T-f 1-i tH 0 1-t l-H • 1-t •uoT!jnziae§Jo .10 OT^CI ’C cc ^ S "ft. s> I ».£ Q rt ^ "43-3 CCOH '"o '79 CO • s ;o uo o t _ _ . iQOTOaOOOODOOXOO'XX) ■©be ; S : a a a ■ > h • •t> ■s ?cd 2 ® a 2 ® • a • aP-i a M -P^ a-PH> « _• ..aj ^aaH = a = a ■ • ■ '.Jk,' mu-ts " a > - -< tua: anS522a5.airtO-S®^3 o'' C~ ©■s^:a:a:a^raa:F3 b c 1.5 ft® ^ 3 ^ E/ t-S'g-g'g^ a a a^..E iiallloSllllsgsS'S'Sgs iiiii|P. .-I lily ^ C3 o;2;m J Ho aj||§§ = :^=3 i3al§«2l ’2'S §.2’3.2 ® =« •aoqranji STATISTICAL TABLES. 591 Table III., — Sto.iistics .of normal schools for 1875, — Continued. Noin. — X indicates an affirmative answer ; 0 signifies no or none ; _ signifies no returns. 592 REPORT OF THE COMMISSIONER OP EDUCATION. LO O i C* (N ’ o P c BS35 H ® .’S 05 ® . ''i' o w i* 00 ’2 (?i L'^ n cri g s< ^ ® ®'d'o © c o o “caswBca ® o .S.O S 3 ffl ® . p-c,- ffi ® oit/j; S‘-3 ci ® Cl rz ar^ S'S § 33 33 g P*3 C C5 O-TJ '3^ © O fr- t- fc-i ,SSSs;5S3SES»SSmS ®®®P>®®®0®03®®SiE f p. p. a-2 & p P. p. P.P. p. p. ^ p, • 0®®«®®®®®®^00-® !Cor/>ccO!/2!/!«:!y2a;cc<1ccc/j= a a c3^ 'OrZ'O i-< a a a a "3 §|-§§§ • W 43 I 43 VH -»* 43 +3 4i ® » ® ^ CD ® ® Q i'S^ca-gcacatacrtoo ^^^^.•SU.U.Ui-! iri: 5 ,5 : ® £ ” c ce'.r: 5 o I1|N P tT iT M £ £ ® c! 2 £ 's'i's ^’='2 DC 33 o o "r9 C 5 . §-2 o _ ^ tc (.j O -."•>, tj tj t- tJ , .-ir-itcr^oooiEcil^Igocooy OOitncsC^c^^^CCCsStz: SC®oo3o = =:sos;ooc _c 3 tjc -g -g tr > t£’ tT-g -g -ti -s =x ® c^S*c^5'S"~ t uoijntiiniuxo jaTI?.inj 4noT[;tAv spbiios uour •moo 9;mg ni'qoEo; eaiBnpujQ o o oo o o o I osjn.03 JO uoijaxdmoo no BBinoidip QAiaoaj e;u9pnjg X X X O X X X X X i UOIJTIJTJS ■tri 9qj OJ paT[OE^B jpogog ppoK XXX X X o o o o o I nmisBnnii^ n sassassod poqag O X o o o o X o i iCjojstij '[Binjuu JO mnasnni n'sessassod jooqog XXX o oxx .soxoxx i snjBJBddB pan laorqua tBonjdosotiqd v sassassod xooqag XXX XX :OXXOXXXXXX X X X o X X X X j JlJOJBTO -qBi XBOTuraqa v sassassod '[ooqag XXX X o ooxxoxxxxxx ;xox = y- qB^uatunijsiii xox .oxxxxxxxxxx •IBOOA XXX XX xxxxxx :xxxx i jouiAiujp pireq-aaij joj said •UIBSapUB ‘SnjBIBddB ‘SJSBD ‘sja •pout JO uoxjoaqoa y looqas aqj sag; X O O X o ^ jqSnnj “uLiiBxp sj xxxoxcxx ; ;xxx •juapnjs qoua oj uoTjnij JOJ asuadxa inniniY •naqua saurzBgBui ptre siBujnoC iBuoTiBbnpa jo jaqnmx O 1 o VO ^ o 00 Cl ^ o c? o Library. •sqjOAi. iBaiSoSu -pad JO samnioA jo jaquinx Fn o o o o o p — o g p cc •asBajoui lumiuB agujaxY X . • o o • o Cl o I Cl Cl ^ s Cl •saumioA JO jaqumx o ci 3 § = CO o 1, 30(1 0 781 o o o cC O — r-^ i> C^ 1C o o ^ ^ ^ O Cl o o o o Cl •juaA OTjSBioqos ui sqaaAs. jo jaquinx •A o o o o o ^ rr r:i 1 ^ ^ ^ •asjnoo UT sjuai! jo laqurux t? co" CO CO j Gi ai Cl ; n ^ -*:%rp rs rD cf 1 cc rt Cl d c« Clr-T O C' CD~0— — C'Jr^'TL'5C2f’30 t-F-F- D-I'-XXXXXXXXXXC'-050C;CiOC!~. 5» ■jaquinx Ugust . I Thursday before July 1. July, lliird Thursday. STATISTICAL TABLES. 595 -S £ g It i5 H i S -Si-s s-ssJ -3 =!« gi I I# |iii ilill I mmuuu i| I Soptomhcr, first Monday . Aiif^ust 3 . Roptonibor, first Wodnosday . Soptombor, second Monday . April, first Monday . September 1 . AiipiTist 30 . September, first Tuesday . October, first Monday . October, first Monday . Wednesday befi first Monday in Sept Se])tembor, first Monday . October 1 . September, first Monday . September, first Monday . AntTiiaf, foni'f.b fi’hursdav . (•aiitiiiaiitai < t I • 1 I • « * 1 I 1 • muintmui := : : : ill miutm \ ilHIillltiMlH September 10 . September, first Monday . October, first Monday . XX ; X X X O X X ; O X OOOOO ; > txxooxxoxxxxxxox ; X ; : XX ; X X : < O X X X X X X X X X X ; > CXXXXXXXXXXXXXXXX XX I XX ; X X ; X O X X o o o xoxxoxxoxcxxoo Ixoxxx ;x I XX ; o o ; o X ; O X c o c o o o loo 1 > cooooxooxooxooxox OO I CO ; o X ; o X X X ! o O X X X O ; > coxo |ooo looxxxxx X X ; XX J X X ; X O X X X ; o o 1 X X X 1 > CXXOXXXOXOOXXX ;x X X I XX ! X X ; o X o X ; o O O X X O 1 > cox Ixxco looxxxox X O I XX ; X X X O X X o o o O X X X X ; > CX Ixxx Ixxxxxooxx X OO XX I X X X X X X X X X X X X X X I ) N 1 1” i”" H H® 000 c OOG 000 ‘c 0 i iiili' O O O • • • V o o » • ' < ill ;i|asiii|i8ii : o' i ii i i-'i ai . ■ ‘ •AqduoSouoqd uj | es . O lO 1 i : ^ : : : : In evening Bcbool. •OIUUIOX j O O 00 cc ; ; i ; ; ; 00 o • 1-1 • •OIBK 1 O O w O • Oi • • Ci O C5 O CO 'CO • • • » iTj c; o • . O • •I^;ox 1 H O O LO ■ lO • • CO O LO CO 1 * 1 • • 98 47 120 fc-—; o M S •oininax [ H LO 01*0?LO 1-H O -O -H o tM 1-! ro r-t ; t-* o o o o i> (X) o •0IBK © 25 90 317 300 175 7 131 "bi 120 400 LO O O tH r-i 'F^ox 1 Si 40 100 351 312 IbO 8 141 fsi 191 450 C8 245 177 300 49 •i^;ox 1 (n. O OIOC^O 00 r-» . -H O 00 CO-?-^ Oi Ol ^01 ^ COOG^IO CO S 1 Ct O 5 E. A. Droisae and Leo AVettormau. E. C. Atkinson . Edward P. Heald . M. K. Laudon . B. F. Moore, A. M., pres¬ ident. Eev. F. n. M. Hender¬ son, A. B., president. M. De La Brown, super¬ intendent. Eev. Thus. Eoy, C. S. Y. . Eov. J. De Blieck, S. J., president. Julius Dy] iron fur tb . n. B. Bryant . A. M. AVoston, A. M., president. J. M. and A. B. Martin .. G. AV. Brown . J. George Cross, A. M . . A H T>cir'iuTi 3 5 1 •UOTJBZniBSjO JO OJUd O CO ^ LO < 'O 'o 00 00 .x> 00 1858 1856 1870 1866 1870 1858 1856 1870 1862 1866 1866 1872 1865 •aajjuqo jo ojbq w : : : • • lO'rr'CDLO tio • 0 0*00 1 Qo • 00 00 00 • 00 00 ; 2 >» Location. « Sacranacnto, Cal., (K street, between Fifth and Sixth.) Sacramento, Cal., (210 1 street) San Francisco, (Jal . San Francisco, Cal . . Atlanta, Ga . Bowdon, Ga . Bloomington, Ill . Bourbonnais, III . Chicago, 111 . Chicago, Ill., (149 EastEan- deljm street.) Chicago, Ill., (southeast cor¬ ner State and AV ashington streets.) Galesburg, Hi . Jacksonville, Ill . .Tnliaf Til Naperville, Ill . . Til f 3 0 H Name. H Art and Business College . Sacramento Business College . Ueald’s Business College . Pacifie Business College . Moore’s Southern Business University - Business course of Bowdon College* . Bloomington Business University . Commercial course, St. Yiator’s College ... Commercial course, St. Ignatius College . . Dyhrenfurth Business College . H. B. Bryant’s Chicago Bu.siness College* . Commercial deijartment, Eureha College., AVostorn Business College . Jacksonville Business College . tJ "3 1 s i o' d ® ^ 'o'o'® = S s 1 = ® 3 (B^.a a ilill Ills •jaqranx 'It "I STATISTICAL TABLES. 597 : O O ; © 1 © © 1 © © o o o ^ : ; © ; O © TT © © o 2 ^ 1 oo - i O © © • © © ■.? -r o © O 00 £ £2 g- © » © © ; rt © © © o o : * to ; 'T J © © • © © © © *-• 2 OSC-. 2 o £ oo © i ~ ^ ^ o £ £ ££££=5 2 § o £ 2 § £ £££?®§ i5 S 2 © S ^'^2 £1 ^ o o ro r- gi «2 U 22 £ -2S£®£ : £2 £ £ H §1 I 2 1 £ |§ 1 1? g £££f2§£ £ 1 £2 g 1 « slid i 1 B SS S ^ ££££82 £ 1 II t2 ^ cJ ^ 2 Si ^ I- ii-iSI-i - s Si .= o' ■?5 — ST — cHTort — 5“ .5-1 — ^r-OD — 00 — F — io — 'g ® ■sToTPns — - (H TT -i T? « - -■ ^ : : :^ 1 ci=< O d tr = ■ If :l 1 ■ SJi- . c ;:;r-x;i .1= ^ S'l :|llilll| lill ins uiBi^, .i5^s o : ii o $ 4= s5 : ?? 2 ; 1 i ii ; 5SS = ?: = •5 § ^1 - I rt r* 1.0 : sirs O si rs Cl o c > t- :gi :| 3 2 si ; -- ss : S - i 2 1 s S k2 1 ; 1 : 1 i C: i . i3S r-i? : X ' i I 1 s S gi : S 35 1 i § Pi i iiS ?i 2 - i I i3| S5 2 ^ 1 'm : J 2 si 1 - : 83 £ ; § s-;=i j sTS* - j - j — o - - j - — o St o r: X) o r-( iS rs st — si es » -s o i- n irs rs i— ri rs in x F: S ^ SS S S g § S §S S S S Koport of tho Corami ssionor of Education for lb74. Table 1Y.— Statistics of commercial and lusiness colleges for 1875, tjc.— Contiuued. 600 EEPOET OF THE COMMISSIONEE OP EDUCATION. •qsiuEdg ni 2 ! • o o ^ 'qou0J^ ni 18 • X ; ^ o •nsaijaf) hj £: i • GJi c- o •AqduoSexaj ni •o Cl d *o rH o 'AqdBiSonoqd uj d • o In evening school. mad S.P J X o rH o i •OIBK M H LO O o d c: o o o CO -H d CO o CC 125 ■H 70 20 r-» o lO X T-1 Cl o £- § d In day school. •ex'Boia^ H H Oi O • 0^1 O O O O C- cc • o ^ • a Ql (M T-, r-i r-l • Qi : ■91EK © >- o ^ (Tl Cl O O X X o o ^ OOQrr O r-H^CC ^ ^1:0 1- ^ 1-i ^ CC i-( ^ lO LO CC CC 40 'I^ox © czj lc o CC Cl t-* o o LC T?« r- Cl o O GO ^^ciS ^ ^ lO t- lO •Fioi QD o LC o n d o L^> Cl ^ Cl o Cl o o LC '^cix:© i> 1 o -mo CC o Ci x Cld Ol tHTJ» tJ< i> X •sjo!^9tLr;sm JO aaqinuj^ •oiEtno^ •9IEH m a Si CD oi Si Si CD n C ^ o S o j§l| :l> S Hjl-sl-S c a .is: a 'o > S«2 |o 6^ . H I D2 <1 li pH 111 Bis H h5<5 •noij'BZTU'BSao jo 0!J'B(J (?j ■«< o c: • lO ^ ^ i 00 CO CC GO c CO 00 00 00 X •Ji9'iXBT{0 JO e^Bd o^oioi ' § O go -2 s « o' > o ® e; rg S §o o OP^O cS ^•§ ® •r ® S o ':r O P..P o cS P - . c3 O « , c3 t P P ^03. p.® =3 OT O 1.5 coPn 02 <5^ ^ P P P i3 II PP to ® o O "o a ® O .S P o 03 • 1= . So Ito H 'i“l 1 s IP.SS ” 3 02 O O S^-2 2 P - o oP '2 — "o .5 2 HPo ^ o ® p O'® 0i^r=30 OO -.^02 § g £ s ® g c o § >:=: qp O s© h-o-'S P P O UP 5’> oo a If-' •aaqraux 00 iR^Riigdai STATISTICAL TABLES. 601 3 • O X • ««r • irj ^ i i > « '*' c5 j cl o • tt • . Cl X ; SS ; • X X c: f- O X Ci X Ci • Cl • GC -r as s i ir: 71 71 CZ'^ s?. . . ^ ' X Cl c: i-c * Cl X i si ^ • cir^ • rc — i.": XX :s d- = Hi ^ ; sa Sx |-s 1 ii ii - 1 -I P g? — =-;;; - « — - xTH — illlli IW 3 I — 5 ■= .1'^ ><-^d i! ii ig i 1! is ii = S Si Si as. g ss m 52 Note. — x indicates the hranchos taught. 602 REPOKT OF THE COMMISSIONER OF EDUCATION. i-S' ao =Q •;napTi;s T[aBO joj JO jsoo xbhuuy 'Xooqos Sat -U9A8 JO suxuorajo'aoqainj^ UBOX OIJSBX -oqog ui sqooA jo jogoinj^ •esiuoo tn sa'BO.i jo aoqninx tD >J Is •9SB8JO •m 9gBJ9AY •J9qtnna ejog A\ •j£qdBjS9i9X •i^qdBASonoqd •90nBAnsni ojit; •i£aioaoo9 inotjno j •AVBX XBiojgniraoo •SaiqaBa •StnXaAjug ^ _■ o c o ^ t-'H p . H n S GO p _ _ ; SQ42 02 OirO 3}f—^ i ^ 3-'^ S S M p-a C O KM (N S■^C^^ -N «£> ■1’ O t~ O 00 t- 00 'gotjBoiaqjBxii jogstg; •guid99q;-q;ooa; •dtqsaBiaagx •9oa9pnode9xioo pun qstxSnatiotao^oO •eju9pnjg JO 9°B oSbjoay 'C^OC^G-lOO'CiO: O O O O o o o o o T-I O §'o CO ® - p 5- o o cj rri o O O O o o CO XXX X XXX ? o IrS Cr< Sec i o ® § &! fcX- = CD C3 ^ r-l QJ - *1 ® 5? r'3 w ^ *03 te^ P o'® g £ CO.P cs oS'SqPQ'^PP ^roro!Ej.os5o:- 3^0 P( o C ^ P ® = ^ P ® ® ° ci^ ®.S.SM ® a ^'1 2 o P g g A go § 3-5 q ac2 p 2 o §3.2.2 ^ •jaqiunx I p I - ^’2 2=2 b2 p £3 ® 2=§2§ssa2^.s-i|^-5ll 2'oo2o^2'P^So'op^^^p o q o p .a o o c b- p ^ 3 o SfLigp;pqc)OftSw;>i-5i-i,< o . §;§;5: O O O "•_ fcfSpjS’qJ -2^ 0 O 'o r 'P-qUO 6q § g I’ ® ^ s 2 S §§l'Sa CaO. d3''?2S 2^: q 0;q H tt 0 T3 q o •■5 3-0 'g'C § ® © c o £,2: Cr^P^KO! j p» p; -q o : 1 c? 3^ <;< it 01 College of STATISTICAL TABLES. 603 # I O _• § I - If I tl -I I ^1^ I. '■Ji "ilii II? II5II 115 -Mdfl S-M riri fl I III II IS “ s lloport of ComiuiHalonor of Education for 1874. a Drawing and painting arc taught. b Life BchohiiHliip. c Including board. Table IV. — StaiisUcs of commercial and lusiness colleges for 1875, <|-c. — Concluded. Note.— x indicates the branches taught. 604 REPORT OF TP 1 a: tn c s o >= c 'o M . O w OMMISSIONER OF EDUCATION. vs rt S rH- ^ ^ O 1 5;^ P'S 's! • u i-i ®® ® ®’"'_^ ’-'oo® ss S nb--* ” ^S2a _® og.- „ go®® SAP. & p.dp( p Ppifiip, ®® ® ®C3® ci e3®®0 m K mm \-tm i-s H>mm^m •q,n3pn:;8 -qona aoj noTC^m!} JO jeoo lennuY « coooooooooooi.":oooooooc^ ^ O 1 1 tt< o o 00 o o => o o o o t- ;o o 00 o ^ lA CO •poqos Sat -n9A9 JO sqjuoni JO loqxnn^ (S w 00 ‘OwCCCiOtTiO •VJiTifOCS • -o ‘OOO <;DC0 ‘O •jboA OTjsni -oqos UT eqaoJA.’ jo Joqtrni]q es W O O 00 — *000^000 ^ O O OJ TP -TM Cl — S'? Cl GO O to d ^ TP o tt lO 1^3 O O O lO tt tt O o •QsanoQ uT BX89A JO jgqmnij; M i" F n ^ rif rij-Ja . . Volumes in library. •osnajo •uT x^uunn oS'sioiy M W o • o • o • o • • o • • * • • • o O • O • O • j j •jeqmnu OToqA\ « M o • o . o o o o . O » . O C5 1 1 • Ci rl • ; o o • 8 : cf 1 O ' o • 1 o ■ » o • Branches taught. 'AqdBiSaxai, H M : : : X X : X ; X 1 X X ; X X X : : •Aqd'BiSouoqj; ® M X : : ix : i X X X I •oouBxneui ojTq; Si Si i M M X •Aoiouooo iBOUnodL QD : : : X : X : X •AVBI X'BtOJQUIUIOO Si ; X X X X X ; X 1 X X XX : X X 1 X •gniquBa; fi ^ M M X i i X X •SuiioAjng k? Si M : M •eoijBuiaqj'Btn jgqSig M M i X X •guidaoq-ixooa; /Ml cl X X X X X X X xxxxxxxx XXX XX X X X •diqsuBuiagj X X X X X X X X X X X X X X XXX XX X X X •ooaopiiodsejjoo pun qsqnag; uotnraoo xxxxxxxxx X ; X X X X XXX XX X X X •sjuopnjs JO qSu eS^jOAY si O GO • 00 C5 — ’t- 00 1> r-( d r-i T-i o I d • o d d 2 cS H t. <£ X. a c; 'c X fT c Elizabeth Business College . Bryant & Stratton Newark Business College . Trenton Business College . Folsom’s Albany Business College . Browne’s Business College . Clagboru’s Bryant & Stratton Business College . French’s Business and Telegraph College . Bryant’s Buffalo Business College* . Commercial department, St. Joseph’s College . Elmira Business College . Commercial departmenk College of St. Francis Xavier* Packard’s Business Colloge"^ . Eastman’s Business College . Biwant & Stratton Business College and Telegraphic Institute. Trov Business College . . . . Utica Business College . Akron Business College . . . i . Commercial department, St. Xavier College . Nelson’s Business ColloEre . . 1 (^ueon City ComraerciarCollego . •joquinj^ — ic»r"'s>oot-'voc50— ((MMrcooi'Oocrio— ■ t’C'{>t'i>t-t~t-£’aoooaoaoaoooaocoQoaoc:C5 ociosjcsC'- — STATISTICAL TABLES. 605 1 Number. 606 EEPORT OF THE COMMISSIONER OF EDUCATION. Table Y. — Statistics of Kindergarten for 1875 ; from rejfiea Name of Kindergarten. Location. C 1 o: c Name of conductor. Number of assist¬ ants. Pupils. Number of hours taught daily. 1 Number of. I 1 Between the 1 ages of— 1 2 3 4 5 6 r Home Kindergarten. . . Odd Fellows’ Temple, Sac- 1875 Mrs. N. G. Hill . 1 15 3-9 4 ramento, Cal. Kindergarten . Bridgeport, Conn . 1872 Miss H. W. Terry and 3 80 4-12 Miss M. C. Terry. Kindergarten o f 747 Chapel street, New 1874 Miss Tallman . . 0 12 4-8 Homesworth School. Haven, Conn. German Kindergarten . 298 West Jackson street, 1873 Mathilde Burmester.. . 2 45 4-8 4 Chicago, Ill. Kindergarten . 1000 Wabash avenue, Chi- 1875 Miss Emma C. Barrett . 0 8 3-8 3 cago. Ill. 1874 Mrs. A. H. Putnam _ 12 3-7 3 cago, HI. The Misses Grant’s 130 North Dearboru street. 1874 Julia G. Smith . 0 25 3-9 3 Kindergarten . Chicago, Ill. West Sicle Kindergar- .51 South Sheldon street. 1872 Miss Sara Eddy . 1 19 3-7 3 ten. Chicago, HI. Kindergarten . High School Building, 1875 Miss Alice Chapin .... 25 3-8 3 Indianapolis, Ind. Kindergarten . 66 Breckenridgo street. 1875 Mrs. M. W. Graham . . . 2 18 4-9 3 Louisville, Ky. Kindergarten of Ger¬ Corner of Second and Gray 1870 Miss Bertha Lanber. . . 0 35 4-7 5 man and English streets, Louisville, Ky. Academy. Bates Street Kinder¬ Lewiston, Me . 1875 Grace M. Crosby . 0 25 4-7 5 garten. Bates Street Kinder¬ Lewiston, Me . 1874 Anna G. Morse . 0 20 4-7 5 garten. Kindergarten depart¬ 46 Mount Vernon Place, 1872 Mrs. Wilhelmine 1 20 3-8 ment of Mount Ver¬ Baltimore, Md. O'Donnell. non Institute. Kindergarten undEle- 32 South Eutaw street. 1875 Ernst G. A. Hiehle - 1 60 4-8 4 mentarklasse. Baltimore, Md. Miss Williams’ Kin¬ 190 North Entaw street, 1870 Eliza Otis Williams . . . 0 11 3-7 3 dergarten. Baltimore, Md. Kindergarten of Lasell Auburndale, Mass . 1874 Mary H. W eston _ ... 11 3-9 3| Seminary. Charity Kindergarten. 225 Hanover street, Bos¬ 1874 Miss Eliza T. Hickey. . 0 30 2i-7 3 ton, Mass. Channcy Hall Kinder¬ Corner of Boylston and 1874 Miss D. Augusta Cur¬ 0 14 3^7 3 garten. Dartmouth streets, Bos¬ tis. ton, Mass. Private Kindergarten. 98 Chestnut street, Bos¬ 1872 Mary J. Garland and 1 26 3-6 3 ton, Mass. Kebecca J. W eston. Public Kindergarten*. Corner of Somerset and 1869 Lucy H. Symonds ..... 0 5 3-7 3 Allston streets, Boston, Mass. ■ From Eeport of Commissioner of Education for 1874. STATISTICAL TABLES. 607 to inquiries l}y the United States Bureau of Education. c ^ i| II X C Occapationsof pupils. Apparatus and appliances. Effect of the system. 9 10 11 13 13 14 . 5 . 2 Block building. Tveaving, The usual appliances . Quickens mental deyelop- sewing, object lessons, ment. 5 10 4 Frobel's occupations . Those appointed by F robel . Very satisfactory. 5 12 3 Excellent. 5 10 4 Frobel’s Kindergarten oc- Frobel’s 13 Kindergarten Satisfactory in eyery re¬ cupations. “ gifts.” spect. 5 10 4 Frobel's “ gifts ” and occu- Karrow, low tables, plants. Excellent; the powers of pations. piano, pictures, Frobel’s obseryation are cultiyat- “ gifts,” &c. ed, and children leam how to thint 5 10 4 Sewing, weaTing, stick lay- Low tables, marked off It strengthens the body. ing. drawing, pricking, into inch squares, piano, exercises the senses, and folding paper, modelling blackboards, ruled slates. employs the awakening in clay, and Frobel s and “occupation mate- mind. games. rial.” 5 10 4 Frobel’s “gifts.” also read- All the “gifts” and a V ery good indeed. ing and German. piano. 5 10 4 Buildine blocks, sewing. Frobel’s “ gifts,” ruled Harmonious growth of the perforating, laying sticks. tables, piano, plants, and physical, mental, and weaying. laying rings. chairs. spmtual natures, and a paper cutting and fold- loye of work, order, and ! ing, drawing, tablets, law. wire, and peas-work, 5 20j 2 1 All the pure Kindergarten Frobel’s twenty “ gifts ” Increased happiness and 1 occupations. and occupations, plants, facility for work. 1 1 1 playgrounds, and min- i 1 1 eralogical cabinet. 5 40* 1 I Kindergarten “ gifts ” and i i Perfect. 1 aids for object teaching. 1 5 4 10 : Tnose found in Frobel's Frobel’s “ gifts.” A blessing for the children. j system. 26! 2 1 Sewing, weaying, drawing, Cubes, oblongs, stayes, tri¬ It giyes strength of body. I)eas-work, paper folding. angular and square tab- j ideas of order, time, and 1 j (fcC. j [ lets, wires, &c. beauty, and ability to 1 ' ! I express the thoughts. 5^ 26 2 Building, laying figures. Tables, chairs, and mate- i Ideas of time, order, regu¬ weaying, sewing, peas- rials for occupations. larity, and neatness are work, slat- work, draw¬ deyeloped, and also ing, marcbing, singing, strength and agility. 5 37 1 "SFeaying, plaiting, draw¬ Frobel’s “gifts,” Prang’s It promotes physical and ing. modelling, sewing, chromos, natural history mental development, and singing, object lessons, i i charts, blocks, clay. the happiness of the games, calisthenics, and , , slates, paper, plants, &c. children. instruction in German, 5 12 4 All true Kindergarten oc¬ Kindergarten “ gifts ” . Harmonious development. ! 1 cupations. physically and mentally. 5 9' 4 Frobel’s exercises with i Frobel's Kindergarten Harmonious physical and j 1 1 cubes and balls, drawing. j “gifts.” mental development. 1 ! sewing, peas-work. fold¬ I 1 i i ing, weaying, modelling. i 5 object lessons, and les¬ sons in botany, &c. 5 10 ; 4 Modelling, weatung. sewing. Fkobel's “gifts,” plants, Satisfactory. staff laying, games. :§ 43 CO 'ro Pupils. 2 p . O (>> ame of Kindergarten. Location. 1 (D 0 erior. 1 1 1 system. 5 i ^ 2 Those authorized by Frobel. Frobel's “gifts” and mate¬ Strength, agility, and healthful development of rial ; also cabinet and mu¬ 1 1 seum for object lessons. mind and body. 5 12, 15* 3 Ball playing, block build¬ ing, paper folding, weav¬ Everything necessary for Beneficial in every respect. the occupations. j I ! ing, pricking, interlacing, i stick laying, sewing,. ob- • 1 J 5 ject lessons. Sec. j 20 2 Frobel's occupations . | i 5 45 1 1 1 Frobel's occnpations . i ! 1 ATost beneficial 5 20 1 . 1 An of Frobel's “gifts” and ! occupations. j j Fiobel's occupations . ; 1 i 1 1 1 Y ery satisfactory . 5 20 2 1 ' 1 Harmonious development. 612 KEPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1875; from replies to OQ -S i b * 1 C.H ^ X Occupations of pupils. Apparatus and appliances. Effect of the system. fS"' 9 i 10 11 12 13 14 21 12 Instrnctive plays and sing- I ing and exercise in the 1 oi)en air. 4 I All the occupations connect¬ ed vrith Frobel’s “ gifts.” 1 Frohel's complete outfit . . . Frobel’s “gifts” . Frohel’s occupations . . The lessons connected •wdth Frohel’s “gifts.” The usual occupations . . Everything necessary to Frohel's ^steim The usual apparatus. Object lessons, singing, dr airing, sewing, gymnas¬ tics, exercises of memory, &X. Frohel’s occupations. Singing, playing, declama¬ tion, &C. Sewung, weaving, pricking, drawing, paper folding, modelling, 40 40 40 iO (M O lO ^ CO W c^40 'X^iiox a o oi o o OO o COOOOO OTP 400i 40 40 40 4.0 CM 4.0 40 CO CO CM 40 (M •SJ0C^^na:te^t 0['Bai9^ ao J • |CO 1 J r^T-H THOr-tC< j rl 40 O 'SJO!;onj!^8tn oibh i-PCOOtt- OCO ^HOICO?^CO tH ot •uoiii'BnTraonop sno^n^a o 4^ 43 O O o © cr CO 5 ^ Cong.... E.C..;.. Non-sect. Cong.... Cong.... Non-sect. Non-sect. Baptist.. P. E . Non-sect. Cong.... Non-sect. Non-sect. Principal. ’ B. H. Johnson . Col. S. H. Lockett. . . . J. N. Haskins and A. E. Kel¬ logg. Brother Cianan . Nathan W. Moore . Emory F. Strong . Eev. C. E. -and Hr. Geo. E. Abbott. Eugene B. Collester . XJL\ O. Kj. JllUU . j Eev. P. L. Shepard, A. M... George B. Glendining . Eev. Edward B. Emerson. .. F. W. Gunn . Augustus Whitlock . •nopuziungjo jo oiiBo; 40 TP 00 00 1869 1874 1864 1861 1848 1870 1873 1868 1865 1854 1861 1850 1847 JO ej^ci ! 1 ” 1 OO i ® i i i :o i Location. « La Fayette, Ala . Montgomery, Ala . Tuskefffte. Ala . Oakland, Cal . San Francisco, Cal .... San Francisco, Cal., . (Mason and Geary streets.) Bridgeport, Conn . c c J ^ > g ! 1 1 ^ !§ ' © c XI yti. w&iixtv, v^uxiiJ Old Saybrook, Conn. . . St.amford, Conn . Stratford, Conn . Washington, Conn _ Wilton, Conn . 6 a & H Part I. Schools for boys. La Fayette Male Academy* . Hamner Hall School for Boys*.... ParkHiirh School . Golden Gate Academy . Sacred Heart College . Urban Academy . Commercial and Military Institute □Q > O « "o o ; 02 i o '■1 \\ ’ :P JJ o,- O C ^ c ©rC '3^ wS Seabury Institute . Private and Select Boarding and Day School. Family School for Boys . Family School for Boys . Wilton Boarding Academy . •aaquinjj j STATISTICAL TABLES. 617 t o CO 1 o • • • • • • • 1 1 1 I • • • • I t • • t 1 • 1 # » 1 t • • » • » • . O I^. -.0* • Cl ' • ^ g ■ * 1 • (M • • rH • CO lO • • II II • • 1 • ■ 4 36 g,00 O O CO 00 iO • rf ^ t LOCMCOTfO •t-'^iO « 1 12 10 15 OO • • *0 -CO • • 'O « rl • « • 1 III O 00 CO O 00 c- CO CM ^ co'^comoocoo • ^ © t’ O TJ. o O O O CJ O fO © O O O lO t'©T-i-^iyi©0<'r(HO»'a'eG00'^ir5©»H©-^ co^naoco m ©M©mQoo©i»t- i-tr-iO«THi-tTHr-lrHC^C«T-nOr- COC-"^-^ W CCrHr-1C?^i>iOGMT-(0 ^ 55 c5 S5 O CO" ; I o ; ; , O g ftO a-g : g ©-g-g g aoo g g gooo agH H . o o o . . . ce o , }s?;:2;!ap^p^p^Ki|zi(i, p^ a co^ SS.S :<] N| : :i i| : ; ia It- <5® z ■ ® ^ a I fcjo t I ■ ""s ‘U ' 'aa ®^-5s®:s3 infill lagllSIllllll^g ^ i: at ;:3 fi 'W.'S jc^ : : . ® '- ® ci a : ?! ® o r-'td-S = o :-S^:3 Ui^irXs^ll ct b-ste >'23' ^ <1 <5 N COdOCt^W'^iOOTT ‘t-io i>rT^ot^ior-^-i> 'COO CO 00 00 GO 00 X) 00 QO 00 * 00 00 O ^ tH o CO C^ Ci ^ lO G« 00 CO CO t ♦ «> CO CO CO j> CO OCQOOOOO 00 00 00 GO 00 X> 00 00 GO OO S : J : : : : .„ . .. ,^P4 P 'S o i=i ®'rt a ® o .>'^ - ® f3 g^'S ® • <^ c§ *0 r© ..>© -4a© - 5 £ rS^o r®^ u-«-3aj|i |s|ss«|liSpiai D -- .r-gcc'^ ^1 ||s gi'S ^ £53trr,'?. O g|1 i“ ^ •;§ ^1 cis P= S a w ©■^ ® rs OT-g «--S| g| -S'rn 5^^ , xj ja ^ b-S o ce © g o& 'gl .tens o ,o u a 5b cs^a ^ 2 S'r O 2Ph t.=5 a.2 L*© c3 ® ^|i;§ fC o o 43^J cs Hcocefi o ® S| all 0^1 /a Sra: ra cj ® *3 . 43 rid ©o S . • ^ o©ppa2«75fcc >.'« ^ Is >5 © a *+^ r- i'Sd^ P - 2"® t! o > 1 a o 2 ^ ijp I 00 o ^sg" °l? ife- 00^ S £54^*5 43- EHP^cocoa: •=3 CJ IP"© ’M ■ O ® ;‘3^ o :P<1P ,W-9 o o -gw cc nnnn n eococo-^- t (>i cc O CO From Report of Commissioner of Education for 1874. 618 EEPORT OF THE COMMISSIONER OF EDUCATION. 00 •uoi^Buinionap euoiSn^JI •noT:^>?ziTn3Sjo jo 9:^Ba u9;jBqo JO ojua; Number of students. •aBai; oiuiaprou jsbj jo osoto oouTS poqos opijuatos pojajug; 18 3 t' I 0 0 . jOOOO .CtO t •ju9jC oixuapnou jsu^ JO 9S0J0 9onis oSaxpo parajug; 17 ^ CO CO rp 0 ir^OOOOCOCO ‘CO •aSaqoo ut asanoo opijaaps Joj’SuTjudai^ 16 • CO CO ^o 15 0 _ 0 * • »— 1 >00 *000 •aSaxpo UT asanoo xuoissuxo aoj Sutandaa j 15 CO r}< 11 __ dl- 0 »— CO OLOOdTTr-ld^d ‘Cl rl 1-t 10 • d •saSunSttux uaapotu uj 14 rf' 0 CO 0 CO Cl r-( X 0 !-«. T-I d CO JO j CO th -cor- ,oox •asanoo xuaissuxo uj M H CO X to 0 CO Cl'^ d 1- 0 T-I CO 10 17 15 4 1 13 51 5 "22 •asanoo qsixSua; nj « 1-4 to d CO Cl 0 ^ rM ^ LO 0 CO 0 rr 1-1 10 § : jSiS •axTiuia^ H H . 0 • • • . t- . 0 . . •aiBj^ 10 X i.Of-i'-'^G^oo orri-oooTpcoc^ — ^oc:?to CO d lO lO t- iO 40r-!*^dd rl d iO d C5 O •IT3P3: 1 Oi X toi-i>Tf«oocr» o'^iocoo'^co^*^ — 0010 CO dot-iot^i^io oiH'^cod iH d»ndc;o •eiojonijeut e^'ctuo^ 1 ® 0 0 ;0 ; j j 1 0 |(K(Jl©r-l -Cl ; ; •siojoujjsut ejuK 10 TH’^COCOCOdt' ?OdCOr-ii-lr-trHT-lCOiOdi>0 a a a WO o o o . . ^SziKCirt gslHH-aliaH 0.4 ® 8 ® W a:POw4pP 8 ® 00 OD QD 00 CC'^dOOCO'^ ‘C^CDOOCOO »r-oot-*ioo QOGOOOQOQUQO • X 00 GC 00 00 GO LO OJ O 1-1 » 1— J l> T-» 1 ^ CDfCOCCCO * ^ 5Q ^ .1^ ^^;a® S'iSjIst^tSS oa — ( ® >> :■, a a a c2 a ■ t .-s ;0 C CO cj^ <1^ S ® ■ .>^5 — i-J O '---■ y:x.-e o ®' o W ^ t ®3 a gf§|.2i5=2 •CC-g"^ -S °*' a §i|=i ’«y 5^2 ® i3 las- o 5 ;-! ^ »• C.5c'^rSS^ ^ a o a o ^ >5*:^ a s >> c* 3 3^*^ o*^ ^ ® ' sPHii^agW" I ^ § a r^ s a fcbri l^kS =3 ®l2 «3 j a-- j ia2SWa:PW:/:Wi-’a2 ’jaqnmj^ STATISTICAL TABLES, 619 01 OOC< CO O irt o O 50 r-i ' >0100 — ' CO -» ■ » 1-1 CC50 0 o LO O Hi-: 5 o s a'T ft- 2 . 4^^ s : i : : ii ^ ’l*i : : I i o $ • • a f-> [T ® _-»= ci ypt •=. Ski? ! ©"o > > > aa > -s g si o o ® o ® HH fi 02 to <4?c ^ : :fl - ; §^2^ I HHOH SSt-D H 1874 1854 1844 1830 oorriMOi-'^oroo o*H cci^»r:t-Tj^.u .5i°^|Htiro§5o?^3 S55i3f5^i|ii|>. ii’S |ii2.^5jll:S|ii|s 2^ ca I §§^s a cS e? gjOjOrO C cT c' ^ > c3 • X © SC'’^ © l^.|5 i o I© i-s g.2o n ,a : ; ^1 : :>i^- ;>^ : i-i awsPH-s ©'--— tc § a'g.c- 44 ©44';3 C4= O gl il H p;=3d000H i§i§ilii R^;zi ;zi [z; •§2 CC.S o §r2'cS43 ;=3m ^.2- S' tdM*^ O^S •CO® •^ a a gsl ^ SpC3 Hwo tAs^ls i.si|:H '§--.2 ® llll-^ o o o'® a S-i c.® 0 c t. P ©43 U.pi.>a2 ® s:i1f.| mHE^KQ •sS", i S? C ^ O 2^ •c 3 MR R O 2g |l o S ef S ccH 4- -pH 0.2 2 M tX44 .2 a a o III a ^Rd I iai- d ;.l3’.3 o ::=’o§l« i||-S|2 5 rt'B 2 = ® © 3 ^ c5 ^ S ©^2|-coO § >;.a.- cH © 5 o-^5> o_ io :W4S-S!E'^ '0^0 ct?^ © fc»^c5 Z — . g£ c g^s ti-s UM H5© ‘3 a ©rs J?”® c, +33 an ©, M-gg •aM-g g ®M lU- S-=.a ©^ S HmH q ^ a u H a '2 o ^ ,§ a M a •-® ill g •CcgS 2 oM ill rl 000005 o ^ From lieport of Commissionor of Education for 1874. 620 EEPOKT OF THE COMillSSIONEE OP EDUCATION. O .5 o O I o So g -s • JU3.C onnapBOB jsbi jo 98cr[0 ooHis looqos oppaaps paj9:^aa; 00 o 0 0 4 ■ ^ o •jb9<£ oicaopBOB J8iq JO 990p 9Dcns 9S9ipo pajojua; • • O O ro CO •9®9n00 HT 9SXQ00 ogTjHops joj Stnj’edajx « CO 0.1-1. CO i-t Cl ’qS^y^od ut 9SJT100 papsBp joj “aixedajx « l© 0.1-1. 12 10 20 o •soSbcLdhex niopoui uj o b .S 'a p © 'E ^ds c o cc o p 5 1 K > o OQ OC cS << 0-5 ;ai 52i o 0_ 5>^ 5^ 525 % e >5 « >> — o - O •-' Ul 3 c >• P 'c c o £ ^ S C g I o S ^ ^ CO H a pH STATISTICAL TABLES. 621 O O L-i . o o o — oricjVo- FTSo' -S S3 S2 § ■©^ — w --^SS 0-000 o ^1 ; OIOS»;XO ^ -ax - po- I 2 £- :2 'W o o o-^ ?? ^ - OOSJ ■^-joWo-T=-^oo-^ rTwwrT^r^^~^^~^:w^w^w~ww^wr~^www~wm^m~w~smw~^r^^ -^Tww^^^~ww~^^~wwww^^~m^ww~mw^~wm^^w~w^www~w~^ ~ — 5« rci F — c* o o V "T^ “ot-' “S - ^ O O TT « o - “oor-. - ; . ;0 - ; ; ; ;«'; - S - ;'i=^r“ j« ^ ji olN-r^ — 2-3* 2o — o 2 2 2 3* — — o TT o'2 — — sio s riaS -IS 5S a sSISSI sSaSS s2H3 SSsaSs a SssS i Ss JFrom lioport of Comuiisaionor of Education for 1874. a School closed temporarily. Table VI. — Staiisiics of institutions for secondary instruction for ifc. — Continued. Note.^ — X indicates an aflirroaitive answer; 0 indicates no or none. 622 EEPOET OF THE COMMISSIONER OF EDUCATION. Number of students. •juaA oTTuapnon jsbx jo oboxo eonis xooqos oqijaaios pamjaa; 1 • CO • QD ; : ^ . 1 : : o o o o « o •ib’aA oimapnoB jsbi JO 980X0 aoui’s 9S9X[oo pojojua; H t • O O O CO o o •9§0xxoo at 9Sjaoo ogijaatos Joj'SotiBdajd cd H • lO • 0 20 50 4 •9§9X[oo at 98TO00 XBOTSSBXO loj §aTJtI(l9Jd T-i . CQ t O ■ • 60 0 10 50 10 •eaSbuSanx ujaponi up o CO O OOOO J ^ d LO •9sanoo xBOtssBio up O O • CO • XI 60 0 30 70 20 •asanoo qstxSna; np • 7 550 100 80 20 •axBuiad M o • o ; ; O 1 1 1 •9IBK o --c:>o oooo oooo o C5 •f-H Cl ir; lo co lo t-h r-l t-H 1-1 uo r-t tH •injox Si -ITTLO oooo oooo o o i-H - c^ o Lo CO o 1H T-l T-1 -H O t-1 T-1 •sjopnj^sai oiBoiaj GO O Cl ; -O' J ^ r-i O Cl d Cl •ejo:}onii.suT c-ctoci r-OMOCT •uoci.nuraiouop suoiSnaa; Moravi’n Non-sect. P. E . K. C . Non-sect. Non-sect. Friends . Non- sect. P.E . Principal. ^ I ® ! fs| S , ■s • O ■ ; J 1 w : :® . 1 ^ : ® : ‘‘~ o J iO ® : : g : ^i?s ^?igS 1 s ; § 1 id d d s ds d S : § 1 = ; ^ id ^ d S i5 ddg d =1 — 5 — — j - tTT® — i — ;® — j — i — o“”i — « — ^ — » ; ; ci — si — ?ro — d - d' J si ^ — d — — =i — ^rd — ^ — « — =r= — ;=-dd — d- a g eS S_ isSi i iissii ir i 5 SI S S I .is nil f From llcport of tlio CommlHaloncr ofEilncttUoii for 1674. Table VI. — Statistics of institutions for secondary instruction for 1875, — Continued. Note. — x indicates an affirmative .answer; 0 indicates no or none. 624 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. •XBOA OtUiap'BO'B J8BX JO 990p 00UI8 po’qos opijuoios peaojua Qt H M ° M ° 1 ; O •jboA oiraapuou jsbi JO oeop oours e^opoo poaojug; N 5 12 0 . 00 •o§9Tpo ut 08jnoo opijuops joj 'gutjedojg o H . . o . • n ‘ ■ • Cl . . . ■ • . > . ■ • ■ 1 • • 1 II • • • • • • I ® •oSopoo UI 9Sinoo [U0I8SBXD JOJ SnxiBdajg W H 8 1 11 20 9 3 10 . o •saSnnguBX ujepoui up x# rH 100 8 20 • o •osjnoo poisscp up w H C 25 • 100 21 16 3 30 5 6 •esjnoo qspSug up « H ^ O ^ m O OO O W CO O CO GO o Ci ■epuidg ; ! 1* \ i ® ; ■ I : ® •opK © H o th d m o oo 00 rH "np CO iO CO d OO O O © d O ■ ^ d lO o oo UU r-i ^ CO ITi CO d OO O tH tH ^ •sjo^onj!;sni oiuuioj; GO . . . . ; O ; r-l 1-t O •8Jo:^oiu:;sui 9xni\[ i> tH i-HO d drHO l-HdO •uoT'i^uaTuionap enoiSn^S © Non-sect. Non-sect. Non -sect. P.E . Non-sect. Non-scct. E.C . Presb . . . E.C . Princip.^l. Eov. C. 11. Nourso, A. M . John W. Hunt, A. M . . Chase B. Young, jr . Eov. F. L. Knight, D. D . 0. C. Wight . Chase Eoys, A. M., M. D _ Brother Tobias . S. John Thomnson. A. M . Eov. James H. Colton . Brother Botulph . *noi;^nzia«gao jo Tfi 1873 1869 1852 1870 1840 1870 1870 1869 1844 1859 JO OJBQ n o ! ; ! ! ! ! . ^ * • 00 Location. i « Georgetown, D. C., (cor¬ ner Dunb.arton and Montgomery sts.) Washington, ' D. ,C., (Fo ur-and-a-half st.) Washington, D. C., (Fourteenth street, between I and K.) W.ashington, D. C., (corner Fifteenth and I streets.) Washington, D. C., (Indiana avenue.) Washington, D. C., (Four-and-a-h.alf st.) Washington, D. C., (K street, between Fourteenth and Fif¬ teenth streets.) Washincton. D. C . Caddo Station, Indian Ter. Santa F6, N. Mex . Name. H Select Male Academy . Boys’ English and Classical Iligh School. Emerson Institute . Episcopal Institute . Eittenhouse Academy . Eoys’ Academy . . St. Matthew’s Institute . Thomnson Academy . Spencer Academy . 1 St. Michael’s College . •aequinjji 20G ) 207 208 209 210 211 212 213 214 215 STATISTICAL TABLES. 625 15 0 o O O o m . o o in o CO o ■ olo3^S CO X S 12 45 30 25 25 14 1 6 O CO Ln ?H O O C5 • 1-H — cc ; w c* .... 8 20 10 4 4 5 o ooin 01 m ©J t-* — o o o rt r^c©o©?x CO o o m o in o O ©J C5 33 80 65 51 35 63 10 o CO CC O X o in m in o o o o o — CO o i-H o • o ;3 • (?< ^ :o a ‘sO 01 CO ol, o -H Ln o o o o o c< X o-cn A 4. A 4, A ^ ^ »-• ►H fl ® S E « J W SS ^2. •£ 3 s2 O o pq« o ^ o o pO oo 5 : o a : p I -25 g'g a sx^ ^ S o-rt c3 g^>M- 5 a o CQ s -S ^ ® 1 © § § 5 ® 5 cd C3 A o S i 05 95 a ® 1 ® ® ® o 1 OQ EC EC a i^.2 ^03 H § s P ^ s p5 ^l| <5 S a:-*^ a fc. Ssl® Sai^a . . 3D ® > ® ® SD : S ' o 2 20'-^00 ^ -§ COO® •‘.•‘•‘ECS®* Pis'S o£:t:l:sp.®a ^ p cj a _ „ w - ® ® „ o 2 'S'S ® P.® P « ® 5 50 ®a®Eoo>a>g>“^®ar -XK-XCPP5^ ??; !e; ^ “• a a a o o coacg^a -Pc P'5 ®'P=< e ^ 5 a a fcT sx'c ^ ® JO p" 2 p^ S5 a o s^-aa 2 l-i -g g = .2 5 5 ;>-. q'3 ^?Mo^ £ ® |s a H. ■. S'-? c O >-.02 p C W 5-P 2- ^ 2 8? ^ ; a I -I § P o 32 g ^•-.2.2-^ o 5 s a ® 5 i ® 2 a.^5 J's^ i =5 &'-® > a .2 a ^ c S i".g§ o 5 gM _ ®.2 o a"® c e § Sale O c o t>l PL,<1 R ; ^ li? ^ ^•i-.l I 5 a 2r'^ a: o 2“£~.'i§) 3f= crv^ g i ©5 c.0 ^2 3 p's ® iS 'S a 22:S a^ o 5 a-® ®S5^-= n'3' ®K' £' 5 . p ill! — a cc c 5 H § § 5 P5 m A - t n ^ •al^ ^ p's i WbC , ■S 2-p C O ^ o A &< go E-gai §>^ tin 1^ M "S. ' - a so a a o p a pS cO'^' 3 f2 n o ■ p CJj- P aaS §50." -a ^Oi 5 p'H^-' P o e a • eg®® a a’2 ^ o © c CC^OpSi c© ^ 2D C5 o S S S5 c5 §1 i I Si i ISiiSi I X o §5 s O — 5^^ -T ^ Ct C<©1 40 1 From Koport ol'Commissiouor of Education for 1874. Table VI. — Siatistics of institutions for secondary instruction for 187.5, ^c. — Continued. Note.— x indicates an affirniiitive answer; 0 indicates no or none. 626 EEPOKT OF THE COMMISSIONER OF EDUCATION. Number of students. •JBOA OlUIOpBOU JSFJJOOSOp oouie [odqos optiuotod pajojug; GO tH o • •JBaA OtCUOpBOB !JSB[ JO 9S0[0 ooui’b 930[ioo p9.i9jua; •9g0I[O9 ni 98JU00 opiluaids aoj’:gnii'Bd9Jj © H • • ( • 1 o • ■9391109 Ut osanoo tuoiesKp aoj’3utj;Bd0j(j H o • o • . > < 1 • t • 1 1 o • •89SBn3nB[ uj9|)oni uj S 10 70 35 103 ) 10 o tc rH • CO CO • •oejnoo ^BOissBp uj « 00 • O »0 00 *0^1^ J CO J iO Cl § •0Bjnoo qsijSua; uj 2 45 no 107 100 o o o O O CO r-t CO iH § : •9IBni0^ 3 45 73 200 no 156 250 150 175 100 120 300 1.30 50 70 30 •91BK o "H, 0 .0 21 0 30 j-io •I^IOX o iO CO O O t'* O 0*0 o oooo oo r- o ^ Lo LOi^ o loocot^ t^co 1-H 1-H d r-iT-» •sio:;on.r).suT otuuio^j (D CC C5 CJ lO 00 rH 1-^ Cl • . O O i'-d •sio:jona:^sni i> tH « M TT 'T ; O (M ■ ■ ■(=> 1 ffl •uoiTBuiraouop BuoTSixoa; O o ; « "o "o it a ■ t) O ® Id a ^ a a 0 o c o o ® ® ® • «: ^ O !25 ^ P5 ^ Non-sect. P E i Ml ij i dbdg dg : p4dw;l Principal. Miss Fanny Andrews and Miss E. A. Bowen. Miss Charlotte A. Gregg . .. Z. Grover, A. M . Misses E. & B. Grant . Alice E. Bates . . Sister Mary Genevidve . Eev. Wm. D. Sanders, D. D. . Eov. C. W. Leffingwell, A. M.. B. D. Sister M. Cyprian. . . Sister M. Cecilia . Sister Claude . . Mother Bridget H.aydon .... Eev. W. M. McElwer . •^ol^^Bzt^B§ao JO o^bq ^ . 1801 1856 1859 1873 1846 1838 1804 1868 1856 1840 1865 :1873 1847 1861 •jojjuqo JO ojud w 1855 0 1847 1R3R 1865 1858 0 1866 1870 0 Location. Washington, Ga . Chicago, Ill., (15 Shel¬ don street.) Chicago, Ill., (985 Wa¬ bash .avenue.) Chicago, Ill., (130 N. , Dearborn street.) Chicago, Ill., (71 Ash¬ land avenue.) Chicago, Ill . Codfmv Til _ Jacksonville, Ill . Knoxville, Ill . East South Bond, Ind . . Fort Wayne, Ind . South Bend, Ind . Osage Mission, Kans . . [ Auchor.age,Ky . 6 S C3 H Washington Fem.ale Seminarj^. . . . Chicago L.adies’ Seminary . Dearborn Seminary* . Misses Grant’s Seminary . P.ark Institute . St. Francis Xavier’s Female Acad¬ emy. The Young Ladies’ Athenmum . .. Saint Marv’s School _ _ Academy of the As.suraption* . St. Augustine’s School . St. Joseph’s Academy'' . Ottumwa Seminary for Young La¬ dies. SL Ann’s Academy . Bellcwood Female Seminary . ’joqnin^ STATISTICAL TABLES. 627 "o^ s- S : ■ :3 : ^ g ^ :3 583^ ^83 8 83 8 2 - = g58 883^ 383 8 83 8 ^38"8 § 8 S¥ri¥I ir^ E gj|l 38 S38S3 383 S 83 8 ■ol5 — sTo — 55o — w = — rt ^ 3^^ olS — — S“ Hfl 82§l. ■ ^ - -o - =-. 0 54 r~wrm for 1874. Table VI.^ — Stalistica of institutions for secondary instruction for 1875, — Continued. Note.— x indicates an affirmative answer; 0 indicates no or none. 628 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. •J'BOA OTUIGp'BDB JSBX JO 9S0p oouts xooqoB oppuaps paiejua; 2 1 1 • O • ■ O ■ 1 • 1 1 ■ •juaA oiraapnon JO osop 9onie eSapoo pojajug; H • ^ • o < •aSanoo ni asjnoo opijuaps joj ^uundai j CO 1-1 •aSapoo ui aeinoo poTsenp aoj Surindaja; •saSBnSu'Bt ujapoui uj H lO OI • O 00 O CO ‘CO • Ifi o 1-H rH j lO CO .r- • •asinoo poTsenp uj M eoQo o « • S ' . t-l • O* • t 1 •asinoa qeqSna; uj « OQO« OvHO CO •©J'LOO TT • iO tH 0« *01 ••V CO •are cue j[ Vij i § g s ^ ? 1 CO •apK o ■ I 1 1 1 1 1 1 1*^ 1 i ^ •mox o 40 28 40 20 50 11 70 26 315 22 12 45 46 •ejo:jotLi;sut o^raoj 30 CO COCO CO O CO t^io^co o •sjojonj^jem CO f-l LO rH •uoT^innuiouop enoiSixaa; o : : : i 1 : i w ifl 1 i i . o . ® • . Ph ; o Ph ^ ; ; R. C . Non-sect. Non-sect. Baptist.. Unitar’n. Principal. Rev. Arthur J. Rich, M. A., M. D., rector. Caroline 11. Miller . Miss R. I. Gilman and Miss M. E. Blair. Miss M. Louise Putnam . Rev. Henry C. Badger . Mary R, Southgate . Henry Williams . Sister St. Emelia . Miss Mary C. Pratt . Mrs. S. Morris Cochrane _ Mrs. A. P. Potter and Miss 0. J. Pierce. Miss Sabra Wright . •uopnziunSjo jo oq.'BQ 1832 1858' 1867 1866 1867 1869 1856 C5 CO Ci CO CO CO CO CD 00 00 00 CO JO e? 1874' 0 8981 0 Location. « Reisterstown, Md . Sandy Spring, Md . Boston, Mass., (45 West Newton st.) Boston, Mass., (68 Marlboro’ street.) Boston, Mass., (34 Newbury street.) Boston, Mass., (104 Mt. Vernon street.) Boston, Mass., (Union Park and Washing¬ ton street.) Boston Highlands, Mass., (55 St. James street.) Cambridgeport, Mass. Concord, Mass . Dorchester, Mass . Everett, Mass . Greenfield, Mass . Name. H The Hannah More Academy . Stanmoro School for Girls . Blackstone Square School . English, French, and German Family and Day School. Newbury Street School . School for Young Ladies . Union Park School for Young La¬ dies. St. Joseph’s Select School * . Wayside Family School . Codman Mansion Homo School. . . . Family Boarding and Day School for Young Ladies. Prospect Hill School . •joqtunx; 295 296 297 298 299 300 301 302 • 303 304 305 306 S07 STATISTICAL TABLES. 629 • 0 0 0 0 0 • 0 0 0 « f 0 0 . 0 0 0 0 0 <7 . 0 0 04 0 0 04 Tji 04 0 • 0 0 CO • CO t- C4 20 8) 30 00 0 0 ; 95 .... 10 CO la oj 0 CO • 0 • 04 1 C4 ; J9 S. ; CO • CO 00 40 40 0? 40 CO T-l . 0 0 • 04 CO 00 05 0 00 000 00 04 CO 00 -r xrt 00 04 0 140 0 CO 45 CO 04 CO r-t 0 CO 01 OO^^^uO 00 0 00 000 000 0 CO 00 0 04 0 lO 0 004 — t ^ 04 CO 04 04 00 00 TT iO 00 r* 04 lO CO 00 COCO 04 CO O CO r-< 0 40 0 CO CO • ; • 04 00^ 10 00 t** 0 00 OOCO OOt^ 0 CO 00 0 04 O *0 O C004 1-4 -^^00 04 04 00 00-^ 10 00 t- 04 0 CO ^ t- CO 04 rj< O CO i-l 0 LO 0 ^coco Cl O O O m ^ CO OiGl 05 CO CO CO 00 00 <0 CO CO O ^ coo O T}< O 04 rH iH 04 rH iM 1 2 3 3 1 3 04 CO 04 CO I-H 04 1 04 04 tc,, R^ oP Cong .... Non-sect. Non-sect. Non-sect. T?. n 0 0 SQ !§ ^ iW p: Q C ! 0 ) Non-sect. Presb ... c pi Friends . Non-sect. Kf.Dutch 3 I 3 • 1 • \r^ \ \ \ t 0 • • t 1 0 * • • ip' :q : £ ; : p ^ : 'g : §:t3 6CR ® a 54 . 0 • . s 9 ® : o ” “ g ® . g -S-ts I g^5=D^§ B ^aB^;ga ^ cc • c; ro • © . rsisa*^ !§ rt s W f*l 03 t> 03 ^ i I -§■ ^ H W ^ O O ^ rt5 ^ ^ ^ ^ ^ 09 P4i-i o p4 ^ . fflM .5S.2 - o - • c- o ©H g ® fl pf*J 3 g’S-S^ o .'^ o< ® 2j ® g. IsSIslJ' CO C^ i> LO c^ LO CO CO t- ^Zj 00 GO OO GO lO ro ci^i 00 GO 00 00 00 r CO lO 00 00 * ® 'tn Cd » CO M l3 « ^-iii|aliii o:"^ §io ^ I ll .a .... _ g> Oq: o tJO 03 .2 "C ® a ® mill f" '^ip: a a ^ 3 <1 F O SPr MmPQ OO ■ o 9 :"2 ®P3 -'^ s^ts- B.S Sx. ■ o a ©iS ■S a^P. 02 ti ® 03 • © a _ • q .a lO -^ • : «,r^ -a ; di |§-w 2 ® ® g’g3 ® a© a ^ §3.a|-^g'^§ b_j02 g c3 02 02 OM fcB® iZ .9^.- 1-3 ®l-3 -9 '9^';? c3 c3 . O a 3^ ® H W W ® 1-3 I 3iz : 3 _l-3 '0|=!,-J 115 ^lPi R-® o P PQ o ® a o o o : W3 • • &c ; : R l;l I O O a ® .9"^ a®^3 ® a o o “2 g0202 ® © ffl t>> arH s - I 02 y) j, . to ^® o ns -. sag R © S .9 o3'-;a;§ S±?‘-'-'S •f? a.gra’a'a Rqj - ©as ^P-i®aaj-Oggo^ g.*5£a^§>^ia-gQ ^'mPMPh M pq ^ a a w © © m a-y o O RS ‘a 3 ccW Ifi iis PQh) ® .9 § © © 3323 g^a © ^ ^ ^ S® §3^3 a1^ 3 a Wag wSl a .M wJ^ -9 =« r9 O a a 1^ ^W.2 a 3 W-RJ^ — gal^- il MP ^ ^ -S P .P .g C& QQ M ta.2-a.2^ ©■as aasS a a a a © P P.R 3 W) bjj W) y> g i 9 R.g isn'sn^ } gpH 2 o a R®-| §02 a >.© .§^02 rRP © Mq Qg R a ®.;2 HH SitR ■§ _qqH a rj'rrt ® ^ ”1 ^ i eP O'O a- P _ fcfl r“® i |i‘|h ©3 gc® aM^ ® m ® ®P ® ® ® a ® © ^ §02 bX) N 5 ®.2 H O CO CO CO CO CO 00 05 o 1-J -H CM CO CO CO ?l §5 04 CO CO CO g? CO CO CO CO CO lO CO t- 00 CO CO CO CO CO CO CO CO Eoport of the Comiuissiouer of Education for 1874. Table Yl.—SfatisHcs of insiituiions for secondary instruction for 1875, Continued. Note.— X indicates an aHirmative answer; 0 indicates no or none. 630 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. •leoA OTUXOp-BDU J88{ JO 9S0p QC 900X8 xooqos ogijoeios p9J9jaa; • • • tO*i* • • • • t«ai • ■ • > 1 • t • • < 1 • III • • • • III* < • * • ti* • ■ 1 • till ■ • * • lit • • « • lilt UB9A oimapuou JO osop 900X8 939X100 pujojog H : : : i : i i i * i i i i i i •o39X[00 ox oejnoo ogxjoaxos aoj’Sax.xedojj H 1 I 1 I t 1 1 • 111* * 1 < ■ til I 1 a • itit •oSoxxoo ox osjnoo iBoissBp aoj'SoxjudoJd 1 1 ( t lai • t 1 « (1 1 •eoSanSoBi ojopoco oj H O Ol CO *00*» O • O O 050^0 TT rH 1 # ‘CO r- r-( rH •9801X00 [80X888X0 HI H • CO •• ooo** • • ooo* •980000 qsxxSog; oj O O CCOO*» O • O ITS o^roo ■ 50 O O O TO 05 O 1- 50 O O 50 ot r- M r- !?} 05 ro 00 O 5t 635 rt lf5 CO 00 00 O 05 o< Cl • in nco o o CO t- 00 QO ■3' O O O* fft ^OOs.3 c . • ci ® ; o a i 53a H OOfl S 5 3 © o . . . o o o o ^ 12; ^ a a o o 3 3 3 l2i ^ ^ ^ Q w ■ c3 p . -1^1 o hP • npo.sP . r a c ® I i®^:s M :|i -s si b£ 04 2Sg^ “ o 0.3 a a ^5 fsH j- o c3 R w O w I^lll4 o . .^^ZO ©3 o^ a I aj © "g a ^ a <1§ hag t?5 o .a a Srtpp Sr" td ® '-5« '^jHiSs-'-S 3* gpilj > « p^^ dl a VI, 1-3 i! § 2 .2 '-5 -9 o<]^ ^ ac5 ?5a,3 a.2 a a pH pH P^ g g ^ ^ ^ M I. ^1 >2 ^ :c -H co^ciocj i- -^ - j> or-r^ 00 'OO'^ 0 r^ X XXX XXXXX X X 1870 a’72 IR04 1858 1870 1867 1868 187'1 1848 1860 1871 1870 1857 1867 1864 187:i 0 1854 ^ cc to 0 XXX 0 ; 1 X GO lo 0 : 0 : : bttxas _ a O'- a a 3 *j a o 5 a '3 '3 a o -Soas '^~:3'3a sl-i §11 i a oup p^^?=^E^ap ^ fc: &„• ^i:: © O ©M ©'^ Of^ oH oH ©»^ ©H ©H ©H ©r^ ^;z;;?5'-':z; ;zi Jz; ^ Jz; ^ZJ ^ ;zi 121 ;25 a ^ o m ii“1 ©lJ o o 2 be ;.-s§ 5 a a i3 g 02.2 02 — S ^ O t>^ M a .S3 83 lias’s ^§'§'3 .a a a c a a3^ tfioxa: tfo 0-3 a" txo o‘-3'-s S' C £ 63 02 a . j-c; p5p SkSp: ® a a § “i ® =35 g |P a ^ a-irS a a 2;S25-2'g H s p4 * ® _ -li’S « . o ^ 53 1 .■S>=>, ^ .3 ^KP « J % © © a 05:3 a a: aJ -a o -a .2 a ---^g=3S'32 a 5w5« a ^ a r OO Hd . hh^SB^-eXa ®!2i ^2 9 .3 c: .2 g 2 *2 9 §"H 51^ .3 g § §h S>h-2^ ^• ® 5 5 P a B a fcc^ 2 .arQ.a“§1 5P' as ^aT^iafo'!: _a p ® 2 a O SC 'I^Sflfl i p p p ^ p rS S r-' ^ I 1 I J .p OC ja P '3 ^ ■'a I 1 I § .1 ^ ;§* a §53 2' -a a _a a-H ^ ®2 a-a §53 .2 a a o P S ^ S 02 c: O — « Cl o t: r- r- cc r: CO co 00 00 00 XI JB'rora Keport of ComniisBiouor of Education for 1874. a Keorgani/.od in 1875. Table VI. — Slatistics of instilutions for secondary instruction for 1875, ^c. — Continued. Note. — X indicates an affirmative answer; 0 eignifiea no or none. 632 EEPORT OF THE COMMISSIONER OF EDUCATION. •jcaA oioiopnoB !^eni jo osop eonis poqos og;i:^aops paao^ag; •anoA oiraop'BOB JO osop ooup oSa^ioD poaojng •aSonoo ar osanoo ogijnaps aoj'gaTandaag; •9§9{pD nr oeanoD poTsenp aoj j^aundaaj •8a:SciiSa«x aaapooi nj ^ O O CO CO ^ tH i-H O •asanoo paieenp aj O 00 00 O O L'^ •aeaaoa qeiiSag; ai OOO ‘00 0 ooo O CO CO 00 00 'Ol O o «o 2pq^_g 3^._* ^ 0.5^ 3^5 56 c< M m (N — 05 o CO C5 o OJ cT •aoijBziiresao jo ajBCL 00 00 00 00 JO 00 oo ao 00 30 •aajanqo jo &jn(i 125 1 Cl .M ® c.a fx o Is .!x : ] S ® ® j ^ A! .:ii to ' a u, m .c j ® • ®.i!!^ bttjiaa S i|25Q . iH i (x M ; I25 : _s ® ®'^ ^ « a > ^ "a '0 "o J2 ® y a o o o "X S .5 '5'^ ^ I fci) I cD®0000 OOO ‘">5-2 a" Okj- , H t- a t; o 3 X X o-a" 5 02 >.3 a : >* . a >5 ® • a'S >5§8 h -a a CO 3 g'2 o§, 'S'g:s|=ii - cc X s p 8 o.a'2^W § § s;2;s rt 0.53 o SOQ SgSa^g Sa-^ =? a ce MHa - E^?.aD •joqninx C£) 00 Ci O — ‘ 00 X TU X. C5 Ci CC CO CC C^ CO « CO CO CO CO CO CO STATISTICAL TABLES. 633 0 0 0 . 0 r- • 0 0 0 0 -• 0 0 0 • 0 i 1 « 0 0 0 G« 0 X S = ^ S P ■ ;s s w X IZ ^ 0 s-gj » SLi'-ir;^ c- ;s = = = =JS -ro = Sg| = xrt = = -c ^ = S H ^ 5 U » = = = c; - = = = -1.-0 t- ^ = . = - £J— if I 11 1111=1 iiil i I I iiiiii i I I i From Jt('i»ort of OommiHHlonor of Education for 1874. Table VI. — Statistics of institutions for secondary instruction for 1875, P.E . Non -sect. Non-sect. P. E . Non-sect. P. E . Principal. <~ a a Mrs. E. K. Mulford and Miss A. M. Kennard. Eebecca E. Judkins . Annie and Sarah Cooper . . . . Anne V. Buffum and R. M. Watson. - - ......... . Misses S. A. Scull and J. Pindell. Rev. E. H. Supplee, A. M _ Miss Mary E. Clarke . Mrs. J. A. Bogardus . Agnes Irwin . Rev. R. J. Coster, A. M . Geoi'ge G. Butler, A. M . Miss Fanny 1. Walsh . •noi^nzxnnSjo jo 1868 1869 1871 1867 1852 1872^ 1855 1869 1865 1862 1850 1868 •jo^jnqo JO 9;u(]; M I o ; ; ; ; • . . . CO i.o » • • 1 • o • • • • • QU • 00 Location. « Philadelphia, Pa., (323 North Seventh st.) Philadelphia, Pa., (612 N. Thirteenth st.) Philadelphia, Pa., (719 Brown street.) Philadelxffi ia. Pa. ,(1733 Filbert street.) Philadelphia, Pa., (1409 Locust street.) Philadelxffiia, Pa., (2214 Mt. Vernon street ) Philadelphia, Pa., (1809 Vine street.) Philadelphia, Pa., (1637 Arch street.) Philadelxffiia, Pa., (601 N. Eighteenth st.) Philadelphia, Pa., (4035 Chestnut street.) Philadelphia, Pa., (1834 Spruce street.) Pittsbur{>:h, Pa . Pott.stown, Pa . South Bethlehem, Pa. . a s T*^ fc, c (- > c; P £ a: a K OS oc § Ladies. Mt. Vernon Seminary and Kinder¬ garten. Philadoli)hia Seminary . ■ School for Young Ladies . School for Young Ladies . a .s > h. 1 £ : fS i £ i i 1 C i £ > <£ ! a: Supplee Institute for Young Ladies Washington Institute for Young Ladies. West Chestnut Street Institute... West Penn Square School . The Bishop Bowman Institute _ CnttageSeminary for Young Ladies Bishopthorpo School for Girls . •aoqnin^ CO CO C5 O 1-H (M CO ^ lO O C-OOCS STATISTICAL TABLES. 635 O ■ O 00 o 00 0^00000 lO rH (71 CM O c© O (71 O : ^ O O i'- O lO C ’ O O CO '^t^OOOOrrOO O O *00 JOiOddCO*^^ 07ir7' > d *o d d ' d 07 CO 07 07 »0 00 r-t ir5i-(07iOI> 07dd'^O5( « d 1-^ O d 07 . i"t T-i ^ r-i d • ; Tl d CO T-l • 0 ® ? .0 . ® ® 0 , © ®*S 2 ^ ? ® 2 ® p ; l-J : p q.e5 d 02 '0 "o I © © . DO ® , c fl : 0 2 So 0 C^ pf2;^,2;;z;o 0 c? !25cqfl^ d s 0 0 : : I S o o ■ o lo 03 CO pO 20 . . §§ i2i^ !^;p^ dd'RsI . . cj . W(iq?qpLi;ii UrriO S’ : O Cj s : "i s’ Q i <5:g kj ® 4 OS ^ ^ Sh KSS So a? CO vy '.w al-as-gf^' c !> M o ^ 2^- j^.2^ ttiO > o CO CO S^woSS ^ '«H &X) §as ISs ^s'-s 2 . . CD 02 > 4S i: ® 2 SPhoq d|( Swi o . • ^ ^ !£&s^’2m iS O - O ®^§l o 5 ^ 2'PW ® gS^Q'3- S^i.=s^l i .■pg;^r3|:s : C3 S ^ rt :S Q<1 ®.2 cs'o'n: o uffl > 9 ^hH o ^ M qS ?5 t> ® ^ q o „ -, - jt>^j+Ja2qo2-« <55002^5^02 MSSt^Scc ;S-?;qW a Ph s:;^ <0 ci .f Ci • ^ Sh . c? lo lo -T* 1(7 o QO OO 00 C7 — ' r-( 00 (71 .-7 GO U7 t- 1.7 'O t- O (X> 00 (00 00 (X 00 00 O CO O i ■ CO C7 d r7 G-i C5 V I CO CO CO CO CO ' I X X X X X X ( 4- C7 './ L7 (.7 L7 xo X X X X • X t-- -i • X (Oi CO o CO CO XX » ^ X X X 69 ai fl c; I ^ : a■ r-•‘fl fl- o 5 ^ w PjScH^ .iig| OjT.q ©3 a S.2-P.I ’'S'p i ^ o$H o o J ® o Jp^'o !2ii-lS S ! api 2' a q ® H q q ® q H ® H o fl ScSog I I «H ro © .q P ^ ^ppa3 1 . Cj ■ Ih q H s r? > c u Ml 5 ■S-l ra M : : q" ; (> q^ .MTOC7C3'^ q‘-a^'.- So.2 bc c-g a a S’T § ® ;S-c'3 ® S.a.2 ®.qr <5po;25t-5P^P^c«H^SS ^ ' I q ' fcjo : :| gS M'Tb'gS s ;S ® •“4= P.2 2® b&®!- ^-P! ^ q c-q p gp ® q q q, .5 q ra jp «j q'wrH § q - q ® w p = g- . !>J / a • ® j q q q-.a ® q q o°=;q § O ^ 07 I § ^ ils •qO M t^2M;S 1 ^ 2 ® '.5 q M |1P^ g® qO ® iapS< ® p > a ®i^ 'ir^.2 ®'2’a q a C-® fc5 02 5- M-|0 '2 o ® j«2 rt § q: o m -<^A q o-r^M .2 *•1 g'g •p u q <5 wiS a-~’ P'2- g s is a q«2 © q(>^p-c;^^■ « 3A 3 o o P ’5 bt 02 p tips q f ci = ® ;5 p <1 P p q ' iS^ * M qfp 2 « 3 -><1. o Sfp' — ® £2 a '^ « © ® 2 ‘ ' ■ 2 sd^;: =0 qp: .2 3 o ® ®3 C' ,® gp-g s-’-g':: ®' q a II 02 P r2 '® a^ ® ffl p=^3 5 o ® §1 fcxqj p a . © o OP w-S CO L7 17 *.7 L7 U7 5 O O L7 O CO CO CO CO CO I-- From Eeport of the Commissioner of Education for 1874. Table VI. — Statistics of institutions for secondary instruction for 1875, ^c. — Continued. Note. — x indicates an affirmative answer ; 0 indicates no or none. 636 REPORT OF THE COMMISSIONER OF EDUCATION. •JBoA OtOIOpBOB :j8B|^ JO OSOJO 9oai8 [odqos ogr;n9i08 paja^ug; (20 H tH 1 •JB9A otraapBOB a8B{ JO 98010 aonis aSaxpa pajajug^ H o •aSaxxoo at aeanoo opijaaios joj’SaiJBdajg CO H o •aSaxioo nt asjnoo xBoieeB[o aoj Sai-iBdajg O H o •eaSBnSuBX uiapora uj O O O O X o i'- O O rp o CO 1-1 20 18 iH •asanoo xboissbxo uj j ^ 05 o • lO ^ X (Ti o rH 1 1-t CO O •asjnoo qstxSng; nj | ^ t-* O O 1-0 O O lO 05 CO T-t r-J 100 44 - •axBtaag; H H i^OOOOO O iT, t^t^O’^XO TP ffO tH 9 100 100 44 20 11 •axBH s 1 ® : :® ; ; : . . . TP •XBjox ® j 1 t- O O O O O 0100500 XOwH t-r-^^QOo ^ r- o o _ ^ c^« ^ •ejo^onj^^sat o^buio^ M M 1-1 •sjo:^onj:^8ai oi^h •aoi^nainioaap enotSiio^ gwoco:::) !zi(i;pt3p4p4p4 fl fl o u o o c o . . *2; |2; ^ . : :a2 : : :bS HsO ^ t. ® O • • ® £ ®.5.2i®i2 ® fl III 'E. H .3 •uoi'^BZiTTcSao ,;o o^^bq O 1-t O O O 05 r- lO lO 05 GO GC 00 X) GO t- X iTi CO X X O X X — 05 O Tf JS- Jv. ^ X X X X X p-d rr3«OT-if- O a 3 22. G. ; d:;2b_o .„-gP^P ®P-gP Cfj ^ r- t •‘.fe •'CD^ c'.-.iii .ii;Fo.®®t3ot,o^fcjo cf.a d s aj'S ®t^®®®45®g.9 S o b Is ® ® S rt o o [g ® £ ® M S S bg ^ ffiO-gO b fibbgp Ih at •S ® . s > “-g !.S g.S a.S ® 05 Si! gp ® ”•§ Z rK g a ^ o c3 Ci "tf 0> ® 4i *2 ..i g I-;M«5CCC0"< ce ® w ] TS ® ;-c o «3 CO ® A Kps'S O C5 ^ a P>. ■ >s a a K:.a ac-s § D § a a— C8r3 P ® c3 M eg O CO ® O < < 'S § .a CO Wk •joqranj^ STATISTICAL TABLES. 637 o . o . c» o « c « o • o . : : O Ci . o o o I ; o • O "1 ^ Cs ^ o j o j | n j ^ S 55 Cl : :2 : P g ^ SJ § I ^ § §s : i ® i : : i : : : i - § g § ? g S I 5 si ^ § 2 1^5: g '|S pp ?5 rt ?5 « o « « 5 55 — o sj c5 ^TaTS^T Tabj.e VI. — Stalistics of inslilnlions for secondary inslruciion for 1875, (J-c. — Contiiiuod. Note.— x indicates an affirmative answer ; 0 indicates no or none. Number of students. REPORT OF THE CO: oiuiopnoT; jsb]; jo osop 9oai8 po’qos opijuaps pajaiug; MMI8 QO ;sio] m !:r of education. o*o*^** • • oo«< •juaA oicnapuoT} puf JO aeop 90 HIS eSoqoo p9j9jua; H CO o . * lO • * • . CO (M O •9391100 HI osanoo opijuaios joj SauBdoj LO o • • • * ct o * * o • 1 1 1 .1 •aSaqoo in OSJtlOO XB0t8SB[0 JOj’SuTJBdoJJ FI o o . r-i LO . iH . . lO LO O . O (M • • . . •s93BtL3aB[ ujoponi uj ‘CO CO CO CN -H • 0^ Si o 00 — o o "'I* o 'o ^ o 1.0 o r- co ».o o OOt-^iOO^iOOOlO Ci COCO-TT ^ ^ C?i — Ci • •sJ:o:^ouJ:^s^II eicuxo^ X 1 — rn ^ focTirS •sjo-^onj^sui eiGK CM— ir-lOiOl-^OlOCOCO — ) 1 CM CO— ir-l •uoT^Gatoionap snoiStpa; o c . c ® olol ! o « oouo O.C/. o o ©cco 0033. . a cpfoiciso a^a' : a a apaa o-c; o o coco ^^;z; : : Iz; ;25 Principal. kiS John T. McGill . G. Lucas . I . • • . of • o ^ rt ^ ^ 2 PI ^-5*^ MissSaiab M. Sovorauco _ Hcv. Lowell L. llofiors, A. M. E. B. Conklin, A. M . Edward P. llowo . Henry J. Goethe . Mrs. A. C. Curtis . Kev.G.B. Day, M. A . E. C. Wiiiplow, A. M . Gcorfio H. Tr.acy, A. M . Philo Mosher, A. P> . Miss Sarah E. Bellows . •UOp'BZtlTBSjO JO OjrQ ciuOLOOicocicco^r: o o ot ooco'r^o©' - OO .iqOt-O ;©0©©COO^ ©1^ «© CO -LO •«" ■; ;coo — ^o= — ©^ ^ ©o»'^'©aoi^- ^ OO— OCOC^a^ OO'T^i^ CO OGiCl^GDCiTTCJ t-0030 1-H -H (N 'I^iox a C5 CO o 00 IC CO c: d t- <7* O O iC t-* CO GJ iC iC CO TO iCOCOGiiC^CO COtpO 1-i t-l i-t CO T- 1-1 rH Tjt t-H •sao:jonj:)eui 9fBui9j[ QO tH (J»CJ t-l « Tp CO CO GJ CN <“1 i-H 't* CO 1C •sjopniTSui 9IKK coco CO CO TP r-t CO t-l T-I G< Gt •ao]TT;nTraou9p enoTSt^a^i Non-sect. Baptist.. Non-sect. Non-sect. Meth.... i H i| i ^ Moth... Friends . Non-sect. Friends Friends M.E .... Principal. M. L. Eogers . S.F. Holt, A.M . Kev. Joseph W. Hubbard, president. Daniel Branch . Newton C. Dougherty . . W. M. Sweetland, M. D., president. John T. Dickinson, A. M . . . J. Hurty, A. M . Hev. E.'W. Hall. A. M _ 1 1 : ^^4 i o t 5 jr ® 5 ^ • O a cC > ^ a ^ q arz George L. Harding . William M. Jackson . Timothy Wilson . Prof. G. AI. Smith . •UOTT'BZtUUglO JO OJUd r)( tto r- CO oi.crrc-iccici 00^00 i^co CO coic CO r^iccoiC'ifco'^ cocoic 00 QQOO 00 00 00 OO OOCCQOOOQOaiGC’ CDOCOO •J9JJBIIO JO OJUd n 1871 1865 1867 1837 1857 1865 0 1855 1859 1 57 1868 • G» 00 • t- 1C ^ • X) 00 Location. « Chicago, Ill., (corner Lake street and St. John’s Place.) East St. Louis, Ill . Fulton, Ill . Macomb, Ill . Mt. Morris, Ill . Newark, Ill . Onarga, Ill . Paris, Ill . Quincy, Ill . St. Anne, Ill . Battle Ground, Ind. . . . Bloomingdalo, Ind .... New Alban V. Ind _ Orland, Ind . Richmond, Ind . Spiceland, Ind . Stockwell, Ind . Name. H Kogers’ Collegiate Institute . Howe Literary Institute* . . Northern Illinois College . McDonough Normal and Scientific College. Rock River Seminary . Fowler Institute a . Grand Prairie Seminary and Com¬ mercial Collejjo. Hurty’s Normal Academy . Johnson College . Saviour s College* . Battle Ground Collegiate Institute Friends’ Bloomingdalo Academy.. Private School . t . . . North Eastern Indiana Literary lu.stituto. Friends Academy . Spiceland Academy* . Stockwell Collegiate Institute _ •aoqran^ CO CO i-oo Oi Or.^(Mro. r-ooc3 Oi C5 C5 O C5 Oi ooooooo ooo O oo lo if5 o o :c CO CO CO CO CO CO co cc co STATISTICAL TABLES. G41 CO . !N 1-1 w ^ ©■c — |r ■tr occc-^o*5.t-^ .c ;ffJCO . CO -2; ;0 ;rjO ;30COO ;Ct^ ; ;0 ; ; ;C © ©^ -- : i o WCCCC5»X-C-. -i-^crs c= -oD-ccer? • • o o o c • 3=5 : ® 2 55S?e|?£i£| .P jgp .;Sisa32 ;32 : :3i § 3 |S-.3 ^g=- « = ?3 g ?2^Sg g SP' ggg i2 ^ r-. j< n ^ n r; ^ sx « «< 3< 5< ^ n i r?i — = — =r^77i — 55 — 5:r=r Sir.l'T n 1-1, 7t — U — ^il^il llilll^lll Ii -isa fl!!i ,^2^2- l^l| i! S2 ;} ^ lill 1 5 iia 1 I. •|::‘5 imq ^:=Sai=-5 * •3 » H"S.5£ = s =5|l,- af^3 is 1^1 -laSS ^; 543^; iiiiii iiiiiiiiiiiiiiiiiiiiiiiii ill I 11 ii fifilil 111 I iillijiH jii;s|S5 215 s }Fl!jt~l ilFFlFFlFraFH Fbouq Eeport of the CouimiBbiouor of Education of lb74. a School closed last year. b One entered law departincufb of State University, Table V1.-t Statistics of mslitulions for secondary instruction for 1875, ^ c. — Continued. Note.— x indicatoa au affirmative answer ; 0 indicates no or none. 642 REPORT OF THE COMMISSIONER OF EDUCATION. oiniop'Bon !^stjx jo oeoxo 90U18 xoo'qos oqijnaios pojojng; oitnepBon jsnj JO 9B0[0 90018 9391X00 poaojog; O .-I o o •9S9XX00 ox 9sinoo op;Tja9io9a:ojSoTjed9jg; •939XX00 tIT osjnoo x^oisenp joj SoTaedoxg; •B93«n2uni xuapotu nj •9Bjnoo xBOiseexo tq; •980000 qeixSog; xq; •ox'Bca9g[ linOOOlC'S'O o I Cl 50 CO M Cl O Cl O 00 ‘01«K •pjjox I 01 O OU O O O 1.0 LO 50 O O Oi.0...aOCOC<55Ct' o •BJOjonajBux exnoiog; r-ie0(M(JXC05OrHC» CX •8JOJOXUJ8XIX oxnj^ 1-iCXCX CO 11> ox -H ri -CiOX cx •noxjBTixxnonap BuoiSxiag; « o o <» o o <1> Q 9 0 0 0 QD 92 n QQ 30 QQ c d 0 a a a o o o o o o 5 o* S .Os o a o c o . o ^2; • W OQ iii o B.2 CS ci W.S c3 ® ® , o o ^ J ; =« -.1.2 a 2 fSa-i&ll 2a|^a!5S o ci a p^o I ccp4 ^ ►cm H 1^0 31 ci E-.. o > •uoxjnzxtreSjo jo oixjq; ■ 00 d 50 < I 50 t' ! 1 00 00 00 < Cl t' 50 O CO 03 00 00 •j9jjBqo JO eject I 00 CO 50 • o r-'j" ) 00 00 00 r_-.C5 ca ® 'C Q-S S rt 'S ^ * 9 ® 2 E-W ® o ^ eS 5 J er ^ 3: m >» <13 05 ® r-^.2 as So ^ a S.9-r o©2&&s.a.5 5^ 22 ^i^OOOPHMM a2t> ^ ■ >1 >-.M M M ll ^ O o o Si • cc" c8 g p s. |Va p-g2 1^ ©1^ bcE ® 1^1 ^ ® © E 1 a >-J3 q q i a s; o :« W : o 2 • q « :a a « ^ C3 ©2 a ®2 Mr * J ®l=5 ® o ;=>c pco O i 2 J3 ;s2 cit) o ® cSih^‘2 & 5pg fc- fl S'? 'g o 1 >,<§|a2 « §> 2 ® 2 & q^^'es o o SI -i rSl ^ -*§ 5^e| j^.2 a c ® "o js ^ C- B © 2 -S 2 © F ceP o-.-S il’a fC ® © ©'i'i <5 © ® •aeq^m^i I krt irt lo m »n Lo CO o oc c; o CO CO r- CO STATISTICAL TABLES, 643 c< c< O • .-1 ^ d ; • o o o CO o . . lO TP . . O TP o ^ O 05 • — o d • o CO . o o o ■ • ^ o o iO o O CO ; ®* : o o •«1> -<}. ft O Q^iO <=>Oi TP O CO CO CO CO O TP r-i d c i-T O O — d 1-1 o 0 33 Tp GO 00 ^ to TP c< o o 1-1 CO CO ■ lO CO • o • • \ O O CO • o o T-l • LO CO • Tp O 1 Od ; ftt-OO^O CO ur, o o O O 05 O r-i ^ oi LO 00 o CO o I'* ‘ *0 lO — « T- W • lO OO-^ CO O O CO o • C< 1- (?* ^ TP CO r-t • CO CO o o o* CO ^ — * d CO c< ^ O 05 CO O CO 00 TP COlO C«00^ -OO *00 CO OCIOOJOlO OOO LOODO'^O TPr-i05C0C0O lOf-*CO— 1-H CO'^C5'^C^iO Ci d d Ci n 05 C5Cr5CO'^COOTp 0i.0t^0005000 COCOO'^03'^0 irtCOOtO-^Oi-^CO^ OOTPOOOO 00 OCOiOTPCi C*i.OLOCOiOiO t^o oooocoro COTPOOC^COO lO C- CCdd ccncoddd coco ooc* — ouw CO CO ♦ O O TO 'O O t- — o c© o OOGOCSOIOC^OOL'^OOCIOL'^O o o oc^'^C5aot^r^5‘;=:5-3 = ^ o e "S « ® ^ a o o rt— ®:C o = oscas ;ziai ^ 3 « a'' ■ V (W •oxBK 01 cooo'^cr.GDorit^ co CO O O O CO Ca 1.0 CO o« lO 7CQ^ r-«COO<0^ •l^tox e» C^ Ci O c- O C5 coccaoo®icoo'9»o o CO LO 00 C5 lO o O — 4 GO Ci O ..oo 0.00^0 ■sjo^onajsaT •sao^ooj^jeni •noT^'BoimoTiop 8no|§;i9g; ® . o ; « « » « . « , ® V © 4) ® ^ GQ , CO « ® s s a ; Q.a a a C o O . es o o o ^o;25 :pq;zi;2;;25 o o o S S S o;; Qt3 .. cQ a a ■ - a a o o a s o 'A a H a a . ^ O 0 03 is nil I :q a1 : ; : : 1 inf g»-3 >WS Tioi:jB2naBgj;o jo otbcT i cn oc f o 00 . _ _ 1-i OD 00 00 GO O L^ ^ ^ LO C5 O 00 GO 00 00 -H 00 bo r* 00 GO 00 "ja^jBqo JO 9^iv(x O ’ -H a-a5=3~;3o® ^5 2^ .a-Su ^^■£.2® e“-=^ aS.2 [2; ;zi !zi ftn CC P^<1o laa o ig c ^ ;’3; :W I ® & *a . . . O a a ^ iT: = ® o a CO '31’ w • a •A • ^ a 9 >j © • ^ >i3 S ^ g-5 ® s'© ol-“|g§« = §-§ a-g.2 £3.5:^.2-5.5? • © 3 ’ © ^5 >^|-§a” Ililr ’§^'3 I®-® -M ®4S fl ® Sa: I ■S & Sui'S « S‘g!=! g § © <5 S ■fi — o g S.g •So ® •aeqoin^ i©;ot-aQC50— Trotci ^ 2; Li .-c e< ®< i-iiOO5^Xi-4 CGOOCOOf^r-* COO»^OiOOGIt^OiO -VIOC^COCOIOCO v-^CG>OCOpH*>O?0CGiC0C<, 1-JCO 'O coox Gl XOOi-»iOOX CO * CO iH r- lO lO CO lO Gl OOCOCOC005t^CO^OO GI-^GlG^Oi-nO^COO^ CO O O lO O i'* i^ O 1-1 O 05 »(0 CO X O O • CO — lOC-C0O5^ t>-cot-coli-I0c?5000 — — O''^^ G Gi*-— ®A c3 a a a 3. O ® o o o o;2;!z;o!z; 4i9 O O O C5 00 OO cq bO^ a M ►•< a © « SOOofe® lOQC^OO''. 'a a a ; q a a'a a^ loaoo o'^. •M .9 • a .• A( ® ad ^ : : ;£«2.2|W>|^o| a 3 ^ 02 >>a S : . i< fA S £pp a hj ® s? 3 . ^ a • • ‘ro ^lga|^pq§||l!3 Ph'^Eh 3 S3 J 2 & > > ^ ■ . g ©ra a o CO lO f- -H CO CO CO CO CO ^ GO 00 00 < ^ GH CO O GO • fo C5 CO O ( ^^ooSSoo iSS^Soo' 2 ^ T* o X X ^ : llfjllllp «2 a . o 3“ • -^ O 5 'a . 4J _0 O '^3®;3||®Sa^-2aa 3sII«3§§^I22 i4 " ®s > ® >- H !> |3’^ r§ ® S ® a Wc/jco Ww : . m : : : ; ; iWW^’wWj^'d : w iaa lils^lli lllifllll ^^^*0 © S o S.2 t'::^ o.S cs c? © <1adPQPPEHpHdPMp^SS:H;;2il2; 50T-iC a'a !> a w 5 ® o .9 a a 3 -^ccoppp^P; C0^L0C0l^XC5O— ‘G< Report of Cemmissioner of Education for 1874. a For Putnam Free School ; Brown High was organized in 1764, and the Female High School in 1844 ; the three are consolidated. b To be removed in the fall of 1876 to St. Peter and called “ Gustavus Adolphus College.” c In Swedish. Table VI. — Slaiistics of instiluiionsfor secondary instruction for 1875, — Continued. Note.— X indicates an affirmative answer; 0 indicates no or none. 646 REPORT OF THE COMMISSIONER OF EDUCATION. oimapnon jo oeop aonie xooqas ogi^naps peioiag; o o ■ o . o o OXtUapUOB JO oeojo eoais 0Sa[{oo pgaajag; O O T-c © © u'S (M«©— M 1-1 rH • t- rH OX Tl lO •asjnoD qsiiSng; ui S © « irt I CO 40 O 05 40 CO o CO ^ I- CO CO •9[Brna^ •9ICH CO GO • r- OJ CO •p;ox • 40 o o o c . CO CO O ^ 40 ? CO CO 40 40 ' 10 0(^1 40 1 •sjo:joiu';sat 9[bui9X (71 ^ ^ 1 CO 1-H ^ i-< 40 1 •sjo^ona^^sat 9iBj^ OJOIrHaJ t-hC* COr-ipN *uoi4Baiaioa9p enoiSipH ; a -Sgo asa i! ®c3'3 ® c3r/oat^ oD'^cShj ri o o .q . 3i>>.3SSW5!> kT^OoS? .a® •UOlJBZiaB^JO JO OJBd 05 O O C 00 QU 00 OO jO •J9^JBqO JO 9'^T3(J f^QOQOCOGOQCQOOOOO ^ 'S ? :S "i 2 E ® ^ a !■§ 3 ; ■'■3 >^;2i b" - O S" >..n’' ®33 - O fc. O t£ n ffi B o r- .3 3 .a .5 ^ - rt o 3 a S S^a.5 § Wopij gS 3 . O . ® ® cS rL e::5 ^ il- ;'5 : ppa s 0-- ;'20m g g >>§ iS< es ? 3 q a t-’B ®oo>i®c«,2®®-''.S;33i5 ^^z:>ocuP^^Qf^ 390P=.o ; a H S — -§§ ^2 c ®m>2^ 3 a J O 3 ,r t, ®U^ ali£§t g f:.2P=(a a •joqcunjt CO 'n' lO o 1 QOQOOOOOGOQOQOOUOS >X. C5 O 0< CO • * ^• ) C5 C5 O C5 STATISTICAL TABLES. 647 « • J • 00 « • > O . . (M . . to Si » • O O O 0* TP •ia* M .TP Si^ 'V O . CO o :^ci AT • .Oi ts. to ■ t- • : CO o «5 N 1 tO o to :8 1 r- ir: a 1 ^ p,«o« S ® 1 to ^i i* £ 0®!Q!Hg Si :§5 TP O S" : to ■§ n » o 522=^^ : 2 -.n CO O tH O 55- • g :§ i Ti £ ! §S ■I i s S4§iJ 2S5| =3 §g C i 25S i .^2 ‘■' ‘ gs 52 ^ i 1 - > 2S| S2 £5 1 2SS g is ^ ■ is S2 " ^ 25 2 2£| ^2S| Si i- 1 : 8S| I S gg 52 2| I g |gg ci^-« — ?5 — — fft — n^^::tt- T-lT-t SI y-i Si m -si-^-Ji' jsTo — 5» — cTS- h:;r^ — cn= — =5 — HT s sisii isssi iiii ii li i Hi $ iii I’rom lloport of CommisBionor of Education for 1B74. a There are also two or throe toaobora for the “ extraa.’ Table VI. — Statistics of institutions for secondary instruction for 1875, Continued. Note.— x indicates an affirmative answer ; 0 indicates no or none. 648 EEPORT OF THE COMMISSIONER OF EDUCATION. •jnoA oTcnopnou (jeny jo oeop ooais [ooqoe ogi^uaios paao^ag; •ina.C oirnapBOB !^sci JO 9Sop 90U18 eSanoo paaajng; •oSaiioo at 9sano9 ogTjnaioe joj gatandai^ •aSanoo ui asjnoo xBoissnfo joj Saundajj; •eaSBnSuni naapotn; uj lO ■ «C lO 'aejnoo ^Boies^p nj •98anoa qst[Saa; aj •ainmaj ' irt 1-1 If: (N •apK O M IfS O O O •ppx O O C5 t- O < »f5 to O t- ifS I •sjojonajeni epraa^i •ejojonjjsat oini>5; 5’; •2 Sp •^c =3 ® ^ ^ n '‘t ^ 5 2 f^S| |lli|ilis.8 |&” nilgais 2 P-.2 -2 2 <3 'a 2=0 aP oP ® ®-£;pPp®cigo® ls'2'^ SI ® •SDi§agig^.g« o <1ou;;)Uc^o CO ’*?'LO€or-ooc^o 00 00 GO 00 00 00 00 00 •aaqairfjj 00 o r}< CC 00 STATISTICAL TABLES. 649 OO ..HO (No-o-wVo' o.,o.H- o o a* ■t^sTor - 0« - OOOTT.^ oo- o? • r © 5«;h . . IBIS’S!::? pa ® ^ .S ® ^ pu g -2 SI^OMOWhPP Ph O OQ^»-hOOOC^«C5 QOGOGDt-QOOOOUOCGO > O O — O ' ' O c: CC < Number of students. •JBOi OTCaopUOTI JSt![ JO OBOp ooais [ooqos ogtjuaps paxojug; QC H “1 CO • t-* •aua.t oimapcou jswx JO osop oouis oSaipo poiojug; O O O 'V ut o . Oi (H (N r-1 •oSanoD ni OBxnoo ogpuaps xoj auuudax j O ll . T-* . O'* ri o . O r-» . W •oSaipo ui osxnoo poiseep xoj SuiJBdajd X9 H 0^0 OiOCOOrt O rH LO 40 O CO •eoSunSuuj uxopoiu uj t-* 50 • o o o0 CO g t- o ^cg •9i«n O T' »0‘ OC30COCOOIIOOOI CO o» o oo 00 • 00 f-t t> ^ iO C3 o i“t O « 1-1 1-H qujox ® 1 1 18() 48 148 127 201 81 149 34 111 70 1732 168 152 130 105 302 ■SJOJOUJJSUT 0{BUI8d QO 1 nciin c© — CO rH eo c5 ■«>' (M t- oo n y~t coo •sjojoujjsui oirj^ •uoijuaimouap enoiSiiag; 9 Non-sect. Non-sect. Non-sect. Non-sect. Non-sect Nou-scct. Non-sect. Non-sect. Non-sect. Friends Non-sect. Fr.Meth. Non-sect. IS® «W ^ Hg > £> ® ® O <7t t~ CO 00 00 : : tH (25 tH :t>( ©■ ® c f3 ®.2 > O ^ >a ll'j ^1 : : i^iS^az.- ^ ® 2 ji" ~ ^-73 • 'S5 c Jfe: I'SSl^l^ls Iz; ;z; (zi ]zi;zi g ®co ,2.2 G G ^-2 «>2 G <] cP c W ® 2 Cb5 §1^ c8 ce (S . . © •i O ; p p • • ■ c3 : • > • • >-. : : : :■§ o :5i a : ® • ITS • • 1 . : s : I ® ! : j : 2b3 'S 5 -■$ >^^-2^=2 <1 S 2 o s ; <3 O E=-.>c < S P ® s|i1 2.2 t> O 02 S -♦-02 G--, >s >.3 ® C3r3 C cj 1-^ 2*2 ^iS 2 2’g-S;:3'S g.B o ®;s G o ^ o;?? ■iCO t-OUCiO— STATISTICAL TABLES. 651 o . . • o • • o . s» 0 0 0 ^ • . n 0 « ; C* -O-rtO rt M 0 w 0 r5 . 0 0 Zl 00^ '^,-.0 ;ff»0 ot- Cl Sin OX) « . 0 ■«< rt X S 3 ^ i® ^ C5 ®2 3J . — o = £j;^2 rl » c<-?o t-- 3 .3 CO X ^ « ®X'r of 652 EEPORT OF THE COMMISSIONER OF EDUCATION. V. •ejojoajjeni oiuoiax OO I ^ ^ 1-H CO t-i r-l CO W ?0 ^ C< tH tH T-1 O f-H T-t •ejojoiuisai I 1-ir-t r-t rH PO 1-1 (?< t-^ X 1-110 r-l C?^ CO »-i C?« rl C^* •aoijBTixaionop eaoiSqoji P.E . Cong.... Non-sect. Friends . Cong.... C. Presb. Non-sect. Presb . . . Non-sect. Baptist.. Non-sect. Non-sect. Non-sect. Ev.Luth. • pa'® • 11^1 i u, . • . •aB9i£ otraopnon je^x jo esoxo ooms xooqos opijugios pgjojag; 2 1-10 o c o o « o • o o •aB9.£ oiniopcoB jsbx JO 980X0 oonis oSaxxoo peaajna; H . o coooooco o . • CO © © •ogoqoo ur oejnoo oqijuaios J0j’gax-i®p F- : =3 i s*si g ^ s P : © fel'H'i i^p3HiP^pp»l^^pdpp ji i i|: ii ■3 O ^^2 1 Ci CO o t- 00 00 o yixn •oc5C»^occ>Q0 — ooo r-ot^ •foo’Tp»i^cooir:i-«i-;sto 00 00 GO • X 00 00 GO GO 00 00 GO 00 OC GO — iO 5 S 4> P ? « 00 ®o o lO LO r7 f T CO -H O it: f p- LO ro d Cl LO O Cl Cl 40 5 cooo.'l dC5r-0 XO OOOOOO i-OO dco dOcO Od OOlOiCO 05 LOO •^COXCO XrCCOdCOCOCOCO t^O CO'^-^t^XCO d’^ dM t^COM CO'9< ’^1-lr-i'^ d ©IM M M GOI 20 OlOLO— « OOO’^COl^'^LO dO lOOXLOOO LOO ox 05L0O O— < LOCO— ® 2.a • © P ,o ® CQ © ' 'O o ! p ® ^ =3 : PP : 1 1 : . £ a c S :PPPP o :i ^ '.i- g33 fii;z5 21 >g|35 Q S 2 2 > . . O o C!-s<;=:p? : fin «?4 > > o s a ^2-3^ ® Olid s._:^ S'S 5 5 .C5 ® g;dp5^' > o P5h;mhI«0 fcC„- C0.3 ll ©•a» c ® ►?pq d o P P Hi tJ X ” © § :© Hfl cg^ . :i “2.2|^;§ .< .c 3':-i'’?l|i” = >qg»-o3a| 1:5 cg.9 S H .'3 2 . • o 3 I . a s o .S d ^ S .H*-? oa i lllljl £ ^ rS s 5 c 0.2^5^ S ^ ^ < pH — 1 IQ CdS 20 o O a-S ®“^0 Hi e s a :w ^1 oc^ o © ?§§, • !-t • o :-a :d = cf a fee o ■ (3 H£: =«0 C'~' p 05 3 c^..^ ^ ^ R — © 3 o 3 ® ©3 55:j; o-r ^ 53 F >-.^ ® 2 a -Hs.SocS^^O® pqp3Mfa=Po oQ 3 . . . H s-S-a. -- ^^1 i S ®"-3 I Hi r_l r_. . ^ esas cs 4^ 'i:3‘ © 2 o 5 • o =3 a ? ■> 3 a a 2 a a a :a o o o .f H ja' ^te ® *3 cl a >> £ ©"Sd I '§^5 1 llli^© "’dililll -2 cjX os:)^ s'^ fcx h-'.JS o tc a g 4=1 H 5j .safe's = 2 =P £ ^ Id 5 3 : ii : • I o ; : :< ; ; • •'3 * : >-.£ • b,® 'o ■ a ^ !.SZ o 43 © 3 o i '2 ;2 : a ■ ■ © >i :’3 ' 2 1'3 ■ a ->5 SB V% ■g : a «2 .'S^2®S := 2-a S a "a |) « fc-.o a a. 5 a a ' lu I'a . a © 2 >> 2' |.ali§a 1 ggSoiM® £ a 03 ® P gltad o* « §! ®g rr» nn cc fl -e a o s >5 a a 5? : : '.'a : : >!a a E © © • ■ ■ o . . : : :'3 ; : ; ; ; i ; ; to %o : : ;o • i : s © rn : : : a : :, :ia : :, 'IImsSI tan M a a- M HP sH O S P* =.H eja a ® o ©Mg © fm. s3 © 03 i|l|s1 OPPH P ^1 ^ no “at ££? -§1 - ® ® ^ -i-a PH 50 o a a -a aja ®T3 » CO 35 ^ 5 bD •q a ® ’S ^ ^ ■-§ S-s^ ^ '.2 ®-S^ S b£^ a a S ® ai-iO g P oenJ ffi S C ® ® H illfas l'SSS||l PioSaIsM o o '§ m bC _g a 2 O sp d a 2 ^ ^•i as 'Sc® a O a _ a .= . B a a ® rt a bfi : o ® Its . ■3% • a a : a : .2 • C rrt • ■ °1 ®.S^'go ■-SQ ts'a^jsS ® S ® h-l B .S •r* P ® pq s sj §■§' •BS.S « |(§ ■aoqoin^j o o o o o o o o o o o o o o STATISTICAL TABLES. 655 00 ; c r * 0 0 0 0 0 0 1-^ 0 0 f-H Gi 0 . o« • 0 • • 0 ^ I I ..f rH .« 0 • 0 GiGiOOO r-. 0 0 d 00 c< 0< 0 rH 0 rH ■ = as ® p S’® j c ® c go- >J: !S IS S ZOOi ■ CO o o O O ‘ o X X X X X * X X XXX XX ■XX XX ®sii io d :^o ad=^”-«2 a a ^ ^ chH a'^saTag- lilgll hI-S aS2 OOOC!^.3 ^-'.^.5 M S -S E,© S w-a 2 “5.2 o c ?> a ui © « Si , a I iM 0^0 ‘eri © ?! •ra ®^-.g5 '^'=5 §>^.S a K ? C O C2 O O ' > >^5 5 ^■2 2 2 5 5 t's © I g S ® a ^ S g © > S G g — ^ ■^PPCKI^slsq >.a 3 a."^ = i^ ® a 3 H55 >» a © ae:^ :Ss Si'S :50 o®rtaa^a.a 5|l?i?sl| .3a3 3j«caa=3 3ca:»-3:.3o53 OOOHOO'ajOiCP "1.1 02 c O '3 a S a’B ^.s i ir cdc.| cc ©a >, : a a 5 ® ,© c g ■<3 o a ■ --25 ; si 123 a ^ o "• <3 .g^g-S^'M ©a S a a a -£® a |5® |.^|^=f||.2||a.^ i'Jii§t|'-s|iig.ilf ® 3-C £5 a ® 3<1 g 3 o > § ^ .a © ° §1 I 3 0 © a MS .2 3 'c^ 0.3 2 o ^5 a "S * Ja : ©^ I ® a : .== 2 • ■- ’i : &J|: iH.g: 5 0 0 0 0 0 o 0.=> 0000 = 000 a 3 5 a £ .iUai" Ipliil k.'^ L'^ ifi L'^ O L't L-^ O o 0000000 o o —» o o r* 1^ 0000000 From Report of Commissioner of Education for 1674. a Does not iucliuio music and drawing teachers. Table VI. — Siadstics of imtiluimis for secondary instruction for 1875, 00 ) t>- o r-* r* Cl o o r: ; 00 00 * 00 00 00 00 00 00 00 00 00 00 *J94J«qD JO QIV(J 00 X : o aP^ a • f= s ® • a a • w {3©r^ ''^aSg£E^®r p5-iC5‘-‘-e3w^fc-v^c5Crt.^;^^^r»rtrtc36;«t-5 ..- • a >:w ^• .2 s § s ^ a - s 5 C ^ O ® o: o a-2 a'S .2 3 «'/2 :'»1. tr- 3 , 'O « ® S ■g » ^ go . o 5 « . o . •da • ■ o ' ;co ; •To ; :S : IT >> : 5 a I 2 g-sT i s I & OM ^ft,o!ziSpp;e^«;zic ® ^ s*e ^T3-5T0000000-0: 3 05 O O O O O C3 >0000000 STATISTICAL TABLES. 657 Note.— x indicates an affirmative answer ; 0 indicates no or none. 658 REPORT OF THE COMMISSIONER OF EDUCATION Number of students. ’jBOif OTraopnon jo osop oonie poqoe opijuoios paaojug; (30 H •aB9.i OIlUap'BDB JSBI JO osop ODuis 939[xo9 pajajng; • I It •oyaypo nt as.inoo opipaps joj Siiundaij; tH .10 0 • 1 1 1 1 •o§ay[oo nt asanoa potesup .loj ’Sut audaj,! « H . lO 00 o • 1 1 • • •saSunSaBj naapocn nj ■ • 1 I •asanoa patsseja nj w H • • »0 00 • •as.inoa qsiySag; nj H • lO o o • • ?o o o • • 1-H ro » •apma^ H o o lo Tj< t- f-H •apK © O O lO o o lO O lO O r-i •piox © O iO o o O Ol ^ ^ ^ ^ •eao^onj:jsaT G(C CO CO T-i •SJO^^Dn.l!|SUt 9[BIf T-. oi Tl r-( CO •uoTi^untnioaop snoffijia^ © P. E . M E .... P. E . Presb . . . Non-sect. .S' 'S Charles G. Davis . Pev. Clark Smith, A. M . Kev. G. D. B. Miller, A. M . . . J. M. Coyner, Ph. D . Kev. George F. Whitworth, A. M., president. •uoi:^BziaBS.io jo oma; rjf o ‘C TP ^ GO 00 00 CJO 00 •J9:).IBIX0 JO 9JB(J M : 'o Location. Ogden, Utali . Salt Lake City, Utah . . Salt Lake City, Utah. . Salt Lake City, Utah. . Seattle, Wash . a School of the Good Shepherd . Rocky Monnt.aiu Seminary . Saint Mark’s School . ' . Salt Lake Collegiate Institute .... .University of Washington Terri¬ tory. •joqranx j Cr. O — 'T'J Tai5T,h YI. — iSlafisfics of irniituPioiis for m'ondarji insl'niciion for 1675, — Conlimicd. Noi'H. — X iixlicatOM an aHinnatlvn miHWor; 0 iiidiisatoH no or none. STATISTICAL TABLES. 659 =1 n §§_• hit I -JuoA opsui r; -oi[DS ui JO joqianx; W •S93J noTjini raojj jkoA jsiii'aqj joj sjdioaaa; ■epiraj OAijonp -Old uiojj oniooni •epnnj oaij -onpoad jo janocoY •SUJBIBd -dn puB ‘eSnippuq ‘spunoiu JO 9ii[UA iiliii g ■ 11 12 iig iiiiiiiii Hi -r'lrtcTcf II “-‘a •aoTjmj JOJ sesaadxa jeuauB a^BjaAy IPi-f ^8^12 •pnnj jo jtraoniY -m jBnuau 8:oBjaAY JtnnjOA JO joqoiii^ 12 •niguojoojBd ‘ 5 is ii o o o o o GO • -- O * • ^ I ^ S • *00 I en jB-THcldu pnB laaiqBO li?;)iqOA oo [xoxxxxxxxooo ;oooo X ooxoxxxxx- xoooxoooo i SuiAiBip sj oxoxxxooxo : o o o 0-0 X- o o •laqainx I’VOOt^XCiO— ‘^Irt'^OOt-^ODOO’- From Report of CounuisHioner of Education for 1874. a Hoard and tuition. Ap] Tabli! Yl.— Statistics of institutions for secondary instruction for 1875, ^c— Continued. Note. — x indicates an allirmativo answer; 0 indicates no or none. 660 EEPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 661 I 3 = ? . i:: S S 5 t i .1 L--S|di^2' -I.i »^22S i=---T >■ oi- .I'll jllllllllllll Sllllllllllllfll lllllllllllllltl'll I = ; : = = § = g = = iJ = =i55??S?SSS?35S??SSS?????SSS§?S??S$?Sg3 1 liiiii ilii 11 2 *3 111111111 iilis ?* ^ rf sT — " li=iii rfjf rr-rfsf 11 o'u-f is' 11' O'rt O O O O O : * C O O O - 11 Si ill rfa's ililliili 11 -s.-'o' liiiiliil iili Sss filiii L-^fffxr-rji'd' III ?58 |2ig| t :| : : : i i i M i M i i : : : :® : : : : : : i : : :° : i : i : : : : ..... . . . . ii ri I ilil of is O O O O X X o iiiaiii rf of ill i==°=8 of» -S' liiSi' 11111 • : i :oxoxxxxoo X X X X xoooo xo X ooooooo ox XOXOO IXXOOXX ‘XXXOXXOOOOXOXX X :oxxoo XXX xox ;ooxxxx oooxxxxxxoo xooxxx ;ooo O O X O X o xxxx xo :ox XX ;xxxxxoxxxxo ooo rxoxxxxxxooox XX o oxoxx a Board and tuition. b Value of buildings. c Includes $500 from State for tuition of live students. d Furniture, &.C. Table VI. — Statistics of institutions for secondary instruction for 1875, ^ — Continued. 662 REPORT OF THE COMMISSIONER OF EDUCATION. i ti s' > S ■-= C o LO . o Tj: d d d = LT . •= rz-i 5-^^E^2a£as^s 3a2 = £'' = 5 = a = ''=-^s 2 22222222J^2J2J r •JTJ3^ oi^^eux -oqj8 m SJ[oaAV jo jaqmn^ •899J noT'jraj raojj j^aA !>SB{ ^q:^ aoj s:^(lpo0 •spntif OAi'jonp -ojd raojj 'einoimi •spTity: 9AT1. -onpojd JO janoniY •8TlJ13.It3d -du poB ‘sSaippnq ‘spauojS JO onjBA ill S3 3 isliii cfd'tc'oTd'id 3335333 :S33333 ^iii iii=ii= ^ id o T o~ I i i iiiiidiii •noijTtij joj X 80eTTadx3 |Btiaa|| oSbjoay ii §§siS§Rsg SSS35 •punj JO jimoinY •9SB0J0 {S -TM [Buoau 92bJ9AY ** •saintijoA JO jaqoinjq; ii’l •aig[IO JO 9JB(I £':ii "I" s ; ;i -3 ill: ss 22 j8njBlBddB ;/} pnB jauiqBD jBOiqdosopq^i X X X xoo xooo X O O O X X i AaojBioqBi jBoinieqo ^ xoxxooxooo s o ; X X ; X X X o o o j IBjnaninajsni oxxxooxooox xxoxxxx jxxoxoxo iF^OA § xox 'xooxooo xxxoxcox I jqSnBj SaTiVBAp 8i ^ xxxxxxxxxxxx ;xxoxxxx ; xxoxxxo •jaqniuj^ o rH -?» r? T- L-^ ; :=22s|!g5sss5ssgsgs2aH 1 .Ta STATISTICAL TABLES. 663 ?g=sc=s=====s==s=s ia at iiiSs! il sfo II II 81 I -nil 251=: s ;g| 71 '-71 mi o o o « o iliSiiiil il = 5 ill 55=‘ III! s's5a I III :i :s iiiiii il ills :g sC O ’ ^ t ^ t • I f gg= i=i sf -r ill nil s:£ iSli ii il i : if i ;i O X X X X xxxxoxxxx rxooox G : G X G G G ; G X • • G X X X X X X X oi't ol’llio UnivorHll'.y at liowiHluirf;'. (Hoo 'J'alilo IX.) d The total Iiioflmo Iroiu tlio Uiniiid OHtato wuh |700,()0() ; ono-foui tli of tliia Huinjortcd (lio huIiooI. c A pimiatuH. 664 EEPORT OF THE COMMISSIONER OF EDUCATION. b’EIo -oqoB nt sj[3aAs.’jo aaquinj^ TiOT!jra^> raojj ana a: ;SB[ aq; aoj e^diaoa^ •pnnj eAT^onp -oad niOvy; aoioaai •BpaiLj a Ay -onpoad jo aunoixiY •sn^BaBd -dB pnB ‘sSaipiinq ‘spuuoaS JO aniB^ •uoymj aoj sasuadxa [buqub eSBaaAY •epauj JO jtmouiY r-' ® ® ^-QO i § i I C'B = § ?' i • g g’-4i a r,o c ® i t if if if ■ir i? ■*? ■§ P4 p, & c, &. p. ■& a p--^ p. p. a5 p, c.'a p. a p p p \%%%%^%%%% OCOOO o 00 m oo m D O O O O O O O O o ic o O o o o o o o o o o o o o o o o tn o o ir: CO cc o io •aSH0I9 -ni ^Huuu‘8 ©StjaaAY •eorantOA jo jeqmn^ •nisuo JO I enjujuddu puB joiiiquo XB0U[doso|tqj i iSaojBaoqux iBoiuiaqQ I [Bjuaniaajsax iXBOOA g jqSuBj Samujp sj O «3 CO QC X • ooocoomooLOoo )0 < =2 : o I 1 o ^ o o • 0 0 001 ig 01 : : :|2 S : iiaii : of “iiiilisi 000 'I "sl H I ii -r : s i o 000 ‘v. 000 ‘T. i"5 i ""ill «■ 1 1859 1 ii Ilii i :iii 1870 ii ii ill o X c X ; X X o o ; X X O O X O ; ; o o o X ; o o ; X o o X X o ; X O X o X X o 0X00 I I 3 <00X0X00 ;< o ; : o ; o o o X ; O X O X ; X X X o ; ; O O O X X o xxxxxxxxxxxxxxxxx xxxxxxxxx xxxxxxxxxxx xxxxxxxxx X X X X X X XX : IXXXXXX xxxxxxxxxxxxxx XOXXXOXX X 535i§ialisiaSiiigSai§asialiiii5iiiiaSSaSsaaiiisPl a Bourd nud tiii U on. b A 666 EEPORT OF THE COMMISSIONER OF EDUCATION, o3 ^ I •rl tb Eb 'o o ao rsr::,2^'Or:;r2 . as .. o5§§ooo|f3 J2|2o=a3(N^ 12co-''"m 1^1^1111^3115 II|5|IIEI2I iSsSiiSiSsi or^SBi -oqoe ai eii^aAi jo jaqranj^ •S39j: aopm:^ mojj .irjai !^813[ 9q:^ aoj 8|(il999^I •gpnnj: 9ATiOTip -oad mojj 9aiooni liiilii S" ” s' s' s°° 3- iili sii •epnnj; 9At:^ -onpojd JO jaiiouiY •snjBjBd -de puB ‘sSaippnq ‘epauoaS jo 9n[Bj\^ siiiiiiiiisiil ^s's'-'§'s's'-'°«'s^g^'s ss= s' 'noijtnj joj 998C9dx9 9§'Ba9AY '■2^ •punj JO junoTHY •93^9.19 -ni xenuuB oSbjoay ss egcanxoA jo aoqain^ Cf rH- 11 11 •UlSllO JO OJB(J ill : :i li i, snj'B.reddB pnB xodiqBO |B9iqdo30xiq,j O X X xooooo I i;.ioxBJtoqB[ XBOiuioqo OXXXOOOOO *0X00 ,x X ^ XB:^uaniiu';eni X xxxxxxxxx 111300 XXXXXXXXXX X xxxx guTAi'Kjp ej xxxx xxxxxxxxxxx xxxx ‘aeqain^^i; iigiiirJKsaisiiliiiiiiSSiilsa STATISTICAL TABLES. 667 §2 ?i8 al-sissi i 1|ii2|||'§n|-.s|.oisSsj 'i 2s-| Sl:ll7 |3il|l3l«lll^ll|l®l|11=li^«ll;|'l1|Wi||l1 31 II II I jII II jI 31- 1 1 1 3l 1 1 1 31 iIvSl 333 113“ 3l 33 1 1 1 1 5 3 j - e. a.-2 =1..::^ cl=,=.=ls.:;.j:h=h — I ;i ii ii ”1 ”S iliii t-T o" (tT o' r-T OiO X- iiiiiiii o'cM-'OQd'o-^-C^-r iiii ii ill Slim ’ o o o • o • • o I o I o o O O ; o o 1 i i o o is : igg : 1 :g : ; •• g : :g i ii o o I : 11 ill i : :§ * ii-i 100 500 1, 500 1,500 100 ji ill I 300 1,000 1, 0.50 300 I: i ; :i 1 I ill ill 1 Ii ill 1 ii o : X I I X ; o o o o X X o ; ; o I X ,' 1 *=5 o X O X O X ; c => 1 1 ^ 1 o X X X o X X X o o ; o I o ; o o o o 0x0 ; ; o ; OO ; o 1 o o X X o X ; < => O ; o ! I I 0 0X0 X X X X X o ooxxxxxxxxxxxxxxxxxx XXXXXXXX jxxxxx ; X X X X X o X X X X X o OO X X X X X X X ; X X X X X ; > cxxxxxxxx i X X ; X X X X ; X X X X X X X XXXXXXXXXXXXXXXXXXXXXXXXXXXOXOXXX ; XXXXXXXXXXXXXXXX iiili8i8iiiilsii2=22^22C22|s|;8|s|58s|fig|5g||B88iiig g§ gg‘.-3S§g^g; SoS^- a Apparatus. h Board and tuition, c Tuition Tor music not included. d Value of grounds. Table VI. — StatisUcs of institutions J or secondary instruction for 1875, tfc. — Continued. Note. — x indicates an affirmative answer ; 0 indicates no or none. 668 EEPORT OF THE COMMISSIONER OF EDUCATION. •is a “5 'Sc s a .a o .®m3oo 53*^900 in gT-io ou>.-i^o0 X ; o xxxxoxxxxxxooxxx o X X X o X ; o X X X O O X X X O X-Or o x o^x :oo X xoxxxxxxxoxxo O X X X O O X X o X o o o o X X X-OJO: X.X O X.. §ai§SSiSiiSgSisSiSiigSiiii8§illiiSiig§iiisfiS.B§Eir; 43l f Trom Report of Conjuuis^io^or of Ji(]:jacat^n jfor l,87f. a Apparatus. b Board aud tuition. Table VI. — Statistics of institutions for secondary instruction for 1875, ^c. — Continued. 674 REPORT OF ,, THE .COMMISSIONER OF EDUCATION. O i STATISTICAL TABLES. 675 I iiii cf : r^'cf illiliii' r^'NCo' i'iiSiilii iiiii-" i ;i5i i : :§g§22 t . L-: ci CM iiiiii : : of « of of of : jcfrtof : 1 jcfcOCMO'-'' : « TT-CO CO^ IM 1*1 _r o' “1*1 cf *i°i iOOf s s CO . o • o . • ■ o o 11’ r-Trf illli il Tro“ §11 8”=’' iSiiiiiiiiiiiiiiiii t’" ift c rt o c aj V St o' o n x'c ■^■' o' iiliiii Hill rr-'o'd't^-'^-' 2S “l*i ii*i i*is"i ill S '. I I S I ’. X ' X OOO XO XOO X XO XOO X OOXXOOXOOOOOCOXXOXC ;x [o XO ;00 ;OOOXXOOOX©0 ;000 ‘XOO XOO X XOO XOOCOOO 0 0 0X0 :^x oxxxxxxx oxxxxxox ox xxoxx oxxxoxxxxxooxxxxx XXXXO ; lOXXXXXXOXXOXX ;x lOXXXOXXXOXX O X X X X X o oxoxx ; Ixxoxxooxooxxoxxoxo ;oooxoxooxoooxoxxxoxooxoo iiiie3sislliiiiliiiiii8iiii.i§iiiiSiiiillSiisiiiiii Table YL— Statistics of instituUons for secovdary instruction for 1875, Continued. Note.— x indicates an affirmative answer ; 0 indicate no or none. 676 EEPORT OF THE COMMISSIONER OF EDUCATION. Scholastic year be¬ gins— ii ii pi;., AOU September 13. Aug., last Mon. September 7. September 1, Sept., 1st Mon. Sept., Ist Mon. August 23. Sept., Ist week. Aug , Ist Wed. Sept., 1st Mon. September 1. August 31. August 17. Aug., last Tues. Sept., l.st Mon. August. September 2. September 1. September 4. Aug., 3d Wed. Aug., last Tues. August 30. September. -0TI08 HI sjiaoA JO joqmn^ ?? Property, income, &o. ■saaj nojiinj uroij jboA jsui oqx loj ejdiaoaxi S ii ill i iiiiisi cfcot-' 300 175 2, 300 650 1, 000 2, 250 500 1, 200 314 300 550 500 1,300 ■epunj OATjonp -Old moaj oraooui H M s o 0 0 413 240 600 2, 000 Si is 300 60 0 210 70 90 300 600 •spunj aATj -onpoad jb juuouiy S s o 0 0 5,911 4, 000 10, 000 30, 000 iii§ -Sf8» 0 000 ‘I 000 3, 500 1,000 1, 500 4, 500 10, 300 •SUJBJBd -du puB ‘eSuipiTuq ‘spunoaS jo ouib^^ 1 iiiii o'TtTqD^-'o' 6, 000 5, 000 30, 000 % 2,500 2, 000 2,000 33, 000 6, 000 10, 000 105, 000 4,000 ill QO" o' o' iiiii -S''' n o' m" •nopinj joj sosuodsa x^ntiaw oSniaAY S S iKSS is 00 : ;;5 ! o il CX 51 Library. •puuj JO junoraY S S o • o ■ o o o o o J I O o o o j loo •a8B8J0 -ni XHUUUB eSBjaAY § ii i i i i i § : :® j 1 o • •earanxoA jo aaqumjj § 0 OOG 006 009 000 ‘5 0 1,000 450 1, 000 218 500 50 800 500 iii° •utSiio jo ax'BQ ii i ii ii ilH 1850 1875 1847 Nil' 1 snjni^ddB pn-B jaaiqBO x'Boiqdosoxiq^ 's X o o O O O ; X X X ; X X X xxxxx ;xxx 1 Ajoj'GJoq'Bx x^oiraaqo § o o o O O O O O X X O X X X xxox OO X X o Is music taught ? j X'Bjaaniuax8ni H X X O X X xxoxxoxo ;ox ; X XOOO X X xol ilBOOA § X X O X xxox ;xxx ;xx ; X XOOO ; ! ; X jXqSuBj guTAVBjp ej o tH X X o O o o X 1 o o O O X X XOOOO X xoo •aoquiu^ iiiiiiiigiiissGseisgsIliiiii STATISTICAL TABLES. 677 III .l'rfoi^-x-ooo-o- SSSIIISSS gj : : • • rc ■ i : 1 5 :! a : 1 i :® i ® o o j i ® ri I o : i s': i o I * ^ o o o o o • o o o j — o j • i i ® i ® S : i ^ ^ = S * ^ i . X - • o o - Is I- 1 F !§ s ii : j o S-iS^- ssii i"i j 5^1 sll fff ri i iiSSs ■;rr iii li iiii ! ills i III I i 1 \ :5 : • 2}zz ' X X I ; i iii i X o o Joxxxxxoooooxxxxx XXXXXXXX ; XXOXXXXXXXXXOXXXX ;x X c o ;ooxxxxoooooxxox ; XOOOXXOO ; X O O X X X ; xxooxoxoxx ;o XO X ; X x s o X ; o XOO X XO XOO X o o XOOOXOXOOOOXXOXOOXXXOX I X ; X :oxxxxxoxoo X X X X o X X X o XOOXOOXOXXOX ; ; X o X X X X ; ; X o X ;oxxoxxooooxxoxxo xxxoxxoxxxoxxoxxxxxxxoxxxx ;o a Board and iuitiou. l> For bookn and npparaUia. o To nou roHidontu ; I’roo to rcKidonta. ti For oarli ol !) pupila. TAni.E VI. — Statistics of institutions for secondary instruction for 187.5, cfc.— Continnecl. NOTE.~x iiulicfttes an-aftirmative angwer ; 0 imlicates no or none. 678 REPORT OF THE COMMISSIONER OF EDUCATION. Scliolaalic year l)0- gina— OOrH* S2 i i =-• Jo J = ® p. c, p. a c, a P. pppppppppp+a-w pppppij'p'p, -oqos nr jo jdqtniix; « 05 Property, iuconie, «S:c. •saay noT^inq raojj j-eai oq; aoj sqdjaoojj 5> 05 iili§°ii il ^ cfciw Cf : I 0 006 ‘T I °l iSiiiPi •spunj oATjonp -Old Tiiojj; oniooni o • o I • t • t ( 1 o i ® I o 0 120 210 800 : : ; : : •epnnj oati -onpoad jo ^^atioray S 05 : : ; : :S|- : : : : : : c» : : 0 2.000 . • 0 o 6,000 . 0 1 o 000 ‘OX 000 ‘X 000 ‘S 0 •snjuxBd -du pin; ‘sSuippuq ‘spunoag J.0 oiqu^^ S5 5< iiiiiii S-S-'g22 ;-s I f I od ii i ii ' i :s 4, 000 6.000 . nil iiii Wo, 4,000 12,000 5, 000 30, COO •noT:^TOq, joj sosnodxo dgujaxy QD 6 ?0l OCX 0E$ : : : Library. •putij JO junoniY > ■ • I ■ 1 O 1 o • o o o o o j i ^ o o ■ o •93B3JD -in {BnauB ogBJOAy « Oi 1 : : •eaiira-[OA jo aaqmnyq W 5< 125 300 200 50 150 0 15S 0 oo©©i 0 008 1= cf s-is •n^ijo JO ajBQ; Cl sii : : :i i i r-f i-H * • J 1-) 1 * Hii 1 j ii SS :l •j iain-BJcddB 1 ptre ^ouiqBO iBoiqdosoxiqj 05 oo ;oxooooo o o o o o o O X X O xxxx 1 1 Lio:pjJoqB^ xBoiraaqo *1 C\ ©O ;© XOOOO X o o o o o o o © X o ©© X X Is innsio taught? 1 XB}U9cana;siri H 0) oxxxxoxxxx x O X X X X X X ;xxxxxxoo 1 l^aoA 9 OXXXXXX ;x X O X O O X X xxxx ;xxxxx 1 1 gaiii'Bip sq a xoxxxooox ; xooooo xo XXX ,'oxo |oo j 'jaqraux STATISTICAI. TABLES. 679 iI4lHi||Hllii I !ll4Ii|ISKI ItSiitill l4Sltltll ii -r n ii iliii -Tn iiiliiiiilii i-T ou Cl rf c< 2»* !lii .-rTr'.-f 11 '1 S :'r"ii !§' Ji giiiSii 1^=11 « -=- Jill §¥=<■ iiii 11 ss S iiiililili iiiiiiliiisiiiiiiiliii iiSilll |*2S‘2"2>' iiii S53 S 2 § 255 2 2 bis £122 iji? g S s 2 i ^ sg ^ I i s 2 :- '11 -Hi O O O O O i als Sifrii Ills oxxoxxxxxo 35 :ss oxoxoxxo O X ^ x^ XO X XO X XOO XOO XO XOOOj X 3 o ; X o ; X X 00X00 XXXXXO 1X0 XX ;xx ixxxxxx :ooxxox Ixx OOO IXXOXXOXOOXXOXXXXXO xooxoo X O X X X x X rigglpppmpssSspsSIsIgssifJIsaisiKiiiiiiiiiiiiii: a Board and tuition. Table YI,:;s7- Statistics of institutions for secondary instruction for 1875, ^-c. — Continued. ISToTg^r- X indicates an affirmative answer; 0 indicates no or none. 680 EEPORT OF THE COMMISSIONER OF EDUCATION. llg-, STATISTICAL TABLES. 681 _• !_• Izis l-'l --iv -I -Jilij I ti I gilll II =|5,J Illi2ll5|j|l|ll55li5ilis=3 I :}| I nni ii|i5i3ffltl|iiy|5iiiiiiiyiliiiffii S M i ii¥M = SSg??S?S5;S :S?s?S@5!SSSS?5s;sS = s = 2 = 3S5SjiS?; = = 5 = = gg P iiips sililii gilsiliBii «■ ri — 3f c-f rf if ilsSil If If IIP r^- T,- o o ii ; -Tlf . 210 0 700 0 1, 100 ocigccgcc r.r rf = 1 : * 5 ^ O O ; 1 11 If a o ; o Ii : 58 i i‘: !i= IP'S " s 5 ""if I"" § p i C ■; 11= "2 ■ O c ; I c ilSiiiili o = 2 ‘■“'S Hiigsli§lillliillllil§ilgiiliis||iiiii§ ;fs5§§5; Sbl S ^ : :ri.^ 2 $ ‘ CO • o o o • o • o g§ iiii rf ss SiiisS -f 2- isil If iliiilislisiaillii n ^ n if rf ISSPi 5 ii ill ill iiiii ill ; :l : i ill ill xxxxxxxxx xxxxxxxxxx xoxxxoxxx !ox xooxoxoxxxoxxxxxoxxxxxxoo oxooxxxxox oxxoxxxoxxxxxxxox XO : 'xxxxxxxx oxoxxxoxxxxxxxoxx !xoxx xoxx x X o o o x o xooxoxxxxxxxxxxxoxxoxoxxxxx ;xx ;xxxoxx a Board and tuition. Table VI. — Statistics of institutions for secondary instruction for 1875, Coutinued. 682 EEPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 683 a -=■ 3 • Sg| e.‘»< iiiiiSii i-T f-T t-T r-i CC IlfJiiiiliSiiigii eft-- of ^--r« iiliSi ^-^-of^-cT of o' o o o o o ’ll o-«- iiiiigiiijiiiiii ^ of 00 i3 o n «- o af jq tfi rf o rf . liiililigiii ^-g-TT'x'Vrfcifrf u-Tif-T liisiliiliiiliiiliii 0-^'rf2f0'0c:f0rf=-^'^-fj£;-0 0 3-lf^-O- OOOO • *0 *0 *oo O * ‘OOOOO *oo i=ill-s3i=iiiia||i|||| «- n 1-r ■ii -r^f ■§i I ii i ii i i ii iiil iiii ii :i :oxxxooxox X X X X O i oooxxoxxoxo ox ; o X X X oxxoxo .ooxoxxxxxxxxoxooo ; ;ooo : o X o o o o o OOOO ; X X o XX :xxoxxoxxoxox O X O X X X o O ;XXXO ; ;x ;XXXOXOOXXOXX : :XXO O X O X ! X X X XOOXXXXOXXXXXXXXXXOXXOO a licutu from Btoros, rooms, and ollices. Ij I3oiud and Table Yl.—Statisiica of insiituiions for secondary instruction for 1875, Continuerl. Note.— x indicates an affirmative answer ; 0 indicates no or none. 684 EEPORT OF THE COMMISSIONER OF EDUCATION. Scholastic year be¬ gins— Sept., 1st Tuesday. Nov,, 1st Tveek. August. August 26. August 15. Sept., 1st Mon, October 7, Sept., Ist Tuesday. August 1. August 24. August 10. July 28. Sept., 1st Mor. September 4, September 1. April 10. August 24. Sept., 1st Tuesday. September 1. August 30. September 15. September 1. September 8. Aug., 1st Monday. Aug., 2d Monday. Nov., 1st Monday. Seiit., 1st Monday. -oqos ni sjjooAi jo joqninyi; SI Property, income, &c. uoixinp nrojj jboA psBi oqx joj exdiaoog; n p iiSsii iiiiiiiiii isiiii in ii : -i-r :« • t » • • • • • ■spunj OAixonp •ojd uiojj ’oraooni H W a O O ii 0 300 5,300 36 0 0 o c 1 •spnnj oAip -onpoad jo !xuu.oniY a O O ii i 0 3, 000 70, 000 300 0 0 oo • •snjBiBd -dB puB ‘eSatpfinq ‘spanoaS jo’ onp^ $3, 000 8, 000 15, 000 8, 000 2. 500 5, 000 5, 000 3, 000 liiiiiiiiiiiiiiiiiiii •notij.Tn'j joj sasaodxo twdaan oSbjoay X X o o X X ; xoooxoxoooooxxxo ;xxox •joquiu^ gisSiSsSilliiiisiliiiiiiiilii STATISTICAL TABLES. 685 o o :>|S, ® • a 9 B'3 !'§ .'O'O'B d ^■3 c O . t» t-.-o 00 -2 h == ti a <=1M-S tJO <=^S';=' •OOl-OQ0r5OOOOC5OO^OO«C-OOOC51»OOO 050000000000 O L't* o o o o 0 0^0000 O i-» o ^ o o .*^0000000 oooooooo DOO^OOCOO iT i-Ti-Tio cf *-r O O O • *0 8§§ :s :§ w^t-TiO I of *« OOL'-SOOOOO OOCOOOOOO OOrdOOOOO o o o o o o o o o o o o o o o o o o o o O O O O O O lO o* o irf o'* c-'' of o o o o o o o o o o o o o o o OOOOOOOOOt-( o" lO o* of 'v'' coof- 5 0 0 0 0 0 0 0 r o' of r^'' CO o' CO O O CO 1-1 -n tH OOO *0 >0000 *o oooooo O o 1-1 o o o fOCl 50 Ol o o o o O CO I (So of )000000000< CO** rf of. CO f O o CO Ci it-' CO t- o 50 * ■ 00 GO 00 <30 00 t-*O^QO 50 t-- t- O 00 CO 00 GO O X oo X O O X X X ooxxxxx ;ox ooooo !o O X X o o oxxxo ;xo !oxo !ooxx ;xx ox O \S^ O O O O ; o ox joxxxox xoxxxxxxoxoxxxxooo ;oxo X X X X X X o XXOX XXX !oxx xxoxxoxxxoxoxxxxxooxx O X X ; X X X X < OOXXOXO ;XXXXXXX0X0XXX ;xxxxxx0 ;x Jx ; ;OXOQOOXXO ogooooooooooooooooooooooooodc a Board and tuition. b Apparatus. Table Yl.—Stalistics of i'nstituiions for secondary instruction for 1875, t/c. — Continued. ISTote. — X indicates an affirmatiTe answer ; 0 indicates no or none. 686 REPORT OF THE COMMISSIONER OF EDUCATION. Scholastic year be¬ gins— W 1 1 II illll •v tA A >■. >. (A tA 5 -§ o "o -S -S '5 ? |2§3§^§§i§§§ §05 'So r .- ro r r rS o 'H ¥ 5 1 = ■> i 1 i ! 4J m •jnoA oi^sut -oqos at sqooAv’ jo joqranj^ W M Property, income, &c. •eo0j -nopin'j raojj jgoa :^ebq oq; joj n I _r mm i I iiliii of iiliiiii i rio' r-T « : •epnnj OAt^onp -ojd raojj oraoDui H M °i o loo o * o o 1° •eptray oati -onpojd JO jnhouiv © s® I 'I o' O i o o o i o o 1° o •sn-juiud -du pun ‘sSaqqmq ‘spnuojS jo' oiqu^ © I s iiliiiliiiiiiiiiiililiiiiii lA .-T o' -T -sp r-T 00 (ji cf oo' ci n ^ oo" r-' lA o' o i-' n sf i-T cz o" 'sT •nopm^ joj eosnadso iniinan oScioay 7) 3 ^ • 1 : r; ^ O O O 00 o Librarj". •punj JO janora Y Ct s® o • o o » o o i o •osnojo -ni ^unuau o:o«J3AY © n ■ o is ■eacanxoA jo joqmnyx; es i°ii o goo^ i o o o I •UToTJO JO 0|n(J I i i : :S 1-^ • 1 rH I I • o is :i i sninanddn pan :^9aiqno xnoiqdosoxtqj w 0 0X0 X o o o o o X O O X O O X ; < O X o © o o i Ajo^cjoqnj inojraoqQ oo ;oooooooo X o o X O X J < O X o o o o Is music taught ? i XUXaaninjjsux H X o ; o X X O X o o xxoxxxxxoxxxo XXX ipooA © o jxxoxoxox XXOXXXX'XOX X X XXX i (fqSnn; gcriAiuap sj O ' H o o ; X O X X o o o O O O X O X ; ! ^ o o OO •loqranj^ 1 iiiiiiliiiiiiiilliiiiiiiiiii STATISnCAL TABLES. 687 i I llli 2 i t 5 lij?j«?2!si|ji5|.i|sSi2!?Si 5SI -i^=d -- - = :S - 2 1 i id i2>i § . = = = =-=- =j=i = 1 1 2:?q ill M 00!) ‘l iiliilsisli :~-rro- n~i « ■ i is§£iss!8iii' HOO ■J,000 srissaiiiiiii „'rf -- ;f • o o • O O *00 *0 ■ • ‘CO • • X • • • O •§«! ■i'^S ;S OOO *0^00 • *0 • *0 ^ t.*: o ■ ■ • • • X • • • • » I'i -r «■ ill ■5-~ - 1=1 L-' cT III iiSiiillillilli rf rf t-7 sT t> sf rt' cT o ill cT-if liJIilll ----•SS‘-' li! s'g's" rT =■ ;f iiliiSiil ?f ^ -7 n"" 'T* rT ^ o" ill -S : : i':^ iiQ 11 ii3| l"il |i|= iis ii o .osxsoxxxxxxo O X X X O X s O O X O X o ooxoxxxxox :oo*ox ossooxo 'soxo oxoxxsooxxxxxxxxx XSCOO X XS XS X X so :oxxoxxo ;» ;xx;==;o :=;oooxxoxoxxx O ^ X. .XOSOXOXXXXXXXSOXOSOOXX^ 'OXXX ‘XXO 'XSSOOOCSXSXwX |||ii|i||I||iii|i|||||i|i|||i|||||z|mi|2|||||l|| al>oiinl and tuiliim. 688 EEPOET OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 689 List of institutions for secondary instruction from which no information has been received. Name. Part 1.— Schools for boys. St. Joseph’s Academy . St. John’s Male Academy . Samuel Bailey Male Institute.. La Grange High School . Forest Academic, Collegiate, and Military Institute. Lexington Select Male School. . University School, E. C.Venable Kichland School for Boys, 145 Lanvale street. Cambridge Male Academy . Howard Institute . . . Pontotoc Male Academy . Mr. Young’s Classical School for Boys. Bede HaU, (boarding school for boys.) St. Mary’s Seminary for Boys.. Lyons Collegiate Institute, 5 E. Twenty-second street. Home Institute . . . Cary School . Classical School, Vought street. Irving Institute . Yonkers Military Institute .... Mohegan Lakd School . McNeill Turner High School. . . Bethlehem Home School for Boys. Boys’ School, S. C. Shortlidge.. . Cumberland Yalley Institute . . Boys’ School . Academy, W. Kirshaw’s, Ger¬ mantown. Boys’ Select School, Cherry st., above Ninth street. Collegiate School, southwest corner Broad and W alnut sts. Eittenhouse Academy, north¬ east corner Eighteenth and Chestnut streets. English and Classical School for Boys, northwest corner Fortieth andSansom streets. Mantua Academy, Powelton avenue and Thirty-fifth st. Part II. — Schools for girls. Ursuline Convent . . . St. Ann’s Academy . St. Mary’s Academy . St. Joseph’s Female Academy, comer Eighth and G streets. Seminary for Young Ladies, Mrs. E. T. Huddart. St. Margaret of Cortona . Academy of Our Lady of the Sacred Heart. Family School for Young La¬ dies, Miss M.G.A.Fessenden Gothic Hall . . . Young Ladies’ Boarding and Day School, Mrs. C. E. Eich- ardson. Sisters of the Holy Names . Academy of the Immaculate Conception. St. Mary’s Academy . O. O. Nelson Institute . Academy of St. Vincent de Paul Ursuline Academy . Loretto Academy . Benedict Academy . Institute of the Infant Jesus. . . St. Mary’s Institute . 44 I Location. Name. Location. Oakland, Cal. Jacksonville, Fla. Griffin, Ga. La Grange, Ga. Anchorage, Ky. Lexington, Ky. New Orleans, La. Baltimore, Md. Cambridge, Md. Matthews’ Store, Post-Office, Md. Pontotoc, Miss. Elizabeth, N. J. Cooperetown, N.Y Flushing, N. Y. New York, N. Y. Nyack, N. Y. Oakfield, N. Y. Eochester, N. Y. Tarr.ytown, N. Y. Yonkers, N. Y. Yorktown, N. Y. Shelby, N. C. Bethlehem, Pa. Kennett Square, Pa. M e c h anicsburg, Pa. Media, Pa. Philadelphia, Pa. Philadelphia, Pa. Philadelphia, Pa. Philadelphia, Pa. TV. Philadelphia, Pa. TV. Philadelphia, Pa. Tuscaloosa, Ala. Fort Smith, Ark. Little Eock, Ark. Sacramento, Cal. San FTancisco,Cal. E. TVinsted, Conn. Hartford, Conn. Stamford, Conn. Stamford, Conn. Stamford, Conn. Key TVest, Fla. Atlfinta, Ga. Augusta, Ga. Dawson, Ga. Savannah, Ga. Alton, lU. Cairo, Ill. Chicago, HI. Quincy, lU. Quincy, Ill. The Bettie Stuart Institute, j Mrs. M. McK Homes. 1 Our Lady of the Sacred Heart. St. Ignatius’ School . St. Eose’s Boarding School - Young Ladies’ Schwl, Mrs. M. A.P. Darwin. Loretto Academy . Cedar Grove Female Seminary Visitation Academy . Academy of St. Vincent dePaul Mt. St. Benedict’s Academy. . . Ursuline Order . All Saints’ School, 261 Hamil¬ ton Terrace. Miss Furlong’s Select School, 634 TV. Fayette street. Home and Day School, 76 Chester Square. School for Young Ladies, Miss Cushing’s, 135 TVarren st. Home and Day School for Girls, Mrs. Jas. P. Walker’s. Mrs. Towle’s School, 35 La¬ fayette avenue. . Mrs. Wheaton’s Day School. . . Norwood Seminary . St. Paul’s Female Seminary . . Bethlehem Academy . Springfield, HI. Fort Wayne, Ind. La Fayette, Ind. Vincennes, Ind. Burlington, Iowa. Loretto, Ky. Louisville, Ky. Maysville, Ky. Morganfield, Hy. Portland, Ky. New Orleans, La. Baltimore, Md. Baltimore, Md. Boston, Mass. Boston Highlands, Mass. Jamaica Plain, Mass. Detroit, Mich. St. Paul, Minn. St. Paul, Minn. St. Paul, Minn. HoUy Springs, Yazoo Seminary for Girls ..... Kirkwood Seminary . Academy of St. Vincent de Sales. Boarding and Day School for Young Ladies, Miss Eanney. Boarding School for Young Ladies, Lewis M. Johnson. English and French Boarding and Day School, Mrs. Doty. Young Ladies’ Institute . Mrs.WilliamG.Bryan’s Board¬ ing School for Young Ladies. Dean Female Colleg e . St. Joseph’s Academy . Select ^hool for Young La¬ dies, Madame de Castro, 238 Eaymond street. English and FTench School for Young Ladies, Miss Whit¬ comb, 82 Pierrepont street. Church Boarding and Day School, 78 Lake street. Family School for Young La- diesj Miss E. J. Mackie. Boarding and Day School for Young Ladies, Mrs. Steer. 12 East Forty- seventh street. English and French Boarding and Day School, Mrs. Will- iames, 26 TVest Thirty-ninth street. English and French School for Young Ladies, Miss Ayres, 15 West Forty -second street. English, French, and German Boarding and Day School, Miss Comstock’s, 32 West Fortieth street. English, French, and German Boarding and Day School, Mrs. Garretson, 52 West Yazoo, Miss. Kirkwood, Mo. Ste. Genevieve, Mo. Ehzabeth, N. J. Trenton, N. J. Astoria, N. Y. Auburn, N. Y. Batavia, N. Y. Binghamton, N.Y. Brooklyn, N. Y. Brooklyn, N. Y. Brooklyn Heights, N.Y. Elmira, N. Y. Newburgh, N. Y. New York, N. Y. New York, N. Y. New York, N. Y. New York, N. Y. New York, N. Y. Forty-seventh street. English, French, and German School for Young Ladies, Miss Haines, lO* Gramercy Park. Gardner Institute, 620 Fifth avenue. Hendrick Institute, 25 West Twenty-sixth street. New York, N. Y, New York, N. Y. New York, N. Y. 690 REPORT OF THE COMMISSIONER OF EDUCATION. List of institutions for secondary instruction, ^'c. — Continued. Name. Location. Name. Location. Madame de Valencia’s Insti¬ tute, 33 A7est One Hundred and Thirtieth street. Madame O. da Silva’s School, 17 W est Thirty -eighth street. Miss Burgess’ School, 108 West Forty-seventh street. Miss Crittenden’s Boarding and Day School, 39 West Thirty-fifth street. Seabury Seminary, 125 West Forty-second street. Pelham Female Institute . Ossining Institute for Young Ladies. Keble School, Mary J. Jackson Cottage Hill Seminary for Young Ladies. Home Institute, Miss M. W. Metcalf. Female Seminary . St. Mary’s Academy for Young Ladies. Academy of the Sacred Heart. Boarding School for Young La¬ dies, Mary B. Thomas. Boarding and Day School for Young Ladies, 5254 German¬ town avenue. Academy of Our Lady of the Sacred Heart. Sunnyside Seminary, Hev.Will- iam E. Jones. Academy of the Assumption.. . Academy of the Sisters of Mercy. Boarding and Day School for Young Ladies, 611 Marshall street. Convent of the Society of the Holy Child Jesus. InglesideSeminaj'y,1532 Spruce street. Miss E. M. Bennett’s School, 637 North Seventqpnth st. St. Joseph’s Academy . Select School, Mr. E. Eoberts, 1712 Jefierson street. Wallace Street Seminary for Young Ladies, 1806 Wallace street. St. Benedict’s Academy . Catholic Female Seminary . Convent of the Sacred Heart... Academy of the Sacred Heart. . Academy of Our Lady of Mercy . HrsuUne Institute . Academy of Our Lady of Mercy . St. Stephen’s School . Columbia Athenseum . Durham ville Female Institute. . Academy of the Immaculate Conception. Austin Female Institute . Conventof the Incarnate Word. Hrsuline Academy . . Convent of Our Lady of Ver¬ mont. Glenwood Ladies’ Seminary. .. . St. Mary’s Academy, North Fairfax street. St. Mary’s Academy . Suffolk Female Institute . Part 111.— Schools for boys and girls. Southwood Select School . Lutheran High School . New York, N. Y. New York, N. Y. New York, N. Y. Now York, N. Y. New York, N. Y. Pelham, N. Y. Sing Sing, N. Y. Syracuse, N. Y. 'Tarrytown, N. Y. Tarrytown, N. Y. Kaleigh, N. C. J acksonviUe, Or eg. Salem, Oreg. Downington, Pa. Germantown, Pa. Harrisburg, Pa. Hartsville, Pa. Philadelphia, Pa. Philadelphia, Pa. Philadelphia, Pa. Philadelphia, Pa. Philadelphia, Pa. Philadelphia, Pa. Philadelphia, Pa. Philadelphia, Pa. Philadelphia, Pa. St Mary’s, Pa. Sharon Hill, Pa. Torresdale, Pa. Newport, H 1. Charleston, S. C. Columbia, S. C. Sumter, S. C. WiUington, S. C. Columbia, Tenn, Durhamville, Tenn. Jackson, Tenn. Austin, Tex. Brownsville, Tex. Laredo, Tex. East Eutland, Vt WestBrattleboro’, Vt. Alexandria, Va. Norfolk, Va. Suffolk, Va. Talladega, Ala. Fort Smith, Ark. Napa Seminary . Sacramento Home School, H street, between Thirteenth and Fourteenth. Brainerd Academy . East District High School . Laurel Academy . Newark Academy . . Bairdstown Academy . Mt Zion Institute . Chicago Academy, 11 Eight¬ eenth street. John Street High School . Mt. Pleasant High School and Female Seminary. Wetmore Institute . School of the Parish of the Good Shepherd. St. Augustine’s Academy . Orphans’ School . NicholasviUe Academy . Select School, George Varden. Calais Academy and High School. Exeter High School . Hartland Academy . Mattanawcook Academy . Harpsweli Academy . North Yarmouth Academy ... Howe School . St. Francis Xavier’s Academy School of the Holy Apostles. . . Select School . Christ Church Parish School. . Assumption School . St. Paul Home School . . Crystal Springs Institute _ St. Joseph’s Academy . Newtonia High School . Ingleside Academy . Academy of the Sacred Heart Antrim High School . Chester Academy . Academic School . Landaff High School . Pittsfield Academy . Christian Institute . Champlain Union School and Academy. Yates Union School . East Bloomfield Seminary .... Andrew J. Qua’s School . McGrawyille Union School and Academy. Franklin Academy . Martin Institute . Monticello Academy . Sisters of St. Ann . Bird’s Nest Cottage Home School. Mt. Pleasant Academy . Woodhull Academy . St. Augustine’s Normal School and Collegiate Institute. Bartlett Academy . Bloomingburgh Academy . Fayette Normal School . Geauga Seminary . Mansfield Seminary . Madison Academy . De Camp Institute . Carlton College . Westminster Academy . Canaan Academy . Boalsburgh Academy . Young Ladies’ Seminary . Columbia High School . St. Bernard’s Academy . Napa City, Cal. Sacramento, Cal. Haddam, Conn. Vernon, Conn. Laurel, Del. Newark, Del. Bairdstown, Ga. Mt. Zion, Ga. Chicago, HI. New Albany, Ind. Mt. Pleasant, Iowa. Irving, Kans. FranMort, Ky, Lebanon, Ky. Miuway, Ky. NicholasvLlie, Ky. Paris, Ky. Calais, Me. Exeter, Me. Hartland, Me. Lincoln, Me. N. Harpsweli, Me. Yarmouth, Me. Billerica, Mass. Baraga, Mich. Mankato, Minn. Mankato, Minn. Eed Wing, Minn. St. Paul, Minn. St. Paul, Minn. Crystal Sp’s, Miss. Edina, Mo. Newtonia, Mo. Palmyra, Mo. St. Louis, Mo. Antrim, N. H. Chester, N. H. Con wav, N. H. Landaff, N. H. Pittsfield, N. H. Wolfboro’, N. H. Champlain, N. Y. Chittenango, N. Y. East Bloomfield, N. Y. Hartford, N. Y. McGrawville, N. Y Malone, N. Y. Martinsburg, N. Y Monticello, N. Y. Oswego, N. Y, Ehinebeck, N. Y. Sing Sing, N. Y. Woodhull, N. Y. Kaleigh, N. C. Bartlett, Ohio. Bloomingburgh, Ohio. Bloomingburgh, Ohio. Chester, Ohio. Mansfield, Ohio, Mt. Perry, Ohio. Pagetown, Ohio. Syracuse, Ohio. Waterford, Ohio. Windsor, Ohio. Boalsburgh, Pa, Carlisle, Pa. Columbia, Pa. Woonsocket, 11. L STATISTICAL TABLES. 691 List of vistitutions for secondary instruction, <^*c. — Concluded. Xame. Location. Kame. Location. Sprinf: Hill Female Academy. W alnut Grove Academy . Oaklaud Grove Academy . High School . Xew Hampton Institute . Lamoille Central Academy . 1 Spring Hill, Tenn. Walnut Grove, Tenn. ' W aynesboro’, Tenn. ! San Antonio, Tex. Fairfax, Vt. Hyde Park, Tt. Jonesville Academy . . Teates Upper School . Oak Hill Institute . St. Marv’s Academv . W aupaca County Academy . .. Lakeside Seminary . St. Joseph’s Academy . Jonesville, Vt. Lordsville, Va. Wadesville, Va. Charleston, W.Va. Baldwin’s MiUs, Wis. Oconomowoc.Wis. SteUacoom, Wash. 692 REPORT OF THE COMillSSIONER OF EDUCATION. Table VI. — Memoranda. Name. Location. Remarks. Part I. — Schools for boys. Montgomery Male High School . Darien Seminary . Collegiate and Commercial Institute.... Stamford Military Institute . English and Classical School for Boys. .. English and Classical Boarding School for Boys. Fairfield College . St. Joseph’s College . Somerset Collegiate Institute . Lexington Male High School . St. Timothy’s HaU . Dr. Griswold’s School for Boys . Borromeo Institute . Hermann High School . Clinton Military Academy . Hobart College Grammar School- . Park Institute . Hiram H. Post’s Private School _ •- _ Horner &. Graves’ School . Raleigh Academy . St. Vincent’s Seminary . Brownsville Male Academy . Richmond Institute . Jarvis Hall CoUegiate School . Select School for Boys, (Mrs. S. A Peck) . Part IL.— Schools for girls. Grove Hall . . . Mrs. Piatt’s Boarding and Day School. .. St. Mary’s Priory . Maysviile Female College . St. Francis’ Academy . Misses Clark’s Young Ladies’ School. . . . Convent of Our Lady of La Salette .... Minneapolis Female Seminary . Christian Female Institute . St. Louis Seminary . Wettling Institute . French Institute for Young Ladies . Home School for Young Ladies, (Miss Parkhurst’s.) DAert’s Institute for Young Ladies - German- American Institute . Mrs. Bleeker’s School . . Primary, Progressive, and Finishing School. Academy of the Sisters of Mercy . Riverside Seminary . Yonkers Collegiate Institute . Mt. Amcena Seminary . . Miss E. H. Appleton’s Select School - Lake Erie Seminary . . School for Young Ladies and Children.. Miss Mary E. Stevens’ School . Select School for Girls . St.John’s Hall . Masonic Female Academy . Academy of St. Cecilia . Convent of the Incarnate Word _ Boarding and Day School for Young Ladles. Memorial Hall School . Part m. — Schools for boys and girls. Arkansas College . Baptist Seminary . Montgomery, Ala . Darien, Conn . New Haven, Conn . Stamford, Conn . Stratford, Conn . Stratford, Conn . Fairfield, Iowa . Bardstown, Ky . Harrodsburg, Ky . Lexington, Ky . Catonsville, Md . Hooversville, Md . Pikesville, Md . Hermann, Mo . Clinton, N. Y . Geneva, N. T . Eye,N. Y . . Sing Sing, N. Y . . Hillsboro’, N. C . . Raleigh, N. C . Germantown, (Philadel¬ phia,) Pa. Brownsville, Term . Richmond, Va . . Golden, Colo . Washington, D. C . New Haven, Conn . Norwich, Conn . Fernandina, Fla . Maysviile, Ky . Owensboro'’, Ky . Ann Arbor, Mich . Sault Ste, Marie, Mich . . Minneapolis,Minn . Lexington, Mo . St. Louis, Mo . Cortland Village, N. Y . . Ft. Washington, N. Y _ Newburgh, N. "Y . New York, N. Y . New York, N. Y . New York, N, Y . New York, N. Y . Rochester, N. Y . Rochester, N. Y . Yonkers, N.Y . . Mt. Pleasant, N. C . Cincinnati, Ohio . Painesvfile, Ohio . Easton, Pa . Germantown, Pa - Philadelphia, (1507 Ox¬ ford street,) Pa. Spartanburgh, S. C . Morristown, Tenn . Mt. Vernon, Tenn . Victoria, Tex . Harrisonburg, Va . Washington, D. C . Batesville. Ark . , Fort Smith, Ark. Not in existence. Closed. _ See Table VTL Removed to North GranviUe, N.Y., (see Gran villeMilitary Academy.) See Family School for Boys, (identi¬ cal.) See Classical School, Part 3, (identical.) Now a public school. See Table IX. Not in existence. See Thrukeld Select School, (identi¬ cal.) Closed. Closed. Not in existence. . Closed. See Clinton Grammar School, (identical.) Closed. See Table VTI. Removed to BeUeviUe, HI. See HiUsboro’ Military Academy, (identical.) Not in existence. See Table XL Now a public graded school. See Table XL See Table VTL* Closed. See Table Vm. Mrs. Piatt removed to Utica, N. Y., (see Utica Female Academy.) Not foimd. Closed. Not found. Closed. Removed to Marquette, Mich. See Table VTTL Closed. See Table Vm. Closed- Closed. Not found. Removed ; not found. Removed ; not found. Removed ; not found. See Miss Comstock’s School, (iden¬ tical.) A parochial school. Closed. Not found. See Mt. Pleasant Female Seminary, (identical.) Removed ; not found. See Table VIM. Not found. _ See Table Viii. Removed ; not found. Closed. See Morristown Female High School, (identical.) Not found. See Nazareth Convent, Table Vlfl. (identical.) Not found. Closed. See Table IX. Not in existence. STATISTICAL TABLES. 693 Table VI — Memoranda — Concluded. Name. Location. Eemarks. Methodist High School . Terner Episcopal School . Stratford Academy . Natchang School . Milford Classical and Mathematical In¬ stitute. Delaware Institute . Dyhrenfurth College . Mt Zion Male and Female Seniinary . . . . Harrishurgh Academy . Murray Institute . Bridgeton Academy . . . Groveland Seminary . Fort Smith, Ark . East Windsor Hill, Conn. Stratford, Conn . Willimantic, Conn . Milford, Del . Wilmington, Del . Chicago, Ill . Mt. Zion, HI . Harrishurgh, Ky . Murray, Ky . North Bridgeton, Me _ WasiogajMinu . James Institute . St. James, Mo... English and Classical School . Jamesburg, N. J Clintonian Seminary . . ITlster Seminary . Geneseo Academy . Middlebury Academy _ _ Oneida Seminary . . . Ternon Academy . Indian Kidge Academy . . Sylvan High School . . Kernersville High School . Shaw University . . . Fairfield Union Academy . Select School . . School in the Mountains . . Milnwood Academy . Luzerne Presbyterial Institute. Neophogen College . . Le Moyne Commercial School.. Brooklyn, N. Y . Ellenville,N.T......... Geneseo, N. Y . Middlebury, N. Y . Oneida, N. Y . Vernon, N.Y . Currituck County, N.C . . Jackson’s Creek, N. C. .. Kernersville, N. C . Ealeigh, N.C . Pleasantville, Ohio . Sunbury, Ohio . Belief onte. Pa.. . Shade Gap, Pa . . . Wyoming, Pa . Gallatin, Tenn.... . Memphis, Tenn . Eiverside Academy. Dallas, Tex Orleans County Grammar School. Chester Academy . Newton Academy. . . . . . . Brownington, Vt. Chester, Vt . Shoreham, Vt.... St. Vincent’s School. . Evansville Seminary. Eiver Falls Institute Milton School . Wheeling, W. Va . Evansville, Wis. . . Eiver Falls, Wis. , Washington, D. C Not found. Not found. Charter about te be given up. A district school. Merged into Milford Seminary. Not now in existence. See Table IV. Not found. See Owen College, (identical.) See Table IX. Not found. See Wesleyan Methodist Seminary, (identioaL) Closed. See Jamesburg Institute, Part 1, (identical.) Closed. Closed. Closed. See Wyoming, N. Y. Closed. Now a public free school. Closed, Closed. Closed. See Tables HI and XL Closed. Not found. See BeUefonte Academy, (identical.) Closed. Closed. See Table LX See Le Moyne Normal School, Table m, (identical.) See Eiverside Institute, Lisbon, Tex., (identical.) Not found. Closed. Now Shoreham Central High School. Name changed to St Joseph’s School Closed. Closed. Closed, Table VII. — Statistics of preparatory schools, including schools for secondary instruction having preparatory departments, for 1875 ; from replies to inquiries hy the United States Bureau of Education. Note. — x indicates an affirmative answer ; 0 signifies no, or none ; . indicates no returns. 694 REPORT OF THE COMMISSIONER OF EDUCATION. •jbojC OT!jsuxoqos ut eqooAV jo joqtunjj •oeanoo ut sauoA jo joquin^ •V rK fo to 00 -J* •saoi:jn';T';8ai joq^^o !^oa pip pn'B'‘j'B9A oitaop'BO'B ijeei jd osop Tu 9e.irioo pa^oxdmoQ •aT}9A 0ICa9pB0'B !^SB[ JO OBOp eonie poqos ogijuoios poaojug; •juoA oiraopuou jrux JO 9B0X0 oonig aBoqoo pojojug^ o to irt « Cl eo Cl •uoiBBirapu joj poamboj oSy •s:^aopnjs joqjo jo aoqranu O Irt 'CIO o < •oSogoo ui 9Sjnoo ogij -U9T0S JLOj Suij'udgjd joqnin^ •oSegoo ui oejnoo pois -BUXO joj Satjudoad joqran^ ■ d tc co-ci © © CM d iO •sjojonajeui jo joqmn^ dCO©QOiO©10iO ■ r*dd — loco •uopuuiniouop enoiSqo'a; O . o o ;zipq^;^;z5 Q P.W MWPh Ph • • . • • • * * 1 m 6 ; M • • ■ • * 1 d *•*4 : es ..rti -fliR 1 . t- !^1 1 • ® Wq- :P : si rtrS a '='300i-5(>Wh:;> o r - o -e ^ a • i5 ? ® o ® S g g-S ^ :a Opq’<^ .2 2 § '2 H^OOmcoW^ O’MP t>3 g g dJ O §0*0 ^ splllp g fl.5M g.s HOOOPcoMu I ■p :.-s y ro , O >-a . a: -2 PiH • n ®'§&gS II a®;H|-i •.® o*^ ■S't-i gj’ra ® ® o^B s. = § ♦S'o .'I'H y y S'S'c ® 3 .2<1 IIPIII ■^i2h2 Jrt> O'ts .H ^ S t>fa W) g Sort § 'o op §,®s| ■« fllf ^ s S ® mPP ppp •J9qmn^ ID CD r-* 00 < STATISTICAL TABLES. 695 ^ CO T- M O 1-^ 11 ^ ^ e : e 00 C* <71 o 00 n o ^ 71 : ’■S : © © I o ' ® I ^ I o © c |; : : ; ;§ I C> I I o I ill 1:1^ :| : =1 ^®^|p 2 ® S '- . ® i'S'S ii-i a o 52J : i ^ 1 1 c o !zi i; Cong { A tC :|§ : § o :=f :5p p p = o i'S p : _ S c3 j-tjp cp a " ~ op ipf : £2 !;i5 'o'-P £•£ = 50 ptzyai P Hj a: P <1 i-ii. a © :up jpp : ; c > I o o :e;^ t^ X) 7i ' o 1-7 <0 O LO € 00 X OL/ JU X X) : o ;o L7 C5 1- O t- 00 cc — — C7CCt-7«C«^L7-^ L7 ^ o o o r* o o OCX) r-ocaoxooGOoocjo O 7t O ?C C7 7? CC CC O GO 00 00 00 00 Gt G^ 00 00 do • X 00 ;o :oj L7 7i O 1-7 71 ro T7 17 X X X X XU ■ C7 ^ t7 : :a ia|a F^OOPPSlZi a“ a2.--^3s-§ •P t WfS I ; ® ■ ■ ^ :a i :p Ira ■ Sp •©51 . 2PP .c s a > •5 'o o >:P 2 © O O- Ifgilii cep S-'IIl.f 111 11 W l|” ■.:S ’ '^ I >.p =* -2 e-q a 5 ®P ^o a ■Mp I?-; & a ecc t£- S'u-: PP © ^ . P o > 2; 5i - o o a^ go^3 o illliWii © ©v5 a ® ttb ^ gW ap,a g-S ffi o • s • • ® >5© 23 S’® ^ ^® S<1 a © s 2 a a^y- 2'd ' ^ ® e^ e Jii^^ S? ^ t- X 75 .0 ' 17 XO From Iloport of CoiumiaBioiior of Education for 1874. a None spocillod. b Total numljor of pupils. Table YlL—StaUatios of preparatory schools, including schools for secondary instruction having preparatory departments, for 1875, Continued. Note, — x indicates an affirmative answer ; 0 signifies no or none ; . indicates no returns. 696 REPORT OF THE COMMISSIONER OF EDUCATION. ■jnojC oi!^et;|OTio8 ur sjfooAi. jo jaqrnnjii •osmoo UT sivdSl jo aoqnmjq; o «o •Buoi';n!;r;8ni joq;o jo^^uo ;oa pip pun ‘jua’A otuiapnon JO 9so[0 o O if> •juaA otmapnoB jo oeop 9DUI8 jooqos opijuaios paaajag; — r)< nin. •JB9A oiuxapnoB jsni JO esop aouT8 oSoqoo paaojug; •uoissinipB aoj paamfiai oSy j (H eo (N •ejuapnje jaqjo jo aaquin^ © o 4ft ro o o o (M 00 © « •9§anoo ui eemoo oqij -U9ID8 aoj Suijndajd joqran^ O © Ift 00 ft 1 •eSanoo UI asauoo pois -sup joj J^UTiBdajd jaqran^ I O Lft Lft CM O Lft X «> © (M © •saojonajBut jo joqranj^ •noTjunituouap enoiSTjag^ ^ 0,3 c o H C I’ll ^ !zi ^ S ^"1 > l ''T m lo J 00 00 00 00 i 3 = 2 .Hi KP!2i t>^tx ii 00 CO i> O CO cc ^ CO Ol "H ^ fx [>H fej "1 3-43 jS 3 - >i' O cf cfx Sc3c;3333.3 0(Br'®'«>®P - PSRt i;z;;z5 ^ ^ !z; : g ^ cS O fi ®o i o O :a2 fcc > ® .2 '3 ^<1 3-S'g =5 . P . ® : bD . fl ^ 3 op £f>^ 2 o S +s C ® O 0.3 3 ® > 3 O ® > ■ •e:«: ^ j P oo .p a'J'g'S ® 3 >0 O |coaj I 3: ^<1 gy 3 aCi ;p o^”.5 o a 3^ oM ?rJ 'S m a _ g 3 ^ rK 3 O 7* 3.2 ® ® 35 3 ^-.3 nj op 33 "c O O g- •jaquinx; STATISTICAL TABLES. 697 From lleport of CounuisHiouor of Ecluoatiou for 1874. a Nouo epecitiod. b Eutorod literary Tabi.e \ 11— Statistics of preparatory schools, including schools for secondary instruction having preparatory departments, for 1875, o X X i enjnjnddn pm? joaiq-co piotqdosoxiqd v xooqos oqp enn 1 ® 1 ^ X X X 1 X X xxxxxxxx X I ; X X j Liojn -joqnx XBOinioqo n xoo^'''e i* X X X ; ; XXX ; X o ; >= X o ; ; o o ® a \ 1 • [5 ll i 5*^ ill Oakland High School . FrJiuciscan College . Santa Barbara College . Hartford Public High School . I’nlloirin.t.A nTl^l llnniTYiATP.inl Tnst,itnt.*Y j ; ^ [l Norwich Free Academy . Connecticut Literary Institution . Woodstock Acjulemv . South Georgia MaloTnstituto . A lien’s Academy . St. Francis Sol.-inua College* . Burlington Collegiate Institute . 1 ! i 1 3 c 5 > >■< II 2 1 1.— II 1 'i 1 il il Gorham Setnitniry* . Nichols Latin School . Maine (Jentnu insratuto . . . Johnson Homo School for Boys . Classical Institute . •J9quiuy[ STATISTICAL TABLES. 699 J >: ^ ill' i 11 is ?a a @ 5 S5_-iSssSs jfiffiliitflll HiliJIillW g >, o i a . i lllfilllll ■ S.^iado6 ?f||?|l§|llllll II iiiiiiSii ill i of iiiSiii 1 CT ^'of t-'cTo I :i§i « :«v i d- 2,000 3,500 lit «-«- 1 iiiiiiii “Ss'-''''«f 1,1 -H 5®i isli : cTof cf 1° ,h“ «■ 1 cT 1= of O o o : of «“ r>, 000 :i ; ; is i i . o ■ c cf ilii :|sa' 1° s 0=11 = S3 1 s' 1= s' o o o = o ;|| = = | iss - iiiii : :i: ir-r : : iiliiiiiiiil :|S‘3=S|?S2'g'3 iiiiiii sssi-'W ■I is iiliiiiiiiil g'ss's'sWsgssS I i ii 1 : ij iii ;iil gsiiSSgl i ilii ii • = f i i irpf; 1 5J Ii :§ : :S : : : :g :g i i«* i : i^" I ■; 11 ii : ■;Cf 1 ii r :iii : : « rt j ilii ■;^-ofr-r ii Cl iiiiiii of rtrn'of j ’iiiiiii^ «r.fT-r I i « 1 c s 1 X X I ^ I ; X \c " I ‘ 0X00 X X X X o X O X O xxxooxxxxx ;ooxo x o X X O X X I ^ 1 ;xxxxxxxx O X ; X X X X X c X X XXX ;xxxxxxxx X X 1 X X I ^ i< DOXXXOXXX oxooxxxo ;o X X XXX ;xxxoxxox for 1874. cFroin city tax and Stnto echool fund. / A])i)aratnH. d Imiliidinji tiiitiou. d Roceivod by Itbaoa Acadoiny. e State donation. ft Uses those of tlio Columbia Sobool of Mines. 700 KEPORT OF THE COMMISSIONER OF EDUCATION. S3 a a o O I 4 iO 00 ■ 5^ sa. SSJ s 1 l< 8 •g •saoj uot!}.Tn:^ raojj ai30l !^SBX eq:^’joj s:j(it8O0ji •spunj 9Atjonpoad aio:g: eraooiri •fipunj 9Ai!;onpoad jo :^TmoxnY •8n!;BJBdd« ptre ‘sSni •pipiq ‘epunojJ jo p (= g §§ ®So®®®®®0 saaaasaaa _®®_®®o_®_o_®® P, pu pH Ph pH Pi'S, Ph P, ®®®®®®®®® _3 'hS'w a 'Pa® p' P ^ P p" p" P fc-- tT ®®®0®®®®^®S®® ,o .a hO hP ,p hP P! hO ^ hP 2 ,p ,a Eaaaaaaa®a®aa ssssssss^s gc® ® PHP,PHPHp.PlP.PHpftofaHPH ®®®®®®®®_i®i®® « o o C3 O O s ® as®- _ _ _,., . “ R £ ^ occ. •jaqnnix 4S| illStll pA— « ®xPHR®,2.S®pa gS’^ S So fi s H-C E-gQ ®'^ ® pSM C pf“ p_a ®P fl .l3§ll2ll^l1l'ililS2|||J^i ’^Tioor^oooowd r^i^l^C^t^i^GOOOGO 0&a0Q0 00 00 00 a0O05050505C5C:05O St. Mary’s Instil STATISTICAL TABLES. 701 £ B c s m S e ^ ® & o S £ & a 5 a ® -2’S3|-2 ©* c"^ o' S' ® cc ccCmccm c o o* cf , .>>o.a •- : O O S r O" O" O" I « « m oo < Ol5< O X X X X O X O O X ' a oc >~.s >-.o s — sCCm O'? o £"-"S O -S c3 ^ TV't3 ^ O a s = 'M§aaa S>S o “i sa i| fit fi §1 f* II It aa ”1 £ X indicatee an affirmative answer; 0 signifies no or none; . indicates no returns. 702 REPORT OF THE COMMISSIOKER OF EDUCATION. Collegiate depart¬ ment. •sdtqgjBioqos jo aaqran^ s Or-I • • >0 ; -O -O • • • • • • *00^ • ‘Ol • III 1 1 Tt< I •sjuop -nj8 JO aeqraan jbjox 2 •^-HCOQOCiG^OOOOOOOOiO rJlO?OOOCGCQlOOt^CCOOO G^CMC^OICOO o o SO — o o o oi »o CO Gi 00 00 § •jaeniiJBd | © -9p jfjojBJBdaad ui sjojanjjsui | H ifH r-! eOC* ; ;i-i |(Nri ■ ; i ■rt* ^ OOQOOOGOOOCDOOCOQO S -® y_i^_L^rK^ © :;3 .';5 ^ ^ ^ tv^ o o © - a * ^ o‘p‘®.a^'2'2 §.a gp-? S > > a a ®-Si‘^ — PS 2 !-2-2||a'|^1g^:S*^' yi® ffi P2P= 9 cj 1^. o n p-'S g '3 SO ’C p eS OWhI o O o 'i Sc SSIIIilillgli © o ® © ^ o ^ ^ f3 9 O oi|.2.2’-s|Q.^ a, £>C bC,® S® oO ®.2 5 ® ■ • sj - E . '2c3S^©©fcD©^' -Sir®® ^Ci s ® ®;3 ®o' •jgquinx; STATISTICAL TABLES. 703 3 180 10 0 o o o oo |00 jOOO IJQ- 1 ; p 00 O -H . ^ . . T-( •’^ . . . . CM CO r-i j : : : : CO J rl O • 1 j s TT ; ; -.rs ;0 ; G* w . . t- ;» ;GJG» ; ; $ |S ; s 8^i £ 83? S8?^|??8 8 gjG.2jooo2l;.^S?Gl 8 """ 1 i r • T-t • C-i J ■T r5C< Ji rs ; ; rs ; ; r-i — O Gt ; ^ C< Vr ^ ^ a« W ; -I Jt gt gl rH ;-g<'CT r-TrH « ro TT a« ^ S« Ct « gt .-. sa - • iO"" Ot' S-^TolS — w'o « » « w'rtci'o® o ^'30 w bo 2 ci o « o o t- ^ ^ — p» — ib ills; irp ■pp-s a Ilc'port ol’CoiiHuiHsiouer of Educiitioii lor 1874. a Thoro wore also 203 nmlc studontu in tlio inetitutiou during tho year. Table VIII. — Statistics of institutions for the sitjjcrior instruction of women for 1875, (fc. — Continued. Note — x indicates an affirmative answer; 0 signifies no or none ; . indicates no returns. 704 REPORT OF THE COMMISSIONER OF EDUCATION. Collegiate depart¬ ment. •sdiqsju[oqos jo aoquinjq 16 • .lOWO • -OOI •L'5 00 • • -coo -oo . ■ -o ;; 1 jOti-i'r- •• jtc j li; o •s^uop -n:)^8 JO aoqranu xujox OCOQUCOOllO OOfOOli'SOOOO 005(M4rOC;r-IMt- lrt(Ml-COfOQO «OrHt'OOU«3t'.l-QD QOCOOO-'J’MOI'q'^OO* (N •6:>u8pnjs oaunpuaS-jeod jo joqran^ 14| ir : ; ; CliH i-( OO 1 05 . . . o • • • O •os jnoo {uijaud lo ^eroods UI 8(}nopnjs JO joqran^ . . . TJI o J 1H o ; 1 O J 1 ^ • • • CO O iH 00 • « 1 1 SO •osjnoo auinSoj UI ejuopms JO aoqranjq ^ - L O N' incMiT- m «o Tj» • o o o CO T-4 CO • 00 «o r* uo !-• • Ol C50'^0(350i0t^ COOO’^COG^'cPtOOl s •!jn0ra!}md -op Ajojujudojd UT ejnopnig 11 1 O O CO I (MC^ ?o CO O O CO O O O O CO Tf . uo * G^or-iocoiOj>oo CO CO 0< lO TP CO to CO •i^aom'jjBd 1 -op Ajo^^BJ-Bdoad ui BJOiona:^eai | 10 ;;;;;; O ; C« • rH 'GlrrT^rH ; Corps of in¬ struction. •o[Bino^ 05 CO t- C- 00 C7S O CO O to lO 00 t- GO 00 ^ CO O CC CO 1-* •OfUK 1 0(0 rH 1-1 Cl rs <£> Irt C! CO to CO O Ct IJ* O C* CO 1-H lO CO -H r-< 1-1 li 1-4 ia> CO lOOGOOCOCO rHOlC5t-*Ot'*OSOOaj T-dCCOt-'^OiO'^lOr-O r-lrHC^F-«i— irH'^CTl rHr-1 i-h •noT^.BUTraoa9p enoiSip^L S g § O C> CP o <0 (£> (O ® ro ^ **1 s ^ ©2! ®SO;2Htlj ® Ip txaj ®fqp^p|oh;^HH •noii^uziuuScro jo 9%ts(J_ > O CO CO rH ; S S 00 S S OOQOQOQOOOOOOOQOOO )i-HC5cor-c^LO^’^i— (rr >r-irtLO'^^oiotoicif^ )QOCDQOQOQOCGCOQOOOaO •jo:ja'Bqo jo 9;bq; o j® iS H o'© o “9-3 :v2 ill^ls 11^1^ I POPh^IPO p : 6X1 : s ® ® 02 c3 5 ® a © ^ ® o I cs i'S :o e.a m I ® s TsOJ g”® & la 'I o g w 'Sog 1^^' cgo3‘^.®f p's- ®^^i9'o'o .TS-S g oOOS ® • agi-i':3®®rg'S® s i I ® g I a S.2^p: .W ®" gn ® ® ®: rbl|^la|p|.i |^|lllll|ll M'^^aoHPPQQ; •joqmn^ »0 CO t-* 00 C5 O STATISTICAL TABLES. 705 o ^ I ; O ; a>n ; o • 1 o r: rs o : : . c :ni- |2| ; g • wo ; 11 OL - r- • o ro • • I- • O ^ ^ o re o ; . ® ; ?} 1 i'- 1 ■ :28S : ; O ; ; I 1 q; O • 2 s - ; : : .8$ £ 3o I n :222 ;iSS j 2 g 2-:^ :a 8 ; ;S s- iz 82 - :?22 = ? * ^ ;C< ; i ! " : fr- .; ■■= ; ; — < ^ " • ■ ei ■ '^r ;a 8 ; r> (30 - ■ w r* -o -00 LO ro ro ^ — o o .22 ^ = r > o i- t" re we re c- 2 — ^ V r . — > ^ ■n r: « cr» - - it^oort- . cc — 1 ro 01 r- ! c; c; r: 00 n c; 1 -ij r- -j" rs — 'Ncw charter. c Principal ilccoasoil, and school now closed. TAi3LE Vlil /Skfis^ics of Insiihdions for the superior insiruetion of ivomen for 1875, Continued. Notk.~ X indicates an afiirmative answer ; 0 signifies no or none ; . indicates no returns. , 706 EEPOET OF THE COMMISSIONEE OF EDUCATION. STATISTICAL TABLES. 707 • ri • • • ift • • o • o o o • o • • o - • ■ o • o o • 0*0* . . . . o • o • ■ o c • ; O O O « i ^ § g?:-§ss^S-52 - at ■ o 1 01 o>i o — ' o • 1 • u'; o ^1-1 O j O : : i =*”2* : :S = O ; ; ; ^ . . . * . r-i • C- « 1 Ci ; • i : .§£2S S|?i = S : « : i S i ^ = ^ ;Oj= L-i 51 1 ji S -o i i • hi ro S ; ^ :?i? ; COr-ir-, M j i r i ^ ^ ; ; ; 31 ; 51 ; 51 I i 1 ^ 51 § --r a= 00 -T ■ i-'5.;o L-; -.i 31 ro -r- r; o : rt ^ ir; 'T CS o 00 t:* r: • f- r: ^ w i> , « TT 51 .-( ro 31 - .-( ro O 51 31 51 rs ,-5 .-3 51 r- \ ^ Zl ' 31 31 • TT to fO TT ' 55 ■5" 35 f- lO 00 g:ociO cic:c^, aoc^-^'o'c'c'c-c-^'^'^ooacoo-^cricc'-^o'^ ' -.r ■v 51 c; bo 10 14 11 7 8 10 (i 6 21 11 . O II 1 1 |a|i IsSHlloll a;|ii2 P |S||a ;gs;3^||Q||ai4&|l<53<35>sS53 |||3|4i:5s3;5 = •^:=-i=,^.5Ss^535 >>>>>>^>> SSSSHS~a^ ;a:;2S^^^35 iiii iiiiiiiiiiiiiiil iillli ;i :iii ill liiliiliili ^OMiisiffiiimiiiiiiiiiiiiiiriiiiiiiiiii HU liepoi't of Coniinissioiici' of Education for 1874. ® Suspoiulcd at i)rcH(‘nt. Note.— x iudicatcs an aflirmativo answer ; 0 signiflos no or none ; . indicates no returns. 708 REPORT OF THE COMinSSIONER OF EDUCATION. •nopunrinouap snoiSr[a2 •uop.BZTtre2jo j^o o^-Bq; jo 9JB(X uaqninii Collegiate depart¬ ment. •diqsrBpqos jo raquin^ - 1 2 1 ! ;o ; I ^ 1 •8:^^^p ( k-i 1 -nrs JO jaqninTi iBroj, 1 ^ 1 d m O j 0^0 LO 50 o o o •siU9pn;s 1 ^ 1 : o^BupBjS-i^Bodjojaqtnnx: 1 I : io »-» • •osiao9iBijJBdaoxBp9d8 I m I '*'5^ ; m Biuapnrs jo aaq’ninx; 1^1 : . 53 . •asjnoo jB{ii29a I ui 8}u9pn;s J.0 aaquinx I 1 ' ^ i S 03 £?5 •!^a9m;jBd -ap i^jtojBJBdaad ui sinapnrg \ a O LO O O 1-1 o 00 o 1-f o ^ •4a9cci4JBd -op ^loiBTBdaad nt BJOjona:}8Tr] o ri Ol • Ti :o ; Corps of in¬ struction. •aiBuia^ 1 1 © V L'-3 If: •apK 00 cOdOCOdOlO CO ;o d o t' Lo 02 . : S . d C5X Cl <§ i Isl P'-3 C. "02 - fcg._f •^>1 ‘i '%pM ; g p I GO jt5 TO -r L-5 O ir: — o ^ CO au 00 ^'1 5 ^-si g 5 2 “-'S 2 S ^ “2 ga Jf^S^oS.S 02i^P-iP^i=>5.3 =1-55; 3 ■ Lp>£.S c s S ®’ 2 o'® o =3 ^ . ^ ■ C?« Oi ©I 01 ©I Cl d 04 d O t- OU Ci O f Table Ylll.—Siatiaiics of inaiiiuUons for the anpcrior instruction of tvomen for 1875, cfc— Continued. Note.— X indicates an affirmative answer; 0 signiflcs no or none ; _ indicates no return. STATISIICAL TABLES 709 From Eoport of Commissioner of Education for 1874. a Includes tuition. b Includes board. 710 EEPOET or THE COMMISSIONER OF EDUCATION. ^ a M ® (V p a rt’'3 CC jb 'S>‘ l-I ’-5 « ffi fSrS 2 5 . 05 . . . CJ -x o 00 c; O', M t~ OH® “ 3 3 3 3 ^ 1-2 ►-S ^ v,. < ..jx ' • V^X VjX T-^ ^ • - • ® O ® o" O O ffl ® (S o cT . O 2 ffl* c" ® ®' S3S33333 . — ' 333!?3323S3a 333333333 3fcP 3.::3 0 3333 1-2 1-2 *-2 '-2 *-2 *-2 >-2 »-2 *-2 1-21^ '-2 '-2 t-2 '-2 •saaj nontm tno.ij jb9,£ 'jsBt aqi aoj s^diaDa^j; •spun; aAlpDnpojd uiojj araooni C O 3: O C O : •span; 8AT;onpojd ;o ;uuoni'' •snaujuddu puu ‘sSut -plinq ‘spun.oa:^ ;o •asjnoo ju^n -Saa ui rauauB aad uor;inx •laaraijudap j?Ao;'EJBd -aid UI nmauB lad aoi;Tnx <3 0 0 O O o o o o o ^ O*- O O O w O . 0ot>0:::;0^0< OO&OO^OO' O — CiX — t^OOr-ii OOCOOOOOOOOOOOC^OwOOOOOOO 000000000000000-0 00000000 oooooooooooooooooooooooo cT o" o'* o" o'* rrf o" 0“ x* o" > " ■ *r; X ITS o o o o •ranu ^ f J9d 2niSpo[ pan piEog OOOOOOOOOOOOCNG<1 ^ ^4 lA ! ITS O O iO o O ; 000000X0000 •9SE9aont jEuanu 9Sej9ay •eomnxoA jo aaqrunx I ^ onsuTOnos ni sh99av la.i^qaiDY o o o o 1-t CO — ;-2 O O O < 'dSlllUU I (/) a;BT§aqoo ni siBai ;q iaqTnn5[ | isaaiSap a;B!;3ai[0D lajuoD 0; ^\i.B[ ; pazuoqinB noiminsni aqi s; I ^ •laqmnx X X X X X 1=^ r- Sh^ Ti e = 'E 3 0:2 > bC„'-3 o iT! 3 3;^ fc£® ® 3 ® Ss s’ bJD ^ 2 3 i=H . a r .3 3 j 3 S t r: &,3*? 3 p « 5 «: s -p y,3 A S ^ 0;2 ^ "Ef ft® _«■ 2 ® S^' 3 ® 3; -3 txv9 o ®0 ^,1 EA 3 O 3^2 2 ^ 3 ^■<3 ©«'-'■ 3 ® s.> ® 0 . 3^= o ,S E fcxj^ P >. • :=^5ab O 3 ^ ® rt •'^ s ®'§.= bi-3 « 3: c £ c3 53 fc£!- '. bXl o ^3>^-® _S .3 j_ gj ■® lBT O _fflE g_2 E ® -p 3 ® ya g ml, i=-p ® i ® ®^,? ^ ^ TT ^ ' 50, OUOl . I . I 4, OOOl June 10. STATISTICAL TABLES. 711 — 3< si II ^ =2 S S -HH ="- = --=® ac-2si. 222 gff2gfggcggo srs Er====E3Css5 1-5 ^ “I »-5 “s “Ti ^ ^ ^ '-5 *■ 'H S si iessssissiiiiiiigis 1' :o®eocfoocooosoooo®fflOS5J oossoocc'^ iscs = = = c;ancaa3Haas3 = na aaaaaaaa laaaaaaaaaaraaaaaaaa**'" — - - - ; ;iai5 :isi : : !T--rtrr'.rr ;oor-r : il iS Itt" iSiSil la — « 0 00- I § t- ill :: ^-O-O- j; iiiiiiiii n" r-T r? 0' o" cf '»<■ o' o' iiiiili .5 o'?l-'acro'o''j-fTr- .2 * • o o ° i i ill 1 0 iii \g \ I o' 000 0 00 0 « i Mil ^ 'l i i I i . . .00 ° i i :ii i : :i'S' 1 S ii i iii I s' 000 0 • 0 0 • ■■’T, iiiiiililiiiiliiiiliil : s g a g g g ? s' 3 a 2 a 3 3 ?■ n s g 3 a s' 1 3 iliSiisiiiS 32'1'S'g'l'll'g'S'S' §11 s'g'a' siissss a'3'a'|'3'"s' i ■ SSSSSSSSSSi i i : SSSSSSSSSS ; S " -i 1 2§i§s r s 1 J i - g •s ; : im f ; n jS ‘ s i i ;gi _ ^ issraisiiiiilililiiiss -a mmmmmm iliap p 2Sg;^2 §2 Ii : :S : : : : : 0 ii : : :2;S s;;is|| ■ I ; Si iiSii : :i ; ” ; : ;ii i • T-^ 1 iaiiiiSi Si ill iissssss pp . M r-T af o" -T s 1 :S :S°“ r-T : : 00=0^0=0000^0 ^ ^ ^ n ^ = ^ = § = 0 ^ ^ ■q< 'f -.r '■P TJ. .r tt r? TT ■<5> TT TP rp TP 00 00 ^ s X X XO X X X X X X X ; X X X X 0 X X X X X X 0 ! I X 1 0 0 0 X 1-H XXXXXXX g I l-r s Hlsij Ip its iiiiiini iHiiwiiiiiii ii!ii«M{|liiSlii5llil|iHiilllflilif||Mi« ^liaiHJlMIIJHjllHIslJilJJlisfiUijKsajl'i SS> * '« Table VIII. — Slatistics of inslit utions for the superior instruction of women for 1875, ^-c. — •Continued. Kotb. X indicates an afiirniativc .inswer; 0 signifies no or none ; _ indicates no return. KEPORT OF THE C 1 o S o £ g s o 1? ft O ISSI'ONER OF EDUCATIO] 00 P— c -g J;; OCOCGC® OOOOt ccsscss cep ssDcaas a aii p a a a c •-s Sj 1-3 s\ >2 SS .t5 o O O ~ o .•a a a c a : a a a a a *-S Sjl-j l-jl-s rroperty, income, &c. •B99J uoppi} mo.ij JB9A !^SB[ 9q:^ ’joj s:^d 1999a; QO OO -OOOOOO O 'OOOOOO O O • O k.'^ O O O O o' of i cf ©f rr — r o cc e o ir; o o o O Cl o o o cc o o o LC Ci - o 1 . o ' * ^ • Jr ^ ! ::: o . Ci 1- 1 ^ •spun; 9ATjonpoad tabaj 9niooax s i O O O • ’ • o O * lilt Ol * till OOO- - UC Q O • * o - i^i i •spanj OAipnpoad jo ^janocuY © 1 O O 1 O - 1 ^ o § 1 • ■ • < OOO • • Cl o • • ^ o • • ^ ' o * • o ! ^ • o' •gnpjBddB pun ‘eSni -ppnq ‘spauooJo jo oninA « OOOOOOOOOOO C-OOOOOOtSOOO o=:ooooL*5oooo o' cT L'z ir7 iTi o' o*' o" l^*' o*' .'), OOO 90, OOO .')0, OOO 2.'), OOO 20, OOO 200, OOO 100, OOO 300, 000 200, 000 • o o • o o . o o . o' o'* • CO Cost of — •9Sjno9 jBpa -§91 ui uiuuuB J9d nopinx Si OOOOOOOO'OOO 1.'; o o L-5 ir5 ITS o ir: oc i> ^ O i C» o o d fc o o o pC» — CC 1 « o S CO . I § I ; \ •^narauBdap AaojBiBd -aad ni ranauB aad aomux « Si O O W O O O O O o o o'" CO o O -OOO 1"« • CO o ^ • Cl • ^ ■ 1 O W o • ' s ‘3J • I ^ "7 o . . o • • o •ainn -itB J9d SaiS'po[ puB pjBog; " ! O O GO 0? -X O ^ • 00 O O ' Oi ■ O ir: ^ ^ ) I ^ LO ' • d ra d > . Library. •asBaaoni pnuuB aSBjaAy ” ; : : : ■ o o • O LO i ^ ^ •eaiunxoA jo aaqoinx Si o o o cT OOOOO -OO -OOOOOO O OOO *00 *00—000 o Qic^si • '*9' o • o o r: ^ o o • ; C» .-• t-h M o o o O O lO o o o ai ClrH . 5 — • O io ^ o CO mboA 1 oiasntoqos ni sqoo.w jo .loqum^r 1 ^ , ooooooaooc'.croooc; aoot-oo •esanoo 1 anugoqoD tn e.rFoA .;o joqransi; | ^ Tn rr ^ CO ■'5' tt CO CC C5 CO • 1 soaoSop aajuoo oi AiBx Aq paziioq^uB uopnipeni 9q:^ wf H xxxxxxoxxxx X O X X o X XX ; o o Name. H Chickasaw Feinalo College . Stephens College . Howard College . Independence Female College* . Central Female College . Clay Seminary . Inglesido Female College* . Lindenwood College for Young Ladies* . Mary Institute, (Washington University) . St. Louis Seminary . Adams Female Seminary . linbinson Female Seminary . Tildoti Ladies’ Seminary . . Bordentown Female College . Ivy Hall* . ShMarv’sHall . . . o I • ^ i i i i : o . . 'S I ; Hi ; iii a 2 ■ "■ .5 OT : 2 3 3 c "c X a — "2 >. a; t! ■• - 3 a " Scr 5 a : 5 M a .j s Brooklyn Heights Seminary . Packer Collegiate Institute . uaqranx [ aocr:o— t^OLCiw;- cacioooooooooo — — ^ STATISTICAL TABLES ff{ 1 X t? -• « SS2 §25§3S22>.2 gHSS'^.Sg === ====c===^= ====^== ^ '-5 ^ ^ i2:22!i;2:2^radn:£gi h CCCSOCCOSOGS GCSCO'OGGOC O c = = =; = = c = = s = s = = = = = ^ = = G= = = G = - = r = “2 = :::s ::-~::-=.z~-~ z 1^ “I -r -: “r ~ -5 ill tziz SI :i :S ii; r: • :| . iS 1 :§l :|1 : o- .■^o" : " : : : i o :l » ;s ;S :S3 ; -o • Ci ; O 1 o O C: • . D • o • ;— : • ;0 : . o o ^ 1 : ; : : ^ : : ! : : 1° ; o o 1 O O i i' o' : - ; - ; • w ■ . . w ■ w w o ; gf : : : : : iiiiliii 5SSss|S| liiiiilii i S'gsS'SWg^' ; II S2! ; ii i 1 ^-: iilllli : iWSsW : iliiiiiiiiii =' S S 1 S S 5' g bt $■ H f 1 1 |^|8S2SS§- ; i : t ; 8s-8g|siss .: ££5| : :8S|r.?82 : tt ^ § I i-’ 5 ; ; i ;; Oi • ; iSSisliilSIlSisilSaSSI ^ 'C w ■?: 'S "s: 'tt ~ rr ;0 : 8 I : :l : s : i r iieiiii ^ ^ g€ o' iiil r-'.- ^ i I i°s^ ii o' i SS: ii: Gist : >11111 : : «=»« : iloSoo'H^oioo : o' •^■' a-T o' r— 1 §=----==----00=00-0.00 ^=0.^005X2X0 : ;^0 TPT-TTTr-rarTrTra-. — • r; • r: rr' • o 'r 'r' • O O ; < => ! X : X C5 O ; > C X ] X X X X O XX ; X O X ; X X ; o I X XXOOOXOX ;o i liiHM >111 xl^iil^liimi^ 's«?«aiH4SFBi ixccHj 5.S ^5 s £1 ““S i1 1'.s i| ; H'Srl-f IS"-* ='f i57-.>.= = JS & ;k = ==-)1 £& =■= = i iS'-'i 2 aiS" Si 3 ; > g g r-=s 3 v£= 3 =-1 : £c| 5 Sf,^.= 5 SS 3 £.= 5 E-= J.i.5 sl|c 713 * From Tloport, of Commissioner of Education for 1874. a, Includes rectupls from boarders. h For Enelisb branches. c Includes board. d Includes tuiliou. c For all expense's ; to daufjbters of the clergy, fdOO. / Includes tuition in English branches. g Total receipts. Note. — x indicates an affirmative answer ; 0 signifies no or none; _ indicates no return. 714 EEPOET OF THE COMMISSIONEE OF EDUCATION. ;> s Date of next commence¬ ment. ft Si June 21. June 22. June 14. Juno 30. July, first Thursday. June 20. Juno 15. June 4. Juuo 10. Juno 9. Juno, first Wednesday. June. June 7. Juuo, second Thursday. Juno, second Wednesday. , Tune 9. Juno 11. Juno 9. Juno, second woolt. Juno (). J line 10. May 20. Julio. Property, income, &,g. •eaoj; aoiqraq raojj jsal :>eBi oqq aoj; s^dpoag; GC Si ro ^ • CC O I GO 1 s • OOO *0 *0000000 -O .ooo . OOO *1.5 -OOOOOOO tO -ooo 1 ♦OU^OOOOTT’ lO .QCOO • TP o o • • o o 00 o o cri » cn • a n • 1 • • • 1-1 • •spnnj OAT^onpoad raoaj oniooai i> Si lO • . • • • • ij ; i : : : f : : : : : : : : •epnny OAiqonpoad jo' [junoaiY iS Si I : : I : : O 'OOO *0 'O 'O -O * *oo * •sn jGanddc pan ‘sSni -piiiiq ‘spanoaai jo e? o o o O C3 o o o O lO O -71 OOOOOOOOOOOOOOOOOO 'O 000000000000-.-C--0000 'O OOOOOOOOOOOOOOOOOO 'O o o o o o ic 00 o o o o in c? o *0 in — Cl y-iClCl«ClT-iClr-T-i£- 1 Cost of— •esanoo anin -59a ni niuauB aad noiqrax ooooooooL-s^ooo^ooo'^yc^ooo'r^o ju o ^ o o ^ in m in m m in m CO ^ o ^ O O o' '4' ci O CQ •anautqandap ^[aoTBaGd -ead ui ranann aad noxqmx es Si -CTO -TH 00 TT CT'e .OOOt-'^OTPO-^OOO-^'OOOOCIO ■ ciTPc^oioiccTp'^iTrcTPcc’^rt'^'^ortci : ci • c< con d 'tnnn -iTB aad §ni3poi pun pano^ Si Si OOOOL":OQOOOOOOOTO • •OOOOOI.'^O TP X ^ o o rr o r: ou -r ^ 30 • • a: o x tt ro ci Q' I'- ?i 'T if n n ■o — soo — ooo' .llilliillli iiiiiliiiiili S S ^‘S S S 3 S * S i S S' s' S 3' 3' '“'S 3 S' S 3 3 mr, : s S^25 5SS ssissiiiiii iisiiiisiiiiSifJSa 'From lleport of Comuiissioucr of Education for 1B74. a Includes tuitiou. 716 EEPORT OF THE COMMISSIONER OF EDUCATION. List of institutions for fhe superior instruction of women from which no information has been received. Name. Location. Name. Location. Weslevan Female College . Lucy Cobb Institute . St, Mary’s Academic Institute College of the Sisters of Beth- any. St. (jatherine’s Academy . Patapsco Female Institute. . . . ^mmoDS College . Notre Dame Academy . Female College . Sharon Female College . . : . St. Teresa’s Academy . Academy of the Yisitation. . . . Helacove Institute . Athenaeviin Seminary, corner Clinton st. and Atliintic aye. WTlmington, Del. Athens, Ga. St. Mary’s of the W’oods, Ind. Topeka, Kans. Lexington, Hy. I Ellicott City, Md. ' Boston, Mass. ! Boston Highlands, Mass. Sardis, Miss. Sharon, Miss. Kansas City. Mo. St. Louis, Mo. Trenton, N. J, Brooklyn, N. Y. Elmwood Seminary . English, French, and German School, 222 Madison aye. Simonton Female College _ Cincinnati Young Ladies’ Sem¬ inary. Cheg.aray Institute, 1527 Spruce street. Soul6 Female College . St. Cecilia’s Female College.. Galveston Female High School Ursulino Academy. . Paine Female College . Kichmond Female Histitnte.. Mozart Institute . . Glen’s Falls, N. Y. New York, N. Y. Statesville, N. C. Cincinnati, Ohio, Philadelphia, Pa. Murf r e e s b 0 r o’, Tenn. Nashville, Tenn. Galveston, Tex. j Galveston, Tex. ' Goliad, Tex. ' Richmond, Ya. j Staunton, Ya. Table VIII. — Memoranda. Xamo. Location. Remarks. Young Ladies’ H gh ScTiool . North Georgia Female College . ilontpeher Institute for Young Ladies. ■Woman's •'ollege of the North- ■R'estern 'Dniver.sity. Southern Illinois Female College.. Wilson Collegiate Seminary . Mt. Auburn Young Ladies’ Insti¬ tute. Oberliu College, ladies’ department. Oakland Fe;iiale Institute . Jackson Female College . New London, Conn.. Atlanta, Ga . Macon, Ga . Evanston, Ill . Salem, Ill . Wilson, N. C . Cincinnati, Ohio .... Oberlin, Ohio . Norristown, Pa . Jackson, Tenu . Mrs. Hade’s Memphis Female Sem- Memphis, Tenn . inary. Fairm’ouut College for Young Ladies Sewanoe Mt., Tenn . . Washing-ton Female College Galveston Female Seminary Washington County, Tenn. Galveston, Tex . BufGolk Female Institute SutFolk, Ta A public .schooL Not found. Not in existence. Included in report of the university. (See Table IX.) Not found. Merged in Wilson College. (See Table IX.) Closed. Included in report of college. (See Table IX.) Closed. See Memphis Conference Female Institute, (identical.) Mrs. Haile removed to Humboldt, Tenn. See Fairmount, Moffat, Tenn., Table YI, Part 2, (identical ) Now a mixed school. Name changed to Galveston Female High School. See Table YI, Part 2. STATISTICAL TABLES. 717 Table IX.— Statistics of universities and colleges for 1875, tfc. — Continued. 718 REPORT OF THE COMMISSIONER OF EDUCATION. •poi; -lesupan e^nopnp jo jaqnin^ •osjnoo ogi^tia -Tos joj 2 auBcle j j •9SIU00 {BOtSSBp j 0 j SauEdajjj •epraaji; 05 O O O lO ’9IBj\[ QC ; CO C7< ^ •ejo^onneui jo jaquin^ p pp u P-'H PS . o P .cP a ^3 - ® £ £p (>S > : > £ - i = -S =« =e (^P ip -X : ;p p Qp ©■ ? o' ® ^p o' g 3'^<5dd^tP^ppp'^.dH .dP^J^^P3p■ > t^''S > > > > ;^ c >PS > tt'C! .OOOf^OOCO o o ©1^ . o - o ® ® - ? P a I g tt s ® o' ; ® g ©-g 2 IP c- X o s • ^ a g S-3 ^ ISS |.5P ' ■ P ^ c >>•>>>• > >• oocoeooo •uopGniTtion9p snoiStpa; = fl’c-2 • 1=5 •2 -O 5P p'S.2 ap]^ UJ OJ aj 03 t/J .rH ■ . aj ^ ^ • w . .„ 7J CD - b. a ^ P © §§§ § § ©p s ;zi;z;pqp^;^6;^;^p4^^p4P;z; •aopBZIUBSjO JO OPd CC O rO s> CO no LO i.O LO J> i-GC'X) QOOOQOX)'JOOOOOOOOOOUGOGOJO 03 00 00 00 000X30 CO VO •ja:jaHqo jo o^^'Bq 1— iddio r^t^t^:ocoLO’^-^coooi^ao lo — •^c-c^lojo’^iojoi OOGO oocor-coLO>oior-r-t^uoo Lojof-roiocot^cotor^i t-GOt-* OOaOQOOOOOOOQOQOGOOOOOOOQO OOOOXOOXaOQOOD'TOOO( p* © - ^PJ dT • •IH0 w c? eS P.dodd W P g g tx g ® SppgfcxcciH Cr fcr'S 2 ce bC fcc _- P^2"2-?,3 c3 c« 2 n fe o ©c2.= P 2 s-t^.2.2 S ® G3 4P -tP O ^ ^ ^ O ? <^p^^o o ©:= ?£•© © ®:5 =JpO|^o| fcxo ^ ’S^-pd ;|£--3 5'^d2Q§t;:i -S X f-< O ^ ^ C3vX r^Cl-w.^ p • : • - e §) : §c.2 © 1.2 ©-2P.& © be P o P a " -02!d r2 S P P ^ O .2 .5 -S , "S'® p .3 >Hpd < 'o nPi^d-d r'l 2 c c ©03 a tb- ©' © - fcxo P b£J c3 0-1 0~ ! o i:rs2 2 Pp,>:ffl 0«-7;®h-'o CEP £d ^ P c'“‘ >P fC; !c ^ ®rj CP .2 2-©®p:*i37-<=o A,p©.p w;ziS2|^3)Sa:SM 3 I ©i •joquiu^ STATISTICAL TABLES. 719 cJ 5 : inco 2-- I g^i;j ; ?i « rigfi i 2 - g ; ? p Cl £ -i 1 '.C C-. - . Cl — o cc rc i> . ^ o c? o o m ^ I- rt Cl £? : p i? sr::^^ssrif; £?i?s|?g = | = ;? Cl rc Cl ; rc ; TT r; cicirc ; = rc ;rc , ; ■ -T- Cl O cc X O Cl X — -r ; LC i-c ; III si ■•= .3 •? ; ‘I - :- l-'.E; i'l I -=£5 :4 S ii iiiiiiliiliiliilililii liiiiiiiii iiiiiliiO siisi :fHfiiiiiriiii'':=" i^iiss :gie iiiiisisi g rti|eflilp5fi3| -.-iJi llll ►S = =- _ l''roin lit'poi't of ( ^omuiittHiuiiDi.' ol' iOclucuLiou lor 1874. Tablr IX. —Statistics of universities and colleges for 1875, Continued. 720 EEPORT OF THE COIIMISSIOEEE OP EDUCATION. •P9^ 1 « -TsevjpnTi sjnepnp jo jQqranx ^ :::::: Preparatory department. Students. •9Bjnoo o-gjjno -IDS joj StnjBd9Jj; S : : : jS: :2 : :2I ^ : : » : •osjnoo xnotssnp JOJ SuTindajj; © ^2 : : : :2< ^oc 2 ■.'’'2 :: ^ .QDO '9pai9^ © © : :5 : ;0 . •opK OB : i : i 53 g :-2S' ■sjojonjpni JO joqran^ r-t 00 1 rH • ■cisi : : ip : : : i i;::; : : : J : : i Q .9 ^ 2 ■ iPjl Ifili Italia >3 > >■ > > 11. A. Cecil . Ormond Beatty, LL. 1) . W. S. Giltuer'. . Col. 11. 1). Allen, A. M., C. E., M. U Kov. Basil Manly, jr., JD. U., LL. I) .John B. Bowman, LL. I)., regent ; Henry II. White, LL. D., ch.air- inan of faculty. liov. T. J. Dodd, D. D . J. P. Brannock, A. M . II. J. Greenwell, A. B . Itev. liobort L. Brock, D. D., (eban- cellor.) Lo.s’in W.'ioro-piinr. pJiuirman offac- ulty.) Kov. David Fennessy, C. K . David F. Boyd . Kev. Kobert'Ollivior, S. J. . Rev. C. G. Andrews, A. M., D. D. : : :P Hi 1^11 > > > ® ■noT^'Kainiouop etioT3r[a^ li ui ^ i Uilij ii c^p.,c;z:s;;zi 'iS'iz ii 22 Jil I •aoii^'BZTtiuSjo JO 9:^n(X 111111 |i|ii| III! 1 lll'iiili •j9:jjnqo jo gjncT n 1 liliiillliii illf I Iliiiill Location. Lawrence, K.ans . Ottawa, Kail 8 . St. Mary’s, Kans . Topeka, Kans . Bardstmvi), Ky . Berea, Ky . Ceciliaii Junction, Ky . Danville, Ky . Eminence, Ky . Earmdale, Ky . Gcorgotown,"Ky . Lexington, Ky . Millersburgh, Ky . Murray, Ky - ! . : Id ■ > l1 1 O.s E St. Mary’s, Ky . Baton Rouge, La . . Grand Cdtoau, La . J.ackson, La . New Orleans, La . Now Orleans, La . St. James, La . Brunswick, Mo . Name. H 7 University of Kansas . B Ottawa University . !) St. Mary’s Collopo . 0 Washburn Collogo . 1 St. Joseph’s College . Berea Oolloae . 3 Cocilian College . 4 Centre College . 5 Eminence College . () Kentucky Military Institute . 7 Georgetown College . 8 Kentucky University* . . . 9 Kentucky Wesley.an University . 0 Murray Institute . . . ili 11 3 If 1 -H.-N O' 4 St. Mary’s College . .') Louisiana Stale University* . G St. Charles College . 7 Centenarv Colleiro of Louisiana . 8 Leland University . ,9 Now Orleans University . !0 St. Mary Jefferson College . !1 Bowdoiu College . Sgg|gS||§|S| 11=2 2 222E2S|S STATISTICAL TABLES. 721 46 I It'rom K(^poi t of UointiiiHHioner of Education for 1874. a ClaeHoa not yet orsanizod ; Htinlontfi to bo rocoivwl October 3, 1870. b rropariiifr for aciomino and modern oourHOs. Table IX.—Statiatics of universities and colleges for 1875, ContiDued 722 EEPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 723 w ; ;0 0^0 00 .= . (i!) 0 ;® 0.0 . : 0^ : : : O - «scr« •« Vt5»« -S/M o - ^ d ® 7- d • .d 5,j ii fSiil” ^2 P-=5'^5^ fei:3> = £|>> >'0'^ = >>> >2 >> B > >~ >>><>>>>>> >^~ itiii ^ ^ d^lz; iiiiili!!}!, ^dsl;?;5zss£dd ^! lipii! II llilsi II liliil ill iiili I iiiiiiiiliiii liillliiliilli Ii illlii III iliii I iiiiiililiiii iiiiiiiiiiiiii !>>' ^>1- r^iii Iff 5? ==Cc»^- ’== rT 3 c s S O coo SO ;2;2i^ ^S|oS ^ C S ='0 r§ ^ -2" C i 5’ ill El 1 iil==i3iil.| = = iiSllllSiii |5S!li|!liil5 ,-- .-=C.= = = = ej|='-|-.|p35 |_ £| = il:6-i“SSS'S.a od5d = = dss^;^5S->: llflllilliii i^*^ii5|i|rri = -5-S53=3£3=^.i 55fe5553.3iS.jg iSiilMgHlHi l^roiii lioiiort of Cominiwsioncr of fJducation for 1H74. co Now in cliiir^o of romi«ylviiuiit Noiiialo Collc;4C ; hiuxochIchI l).y IM of. E. U. Friaboo. Taiilk TX. — Staiislies of umvcrsiHes and colleges for 1875, — Oontinned. 724 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 725 iiigSsgssisgliiiiili gsliiSii iisiii liii iiiiiisi ? el’ lOduciiliojiror 1874. a Sl.mlout«iii music, l)ook-kcci)iiif>, iiud luu iual dciuirlmoiils. b Classes tcmpunirily suHiHUidod. c As (Irc.cnovilloCollofio. Table IX. — Siafisiics of unireraities and collegcafor 1875, > t> ® ® CJ c« ij e: ^ ^ P I >12 > a > >5 c; © -3 05 q; ^ P4:cP4P;)-5 r - cn ^ c'a? P C .n a & :| ? P a : S Pj2 I gj- a .2 Bapd S' :« PS P ?! ' • p : M a _«a , >.P Et ’ - a X § § P o 5 C §.ri.d n “ ®b» : :l o • ^ © ■ (p OQ^’ W ^ -P* ill © C Sp6 . .5 u ■ ‘E 2 3 ‘ >^3 I :|;S si [d 5 Pa : 2 o P ^ .j ^ ^ sS^ppS^ cc o o CO o c:? cc LO TT r- lo OC GO 00 00 00 00 COC5C5 — ^OOO'. r-'oc^ooooodoroco< - - ) CO 00 00 ' C5 lO o o: — ' r: — o ^ O'? C5 : 00 00 O CO X X X X Gt.' X GO X> CO O') X X TP t- t- X CO O X O TP PD CO X X ©Ha S a 2 a a ^ © bJC ^ > a PH§- U t- a e 5 a ■a t: a* a ® = ^ PKP g :h :>!> ^ K E X 13 a" ^'H SS; j^-3 J c §7^-5 a^ SccH?=Sp -^= ‘ ' >2 ■ ’ t> . . a a e3 '■"'a ^ ,2 £ c'ra* i SE a ’® « a :;;’a b£ 2 a:.a c: Ca-a 3 •w ^-5 .— • 5 ^ s 0'S a 5 g.2 o _® "3 9 b’H ^ &s> P ® -• a ^ EwP -2 'Scci-j rp ^ S "■s| Iff pH :> I o cS ^ ^•3 3 g ffl—. xP >2^ u>^ l^g C.2 FPfii >-.. ■u ® -1 1 III ■^SJ !] = g § = 9 xPx tPv- yi 2 o -5 Son O.X ® £^•■3 goE §t2P ==3 g|®S>=g2S§P l^|a§ E' o ■::! ® E 'S E S'" a.!3 3 E «’= ° a 2 ^^2 r X c a ®.ai ^ «.a rt 3-3<-.x 3 = 2 £ a.® go® ® CC> t> C-r- a x: lT’ w ..^■ ^ op P^ >P o S' «■ •.2 ‘.'5 :| S.^ S © SI o a PtP >-. s 'O a . Xf :l‘ a :=3 ®o 5 ^=5.2 I a> CO TJ< lO CO S CO CO CO ri «.-, ^^-4 i-mC^OJCT^C) c: o ^ o) CO TT rM O) C) O CO CO CO CO CO CO CO CO CO CO CO CO CO C} CO TJ< lO CD CO CO CO CO CO CO CO CO CO Baptist . I Kov. William Colegi'ove, A. M. . STATISTICAL TABLES. 727 728 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 729 *Froiu lloport of CommiHuionor orEchication for 1h71. a For HtiulontH in Hoienlilic (lo])artincnt, boo Tablo X. fcin partial conrso. clncliidoH two H|)ocial BtudontH. rflncludcB '32 iu epccial and partial couibob. cIucIuUob -10 in soleclod studioB. f lucludoB B apodal aiudonta. g lududoa 21 apodal atudeiita. Table IX. — Slaiistics of universities and colleges for 1875, c^-c. — Continued. 730 REPORT OF THE COMMISSIONER OF EDUCATION. •jboA ojiRBioqoR ni ei[09Ai jo ‘OXi ® r^ooi^ccooooooor^oDocjoc«i-C)ccooo O CO O Ci o 'T CO rr CO TP •seinoo 9JB09IIOO ni sicaA jo ’o^ W •S' -r CO 'T O rp Tp •ed.iqejBioqos jo 'ojq 36 o o O no (M o o o O cO CM CM o o 00 . rp • •sdTqsAioipj JO -ojq o o o o o ■ o O 1 o Collegiate depurtment. •sjnopnjs ojunpuai^ JO '0]^ j ^ o o • o o o :o O 1-1 Studwits in scientific course. Senior. •oitJiuaj S uo (M CO CM 74 § • 1-1 O CO CO UO . rr Junior. •eiBuioq; ;; o • ^ M CM CO iTi ■oivjsi © O OJ CO CM 1-1 o T-l O — S-4 2 •GiBuioq; 1 ® CO o o CO o 00 a •oicK 00 ■ ei tH , . • O CM CM ^ "S a •aiBuiaq j < CO ; 3 11 15 CO — c;^ CO 00 •oiGR 1 ^ i-H CO I'- CO • CM 1-^ 74 o • r-t O TT Students in classical course. Senior. •GiBrnoj 1 : : . CM • o ;M 1-H CO O ; •3i«n 1 ' t- T-H ; ^ O th (M CO 1-1 ‘CM CO * CO -H .2 'a i 2 02 5 a o a ^ •9iFni9^ 1 ^ • 0^ O ; ■ 1— 1 O tH O 1 o ■3injq ^ 1 a • O lO f- O CO CO lO 1-t r-l CO O'l •eiBiiioq; 1 ■ ^ 1 i ^ ^ iO - t- 0< ■q> GN 05 I CO •OIBK © ^ CM CM ^ ^ ^ S in CO • cxirt •sjuoputs joa9quiuu9[oqj^ "V. 00 — (M M O (M CM IC 00 O I'- 00 — » CM CO t-h CO 00 4^ O O.'OO iO CM lO 1-t c- O O O O Qi d o +3 o p s o CO •srIu[SJoes9joiJ p9-U.opU9. JO ‘ojq; 1 ^ o o rH 00 o 1-t CO 1-H • rid o •R.iotoa.xj8nt piiB sao.so-ojoid juop -tsa.i-uou JO o o CO o o O CO o o » o O •s.iorou.ijsui pun ejoss9jo.id luopiso.i JO -oq 00 00 iTi 0-^00 i--O^OCMOOUOMiC CO rp i'- O CO JO -O.SL I 00 o 00 O Ofj O c; •jeqoiujjj; STATISTICAL TABLES. 731 Tablk lX.—Slaiisiics of universities and colleges for 1875, ifc. — Cod tinned. 732 REPORT OF THE COMMISSIONER OF EDUCATION. •jBaX oi:>eB[oqDS ni sqoa.VL j:o ‘o^ 2^ 1 •9sauoo 9jBiSsxtoo ai ej;B9A jo 'o^q ^ ^ ^ ^ 2 ooooo •ediqsjBXoqDS jo 'Ox 'oooo^ .'-o o rr^ •sdiqs^oixgj jo -o^ •s^uapaxe 9iBapBiS jo -ox •aiBaiaj; •91BK ie |i •aiBtnaj •9IBK ’9XBni9 J ■9[BpX •9XBni9j[ ■91BK i? |i •9XBni9^ •9IBK •aXBtnaj _ 5 •aiBK I II 5 •aXBoia^ •91BK 1 § •9IBTII9X 2 •9IBK sjaapujsjo aaqumu 9xoq^ t OOf- - ttlB ^ 3< “■■ ■ -=5 •sdiqsjoss9fOjd paii-opna jo 'o^ ■8.I019TlJlSai paB sjossajojd xaap -isai-noci xo 'ox O 31 ^ « S! O — M 35“ GC ;3 GC — C: • UT S2: o .O •saoxoQJisat pnB sj.oss9jojd Xaapieaj: jo •oo2^oj;^ojr''©ooc50o •asjuoa 9:>'BiSa[ioo ni sibsA jo ’ojq iv « ci 'TTr-T'b.TrO'T-Tr^Tr'TT-j.rr •sdiqsjBioqos jo ’ojq; « 00 o (M O o CO i i : ■ ^ O O 1> . • UO ^ Tp ^ . •sdiq3Ai.0[pj JO -oj^ M ; ® ^ o o o O O _ O 1 •■ o o o o o • ♦ 1 Collegiate dep.artment. •sjaapms ajoopt’.iS jo -ojq o • TJ- . . ■ o o 1 Studeuts in scientific conrae. .2 a o 7: •0['Bcaaj O O) O') r'- CO '«T CO Cl Cl CO ^ 00 • 1-1 r-^ . TP Cl — Junior. •aperaaq; M . o • :c : ^ • • 0^ CO TP ^ lO (M •ainpc rt O t-O • • Cl ;c ^ d j 2 •a[naiaq; § ’ ' CO e -Cl ■ L'* 1-^ CO o CM o d ^ •aiBi\r CO o • 2 ; O ^ t- TP o *w d CO £ S •ofcina^ • c>« • o - ?£ O 00 - lO TP •ainrc ^ ifii TJ- t- 00 • UO 1-H O o CO Studenta in classical coui se. ’S2 •ainuiaji; s ■ • O 1-H CO CO lO " Cl ^ o O d o § Oi t- ri — 00 rH ITS • O) O O 0) c-« CO . 1 (M d d C5 1^ -Junior. •a^nraaq; IS o ‘ CO O CO CO • • o • CM CM 1 ■ o d iH ■ o •ainre el 14 24 1 7 25 O —1 rH CO CO T-1 • • o lO r: o CO s ^ o' a •aintua^ ct) o 1-1 CM LO ; O 01 i> LO O •aiBK 1 © 1 e» 1 ! CO TT 0> 00 Ol ^ ^ CO o o t^ CO (M Oi lO -^r !-• Oi c. 07 O • OO 00 O rH r- Oi 0) r-1 t- o CO CO TP IX) 00 00 — TP d Corps of instruction. •Bdtqsiossajo.id pajvbpaa jo -o^ © o o ^ o TP o • LO • O O ^ *00 •b'jo40n ijsui pun sjossajojd juap •isa.i - aori jo 'o^ k? . -r o o o o CO • o ■ 1-1 . O O Ii T-I o •siojon.naui p u n eiob'sajojd jnapTsa.1 jo ‘o^ H 00 ^ CO CO — -b- © O ■V © ■OLO'^ •C100t--iO'^ •A^iuonj JO -ojsT ce H 00 ©i^oco--i'-5''5<©0'3'o-'j'ir;'^c7 30"'3'©ir:‘Or-i(M'5 4- ) i-* F> II \i ' 2 iC ! 3: 1^ c 'fa '2 J F§:^ ^31 i :5 C! o ill Otter bein University . . . Geneva College _ .' . Willongbbv College* . . . . c Pfa 'C q -2 Univcr.sity of Wooster . Wilberforce Univorsitv . . . * S • bj © © ’5*-^ © G Corvallis College . . . Paeifio University and Tualatin Academy . .. McMinnville Colleffo . . . ^ Christian College . Philomath Colieae . . Willanictto University * . Muhlenberg College . i Lebanon Valley College . . C20 — cM^:Tr.nor-oor-. o — CO 07 CO rt *4' *^7 ^ •jeqtunjq; STATISTICAL TABLES. 735 * ]<’i oiii tli(' K(^l)()vl|. oi’ (lui ConiiniHHionor of Kilnoal lou for 1H7‘1. a I'lu'Ho aro In literary oourse. 6 JiniiinloH HoplioiiioroH. ’ c Foi' HtiidciilH in Hcioniillc -.2 3 •epunj drqsj^oTtos JO i^auoniu nopBudoidd^ niojj I juei 0q; joj e:^diaDaa; “S30J noT:^rai raojj ! © %svi 9q:^ ’joj: fi|di0O9^ I ^ o c? o cT irT — T cf •spnnj ; © 9Ai:^onpojd raojj: oxuooai j ^ o o O O 05 O O O O' ^ 0« (M 2 •spun; 9Ai;onpojd j6 ^unoui'v O O O fO O O LO X) O O I- o •en;B.TuddB pun ‘sSut -pxmq ‘spuaoo^ jo an^B^ ooogcioooo c ooaooooo ooo3ooooco o o o o o o 0^0* _ _ O O 0^:0 01 i-» o o o w o r- ^ ! -ut [BnauB aSBjaAy ^-2 ! ^ •S rt I k-, c ^ ■ •gouinxoA JO jaquinx ' ^ <= o •IJUDj JO jnnoniY I 'sqooq ai osBOJD j -UI JBUaUB 9:oBI9AY •ejoiqd -niBd JO jgqnitix; •BaranpA jo .loqnin^ o o o o o O O O CD O I o o o o o o o o o o o o o o o o O of o o o o CO o o o 1-H o o o i o •qjnoni jod pJBog; © CO O O -sO wo 05 0 0 IQ 1 11 30 WO • • o • «i ^ OQ o u ■uninaB J9d aopraj, © n OO 'OWOOCDOCD OO 1^0 •wort'^o^woo: oc 4^1^ • ^ Ct • e o o CO O O WO O O to O lo WO lO CD CO w O CO c: -4 o ^ ® O ,9 ® fcJD — ^ SP tt'D tx O £ 'B i 5 - s s i ’5 ~ c ® ‘ _5 :S * a ■ o t- fcr c ® a S a: ^ . e3 .'3 . g c2 ::^'o J- 2*3 C=w a bx' r'1 '-o ' ■ ^ s e ? . ,-, 2 fc£:r: J • o ;=! o c ® c — o _ o §f ® C3 ^ = 3 r- o ttsO , = 5 d S ^ O- ^ S O i;.S :> =*i; S-”S'^ = ^ ® •aoquiavj; i o< rc ^ WO CO r* 00 c r-(r-lr-( r-lr-iC^OtOlO^C^ STATISTICAL TABLES. 739 I 2^5!^,, -!2SIS-,.SS=;.4?i253..i .-Si S3 tfltf tllllllllllllll III II h i ° is ; : ; ; ; ; , — ;©o : : : : ^ : := .lit ^ « 1 i° ii •? : : i°i i i i°° ;i ;i if i :ll: ^ : 5 3, 000 0 8, 000 0 ; .® .== = o © © © © 1 . O O ; : : : = ; • i°° ii i is - © © ■ © 1 ■ ; ;© 11 :li :P -03 jct-r' ■ 1 C7 ©'©'rTt-'© Tr-©r^-rt7»-- i Ii : ©'Cl i ii < 1-1 iSi ill ©'d'cf j-r'-: Jiiiii ' j d'Cl'T!.'^- ill 11° ;i :i “■•s 'ia :- i.ii :i" °ii°lii° ii cf© 2’sd' i ill ; Cl©'c ? : 1 1 ill is f' ©■ cf . 1-' I Mill ii ©■ ■ 1; III , c © 11° :i :i si is|5 : :i :i° i is is °ii°iil° ii a| IIS ;s i III i • Sg3 M f i iii°i |8S 1 1 i°iiiliii; si gvpi^'s; 75, 000 200, 000 100, 000 5, GOO 17.5, 000 7''. nno siiliiiliiiiiiil ill ill ?SS|SS3|SS2S|g|S g'S’’ Sg5 1 : f 1 ill :ii gS| :|a Jililllili. ■|gg3|Ss||s- 1 ; : : ■ : ;® ■ : i ; : : : : i ;°il ii ^ j ;= It; Mi : i° ; ^ |r-r I : I :l°5ii: 1 si 1 ! i i i rf • rf 1 i i‘ Bli ; : ^ -r : ii iiii : ©‘ '^Vd' : : g ;i i i : |o 1 1 1 ; ; ; ; ;0 ; i ;i= M i i"' i i i i i i ; - ; C ^ ; i i i ;_©;©;; : : : : :° : : : : : : ii Ii i i M i i i i^s : . . o . . : if : ; ii ii i 1 ii I “ ! " ii M‘ : si i is Cl : I i iiii i§ : : si \ isi. ill ills .c 2 -f 1 o- r 1 ;i :iiii :r : ! * ■*' f : Cl ©‘n 1:1: C-T . '^1 1 Hi Cl'-I 1 i r: : SiPi ©' ©' liiiiigiii oTTr' ci©'Tsr v """if; CO©© • QC C rri p 1 © © TT © © 00 S;3 . o o rr r: o o . c > T- -o QC © © © d © © -^ : ri 4^?i8S = p|SS = = 5 : r, " 2 iiiti Jillili If i ii -k 1 'Ji ii «■= St 3 ii 1 ii 1 ii it i i H i i il 1 n i i ;1 i i 1 S:C Sr.>;S£> D c ^ c*:- > : . ■= : : P : : lii '= T/UiLic IX. — SlalJslics of uinversUics avd colhgcs for 1875, fo. — Coiitiiiiiod. 740 REPORT OF THE COMMISSIONER OF EDUCATION. c . C 1 1 =Z 5 || < Q " O X O •rp — o ^ rr 00 ^ QO co©oC'COCcoca;rr^^ C) c3^:cjr-ccczc;==:s:: = cnc;:s^::^=c ;= 0 a ';3 ‘O Property, iiicomo, &c. •epnnj di^sj-epitos JO junoniB' ojBSaaSSY • • 0 • 1 . 0 • I '5: ; 0 0 b t-*" 0 1 0 0 . ' • C , . . ^ • • • 0 0 • 0 0 •aoijBudojddt oj^jg raojj aBoX j’sB[ oqj aoj sjdioooa; es ^ 0 • • ^ • 1 0 0 ‘ 0 ^ b 0 71 000 • • 0 74 ro •eoaj uoijraj raojj JsW[ Oqj JOJ SjdlODO^ © • 0 0 0 0 • 0 0 0 0 ■ r- C7 X 0 • crj ^ 7J T-t 0 0 0 C7 0 0 0 0 0 »7 00 0 0 00 0 0 ,*7 TP T-i Tp‘ o' C7 0 0 0 000 0000 • 0 0 *-7 0 0 !-•: 0 • 17 *- r- X rC 7( r? — ^ 0 74 i7 0 X TP •spmij OATjonpojd mojj oraoocq; 0 0 • • 0 0 • • Ci * ; 00000 0000 7t 71 0 00000000 0 0 0 0 0 0 ^7 0 00X00 1-7 -TO 1-7 0 T— l7 »“< r- 17 .b 17 X C7 0 2 •spnnj OAijonpojd JO jnnocay GO 1 •CO t • 0 i7 . I 0 0 0 0 oc 0 0000 L7 17 0 1.7 Tj. 71 C7 7< ^ t-* 0000000 00000000 000710000 0 71 — ^ 0 0 0 b t- 71 71 1-7 *7 C7 t-i 0 7> b 0 0 r- 0 0 0 •snjBJvddu pTTB ‘sSai -ppnq ‘spuaoj:;3 jo 9np’_^ o • c S S ^ ^ o •i.-:oooooooc.;l'^ = r- •oi.-:owoooo’t?*o^c 7-1 r-^ ^ C< X w ^ • r-. r-i iobobobobobb ;ooooooooooo :ob 0000 00000 : TT 0 r-i 1.7 t'- 1-7 ^ 0 71 -T 71 0 0 0 0 0 0 l5 1 i ! 1 i " 33 >-•.2 % ^ i m 1 -ni [BuanB oSbjoay ? 1 : 0 • * • ; : : : •Sara jOA JO aaqranx » 0 7i 0 0 ro * ■ 0 b c7 C7 0 00 0 • 00 • 0 • 71 tt • t- » ; i . 0 . 17 0 0 0 0 c5 1 3: o 6 •panj JO junoray Tp 1 1 ^ ; 0 0 0 •sqooq ni asBajo -ai pjiioai; altiuaAy i « ! ^ ; 0 • 0 . r- .71 b b 0 • .1-7 *0 . « 1 0 •sjajqd -raud JO jaqranx COO . S 71 0 b • 00 • 0 0 0 0 0 00 .00000 17 0 • J- 71 T- 0 0 74 •saraupA JO jaqranx 0000 0 ^ ?7 0 L7 7^ 0 0 rH C7 T ,1 i> i7 0 •?? 0 0 0 0 0 0 0 X X 0 X 0 0 0 i'- -r 0 0 0 r^0X71000i>0 7?r7 1-. tt ^71 CO 71 74 Coat of— •qiuutn lod p.i’Joa; © 1 ?5 1 c? o i-- 71 0 0 0 X *.7 rr .-7 0 ^ 7'1 0 0 71 4- c< ac c Ti •4> i> 0!) 30 c< "TOTiGire lad uoTjrax 1 • 1.7 O 7 1 C7 ' r- Ci C7 rt 7: 2 :s S ^ I 000t^71000t7'vx0000 •0—' O C rj cT " : 0 r ^ © £ 1 H t c '<1 I5 V • • • C3 * • » (-3 : , : s : : :| 5 : : : c p : I d 5 .5 bts .2 5 j ® s :'5e £ c 3 S 3 S '« S 5 a 5 ^ a. * I 0 ! ? • tJCj rill = :2§ rd^G £ 3^ £ M ' 0 ^ :-=e 2 5 § ^ > i ^^£5'= ; >5 ; 1 i .> is ill: ilil - P M ? ® 1 t£ . '0 >, o.d: 3 ^i-^c illi .^ : : : cj £ : : :m g — ■=- v> I I • 0 a : : : >s ^ : ?£ i-l fS &:§ : ci • >5 D 00 ^*Z 3 ® 0^ "p'- ^ CO t. i^=S6i=-J : cs =1? P S-'t 3 ^ o’® 0 3,5oopop * * C i =-2 • d'c : : oa: a ism - 2'ac:: :'2 © ) ) 3 - f. - a S5 a 7 ri jo r| ■ P :a ;P •jaquinx ^•t^r^r^t^r-t*t^r^'xaoaoaoxooxGOQOoooc5oa5w)0>oo» STATISTICAL TABLES. 741 I I 1 1| I M sssSoS,^ iS3 sa' ss sSs sss siss •s Hi iiiiiiiiiil iiii^fei i-t tti milMlm ill i '.H . . ^gi- ,■^11 ; ; jO o • OOO'OOIP ; , ® ==> ; ; : iiii° : i : :s g : i ° is i ii: 1= i -■ i 0 ol 70, cool • oo 1 j 1 o o o “iii . . o O j 1 • 1 o o o o ■ ■ M 5M o o ; o o 1 ^ 1 _ o o o o o o j i III e iliSfli e ; iiiiiisigg : (M-r-Torr-o ^'o-Ct i :§iiS i ; ; 1 K rf o' 1 ■ i iiiii i i|<^^ ii i iii=is° pg” S'”' : :i : :S :i 1 . cT ° ii ; " J i" i : : liiiii o j j J j j i iill i :| i i— ■ i is = : i :i = i i i- ii i jo j i"ii s' “2 :°i cT :;i i i- :i :i is =iii i=i spi g I ii i : i a if i i ; : iill i :i i isiii if ° i i ii° i i ii ii i^ii ilff :°i 'i a 1:1 1 ;8 liiiiiiiiiiiiiilSiiiiiii : : S|WSfSX^'32f S§S!S|gSS|||| 1 ; 1 :liii i iSs|i iiiiiii if^fss i=*“ :ii 'iSS ::::-«: : : : : : ; :|3 : : : i- ii i i i i :‘; i ® ; i : ;iiii : : jo T-rcf s i i i I ;=ii i : : i iii§°i i j rH' j iiii :i t4 v-r j rH- ii :ili • o" • o I-T ' rH * . ; i : ii j : jrt 1 O ^ j i ;=ii i i i : : '•=‘^ : : : ^ » 1 . iSii"= o * : ; i i i i i :ii§i i i i i i-si iiiii i • -o' o • i ■; iiiii : : : r-Tr-r 1 i ii i i i iill i i i j JtiT^O j j j i i ;i§i •ill ! i ■ O 1 i il i Siliiiii°°Si 'jf cf i-T — T n 3-r cT t-T i iiiii i-H • 1— t O 1— 1 i :Si8ii i I 5 s' ” ^h" g" I iillii O TP t- ^ t- igliliii'i OT S[» • i S :g : : : ^ ® : : r i‘! i iri p : i® ;g i ffUj: :i : : •; il : i ••55 • . : s : • ■I i : llii \ iiil i i I la . .'2 . o liilll X : ©:§^ : : OQ >1 i) o ^ O £ i iti, 1 e-iiS =113 ? |tll§ irr Itfi .& s:-? 3 il iiiii iiri ^ Cia ri Table IX. — Statistics of universities and colleges for 1875, Continued. 742 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 743 Table IX. — Statistics of iinivirsities and colleges jor 1875, ifc. — Continued. 744 KEPOET. OF THE ^COMMISSIONER OF EDUCATION. o a a o rt P CC CM 00 00 q CC.' S =! C P.2" ^ p p p p p p a P l-S t-J t-J l-S 1-5 CO ►-3 p H ® 0“ ® ® o P p p p a P P p p P ►•:) H:) rt) . . 00 . ci -U1 T)> o o . .1^ C>! ^ CJ ® 01 (5J Tl tP -H ®b..>®?r,®®®®t>,®® p .C-PC' ppI!ppPRP?pP PPPpjiPPPPPpp Hpl-5)t-3l^? o I O Ct Gi O C-S < •Geuajo -ni iHnanc g^'b.igay •soran|OA JO joquiaj^ O G^ O O 0.000 rH O O 0000 O rH O ^ 10 O O O G^ 10 CG O • O O o o o •patij JO ?nnoiriY •sqooq ut oscojo -Til -[uuiinu'G^ujOAY •e;9{qd -uitid JO joqniiij^ •sauitijOA JO jaqaiiijq; 00000 cr o o iG O O O O IC r-i I-T iO Gf O O O BG O CO 00000000 ooooooino OGlCXiOOOO'^ •q:;noiu J9d pjuoa[ . 12 ^ ^ *"00 i> o m O -.f o o 10 QU G? O > CO O O O G? •nu*aaH jad uopmx W c ^ • » Lj • rr ■ V I > O ® ® a .1^22 2 S22‘2 2 2 | 2 2 r'l 2 2 ============== ====== ====—= = iiiil !-=^“=“='= Froui lioporfc ol’ CoiiuuiHaioiior ol‘ Kducutiou for IHT'I. a From FroediiH'n’H Aid Hociot.y. b lioiird and t, nil, ion, c rnioroHt on Stato bonda. d Ijiclndi-a nnmnlilots. Columbia InaliUiLiou for Uoaf and Lumb, Table XIX. /Appuratua. 748 REPORT OF THE COMMISSIONER OF EDUCATION. Colleges from which no information has been received. Fame. Location. Fame. Location. La Grange College . Christian. College of St.ate of California. Blackburn University . Highland University . Lrme University . Warren College . College of the Immaculate Conception. Straight University . Frederick College . Grand Traverse College . Jefferson College . La Grange, Ala. Santa Rosa, Cal. Carlinville, Ill. Highland, Kans. Lecompton, Kans. Bowling Green, Ky. Few Orleans, La.. Few Orleans, La. Frederick, Md. Benzcnia, Mich. Washington, Miss. Martin Luther College ..... St. John's College . Weaverville College . Capital University . Oregon State University. .. Wilbur College . Bradyville College . West Tennessee College ... Franklin College . Burritt College . Gonzaga College . University of Idaho . Buffalo, F. Y. Fordham, F. Y. Weaverville. F C. Columbus, Ohio. Eugene City, Oreg. Wil'our, Oreg. Bradyville, Tenn. Jackson, Tenn. Fashville, Tenn. Spencer, Tenn. Washington, D. C. Boise City, Idaho. Table IX. — Memoranda. s Xame. Location. Itemarlis. Talladega College . Petaluuia College . San Eafael College . Franciscan College . . . Christ’s College . . ilendota College . Augustana College . Forth Western Christian University Burlington Unirersity . Talladega, Ala _ .... Petaluma, Cal . San Rafael, Cal . , Santa Barlwa, Cal. . . . Alontpelier, Ga . Mendota, Ill . Paxton, Ill . Indianapolis, Ind . Burlington, lotva . Borromeo College . . . Fewburyport College of Modern Languages Pass Chri.stian College . Tongaloo University . McGee College . Burlington College . Mt. St. Mary’s Seminary of the West . Harlem Springs College . St. Louis College . Maimonides College . Clafliu University . Mt. Zion College . Stewart College . Pikesville, Md . Fewburyport, Mass . . . Pass Christian, Miss . . Tongaloo, Miss . College Mound, Mo . . . Burlington, F. j . Cincinn.ati, Ohio . Harlem Springs, Ohio . Louisville, Ohio . Philadelphia, Pa . Orangeburg, S. C . Winnsboro’, S. C . Clarksville, Tenn _ University of Fashville Fashville, Tenn Texas University . St. Mary’s College . Washington Territorial University Georgetown, Tex San Antonio, Tex Seattle, Wash. . . . See Table YII. Fot found. Fot found. See Table VII. Fot in existence. Removed to Carthage, HI. Removed to Rock Island, PJ. Removed to Irvington, Ind. See Burlington Collegiate Insti¬ tute, Table VII. Discontinued. Fot found. Closed. See Table III. Suspended. Suspended. See Table XI. See Table VI. Fot found. Fot found. See Table VIT. See Table VII. Fame changed to South Western Presbyterian University. Buildings lent to the State for two y"ears for a State Formal School. Fame changed to Southwestern University. See St. Mary’s Institute, Table VII, identicaL See Table VL STATISTICAL TABLES. 749 a College not yet cstal Tablk X. — Part 1. — Statistics of schools of science, (mining, engineering, agriculture, for 1875, cfc. — Coutinuod. 750 REPORT OF THE COMMISSIONER OF EDUCATION. •sjuepnje ojBnpBoS JO joqranx « 1 o o . c* O -O o I ® •osjnoo XBT;iB(i Qi aoqoinj^ § 1 o o r- 00 ^ T-i ^ Tl O tH I ® Fourth year. •OtBOlOd 2 1 1 ; rl o O j 1 1 o o •91BK QC 1 Third year. •9IBai9d 6 1 1 ; « O O 1 - • • O O •9IBK - o t- ©« m -j Tji CO o 1-1 © i-i TP ® 5 a o t-3 a .a H ® < > O ’aoT:;.BZTnBSjo jo •jejJBqo JO ejBd -S ^ =3 ^ c gt S c ® S o ^ o < a® g .s s CJ ® 2 S ^ C ® s G ® 8 c 3 ^ >5 'M hi I I s la I O <<-e g Us S®.2'3 =-S ^ S Ci'-I <3 o f- C ^ ® ■5 1^5:" g-r c o'g ? £ a c a r:: r.i':: ? -= a II <1 1=111 tili-s. wu ‘S 5.U s -hs <1 e5t^-g.--g g .‘S.2£^<&£| s .£3® ss^fcj ’oc — a',! ,a>-. gb£®Kcoo®ii-e^ c § c 2^2 Sbeg-s’a S g 5'^ g P ^ c5 •aoqunij^ ] STATISTICAL TABLES. 751 : : o o • O r-t O O CO o o i S i O 0« ; o o o t : . ® ® : 01 o : ” S S t- CO o . 1 o c o ; ® ^ ^ Cl Cl r- § Cl ; . . o o CO : Ol s s ? s a CO . 1 o CO g? I S 2 o } 1 00 oc gi ?g£S ||S = a i g = . o o Si a o o O O o — 00 « 1-^ t- t-* ^ s : : 8 : ; ® ® fi s o 55 i X eo ^ • • O S I I ® g ? 3 o TJ. ^ ” s ■ ^ • • <=> ’ I e. ■ O ?-i o r; ! i c-s" a « I'-f b‘ - Ill 1 ^.2-5 ''<~= 1= ^ s 1 ^ : 1 i la i 1 1 ! i i ?^ • p; s e ’■= = .§ f = 1^:: : li§= i 1 r;2- ^ : i r: j 1 E i ^ PC li Si: 1 1= ; s.- \ U r 5 < [ j r J ^ 1 r 1"^ <5- i . Si 1 ^ •3 C ilS > <; "= i ^ = 5 CC P 5 ii i 3 ) i ! f : : 5 liiii iii: ill: I 1 i 1 i I 1 : I 1 I I I I 1 1 1 11 1 1 liiii ! c 5 ■ t S : “S 1 I ^ S i > K -2 : ^ z 1 ^ : c r _ ^ .s 1 ^ ij i ^ i i • c > > ■ S ; > ; ^ = s 5 lYoni liopoit oi'tlio Coinmlssiouor of Education for J875. alioportod with claaHioal dopartinont, (see Tablo IX.) i>Xobopaiato organization, (hco Tublo IX.) Table X. — Palt 1. — Slatintlcs of ficlicols of science (mining, engineering, agriculture, c^x.) for TS75, (f'C. — Co)if.inn(*(l. 752 REPORT OF THE .COMMISSIONER OF EDUCATION. §1 “si si § 1 2 fl S2t-- sis 1 2^:s|r!2 ;; 1 SSS I?! ill 11 1 #ii||i ^ 1 ill ii 6 o o .5 •notx-epdojddB ajBjg raoji JBaA jSBx oqj aoj sjdiaoa^ :s I "ii=i= ° I « t-rg- 2 2f « ■saaj noTimj tiio.ij JBaA JSBX oqj 'joj sjdtaoay; f. ir is = 1 = | ® ; ® ;||® '5 ^ 1 >5 s ■spnnj OATjonpojd niojj oniooui Si-, I-, 2'0'S ^'S 1 iliiil i i Ci r; CD sa” 5. •spunj OATjonpojd JO janoraY t ii_ s,- 11“ 1- 1 iiliii 11° i mm s 5 :iiE- iMi = •SnjBJBddB piTB ‘sSoT -piTtiq ‘spanojd? jo aa|B^ u il,- Ija i-s- 1 iiliii § I ill il- ® ffi'iSi s- i pi jp-a « l| •asBaio -tri ■pjnnn'B aSBJOAY n g ; i i - = ; •saniuxoA jo jaqixrnx g : : 0 I ' >6 : : - :;®gg ® : ®g§®g » * 1— • 1 L*: ro 0 i 1 •panj JO junoiUY e « S® : 1 ;■ : 5f : 0=00. 0 . 0 •sqooq m osB9.ro -ni {buoub’ 9i5BJ9AY 5 |g : : : 0 1 • » « • 0 0 0 I ( a • • 0 0 0 t 1 • 1 1 0 0 r M 1 •sjgxqdniBd JO ‘Ox 25 § ^ :s l-S. 5 1 1 1 1 1 0 0 0 a ' ^ — a * • 1 • rH 0 ^ 1 • ^ •SBxutixoA JO oaqratixj 5) ii- I- - iiili ■ i i i=is.i- S cerf : cf •uoT^jm^. JO jsoo ^BnnnY 1 11 : ®i2="* = g : ® ° i 1 • 1 :^i® : ! MuaA j opsBxoqos ni sqaaji jo jaqninx gg?? § j ‘asiTioo ui sa^jaX jo jaqamx 1 Tj' TT rf ctT •sdiqsxBxoqos aajj jaqjo jo aaqranx g :® : 0 0 . C 0 0 0 . . : = i.-5crio . •sdiqsxBxoqos ajBjg jo jaqninx § |J2® s;g ® ;®®§ _ : = : : ” S : : I 12; 1 :|||= |2'=l-2 II -til Itliil MM iliy K. I i cs = = S = s = sss= S =*^=: = 753 = ^ i 1 1 1 1 ■= ^ i 5 1 I i 1 1 .-= ® X = 1 il 1 21 IFl 1 Aig 1 ^1e ^ Se-5 ^ip Kin f|5*i 5 . j i J •s iid 1 hi i li i 3 ?i = § ' II ■£ 1 1 ifiltS lli!ii i asfiii lilai! llWil i mm i * e-a 0'S o ^ i : 1 ^ '-' L~ : o' '" I ' 9 u-T °l= o“ I a o* ^ O . o i 2 2 ; ^ i ! I i s i i _ "1 = cf e_ i S ° _ , * S S 1 2 _ 1 _ «r cT S t>- e. 1 i s « cf 1 s 1 8 Is _ $ S _ _ : S s- ,r S S 1 1 S _ i _ S' ' i ~ ill 2 2 S 1 1 11 1 . IS s “ s I 1 S S „ 1 - I _ A « S «f S 1 1 _ S ? - ill i'l' e -. 5 1 _ ^ s j- 1 S S : : : : : - 2 S § 2 : : : 2 o o 1 S ^ : s s i 1 1 o j "e ; s'® 1 2 2 o * o • 2 j 2 M i M s s ^ ■ E< ■ ^ i M 1 M 1 S i s i M s i s II S S >-r ” 1^,1 " S S s 1 r.r 1 : i ^ i S : -r S S 1 : ! s ® : =* * s e 1 00*0 O * ^ : i : « 1 ^ 2£ S S g ^ 2 ^ s ^ ^ -^r w fc M -r 'r ^rt := » rr tt ^ «- rr « O S'* W • 1^ • • I ■ C2 1 t • « lit > ^* . ■ ■ o "Mi \ ^ 1 1 1 • III • til ^ o o • o o o • z-^ o -- o ■ o ; : S : 1 • > 1 «■ = e ■= O o £-^ 4 ®' ? i 1 § S ^ il ^ 5 1 1 ^ £ II 1' c c_- ^2= £ s <;t:- c J 1 -c-2? ^ « g -S 5s| iS| =''!€-- 111**1!-^“ S F 1 S'1? ci^£5-ES5-^ = Oi “ f-Si 1=1111 ip i If 1 :ii ^ c ^ ^ c? >. rt ^^^5 -- "e — S ^ '^.- CCE<;c — ■c?=s5-£5' — — ES'C£ rc £t:;'t:^ J E E c'E e > -'B wsi:® c- ^ c z i 1 5Jj W' \lli - -< hHl s ^ E c; :/ *5 tU l s'S^'s : 5:^;= \ ■>< Ci I-I— • .— 1 ■ S M' . t: E E e 'g e s .5 E E.-rE go a:^~> = :-3 a|^ 1^ S S ^ ^'EsT E 9 g ^ tIE llE* 3 S E ® E^ :.E u-^ES ^ e ^ ii E X- gi§ 1 1 'S 1 £ 11 : E^_,^s = § Sc A 'Si.S :;= E.^-?i=3 >-- - < s Er j^E^E-S-i^'E -:; J s; JO’S 5 ^ g r z:,'^ f|S1l||lS I 1 1 1 33 ;a:5>ec5>=:S > e* ® 2 .£ '-E e E^l 1 :5e'-'c^^c^ -s ^ I. — = -g !>5eSoOI^ .Ctir-E^da :e-— E E E~ at I'E g fcco e:ce^s : >:= s'^— 5 E S c= -r" E C -jJ - = > '5 S5cg^OEEOxEE,-;;3&®a--E— - ^E'E^-rrEz^^'Es^EMoE-ir^rEEo : C Ec-I jjE- =5ic ^-3 ti— i s o K H <; 3> > .3: < c; Si Ti s s £5 s n p. n ^ ^ 48 I ^ 5 Taiu.e X.— Part 2.—Slutintic8 of seliooh and of colhu/iale deparlnumlH of svicnce (mining, engineering, > •9PJUI9X : ® •9IBK • ■ . : S § 2 : « i - II •aiBHiaj : : : • : •9IBK *■; i : ” s * i « g? 2 S li •9[Bra9X ■91BK 54 n ; : P 5 gl ” gi§l $ •asauoD acj^oSaa nr joqnma IBiox ao . ^ c, ” 1 •S p V- o C-5 II •Bjaxujooi pnB saos -sajojd jnopisoj-ao^ c ■p^ O ri *00 CO r-4 •SJOjOTiajsiiT pan sjossejoad jaapisag; e ^ • . ® ^ ^ ^ Tf. r-jp 2. 2 2 I fit i| •9i«ra9j 00 S : ; O . . O O ; ® •3TBK ^ : ; ® • i ® ® ■ : § • O ■SJOJOUJJSUJ 1 • o • o o •>r • o «• 1 >« III ill pi Jolin W. Lindsay, S. T. 1),, (act¬ ing dean.) Cliarlqs W. Eliot, LL. D . C. 0. Thompson, A, M,, (princi¬ pal.) Calvin M. Woodward, A.M., (doan.) Rev, Asa 1). Smith, 1). D., LL. D P ; r : P pi g'< 1 li 1 > B : ^ P: r T:L T • • • ; i ’ S|= ; i i j; nm t ^ gSii 1 1 6:2 s 1 rm 1 •no^TjzTuc^jo JO ejBQ ‘ ill iiiiiiiiiliii •jojjKqo JO aj^JCL 55 ill 1 1 i 1 I I li i-i s 1 Location, 54 i|. 111 N M i « 1 ! f 1 1 ^ i 1 1 1 II ; ^ ^ i T. ^ : ^ ; I 1 1 1 ^ 1 1 s 5 P P H I - ; • = III l!i fil M in III ^ 11 j 5 i 1 ! 1 i|i J(li' i " liHIflilli- bWifliHiilli lirtipppii I § -1 i 1 i-i ii'i 1 sil -5 !S lil 1 i®! .3:®o eoS^,.! mm 1 - X c: o- « « S Polytoclniic Iiihtituto* J Troy, N. Y . 'l82Gllti24l lion. Ji STATISTICAL TABLES. c oa 042 K H o s a I ? PI ^ I > ,2 C» GO 00 00 .2 fc€ A ® o ■3 a ® ® H i ^4 ^ )-^ s .5P^ s :lr I -f § ® fS^ ^ Ic3 ^ ^ Pt> o fco ...a ^ ® o* 5 p-^aw o ISo O o Q q'^ ® •3 & o ®2 © © 'rt O O O 8^ p g s I :i2 e a ==3 ®'^'8 «5 : ® 'o’35 a tffla ® "apj-g OTL® 2 P,o‘43o.'5q c^ o-g ® opo^.gs-' g £ o ®p ^ “ p:C ^ ©*^ c3 « & • o >iO p p oP;^' 043 PWi cp ®a3 50 ®--P o ^■"’S ^''•'13 Pep :n>-^®o'Ps^® g ,2 © ® ® ^ oa =^’8 p o ®^'l p^^ S^?na ®i5 ®,94^£ ® 8 p a^’-p ^."a ^® •5P-0 oH- a ISP g-g O g jg «.3 CO CQ H 02 P fi^d, H Fm ^•b£0 ■a -9^ a ® p © p ® ’aTr> O&C-H a a -pPP p -p p ® p g 3 , 'h^'B ^”3 .2 .ep a P c3 ©Op tx-p S o >'3 p io^6§t^ m H § 60 Op •33 ■ bfl 43 ” '3’S-o a P «— M ^ '^^^£^'3 3 '2®p|s ©■pfS p rt*^ 'o®©;a^^ |•a>3.^|;a m M a. 3 S 42 ® cr H 2 113 .a ii 3 ® p 3 O P &l pEf o o !J3 +3 p © ® t>» c© O H 3 OJ pj |i o a p-® s 3 755 Table X. — Part 2. — Statistics of schools and of coUe{/iatc departments of science {mining, engineering, ^-c.) for 1875, 3 ^ OQ OD O B Cm M C Wo O O C ® B O rBCQ © O W. O !*s ® ; B © . >;^ © a s.'sali S M ^B St3 B _ ;.2 o I '"'I ^©' E O iii¥i C3 - .1111 g-^cc'o S’© 9 £ -S © © , b: .g|®||pi, ;PJS^'a Ph O H C M ©O t-CM t^o! |3^ o^-fi'S «■£ ■5 g £ E S &0 ft MCDu€wO:--iE£oOh-^0>i 05 .|otEO®.ScncB^“W..^ §'^;zi'o’f^B ®'-g-Sr§-S 2 ® o ® o’l^ R S'S'S'^'i * MM H^MME-IM •j9qnia_K; [ STATISTICAL TABLES. 757 a ca p P S' o oo 000 ‘ST 5,000 s 15, 000 0 (6) o o O 290 s 3, 500 1, 500 . 1 2, 200 o d50, 000 30, 000 40, 000 s 200,000 250,000 (b) 330, 000 el, 000 8, 030 • ® : . e § o • o i e 500 o s < o i s o : 500 : 2, 000 § (&) 16, 000 o O ^ o ^ e loe o O o 001 45-75 150 100 100 o o O CO T-I rH o rt o . d ^ • 'Tf* 40 O O ^CO ■V ■ d CO IS 0 o o O OO § o department in Lafnyetto ge of the State of Pcnn- School, (University of titute of Science . lent of Villanova College, ■ial Chemistry, Civil and ering, and Agriculture, .Virginia.) id Mining Engineering, id Lee University. )6 Institute . i 5 » 9 3 -1 9 3 3 9 1 of Mines . 1 S o ^ C3 p p-g oPpo^.S^P: p ® S^P 2^ «&p c:t2 ®‘§3'§ Sip a 2 a 2 •K Table XI. — Statistics of schools of theology for 1875 ; from replies to inquiries hy the United States Bureau of Education. 758 EEPORT OF THE COMMISSIONER OF EDUCATION. 'SI8I JO jn9ui90uaOT -rao9 9q:^ jb e9:^'BnpBJ0 WQOO ’9{)a9i08 ao sj9:^^j9i ai 99i§9p 'B'paAraDgj; 9A'Bq o q 9aa9pnq.e q.n9S9J j •S9J'Bnp'Baa !^U9ptS9^ •a9qnmn :|,a9S9J[j e > t- 00 O 05 05 O •sdTqsjoe89joad p9Aiopna[ •8J9jn!j09i pae SIOS89JOjd !JU9pt89J-nO^ •SJO^onj;j8ai ptre 8io8e9j^oj.d !nl9pi89g; t fflt ■')' M W tOOin (S Oil Oir^n-vnvs ’S § ^ fi ® P '-P P NP P' S 05 P a ® oc^ 4) ® ® W WPP p; - R g§) P Jp w > > rt > €) ® ■** ® PP P P : P : ‘^P :^|p •• R > > >■ .O J© C5 © C A?p;po;p^p^ oi^O PPPPPP •uop'bztubSjo jo ojbq; t-H TP Ci Oi^ r- CO lO to i'- no 00 00 - - CJD 00 00 00 Tpto^ cocictodo tomt^ LOCCOTrtOtO 00 00 00 OOOOOOQOOOQQ •jQ^i'eqo JO ej'Ud O 05 to to 00 00 lO to »o 00 GO o o d iO lO 00 00 CJO o iO lO O Tp to ic CO 00 00 00 GO GO ^ q c? ; g ^d§ d'qO •ilg £ go a ^3 § -3 o - a a §P3 be a T4 a5 f3 ® .2 2 23 oo PaP a 2 a~ a >.a PPP -A a ro O ® M 111 ^PP bte- ® .3 • i a •a ; ; ® Ilf* i I ' i:i : ei © ! : : ^ • -2 • • ® • • ® ! p • ; a ! ! S t- : as a : 3 II® III ^ • • > ... ■3 ;^g :■: t>5 ® I III a *5e . . . Hg 2.2 ® ® a” pbC 05 o 'o-a •?rH oS © o as a HP a‘j3 11 cc a _ o ^O, O 2 ® o O *5 02 a: .-2 .S’ ^ 'a o2-a ©M > I'aJ 11” |fl a ®P a-a © j»HP .2 .2 2 M “.-§1 ® 2kS2-a2 >^.2 S.2 I • |i I a ajqP^ I P<1H H ib cc ^ a. a .2 a ©02 11 a 3' P.-2 2 H LPH o ! 2 ^ > a..2 ■ aas PO a 5^ =3 a . a ®'a a+2.g;a a ® g ^5 aP.2 £a3 ®- be "S 5 ® C o, P POH •J9qranjq I©* eoa'irt oi'-co os orH STATISTICAL TABLES. 759 * From lloport of tlio Commissionor of ICducatioii for 16)74. 01 Bononciarios ; tlio fimds aro iiivcatcd nii■ > > > i > X >■ 3 > OSOS - - - - “ l^p 3 - M ^ X c; ® s- ° S > >' ® S-'' 3 X o ? rf 1-3 ® . -= > •nopGTiiraoTigQ; P PP i : XJ3 1 • a2 1 s 3 C? X I ‘a ! M C ? ll 3 P o a< PP a 13 •UOp^ZXa'BBJO JO C: O ^ « O O GC GO 00 GO I- o o O 7^ 0-00 •jojjreno JO ojbq; C7 00—f^ C^zo t 00 X OC 00 ^ , S 5? S§5^i O i 1.2^ .-• 3 K^s;^;z; : S : 2 • 3 .3 p > § 02 ^2;^ ^=r .a - o ' .2 §3 3^5S p OP P ;2;;2i H o O ® iJ a It® o s s cc3 o cO CO - •c 8 So 5 O >-. ® S >5 p* C 3 2 c 5 5^ > ; ®m’S . C.2 i tOr,3 c o' •c c 2 5 c3|“ — 0.2 -2-03.33 . H 2 o _ ® 5 ^ □ '5:'o ’5c' r.p 55=^ C 2 O ’.3 E ^ O no iSKSS S 5X S- i.* C 2 - o a, ■< P 3 "o p * £ i c cc':3 >=2 P M ll ■ ® o “o a PP CC r S. 2 P 3 ^ 5 2 ^ 'Wi~ I 1 ll.il ^ l=^-5-8 I ill '^6 ''5 •jaqtnax STATISTICAL TABLES. 761 e> . o c» o o o 14 11 00 o 0 2 10 10 14 4 4 12 10 lA 00 LO 0.n 1-1 ^ o o SJS* 2 SI . 8 ?5 §J o s ri fl o o "VO n SI SI O o o o rH ^ T- ■ — • O ■ rr O gl2 § §2 S ?i ■ — St o o o o If) 3 40 0 32 0 100 0 10 3 10 4 23 — si — — 00 — cswrTMwls — — si — n- ” -o — « — n — « — ^ for 1874. a Also throo locturosliips. b One partially. Table XI. — Statistics of schools of theology for 1875, ^-c. — Continued. 762 REPORT OF THE COMMISSIONER OF EDUCATION. "SiST JO jnameoaaor -uioo aq; %T3 saiTinpBaf) CO lo o •eoneios ao eaawo[ ai 99j39p b' paAieoaa 9ABq oqAi e^nepajs !iu989J>>>>■§ O ® O O <£> '— ' n- - ^ g^a _ ® ti ® i 0^1 t> j-;; w > ® M eS ® 125 M «H li fl 2“ . ® a fi ;l.>p§p >=3 i 'aoiiBaTra9a9(T fc£.2 o|^o1 . > ;3 . t P^PdPPP^P- ^ ^ P P P P^PPh:) tfl P. " ® §P^ > > ® ® P^P^ •aotjBzmBSjo jo 9^e(i •v (O ao Si a iOSS-V Si CD 00 00 00 QO •a:9:|JBq9 jo 9;b(T 00 ('• 00 -N S § S 00 00 00 00 pPn aO bCof^ $ .Q ® a a a 05 a ^ g pmP>6 ^ !2i >r . C t> S ^ a* 0.2-1 (2iPcc tz; a.a ® +a w ® a , g ® 1 a S 2 Ora >-1^^ 25 2 a 2=3*^ *a 5 ® o H •'pH o rr *0 ^ ® a o ® j 'S >i © .S "a '2 CO P =3 2r5 a 2 a .a o s- “ ® 2 2 S ’5 ^ B. o >j'a 5 cc^QhJh cc H 5= I « s a a ® a- ® _ P a • « "a .2 .2 2.2 a. >0*1 *o *3 ”3 2 Jr Jn © >► Cm O a ® a I "a o be*? r2 ’® O h •I •& a JO • a >a oJ§ i'll c^o •a -5 02 a ®_ ® *-< a . >1 a2p ® o a_j r^ ®’3d3.Eo a o 43 q f- * o ojs a O 2 f>3 © O. ® *0 o p t> ^ ® g H H ^ PP-O-^ o H a S § 'fct o a 8.25 o §§ t> a2f2H ® a® .ajaO •jeqcaxi^ Somliiary of St. Franois of Sales . St. Francis, Wis . 185(5 K. 0 . Kev. C. ‘Wapelliorst . Theological departmout of Uoward Uuiver- Washington, 1). C . 1807 1871 Union Evang. liev. Lorenzio Westoott, A. ] sity. (dean,) Wayland Seminary . Washington, D. C . 1805 Baptist . Kev. G. M. R King, A. M . Matthews’ Hall . . . . Golden, Colo . 1872 Trot. Epis _ Right liev. I, F. Spalding, D. D STATISTICAL TABLES. 763 Table XL — Statistics of schools of theology for 1875; cj c. — ContiDued. 764 REPORT OF THE COMMISSIONER OF EDUCATION. ' ® ^ T-I 12 i ft ^ p p a^'p ?! P p P ^ 2^00 o p_2-p •epunj 8Ai!jonpoj3 oe'BOJOUi i^nniTB oSbjoay 2 i - ^ - .o •BjotqdniBd jo joqraajj 000 es 1 I 0 40 • • • . 0 uo • • . . 0 1-J . • • I 1 • • i • LO 1 I I of II •soninxoA JO joqniii^ O O O O O O COOOOO«> 00 O O O O CO r-T o CO'' of o o o O o lO lO oo'* 0*^00 crT cf c»f o o O CO o ■au8i£ OT^ei3tQqos ni gs[99AA JO jQqcQtijj; •9sanoo at eieel jo joqnin^ * CO CO CO cocococ3® P 5SCC P 1 i-a.'si ®MP P^ p-g II 05^ CS ’oAJ S _P o o Es I ® "o S) .P "o p^l ^ ^.p a| 5^1 ° d p M ® .2 M R p ® ® ^ sicW ® lls ® II n O S O P oil" §3 ce -2^ S.'S p .S ,2 §^5.2| >3 :as'3'^^o=g-«g^ 0'S p P®: SrA p p (S .p S .'S o "S P P ft bf.d c ^ o ft bC)H ® n M ® ft fti^ § — ft.- ©OoP.S. .-®®rt.-t-t-i5©P r— (]j Srso'S P'P'S'S^ >-i,dr2^ o g‘-'.2H g g.sr ' ^ o ft ® 73 ft'd ® o © ft ft p- _ .-©®d'p“p©®S ^--=1:32 ®“ ®.o^ a ‘■g'p'p o § p5;p'^ ® ®H a'&T?' S-al|3o2l| ^ ®I§II|I|hm o W)P^ g*?^ a P-ft ft P»3.. . © ^ .P Q ft i S ©6 i ®5 s->>rs >.o? 2 - - '-^i^^<3^C I o o S o o ' • o o o I § o o o • • o' • i cT • i- • CO* I ! ! in . . qj 'cfo* :§f : * • • • 1 • leT J . ^ j is-gggg' : ' (m'' o' in • CiOiTO cT OD 1 * 1.0 CO * • ■ • m • CO 1 ; (N W^C* i (N • • 01 > o o o o > o o o o » »o c; ® o CO I£f O • *00 • • . 1 o o o o o • o • o • « • 0 • .40 1 • • 0 0 lO • 0 0 000 • • • * o § i • ! 1 o o S • o > o > * ' 0 • ' 1 0 0 X • 0 0 . 0 0 1 0 0 * • : : : . • in c€ cT .0“ I • * • < • 1 : • iO^i-T ^ LO' • • I I I oooooooooo oooooooo o oooooooo o o' o* o" o cT o'" CO cT o*' o o o o o o o o o o o o o o o o o o O O : o in- (. <01 ^ ^ C3 X O 1 J- • C a c5 ©'S l-^i H§> o o o o o o oc^oo o o o o o o « oo cfof 5g n* I in . 0 . ;§§ • 0 CO • 0 • 0 . 0 • 0 0 0 0 0 0 • 0 0 0 0 0 iO .OOOOOt' • 000 Iggg 0 0 . • g g 0 .' ' • .OOlOOCiO *000 1 ■Tr«00^*0r^0 'POLO , •wQorrocot^o • CO 0 • 0 00 ' 0 § 0000 • • gggg : : ; m (M • iO • 0 GO , ^ CO T-4 1 CO rH ® s s *' ■ *« • • iH (5« 0» rH < I CO*' in' f co''Vo'ad' • I CO 1-1 • • 4 1 JCOCOCOCOCOCOCO’^'^*«J'’^TJ»'^*^^ t-» Table XI. — Slaiistics of schools of theology for 1875, ^c. — Concluded. 766 REPORT OF THE COMMISSIONER OF EDUCATION. o o o o o lOni Tlioolopical Soininary of tho Evangelical Liitlioraii Churcti . . . 1 3| 391 3, fiOOi . | . | Oj nO, OOOi 116, 856| 7, 356i STATISTICAL TABLES. 3* 2 ^ ^ 2 S >-. >;2 >s 5 d s = a 00 t- ©» ^ o a- g a • S g a :§ :§ o o o o o o 0=^0 o' iTi c> OCJOCi C5 * « CO CO CO ^ CO o o o o o o 00 of o o o o o o o' o'* O O '0 0 1.0 CO CO o CO ' Ci CO CO CO I'S o O O CN O I- lO O CO CO TP ^ CO CO ' CO O O CO CO CO £ y o o o'© 2-9 ® g a .02 iill?5|liiiyi fee r% • O 3 •'S a^;_. feca S a c a a = '43 O — 'S’" r% 5 '5 b aaa fee aaaao.S0.2„ rT, * fet,2 2 ft a a ft.® Sr „ ® -S ^ a ® ® « ® ® cj s ^ a o xMft j.a3 2 'a 'a "c .2 aj 1 «'3'« 2 2 2 £ a .^p - .2 .2 .2 2 ® ^ ® •5 5=^-- a - u’fcc'fcc’Si'fecS'^.® S .2ct-*aa®ooootD-«.a g-S. g So-S- s a o o ^ “ ® ?=a"3' 00 >• © ? li a a a '-3 S S ^ ft a "aMga2®'a i“ §=« Th o - ■ ^ ai.S S 2 2J ® p-gS . 3^'® i#l| ll’S 111 i2|| ;<:r*r oo — ^NCOttO O£^XiaiO^■ ft o oa:] ®.iS ®' .ja: a a CCHPii^ii 767 Taiu-E XII. — Slatisiics of schools of law for 1875 ; from replies to inquiries hy the United States Bureau of Education. 768 REPORT OF THE COMMISSIONER OF EDUCATION. .00 . '£.'-81 JO juaol . ■ r-, .-I (K . rH . r- -eouamraoo ^■b •aoaopg JO b'J84^ -pi ni o9jS'0p V paApoaj OABq bqAi sjnapnp :}n9S0j09]; paB 8Joss9j:oj(l (^nopisoj-uojq o CJ © o ro o •Bjo:jonjp -ur puB gjoesajojd (jirappajj rl'TOOOMffJlrt (M- K o lO irt '.T © ro o o O i£g|= . r3 p, ffi ® CS ' » U O r S 'O . r r f..- £ j : a '■.% [ ; ^ ; J ! 1 :s . ! I 1 ; 1 ! i ; £ ; : ; ! : illii • P re tC • • © cX a O © .5 : . 1 r r*ro : 5 : ; ; ; ; , ^ . £x : 5 : a : §2 „ J '2 : 3 :pPP2 c-^_|q : C g-app g: ;*5 2 £^P is §p;2 re'*^^ ! a e; . re aa A; — ^ o s :.isi o _ =.?p ..A ^ H SRS 3 o t: _ ® £ >'s a ; p< CP P 5 ^j-o sa g'^Fi l-i 32 elf* c'Tc ;5 .Sis PCC •ti 5-t^ ^ ?->■.£ S£c.* o .■£ s ■£ o p ^ a: £ c .> 2 * o Sea a as § a CS o ^ > * c .gee _ .£ o T- -.>-. •fp I’ fe.'£‘S5 £ a s^^^£'sca = |‘ .&: > r>, >PP= i'p ci2 a;!>' . e e w ^ ^ ^ W sc ^^CCi3< 2q©'Oo2®£'S^©®^ a a s tc o a g a ^ g g «:pt---aPP a ^-St § > es es o 2 e e a= e e ® % c-a-a ® a.a® - 2 I re ; Q >J ^'gt: pJa '-^-ra c.£:a*§t:^©*aa ® a-: _ _ ^ ^a*aa si & ^.22 ^ & C.| ^ ^ ^ jecscsj-l^eeogeecs ":PapP ppp2ppp og.' o c tl'C' c e' aP: : . _ e 3 c 3 re £ c c w lEIIpJ : ap5'^:g -P" g-c a J 2'c'y^'e c'c'3 t-.l; :*caae ^ ^ J ^ 222c: 2 •loqiuux I f' lO O J> X C5 O 1-H 00 Columbia College Law School . I ISJew Yoik, l^.Y . u8G0ll858l Tlicodoio W. tluivoi-Hity of tbo City of No STATISTICAL TABLES. Table XII. — Statistics of schools of law for 1875, ^c.— Concluded. 770 EEPORT OF THE COMMISSIONER OF EDUCATION. « cs 2 S W fTj ot ® f,V ® © O S CO ^ ^ ® C? <15 © O 'X> ® a p p s p c a p 0 a p p a p 1-3 • CO • ^ S ^ iO <0 2 5 S ee rt ►-5<1 •S90J uoT’^Tti^j niojj JVdK gant 'eg; joj e^dioooa o o S2 o o c o oi n •Spunj 9AT19tip -ojd mojj; 9010001 •sponj 9Ap -onpoad jo (^onooiY •sSajpimq poB opouoaiS JO ooxt;^ •ponj JO jooooiY •0SB9J0 -at {Btioao olfBJOAY •eioiqdoiod JO ’oj^ ©00000 •S9Oin[0A JO •OJfl 000 000 o — 000 1C 000000 iClO'^iCOOOOOiC •uoT^^m^^ JO jeoo xt^nnuy 000000 TT QL) CC o o O OTjSBxoqos ni sqooAA jo -ojj: (M (7^ CC • CC CO o o ^ cc cTok •osanoo m sjuo^ jo 'ox tiUm eillll III si " OH!ziQ^ OC?® R S £^5 .£'©.JSc«>'lS©^fe^J^43 '£ t- C ^ Ji-rf Sh c^uD'a O P fcXO rt C ^ ^ p,a,P7: plP^^ ^ CL,cP,jq p . -O'© ^ '^3 O ben® "q gcOn®;^CC cCO Q fr'^' cScS®gcScSc«oiSoOc4c3c4cS'^c30®*^ t-a0C5O--i^«^«oi-®oo-- •joqotnjq^ 1 I "p bf ^ ^ r ■p^^.g'^«0 2 P y 3 « p a « S5 d » dOc+sP i-'- .Ed 2 — ^ a k! >-1 _ • fl _ pgjoo« o 3^02 teS •aoixG2incgjo JO ajGQ; OTj j- CO ro ' X X X X :cu § : o’ cii o © _ . _ *SO a a 3 p a n M jS § A'®'',2. |£S;.§:i a a O p" y:> g > ' c^cSc5ac3c3>3_i^^®®^. .2 .2 -S c3 ;a ;3 ^ c '3 '5 p: ja: > 2 S 5.2 o q q q .a pi a: > OOOH ^Ph3i-1h3h:!h I P II P § cc rg ® O t> ■-P : g-R >;p. , - © •P.s 2 tj ■ p..a L> ! o ; P'S h=:,P X 0 * fcOgfl o © fcCO^ illl J 3Pt>< dp *^©5°|6a I =-so-|^^'S| ■p ®p3 o 3li ©-a ■a isL'a tjc5 o ijco O © C3 0 C3 d p fcj) © fcC© © 3 © p -p ©'P©®E3©> 5 S£ © © ro.5 © 'p o |P^“ ^ tJC O Q pM.2.s-i% ® ^.-3 I- ^ «'p'o.2;g tc.S br© 9 ® 'Z'o^ ®'®^ c ® £ § S d Q "a © “2 ”3 g s 9f § •"* .M ® ®a on-l 5 a— I p ©M^ g< loos'd 2: f=n.5'§ sspIPIliill 6KS:a6.HaoHK«.ja •joqran^ /rvl ^ /M :o X» O Ci CO J O CO ?0 Ci « rl • ro C5 O . Ci o o OCiCO ^t-4 CO t-* r-< C? OQO I AP P^..2 P o & -'H^ ■=ppj 6P ® g|'§ §11 « •X 00 X t- X' 00 30 00 ( 3 O 1-H — ^ ' c? -H o 'Ti I- o — ' iTi rr X X X X X S S X X S i c: t- LO t-* o cc ^ X X X X X XJ X c • X C5 c: o '>< . o CO O ' “ • X X X ( o — c: (?« c^ r- lO — • ir: X X X X X TP m ;o O XXX CO O Ci O X • X X X X X I lljsSa |tJ| 00|g3S5<( ®®t:^’aaac = o'o3']^'2-S2£'3 0o®'*"^ ^ ^ p M cq p p < p c ^ ^ p <; p pq ^2; 12; ^ ■=ltV2S25°5°rlll=-^s c A -fl 15 '= 2 2 ^ & a a o a" ® S floo oj a a fl 5 Sflsp:'-' ® ® o ®a:A CpAAPc -03 73 03® = a'M ooo ppp «2 a ^ gap il•e•illilillllil fcl a a a c ®-;'P'3:'=3:3A o =3 H? ttooooooooa : : ■> - fl _r >5 332 ^^>§£>■3.53 HaA > a'"'a'ro'm -P fl a’fl'p « fl c3 c3 i i i S'® * •fl fcD »2 ?2 \ o’c t: o • PO «M 5 2- P £ 3° c S P a 2 ® ■S-fl ? 1’ ^rooc*Sc^tD3Q §3^: 3 o'5-H 2 S-- ^b.fl53^2 ® so ; yi bI 'tH S o'® 3=>, o PJ 1 S >5 .2P 3 fl P>^ o fe o S .2^ loS 3 -^3 cp ® .;SP-3 bP ® ® f ° fcoc o"*^ >. o ® 2 o ll|i§ll| M "' pS g p: > '■' -S3 A P2.23 3 a = C « o P'2 =3^^ II «ap:^ P cc'^-'A S’?- ® 2^ ''“i'cPA ® fl ® 3^:3 -2^ 5 poo fcio~ o 0-3: o fl o c — 33 sp ® J o 0^3-=.®: S o S S a — I ® ® ^ o a fl ® a^j > b£o>^ O ©; ,P fl'^3 ®'-3 b oa-fl .oPSo'flrflo® §M§a2;2i<1P^PoS^ © -b2 '502 C03 p§ gA g’S Sg.2 o O ® t ^ ®3 X ® s O Cm *3 ®''2 ® wA fcca ^ fci ^ *0 A ••= ? .7 fl S >' s ® 'o ^ 2 Cs_ « ® a:g®t^ ■5-1 2’^-^ ® ® I- 5=3§3 > o fl >'P "3 g-:c’a a 'I gt=t^ ® -jf § 5 ^ o ^ C'Jl ©,— ( S o ®A®2“sl'^ag||pa ®^AA ®3 fl3^ fli fl ©A'fl fl p ^ 73 A ^ c-S ® p-«S p-a -fl A — AS_Jo 's!®^®'^A®® O-gOA'fl'fl S'^'O g03 xO-flos "fl ” "fl .„ fl ’fl -® ^'fl £ "fl 2 "fl "fl "a vw S ^ ^ ^ *3 ^ -.2 Sc-S 2 °.2 £.2 §.2.2.2 ’'•^.iroi^^ca'i^'PtfQO©© Hit fl fl fcJC ® AP3 o o^'!>A P flstj a °|15 fci'o o flA o l&^'S ^ a ® © o © goo® -& i^-p pH =5 M ®.s P >A o fl 3 ^p fl -SpA ® fc-w fcca — §g®- ®3 y ePA a CO © O — lll |a ® AA^ ® ® a la so o o> ca ss <3 Prom Report of Commia8ion'>r of Education for 1874. t Recently doceaBod. t School euspondod. a Three years of study, two of lectures. h Three years of study and two courses of lectures. c With throe years’ study. d Instiaictor. Tahlio XIII.— /S7«/t6'^tc8 of schooU of medicine, of dentietry, and of pharmacy for 1875, cfo. — Continued. 774 REPORT OF THE COilMISSIONER OF EDUCATION. OTigB^ogas in S3[aaM. jo jagtanj^ ■8SJT100 tn sj&ai jo jeqnmsj ‘SiST JO jaaniaonani ■moo B0qBnpBJ£) I ^ •BDUapS JO SJ94, -PX m 99a3ap b p9Ai909J 9-\gq6q.vis;a9paas ;ci9S9Jj •jgqnniu jti939j^ ■ej9Jn4.99x paB Bjossgjojd f}.n9pis9J-uox •sjopaixsoi puB sjoss9jojd jn9piP9a; XI «QO M a a 'a af^ 5 .5^02 O a-e ccH .-■la ® ^ aT 0^0 ^ gS i ^ 2 -■ % ^ i -1 ^ o 2^'i ^ c - ? I c| QC'-s<1 •noiiBzinBSJO JO ojbq; o r? OC X X O r-* L-t f- XXX JO OC X X O Ci Ifi o X X Ci i j i :E; 1^ i if i i i :2 j : : f 1 J 1^; , : : a - o ; ;5S'z:3 I . a: ^ C ^ •= O ^ 1 a s' ^ a : a .'3 : : I'Si^ao «s ® ® ® , cT ssi>: 5.2 “.'£j' 2 < — a 5 x.a o Q3 ”q t==-. S '-o ^ •S eC' las <’3.2 c O ^43 .2.2 2 5 a c SI .= -= _2 -= . a. a.-r- a: * c c sp a 8 S =- c £ i xs- ^=i i- 1> t- f t- :Now York, N. Y. STATISTICAL TABLES. 775 * FroTri Report of CoitnolsHionor of Kdi.cation for 1874. a AVitli throo yoarn’ atnd y. b No diploma is given wit boat three yeura of atudy. 0 With four years in dispensary store. d With four yeai's’ priiotlcal experionco in compounding and dispensing. Table XlU.—Slatistk8 of schools of medicine, of dcniisirij, and of pharmacy for 1675, cj c.— Continued. 776 REPORT OF THE COMMISSIONER OF EDUCATION. 1 •iaquiux j STATISTICAL TABLES. 777 Table XUI.—StaUstics of schools of medicine, of dentislry, and of pharmacy for 1875, ^ Couoluded. 778 REPORT OF THE COMMISSIONER OF EDUCATION. III. STATISTICAL TABLES. 779 1 Iz; 780 REPORT OF THE COMMISSIONER OP EDUCATION. Table XIV. — Part 1. — Summary of examinations for admission to the United States Mili¬ tary Academy for the year 1875. States and Territories. Number of candidates. Number accepted. Number rejected. Total. 1 On what account. Physical disability. Por deficiency in— Reading. Writing and orthography. Arithmetic. Geography. Grammar. History. 5 5 5 3 2 1 1 1 2 1 1 2 2 1 1 1 1 1 1 2 2 11 5 6 1 1 2 1 3 2 9 5 4 1 3 2 1 1 2 3 2 1 1 1 1 1 1 1 1 T^ftotneky _ 6 4 2 1 1 liOuisiana . . . . 5 3 2 2 1 1 1 Ma.infi _ _ 2 1 1 1 1 1 1 Maryland . ■ . 1 1 Ma ssaohiisfitta _ _ 7 5 2 2 1 Michigan . . . . 3 2 1 1 Minnesota . . . . . . 1 1 Miaaiasippi . . 1 1 Missouri . . . 6 3 3 1 2 2 2 "Mehraaka: . . . . . . Nevada . . . . . 1 1 New TTampahire _ _ 1 1 1 New Jersey . . . 1 1 New York . . . 19 12 7 1 4 4 3 3 North Carolina . . . 2 2 Ohio ... _ _ _ 10 7 3 2 2 1 3 Oregon . ........^ . . . 1 1 Pennsylvania . . . 17 11 6 1 2 2 4 4 3 Nhode Island . . . 1 1 Son tih Ca.rnl nia, _ 6 2 4 1 2 2 1 3 1 Term eaaee . . . i . 7 5 2 1 1 Texas . . . 1 1 1 1 1 Vermont _ _ 1 1 Virginia . . . . . 6 1 5 1 3 3 4 2 3 "West Virginia _ _ _ _ 5 3 2 1 1 Wisconsin . : . . 1 1 Arizona, . . . . Colorado . . . . . . 1 1 1 "Dakota . . . District of Columbia... . . . 1 1 Idaho . . - . . . . Montana . New Mexico . Utah. . . . 1 1 Washington . Wyomiii!’' . 1 1 Po reign . At large . 37 22 15 2 I 6 4 2 8 5 Total . 194 72 6 4 31 25 27 34 31 STATISTICAL TABLES. 781 Table XIY. — Part 2. — Summary of examinations for admission to the United States Xaval Academy for the year 1875. States and Territories. Number of candidates. o Q O O c: 9 1 Number rejected. Total. Physical disability. u S o « On wj Foi a .5 Sf ■r 73 ^ 5 hat ac( r defici .2 'o S < jount. ency ii 1 & o 1 — 1 s CD History, a. Alabama . 2 2 0 0 0 0 0 0 i 0 0 Arkansas . 3 1 2 0 0 0 2 1 1 0 0 California . 1 1 0 0 0 0 0 0 i 0 0 Connecticut . 2 1 1 1 0 0 0 0 1 0 0 Delaware . 2 1 1 1 0 0 0 0 ; 0 0 Florida . 3 1 2 0 0 0 2 0 0 Georgia . 2 1 1 0 0 0 1 0 1 0 0 Illinois . 11 3 8 2 0 3 6 3 1 2 0 Indiana . 10 7 3 0 0 1 ; 2 2 : 2 0 Iowa . 6 1 5 1 0 2 i 4 3 1 4 0 Kansas; . 1 1 0 0 0 0 0 0 i 0 0 Kentucky . 9 2 7 0 0 3 7 3 : 5 0 Louisiana . . . 5 4 1 0 1 1 1 1 1 0 Maine . 3 1 2 0 0 2 2 2 i 1 0 Maryland . 2 0 2 0 0 0 2 0 : 0 Q Massachusetts . 4 2 2 0 0 1 2 2 1 0 Michigan . 5 4 1 0 0 0 1 1 0 0 Minnesota . 0 0 0 0 0 0 0 0 0 0 Mississippi . 1 0 1 0 0 0 1 0 0 0 Missouri . 7 5 2 0 0 2 2 0 0 0 Nebraska . 0 0 0 0 0 0 0 0 0 0 Nevada . 0 0 0 0 0 0 0 0 0 0 New Hampshire . 1 1 0 0 0 0 0 0 : 0 0 New Jersey . 4 2 2 0 0 2 2 2 i 0 0 New York . 14 6 8 2 0 4 5 4 ; 5 0 North Carolina . 2 1 1 0 0 ^ 0 1 0 ' 0 0 Ohio . 10 4 6 1 0 1 5 2 : 2 0 Oregon . 1 0 1 0 0 1 1 1 i 1 0 Pennsylvania . 13 5 13 3 5 6 10 8 ! 9 0 Ehode Island . 1 1 0 0 0 0 0 0 ’ 0 0 South Carolina . 3 2 1 0 0 0 1 0 ! 0 0 Tennessee . 9 3 6 0 0 4 6 0 : 4 0 Texas . 8 3 .0 i 1 0 2 4 2 . 4 0 T ermont . 1 0 1 i 0 0 1 1 1 1 0 Virginia . ; . . 2 3 ! 1 0 0 2 1 1 0 0 "West Virginia . 0 0 0 i 0 0 0 0 1 0 0 'Wisconsin . 3 2 1 i 0 0 0 1 0 ’ 0 0 Arizona . 0 0 0 i 0 0 0 0 0 0 0 Colorado . 0 0 0 i 0 0 0 0 0 0 0 Dakota . . 0 0 0 i 0 0 0 0 0 0 0 District of Columbia . 1 1 0 1 0 0 0 0 0 0 0 Idaho . 1 0 1 i 0 0 1 1 1 0 0 Montana . j . 2 1 1 i 0 0 0 1 1 1 0 New Mexico . 0 0 0 1 0 0 0 0 0 0 0 Utah . 0 0 0 0 0 0 0 0 0 0 "VTashington . 1 0 1 0 0 1 1 1 1 0 "Wyoming . 0 0 0 0 0 0 , 0 0 0 0 Foreism . 0 0 0 0 0 0 i 0 0 0 0 At large . 23 18 5 2 0 1 1 2 2 2 0 Total . " 187 90 97 15 6 39 79 49 46 0 t a Not exandned in this branch 78 ['i of g Min B.,: c s s s. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 43 49 50 .51 52 53 54 55 REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 1. — Degrees conferred in 1875 ly universiiies, colleges, scientific he following are the explanations of abbreviations used in Part 1 of this table: L. B., Bachelor of lienee; B. C. E., Bachelor of Civil Engineering; C. E., Civil Engineer; B. Agr., Bachelor of Agri ng Engineer; D. E., Dynamic Engineer; B. Ajch., Bachelor of Architecture; Ph. B., Bachelor of lachelor of Divinity; D. D., Doctor of Divinity; M. D., Doctor of Medicine; D. D. S., Doctor of IfOTE.— 0 shows that no degrees were ALL CLASSES, All degrees, A. B. A. M Institutions and locations. & a 1 3 3 8 Agricultural and Mechanical College of Alabama, Auburn, Ala Southern Dniversity, Greensboro’, Ala . Howard College, Marion, Ala . ; . Spring Hill College, near Mobile, Ala . Evening Shade College, Evening Shade, Ark . Arkansas Industrial University, Fayetteille, Ark . St. John’s College of Arkansas, Little Rock, Ark . University of California, Oakland, Cal . St. Ignatius College, San Francisco, Cal . St. Mary’s CoUege, San Francisco, Cal . University College of San Francisco, San Francisco, Cal . Santa Clara College, Santa Clara. Cal . University of the Pacific, Santa Clara, Cal . Pacific Methodist College, Santa Rosa, Cal . Trinity' College, Hartford, Conn . Yale College, Hew Haven, Conn . Delaware College, Newark, Del . University of Georgia, A^ens, Ga . Atlanta University, Atlama, Ga . Mercer University, Macon, Ga . Abingdon College, Abingdon, HI . Hhnois Wesleyan University, Bloomington, HI . Carthage College, Carthage, Ill . Eureka College, Eureka, Ill . Northwestern University, Evanston, HI . Ewing College. Ewing, 111 . McKendree College, Lebanon, HI . Lincoln University, Lincoln, Ill . . . Monmouth College, Monmouth, HI . Northwestern Cellege, Naperville, HI . Augustana College. Rock Island, H . Shurtleff College, Upper Alton, HI . Illinois Industrial University, Urbana, HI . Westfield College, Westfield, HI . Wheaton College, Wheaton, Ill . Indiana University, Bloomington, Ind . Bourbon College, Bourbon, Ind . Fort Wayne College, Fort Wayne, Ind . Franklin‘'CoUege, Franklin, Ind . Indiana Asbury University, Greencastle, Ind . Hartsville University, Hartsville, Ind . North Western Christian University, Irvington, Ind . Purdue University, Lafayette, Ind . Smithson College, Logansport, Ind . Union Christian College, Merom. Ind . Moore’s Hill College, Moore’s Hill, Ind . . Earlham College, Richmond, Ind . Ridgeville College, Ridgeville, Ind . Iowa State Agricultural College, Ames, Iowa . Norwegian Luther College, Decorah, Iowa . . . University of Des Moines, Des Moines, Iowa . Upper Iowa University, Fayette, Iowa . Simpson Centenary College, Indianola, Iowa . Iowa State University, Iowa City, Iowa . German College, ML Pleasant, Iowa . 4 7 2 7 0 3 .... 2 2 7 .... 3 .... 0 0 0 0 8 3 5 42 10 3 8 5 7 0 6 13 6 1 2 10 2 1 5 1 5 31 6 17 14 5 220 14 96 9 10 1 *5 1 75 0 20 0 0 39 2 7 20 3 1 9 3 32 5 12 5 1 4 0 3 2 1 1 110 3 i 18 16 .!!! 0 0 43 3 10 .... 6 2 62 34 3 17 c6 0 11 3 8 0 0 6 3 1 11 0 d3 8 !'!! 45 5 12 3 0 0 0 0 4 1 1 3 635 63 4 1 3 1 8 8 el 0 4 1 7 1 2 3 2 *3 3 0 1 2 0 1 20 0 6 0 6 2 0 2 10 1 5 ... 1 .... 13 1 /6 123 23 1 . I a These were conferred on young women, and are “mistress of science.” b Degrees not specified. STATISTICAL TABLES, 783 and other professional schools, and hy schools for the superior instruction of icomen. 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., Mining Engineer; C. A M. E., Civil and Philosophy; Ph. D., Doctor of Philosophy; Mns. B'., Bachelor of Music; Mus. D., Doctor of Music; D. Dental Surgery; Ph. G., Graduate in Pharmacy; LL. B., Bachelor of Laws; LL. D., Doctor of Laws.J conferred; . indicates none returned. SCIENXE. PHILOSOPHY. ART. THEOL¬ OGY. MEDICIRE. LAW. u Sc. B. Sc.M. d c X c 13 C tx < x c c c 14 K •a X u c o 15 u < c £ c 16 d a 1 w 17 X IS Ph B. Ph. D. X s o X c 23 a X 1 c 24 X c 25 C 26 o X 5 27 m o X s 28 d cT X 29 X 30 "i 31 c c 9 10 6 X 5 11 c 12 O X c c; 19 S- c c 20 6 X 5 21 s 22 3 1 1 2 2 2 1 3 4 5 6 3 3 7 14 8 3 9 1 10 13 11 4 1 12 2 2 1 13 fl5 14 1 15 2 2 51 4 34 2 14 17 3 16 4 1 ! 17 2 5 2 1 33 12 18 19 1 •20 6 21 4 1 2 4 8 22 1 •23 •24 3 1 5 3 40 26 i 25 26 9 16 1 2 27 •23 17 3 29 4 30 31 1 2 2 1 .12 33 2 34 35 15 i':; 18 2 36 i 37 33 1 39 40 1 41 42 4.1 3 44 4 2 45 46 2 47 1 43 20 w 49 50 51 ^ 4 1 4 ' 2 53 1 9 19 72 54 1 55 c Includes two “M. E. L.” e Bachelor of chemistry. d These are “artium sorores.” /Includes one ad eundem 784 REPORT OF THE COMMISSIONER OF EDUCATION. Table XY. — Part 1. — Degrees covfeired in Note. — 0 shows that no degrees were Institutions and locations. 1 56 57 fjti 59 60 61 6-2 63 61 65 66 67 68 69 70 71 72 73 74 75 76 77 78 70 80 81 82 83 84 85 86 87 88 89 00 01 ] 02 j 93 i 94 ; y. 08 99 ICO 101 102 103 104 105 166 107 108 109 110 111 112 Iowa Wesleyan University, Mt. Pleasant, Iowa . Cornell Collesre, Mt. Vernon, Iowa. . 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 . University of Kansas, Lawrence, Kans . Kansas State Agricultural College, Manhattan, Kans . Berea College, Berea, Ky . Cecilian College, Cecilian Junction, Ky . Centre College, Danville, Ky . . . Eminence College, Eminence, Ky . Kentucky Military Institute, Ftirmdale, Ky . Georgetown College, Georgetown, Ky . Kentucky Wesleyan University, Miilersburgh, Ky . : - Central University, Richmond, Ky . Bethel College, Russellville, Ky . Louisiana State University, Baton Rouge, La . St. Charles College, Grand C6teau, La . St. Mary- Jefferson College, St. James, La . . Bowdoin College, Brunswick, Me . Bates College, Lewiston, Me . Maine State College of Agriculture and the Mechanic Arts, Orono, Me. i Colby University, Waterville, Me . . St. John’s College, Annapolis, Md . Loyola College, Baltimore, Md . Maryland Agricultural College, College Station, Md... . Rock Hill College, Eilicott City, Md . Western Maryland College, Westminster, Md . . Amherst College, Amherst, Mass . Massachusetts Agricultural College, Amherst, Mass . . Boston College, Boston, Mass . . . . Boston University, Boston, Mass . . . Massachusetts Institute of Technology, Boston, Mass . . Harvard University, Cambridge, Mass . - . Tufts College, College Hill, Mass . College of the Holy Cross, Worcester, M.oss . Worcester County Free Institute of Industrial Science, Wor¬ cester, Mass. Adrian College, Adrian, Mich . University of Michigan, Ann Arbor, Mich . . Battle Creek College, Battle Creek, Mich . Hillsdale College, Hillsdale, Mich . . Hope College, Holland City, Mich . . Kalamazoo College, Kalamazoo, Mich . Michigan State Agricultural College, Lansing, Mich . . Olivet College, Olivet, Mich . . University of Minnesota, Minneapolis, Minn . . . . Carleton College, Northfield, Minn . St. John’s College, St. Joseph, Minn . . Mississippi College, Clinton, Miss . . University of Mississippi, Oxford, Miss . . Alcorn University, Rodney, Miss . University of the State of Missouri, Columbia, Mo.i . . Central College, Fayette, Mo . . Westminster College, Fulton, Mo . . . . ALL CLASSES. LETTERS. All degrees. A.B. A.!^. 1-3 > o a o P 3 4 5 6 7 8 9 2 9 8 10 3 4 18 1 10 clO o9 10 al a\ 617 a6 618 3 a24 4 ce3 al a23 67 18 o9 631 69 613 621 6 613 a41 1 c20 a2 612 08 66 olO ol6 614 612 10 615 06 oil 618 a Humber of graduates reported. 6 Humber of graduates ; diplomas conferred, c Humber of priests ordained during the year. STATISTICAL TABLES. 793 Table XV. — Pmit 2. — Degrees conferred in professional schools, ^c. — Continued. i .a S 47 48 49 50 51 52 53 54 55 56 57 58 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 85 86 87 90 91 Institutions .TOid locations. 1 Southern Baptist Theological Seminary, GreenTille, S. C. .. Protestant Episcopal Theological Seminary, Fairfax County, Va. Union Theological Seminary, Hampden Sidney, Va . Theological Seminary of tho jEvangelical Lutheran Church, Salem, Va. Way land Seminary, Washington, D. C . Matthews’ Hall, Golden, Colo . SCHOOLS OF LAW. Union College of Law of the University of Chicago and the Northwestern University, Chicago, HI. Law School of the University of Maryland, Baltimore, Md. Cincinnati Law School, Cincinnati, Ohio . Law department, National University, Washington, D. C.-. SCHOOLS OF MEDICESE. Medical College of Alabama, Mobile, Ala . Bush Medical College, Chicago, Ill . Women’s Hospital Medical College, Chicago, HI . Medical College of Evansville, Evansville, Ind . College of Physicians and Surgeons, Indianapolis, Ind . College of Physicians and Surgeons, Keokuk, Iowa . Charity Hospital Medical College, New Orleans, La . College of Physicians and Surgeons, Baltimore, Md . School of Medicine, University of Maryland, Baltimore, Md. Washington University, School of Medicine, Baltimore, Md. Detroit Medical College, Detroit, Mich . College of Physicians and Surgeons, Kansas City, Mo . Missouri Medical College, St. Louis, Mo . St. Louis Medical College, St. Louis, Mo. . . . Medical department. University of Buffalo, Buffalo, N. T. .. Bellevue Hospital Medical College, New York, N. T . New York Free Medical College for Women, New York, N. Y. Woman’s Medical College of the New York Infirmary, New York, N. Y. Cincinnati College of Medicine and Surgery, Cincinnati, Ohio. Medical College of Ohio, Cincinnati, Ohio . Miami Medical College, Cincinnati, Ohio . Cleveland Medical College, Cleveland, Ohio . Starling Meaical College, Columbus, Ohio . Jefferson Medical College, Philadelphia, Pa . Woman’s Medical College of Pennsylvania, Philadelphia, Pa Medical, College of the State of South Carolina, Charles¬ ton, S. C. Texas Medical College and Hospital, Galveston, Tex . Medical College of Virginia, Kichmond, Va . College of American Medicine and Surgery, Macon, Ga . . . . Branett College of Eclectic Medicine and Surgery, Chicago, Eclectic Medical College of the City of New York, New York, N. Y. Eclectic Medical Institute, Cincinna^ Ohio . Missouri School of Midwifery and Diseases of Women and Children, St. Louis, Mo. New York Homoeopathic Medical College, New York, N. Y. New York Medical College and Hospital for Women, New York,N.Y. course. Theology. Medicine. Law. In course, D. B. fl P u a U c o In course, M. D. In course, D. D. S. In course, Ph. G. In course, LL. B. P P P h rt s s tt 3 3 4 5 6 7 S 9 a3 69 c24 c2 69 65 26 14 36 38 36 78 10 6 27 86 12 40 50 29 29 8 75 47 44 196 9 3 65 102 36 e33 19 170 12 20 8 17 16 28 /41 68 16 38 9 \ 26 14 36 38 36 78 10 6 27 86 12 40 50 29 29 8 d75 47 j 44 196 9 3 65 102 36 31 19 170 12 20 8 15 16 28 29 68 yl6 38 9 i • • “ • 1- - . - - 2 a Full graduates ; 30 diplomas were conferred on partial graduates. 5 Number of graduates reported, c Number of graduates; diplomas conferred. d Five were ad eundem. e Includes 1 ad eundem and 1 honorary. / Includes 8 ad eundem and 4 honorary. g Ten degrees of doctor of midwifery and 6 of doc¬ tor of midwifery and diseases of women and children. ® s §i 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 t EEPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 2. — Degrees conferred in professional schools, ^ c. — Concluded. Institutions and locations. Degrees of all classes in course. Theology. Medicine. Law. In course, D. B. Honorary, D. D. j In course, !M. D. In course, D. D. S. d S o o Q d In course, LL. B. Honorary, LL. D. | 1 3 3 4 5 G 7 S 9 i Pnlt.pi Dollp-crp niiir.iTiTi.nfi Ohio . 23 52 1 17 10 14 6 16 6 27 41 8 5 9 4 14 6 38 17 80 aS 5 23 52 Hahnemann Medical College of Philadelphia, Philadelphia, Pa. Hew Orleans Dental College, Hew Orleans, La . . . 1 17 10 14 6 16 6 27 41 8 R.nltininrp, Cnllece nfDpTitnl Snrfrpry Raltiimorp, Md . Maryland Dental College, Baltimore, Md ... _ ... _ _ Boston Dental College, Boston, Mass . Missouri Dental College, St. Louis Mo . . . Hew York College of Dentistry, Hew York, H. Y . Ohio College of Dental Surgery Cincinnati, Ohio ...... _ Pennsylvania College of Dental Surgery, Philadelphia, Pa.. Philadelphia Dental College, Philadelphia, Pa. _ American Dental College, Austin, Tex . California College of Pharmacy, San Francisco, Cal . . 5 9 4 14 6 38 17 86 a8 5 Cbicavo College of Pharmacy, Chicago, Ill . Louisville College of Pharmacy, Louisville, Ky _ _ _ M.aryland Colle^'e of Pharmacy, Baltimore. Md . . Massachusetts College of Pharmacy, Boston, Mass . CollegeofPharmacy oftheCityof Hew York,Hew Y'ork,H.Y Cincinnati College of Pharmacy, Cincinnati, Ohio . Philadelphia College of Pharmacy, Philadelphia, Pa . Tennessee College of Pharmacy, Hashville, Tenn . Hational College of Pharmacy, Washington, D. C . a Five were doctor of pliarmacy and 3 pharmacal chemist. STATISTICAL TABLES. 795 Table XV.— Part 3. — Degrees conferred in scftooT^ for the su^pei'ior instruction of women. [The following are the explanations of abbreviations nsed in Part 3 of this table : A. B., Graduate in Arte ; A. M., Alistress of Arts ; B. L. A.., Graduate in Liberal Arts ; B. L., Graduate in Letters ; M. L. A., Mistress of Liberal Arts ; M. E. L., Mistress of English Literature ; L. C., Laureate of Letters ; M. P. L., Mistress of Polite Literature ; B. Sc., Graduate in Science ; Mis. Mus., Mistress of Music,] Institutions and locations. ^rees. <3 •< < i-i p <3 ►4 N d d Ph' d 02 05 =3 3 Honorary. 3 4 5 6 7 8 9 10 11 12 13 6 4 7 1 7 5 11 6 7 6 2 2 7 2 1 8 6 5 7 2 7 2 1 2 7 5 2 6 1 4 1 3 14 .... .... .... 6 6 11 • 7 5 13 14 .... . .... .... ....- 7 11 3 6 3 2 5 .... 2 1 I"" Florence Synodical Female College, Florence, Ala. Judson Female Institute, Marion, Ala.. Alabama Central Female College, Tus¬ caloosa, Ala. Tuscaloosa Female College, Tusc.aloosa, Ala. Alabama Conference Female College, Tuskegee, Ala. Furlow Masonic Female College, Americas, Ga. Southern Masonic Female College, Cov¬ ington, Ga. Bethel Female College, Cutbbert, Ga . .. Dalton Female College, Dalton, Ga . Monroe Female College, Forsyth, Ga. .. Lumpkin Masonic Female College, Lumpkin, Ga. Wesleyan Female College, Macon, Ga.. CoUege Temple, ITewn.an, Ga . Almira College, Greenville, Ill . Ferry Hall, Lake Forest, HI . Female College of Indiana, Greencastle. Ind. Bowling Green Female College, Bow¬ ling Green, Ky. Franklin Female College, Franklin, Ey. Millersburg Female College, Millers- burg, Ky. Shelbyville Female College, ShelbyviUe, Ky. Stanford Female College, Stanford, Ky. . SUUman Female Collegiate Institute, CHuton, La. Baltimore Female College, Baltimore, Md. Frederick Female Seminary, Frederick, Md. Minne-apolis Female Seminary, Minne¬ apolis, Minn. Whitworth Female College, Brook- haven, Miss. Franklin Female College, Holly Springs, Miss. Union Female College, Oxford, Miss.... Chickasaw Female College, Pontotoc, Miss. Bordentown Female College, Borden- town, H. J. Pennington Seminary and Female Col¬ legiate Institute, Pennington, H. J. Wesleyan Female College, Murfrees¬ boro’, N. C. Cincinnati Wesleyan College, Cincin¬ nati, Ohio. Ohio Wesleyan Female College, Dela¬ ware, Ohio. Highland Institute, Hillsboro’, Ohio.... Hillsboro’ Female College, Hillsboro’. Ohio. Wilson College, Chambersburg, Pa . Pennsylvania Female College, CoUege- viUe,Pa. Irving Female College, Mechanics- burg, Pa. a Two aie L. A. and 3 L. S. 79G REPORT OF THE COMMISSIONER OP EDUCATION. Table XY.— Part 3. — Degrees conferred vi schools, 4'C. — Concluded. o .a c 3 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 6J All degrees. Institutions and locations. In course. Honorary. A.M. i4 n M. L. A. d> 1-3 3 o cc GO 3 CQ a 1 3 3 4 5 6 7 8 9 10 11 i 13 13 Brooke BLall Pemale Seminary, Media, Pa. Pennsylvania Female College, Pitts¬ burgh, Pa. Pittsburgh Female College, Pittsburgh, Pa. Columbia Female College, Columbia, S. C. Due West Female College, Due West, S.C. Greenville Baptist Female College, Greenville, S. C. Williamston Fernale College, Williams- ton, S. C. Athens Female Seminary, Athens, Tenn. Brotvnsville Female College, Browns¬ ville, Tenn. Bellevue Female College, CoUierville, Tenn. Odd Fellows’ Female College, Hum¬ boldt, Tenn. Memphis Conference Female Institute, Jackson, Tenn. East Tennessee Female Institute, Knox¬ ville, Tenn. La Grange Female College, La Grange, Tenn. Cumberland Female College, McMinn¬ ville, Tenn. State Female College, Memphis, Tenn.. Murfreesboro’ Female Institute, Mur¬ freesboro’, Tenn. W. E. Ward’s Seminary for Young La¬ dies, Xashville, Tenn Mary Sharp College, Winchester, Tenn. Chappell Hill Female College, Chapel 12 12 al4 8 9 4 5 17 17 16 16 1 6 6 4 4 9 9 8 &6 2 2 i 1 4 2 c4 1 2 30 9 21 3 3 5 5 4 4 11 11 1 i 12 3 9 29 29 22 1 . 11 11 3 2 Hm, Tex. Episcopal Fem.ale Institute, Winches¬ ter, Va. Milwaukee College, Milwaukee, Wis . .. 1 1 3 3 1 rtlnclndes 6 M. P., (mistress of philosophy.) 6 Maid of arts. c Includes 2 degrees of “ mistress of modern literature.” Table XYl.—StailsHcB of i^ulUo Uhrarics 'numbering 300 volumes and upwards; from replies to inquiries hy the United Stales Bureau of Education. OTO.— Expl.aiin(ion of abbrovijiHoiiH : Acad.. Aendemy; Rch., School ; Col., Colloffc; Soc’y, College fioclcty lihrailos; Soc’l, Social; Mod., Medical ; Tlio’l, Thoolocical ; Ilisfl .TIi«toriciu ; Sci., Sciontillo; J’ub., Public ; M or., Moreau tilo ; Y M. C. A., Youn;>- Men’s Cliristian Association; Gov’t, Govormnent; Ter., Territorial ; Gar., Garrison • a! & It., AB3'lum and I’olbrmatory ; Mis., Miscellaneous; 0 sif^niflos no or none ; - aijfnilles no anHwer. ’ STATISTICAL TABLES. 797 Tabl]': XVI. — SlaiisUcs of indMo libraries nrimbcrinff 300 volumes and upwards, o o < > o o c I GO C >000000000 QjOCOOOOO iOOOrOOOOOOi-» - - iOiOiiOUOOCOOOOCO VO cf iff 10 cf r-T CO (7^ r-T r-T O' o o o o o S § 1-t o n o o o 5 O O « rt j § § o « g S :p^ 6 6 6 O 6 o J J O « § J o o o § § § o o O oq oq^l J O J J J ® § § o o'3 O 3 32 M2 02 C5 CC 02 02 <1 <1 1-^ CC <1 <1 JC <1 <3 02 S O as M O as 02 32 O CO M M CO 3 H 0 >1 CC <1 <1 7^COCOCOOOiOO >oooooiot^t^oooior^c- .>OOXX>GCODGOOOOOOUCOGOCOGOOO O CO O CO X X O lO CO CO lO »i0 lO O lO o X X X X X X X cot-o^cooo^-^ CO CO i'* LO O ?>• xxxxxxxx CO ^ 01 OJ ' m o CO c X X X X c 5 : ^'3 i ia U - 2 ^ 5 3 ^ o'g ® >> ® w 'll . ^ ^ 3 b ?ri ® ® □ ^ 33 rt ^ ^ a ^ ^:2 a 3 2S 3 0^:2 S-g3|||||^tl Q a1 •S.s s ® 2 o 33 ’i] so a*^ 1=^^ lll^ “5] 1 a a" a ® © ® .a 'a 'w ® 3 § I ^® a a a i t ® >=> 2 a.;® a § a ® P Po;2;oc;:)POo2 02o2 ® bL 1 . •- a. 3 ® 3 g i '.^3 2 ® o 3 a 05 y cc S^^o^afl'rP^ 5aaig® " - ® 3^- Z’^ § ro o aCO 45 c5. htD ^3 o o o © 45 Ig^i-sa " ^ c3 ^ C3 ^ 042'© ^ i sSWgPP OlJ ®? O r5 «0,5C ®o ®c+-t^ ^ '•'' i.2 § ^1 I iff ^|“““||lStt|lil|l il 3a®a5.-S.-S30a33iSbv2'«« 02 02<^MWOPPPpS^^^^Oo2 ^qa^§a|.Sg;^ 5 v-n /*! S *?-• Q ^ C3 — H rg^ ;.s ®Po s'® e'j^- o^ a®'-'J^ a_-:z-i5 =-- a i o o ® §-2 §2 g g a'p C0a2C002C0O2HcHpf^bC0O2p02pO02C0pP a a a a a a a a a o' ;^a' “loss¬ ’s 25 11. '^aslJ- OcoOPPJ aaaaaaaaaaaaaa ^.^•.jqqqqpopbobooo 3 O O o o 3 a" ®~ o* a" ®~ a" a” a" a" a" a a" a" a" a a"" a" a" a" a" a" 0“ o' o' o' o' o" - - . . . . --- -- . . 3 0“ o' o' o' o' o'-2 .2 .2 000000 0000000 o o o — a a a "a P O ^ ^.SSgopo a_a ® 00 _33 .33 .® .g ,® .33 _® _ro _® _ro _a _2 .2 .2 "a ^ ^ R S 2 5 . - . _ "o 'o 'o 'o "o 'o 'o 'o "o 'o 'o o "o "o "o 'o 'o 'o "o "o o "o o 'o "o 'o 'o 'o Poo o'h'^ aS9393RRRR-RRRRRRRaaa. aaaaaaaaaaaaaa ® a S a a a -■5R2R2-R s' S' h' § I i I § 1 1 g g g g g g g g g 3 g i g g i g g g g g i i i g i g gii'sl §fapp35p jgSp-oooaaaaaaaaaaaaaaaaaaaaaaaaaaiaaaaaaaaaaaa .5 55'=®'^a=^'S'S'3aa=5'^aa=5rf«S'saaaaaaaaaaaaaaaaaaaaaaaa^ (0202 0202CC0202a}02a202CO!/2a2a2 0202 0202 02 02 0202 02 M2CCa2a202CZ202COa202a2CC0202 02 X 02COC002C ' VO CO X 05 o ’ >coi^xc50TH^co'^vocot^xa50i-t(M^o^vrscoj a Legislative appropriation. b Estimated. c For periodicals and binding. Table XVI. — Statistics of public libraries numberirtg 300 volumes and upwards, #c. — Continued. 800 HEPORT OF THE COMMISSIONER OF EDUCATION. •S['B^n8p -ton I paB e8TJBp;g •Sntpniq pas ‘s^Boipoiae’d ‘ejioog; •eeoinos pB toojj emooui A]^jBaA xb^ojq •pan; -BBijad jo q,DnoaiY •xioTX«iuojTO Ajibo^ •suoTXtppe AxjboA oSbjoay OOOOOOIOO •eoranxoA jo joqninii oooor-ooooo! oooiniftooooo' :lf50ip(X)Tt<10 0QO(M'PMPMHa2MHFt-^t)Mccfqp — ^ c-,3 c3 rf ^ tf tfl- cf a" cs" a'o o d FSooooJa'a* .2 ^ O M Pi Ph M o o o r- - ®f2 'o'o :oo a o o o o ^'• 0 0 fl n G fl o o o P*^ .. .. .-aCbr.... '-' B o o o oBaaY't^-eo«^r'^5fc-Gr^ C G 5 CO® 220'-^ a a a a a S g ® ® | g ||5.g:S .S&a&ol il.S|.3 ill'ill3-S|Ba'Sg^®§®§'3'o«'iilrl-S-iGa:l’l'Bo K:xccwMMMMMt>^>t>^l:2OPPPfl00<^PPPPPPMP?2PPPP:22OOC:2O •J9quin^ ! Cl C'Z C« Ol (M ( ' in tc 00 C5 STATISTICAL TABLES. 801 51 1 Tabi.k XVT. — Slatlstics of j^uhlic lihraries numbering I?00 volumes and iqnvards—Contmned. 802 REPORT OF THE COMMISSIONER OF EDUCATION. 1'^ •sjejTiop -tom p u B eauBXBg : i :^ : : : : i i i ; :iia° o « • • i iS"s i i •“aipirtq ptre ‘si^oipotaod ‘eqoog; i i :§ i i i® ! i ; i i N i ; i8° i i M i 1 ;sss i j 6 i 1 •eaoxnos t[B raoij ecaooai AxaeaX [gjox : iiS i is ii : : : i'^ is^s ill i i of It-t : : i: ii* 1 ia-i 1 1 •punj jnon -Braaed jo jauotnY is" o :©0 ; ;0 ;0 1 1 ;3 S g : : i i°iii i i -- of rH- : : ‘uop.'B^nojTO XjJBa A 1 i i is H i i i ! H i i^s ji ! ! 1 ! c 1 :ili ; i X jofaTo* : : •euoTiippB ^xJTjeX qSbjoay is : S|S2| : :g| : : i i ii ii"- i V • ^ - - - 1 ” : : :i I :i"i : : 'S9niTixoA JO J9(xniti^ iiiiilliiiiiiiiiliiiiisi liciiiiii n r-T n ro .-T ^ Oi x' cf o ro .-T — T tS ^ cT of t-T r^~ •esBio MMlMU lillillllisl lllllllll •aoI^(IlJOsqns jo ooj^ I -=5 ic5 ill! i M il as : : : :a! ®— « ^ : i : :| ! ! i; ^ o ! I a ; ; •papnnoj uaqAS. liiisiliiiilsliiiiiii ils ii: 1 :||| i : Name of l.buary. ■5 :|i ilS American Oriental Society . r»ai'tlioloine\v’s LI hrary ■ - . Connecticut Academy of Arts and Sciences . First Church and Society . Grove Hall School for Yonn" Ladies . llomcsvvorth ; Family School . New Haven Colony ilisiorical Society . New Haven Orphan Asylum . iJiHiyi lij il i il i S: - 3 1 it o ■ ^ • iWtIllr sf ¥|- ! a a S ; o^aS-: 1 — a • il ; i lit 1 i ill ii i 1= 5 i . 'Ti • : i§ 3^ : :=3 ^3 ill! Pllil a5S Otis Library . liockvillo liish School . Acton Lihrai'.y . Seymotii- l.ihrary Association . Free Library . Lewis Acadcn\y . Library Association . 1 Place. a - ► III III 65- ® C C : = = = o;as = a = isilllllll Isiiiiizzi = >>>>>> >>^ ?oc©ocociJc . a a a ; :aaaaaa:;;:-; :aaaaa=aoc: ■■>>>> J a a a a rt a c C — •■ SaoCOCOSwS: Hi! i I 3 ■ a a a ria II ii lis ss ^;zi;25 1^;?^ ■ ■ ' • ■ 5 o J a a J a Cm im lllifl! ilaill •aoqtnnjiq; iiiiSiiilsiiiaisSSiSiiiia iSlIgsiiS STATISTICAL TABLES. 803 • O . O O O 1 : ;|So : ! is ;“°g” i • • . . . M M n ;i : ; iS r : : o : 83 i°°§- 15 i§ rr‘ ii Wr-r ill I :i ii liiiiiiSiiiiiSiliiiiisiiSlgiiiSiiiiiiiiiiiiiiisSif i Ci r-T-'r-Tr-T ,-r r-T ^ ® oct 1-r c-'^“ V Taulf. XVT. — Slatiatics of puhlio Vibrariea numhering 300 volumes and iipwarda- Contumed. 804 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 805 g il :..h“ s i ill 1 i I i: I i r-r : iisi § ii ; : Ii I i -r j ill [r^ i i :! ^ : o ; • O 5, 000 0 2, 500 0 0 7, 500 0 O ' . o • . ; 1 i !« ill j^'ao- jSi :i O ■ ! 1* jf ;i iiiil i : • I ( 1 : d j iiii i 1 i i llllsllllijiiiilligllllilisllllgiglllllllllllllll I I i :l ; : : i :|i :i l| il ''t ocd6:::!Uciddd6^dD6d6d6dd s -j dddddPdddddddddddddddSS iMlIlllillfttiMif""- r.= .s.= .= =.5.5.5 =.= .= = =.5 5 = = 5 5 = l|||1llllllll|11illllll SisSii§iS|5||g||g|||||g||;|||||gs||ss|ss||s||||ie|s Books and pamphlets. Table XVI. — Statistics of piiMic libraries numleiing 300 volumes and upwards — Continued. 806 KEPORT OF THE COMMISSIONER OF EDUCATION. >-3 •sX-Bi^nop -Tont paB eaiiBiBg •“mpniq puB ‘siBOipouod ‘eqoog; •B93J1108 pB mojj QUlOOai A[JB0A •pnuj :;a9u -Bau9d JO junotnY •UOIJB[T10jp •enoTjippB i£pB9j£ oSuaeAy •eaniuioA jo joqranji oooooooocoooocooooooo'-coooooomoooooo OOCJCOOO'-rOOOOOC'lOmiOOOO'^OOOOOOCJOOmoS OOlOOOOC'JCOOOOOOOCOO MOOIOOC^OOJ— (OOC*3aO« CO o CO 09 lO CO GO CO o lO CO r- GO GO CO CO r; § . O t) W o ^.02 © „ -5§ a2 © 5 s§ a ^ a ^ I j « g:g;3 J . p 5 >’=0^ 5='®.a c Sf 3 ® g o), .2 ® O O f- « S5^2'^-S- a .2 .2 Sc § •2 J o->. ^ ® a □2 'q ,.a .2 n u q b ® S S §c -q 3 .3 h.2 ; q ci 2 r-nJ S- q q q q q b£ isi ®c5 =3 5 5 •ei'K^nap -pax pa« souBpg •Sarpaiq puB ‘spoipouad ‘sqoog; •890JnO« qB BIOJJ Qiuooai A[JBaA pijox •pan.f ijaaa -erajad jo (^unonxy •uopBpiajp AxJB8_i •8nOT()TppB AxJBSA 9§BJaAY M I •eeniniOA jo aaqxuu^ iiiiliiliiiiiiiilsiiiiiiiiiiiiii? oVf ^"O'CNM r^'^-wr-T ao'^--(rf r-T •aopduasqne jo oojj; Sub . Free Sub . Sub . Sub Sub . i| ill ;s|i liiii i iliiiiiliiiiil •paputioj; gag \\ STATISTICAL TABLES. 809 ■g| 1° s°i§ 12 11 : : in ii 13 IP : i mH : i : i ; ig i'll ^ « Si © = ® o o ©oo •©©©© • •© ill iSI : ©- ii ©-5f i°i r-r IS iS2ii SSS|3|g| SiiiiiililiiiiiilSiiiiiisiiiliiiiiliiSiiiiliililiiii n<~ rr-Tr-T oicin m'-Tw-T -TcT r^' ill 'AM :-a \ ’f ii :-s iiii i; S-2 : M : ill i Sub . 1 ili iiiiliiliillliiilliiiiii ii ■illiillii ill !is i iiiii i! ill fl. IsJ 11^ -.iiiilsililiiiiiiaiiiifilli -3 iiiiiiiiiiil; =5^3 llllJSIIII illlffii g . . _ =I53 |Si|||||i||S|||Sg|||SS|||=223g|S2|||g|5||||S|S|||||| Table XVI. — Statistics of ^public libraries mimberhu/ 300 volumes and upwards — ConMnued. 810 • EEPORT OF THE COMMISSIONER OF EDUCATION. Yearly expend¬ itures. •gpjjtiap -tout pan Baianjug 1 : il" 1 1 1 |C « : : 'Satpaiq pan ‘sinoipduaa. ‘sqooa I : i : : : 1 ill : n : iiiri- : ? : : Fund and income. •saoauos raoaj omooiii A[an3A [ujox i 8 : :l g :® : I ill- i i= i.rrr •pnnj jueu -Buiaod JO jauoniY : — o o o o i ° i is :i i :| 1 ■ . ir 5000 i o ■ o •aoi;nxnojto 1 ; !8 ? i"^ i : i iii 1 i : i rT : : : i i ii : i H •8aoit.ippi: .iianaA oSuaaAY :®S§| is i i i i : ; iis O ■ « •BOuini^oA JO aoqtnux L- iSiliiiiiiililiSSiiiSliiaiiiiiiii 'rT ^'u-i -jT r-T-To .-r r-r r-r •ssnio 5 liliiirillliiiiiiiilllllflliill •aoitdtjosqns ao aa.qj; i; :.s.aa;a5 ® : nil 1 Hill ill •papunoj uaq^\y iiliiiiiliiiiiiiiliiiiiiiii ill ii Hi Name of library. i e 5 5 r < .... Public Libniry..! . .... United States 'ArKeual . - Saviour’s Uollefje . - Literary Association . - Addisonian Library . - uircuiaiinK niinrary . - Library Association . - State lioard of Agriculture . - State Library . - .Supreme Coui't, tJontral tTrand Division . - United States I) i strict Cour t . - Library and Free Heading Itoom . - Public Library . . . 2 '■ « I g : : : ^ \ , . : >5 : : : iilil !i|ti s -i'U am i'SNA.’b 5^ s y _ Free Lilu'.ary . . - Industrial Uiriversity . _ Fi'e.e. I'liblic Library . \i^ ill! yii iill J; ■si ». i if £ c: ^'1 c2 z - To(td Senrinary for Boys . - Townshi]) Libraries... . Ui iil ^ 1 i'l Hi 111 Place. 5=5 II! III St. Anno, Ill ... Sandwich, Ill... Spoa'ta, Ill . :S5355 i : Js3232g3; iiiiinii A UMiylflii, Xll . . . . Upper Alton, II Upper Alton, U Upper Alton, 11 Upirer Alton, 11 Ur ban a. Ill _ Ur bana, 111 . Warsaw, Ill. .. Wasbington, 11 Waterloo, Ill.. Wat.seka, Ill .. West Held, Ill.. Wheaton, Ill.. Wheaton, Ill ,. Winnetl O j o o i j o o o * O ■ o 0 0 2, 000 0 0 0 O ill ii :: 8 : ii 00() 000 ‘9 ill i : it! ii i * • SJ i «■ j O O 8® :: i : i ® 100 00 300 i-i :■ ^ j 8 8® : III- i^8 :,-r ililiiilliiiiiililgilisiiiiiiiiiiiiiiiiiigiiiiSisSii 5f -H- t-- cT -r rTr-r-^-.-ors'^- « of« ^ cfjf sf rfsi o' 1 1 ilfll-illill illillllll 1 iiii i : : : IM! ; § : o iiilii 1 ill ii ii§ .III iiiii^ §111 1 i ii ig ■i iili iis ; iieifii Table XVI. — Statistics of piihlic libraries numbering 300 volumes and Continued. 812 REPORT OF THE COMMISSIONER OF EDUCATION. p< . « =0 o o •R]B^n3p -pat put; soii'Bpg •Saipatq put; ‘epoipouad ‘sjiooa •eaoanos niojj eoioani A[jt;9A‘ |b:>ox ’panj !jn9a -'BniJ9(i JO janoniY 'UOtJ'BX'^^-^T® AxJt39i •suoTjippB A^JcaA 9Sca9AY ®§g t- •89raniOA JO jgqniu^ Cs!Oi-H«OiOOOiOiOQGM©QOt-'^COOMt-mt-- •set;[0 ^ o o O O s a o • o a « a a a a « a a ■^0i0ccPH(iiQ't)0fi,i5 a aP a & ® •§ I ! ' "§ . _ , . . EscH • • ^ ■ CO .2 p P ^ ; ®^2Pm 5^ll^p||'=Eg§| ® j«a:aP'^S^iaaa ■a n >-2 a 2 « WS'd'a a > ® art a-rt.-- rt aPP vS “iS ® ®i.^ ®ts.b- rt © a' ®' Pa®®' o'p'd^'a'P t>.H 2 15 5 a a > > > ^'^'5'rt a'S ® ® _ ■ • ^-^-a a aa« nP^'ao~2.SP aa - ® "> i5 a ^ -rt P i^S5S3a®=?PS:'&'-a^rt5&n®S .at ' ■Site® I ^23pp^-bbS g ® a a ®.2.9 S a a iTt ^^^pLipLj t ?^'£'S 2^ o 5 o o , > r. 00 CZJ OO ^ rt-s © 4:35 3 cJ . . ii 3 3 3 .3 ^mm \ \^mmm \m ^m •papaaoj aaqM o ^ S 00 ^^1-^OOOOlOO oor-QOODQOQoaoao o ^ 00 O o irt »o o CO o 00 CD 00 QO GC (X/ QO it. w - ® 2 ® ^■3 1 a b.2^.9 ® g:2 ®-2 * ■ © u .20 ®'2 .2g s^a .s 0 ® a t. ct5--a 33 PP .1 © Cm 5 2^ c « fc a © .'C ^ SfSIB-wiil - t - -- © ^ J^.2 3II ^ a >-.-3 2 o h CIS O C o rt.3 » o 3^25 .2.2.2^ S 0 3 3 o o g i a 2=«2222 j.20^os--a3SPaoi©.3>(c©a!©ooo3 © © ©©os©®®©®®©©®©©©©®©©® rtcS3«c«rt333w33«C5i3rtcsc«n«c«cSc3«3rt««artsi33 b" b' a"' a" b" b"' a" a' a" a" q" a'" a” a" a' a' a" a" a' a" a" a" a" q" a' a' a' a' a" a' a' a" a' 522353332333®2m222335232S22225323 ©©OT®©®®©®®®®®®®®®®®®©®®®®®®®®®®®® 000000000000000000000000000000000 pqpq.cqpqtfipqpqpqpqpqpqpqpqp:qWpqpq?qpqpqpqpqp;pqWpqwpqpq?q«WM •joquinx O’-'CMc^’^L^^r^Q0;>;>;>•.>'. asmuM m ill iiii 1 i 1 iiiii i I III ‘ioS-=®C^ iiiiiiiliiiiillillliilli Ip 11 liiliiiilii liililiii I II- i=m ^5:=.:=.* : :g i f s S5 li s £-=-^:= S:= 2 It a 3 S mm Table XVI. — Statistics of public libraries numbering 300 volumes and Continued. 826 REPORT OF THE COMMISSIONER OF EDUCATION. •s['Biaap -Tonrt paB 89iJB];Bg •eSniputq pnB ‘sXBDipoiaod ‘eqoog; •89011108 n« raojj 9uiooai ib;ox O O O -H o o •pun; ;u9n -Buuocl jb ;auoaiY •uoi^'Binojp Apuoi o o M o • r’ o I 0 0X0 • d o < X 05 O CM • t-l c •enopippu oSbioay O O O >C lO •saninioA jo joqnin^ rHl0OOOOOOOO05OOO>rtOOOOO«'S'OOOOOOOOOO10l-0 Ot^iCOOOOOOOXOlOOCMLOOOOOt-l.TOOOOOlMOOXOdt^ OXOOOlOCMXOOMC<5T3>0->n.-< rCl'-t’t'lTOO'l'O xxxxxxxxx I00005C5X iOL'^lCCO ■ O O X 13 O I- - - I X X X X c c» Er ‘•3 « h3 ^ fl 3 a 53 2.-S -3 O uo3‘3LJo232.0®- n‘ E; & 2 g 3 g g gi^i J 3 -33 f.l'Jsaa P»-aD = ^.g ■ 5.2 3 3 33 CO CQ Of CO oc rrrfcrQ^roflacSS ^*C^a©c5cSi'*'^d 2'S a'® I 3 I « ®.2?^ ooooooo — • 00 o o« I— .a o •Saipuiq puB ‘e^Boipouad ‘eqoog •eaojnos pu raoij: aniooat A'ijbsA |b:jox o cT l;- iO •panj -T?au9d JO juuooiy oooooooo •aoij'U[uojio Kiivox OOJOOOOOO CNt^C^OOOOO Cl « o' r-T r-T GO o o o S •euoTjipp'B Kix^oSi oSvjLOAY oooirsoo^noo o L-5 CO — 1 CO r* o •eoninxoA JO joqran^ ' O GO CO O CO < > QO rH r- •eeuio "o "ci "S "S "2 "o "tt ^ J "o ^ "o .£3 -w "o "o *b "o 'o .2 .c "o ”'^3’ M "'S « P-a}a5P-ti-HV2?.iPMi^PHa3c®>-^coaj^!/3tccc<)a2a;«3<1cO!ZjScocc!/3coA^co^i •uopduoeqns jo oajj 0,^43 a? d) ® ® t-SC3 — f&CCCCEtjEiHCC73COp^tt'pH . d . a ■COj -cc :d2^X5 . d D d 'ITiXTi’Jl ^ ®,d! d a ®d3rd ® O ® (h E d '-I ■papunoj naqAV iO?OOC5lO— «5 00 f lO O lO-.rt'Or- X' 00 00 QC 30 "3 ® J? h s 2 S 'Sd fe |d£-'3 iJi-l-S * J = ^ ■d-ls^ a'® Sibils J3: >5g;5'^^Mp'¥§ ® ° &!CCO"; ??► 8 o • § 3CCO3 gHl g-d r-i g 5XM ^ o'® C3 n O ;S.2rd;=d: g '“'o § S'S.d d ® dd: ' >-. >5t>.>i®^ S-d « ffi'3 d d i 2 2 I 2^.s p’l §1 g6|g ftg| S.2 hn^oo'^d 08.-® s.2 d ®o '-:ssfa%^8sS&% •2:2 cq.S.-S X \>< X X ^ a o ^ p a ^ ^ q ‘^Z-2 2;2 ‘“r:::^'~^coo3ooo3icc3ci3c5a^^a^^CvC'r:«»-iLjr''^cs9) Ch 0, H Ph O H H O Ph Ph 02 02 02 a: <1 cc p, <1 ^ M Ph •jeqranj^ irdcocorccopdcorordncd- STATISTICAL TABLES. 831 g : . c; TI ; § 1 0 • :SS* si 0 r. ills ; I ; iSP :S issiii n 8 a 'm §i is ii sS ii-i i is ips '1 mm I ii ii i s 3 i :| i? irp sSli i TI- Tf : It : ” i' r f r=i r : rt : S 0 • gsoscoc 0 j ili= i_-,r“ 0 0 oo = g» 0 0 0 j • iiiiii Igi-sa- ii II ^11 0 : 0 « ii| iilii Tf^'psfo ;8l ; ci 30“ :i is' iill i 5 " IP t-'.-T ii U s-' iili i ss=''a i iiifi- j?f 3 = g ill i ii i ii ii ! ^ HUJ^ iSll i « iiiiiiiiliiliiiiliiiiiiiiliiiiiiillliiiliiiliilillg <££££^|^E££^£|^|iJ^^|££^i£i££-iJi<^£|<££|££i£|f£|£;^:3 illllii i il^ i liiiilll illlilili N ^a: III Iss — a:x II 111 1 sisiiiii m'mmMummMi siSliiiis i — -- ££ iSIPiia immlm Uh iMlHs ilili j Is 1 1 III s S S ? S jJJ3 I S5 1 1 $ = ii ill iiiiiiiiiiimi iiillllllillllilillillliiHllligliiiiililliiiliilii a This is I’or tho I'nitornltiy na ti wliolo, not luoroly for tho library. Table XVI. — Statistics of public libraries numbering 300 volumes and upwards — Continued. 832 REPORT OF THE COMMISSIONER OF EDUCATION. Yearly expend¬ itures. •S[B4n9p -Tout puB SaiJBXBg O jO ; ; SI II 05 OS 0 005 ■ i : i ;s i i§ : i !° i •Surpuiq puB ‘eiBOTpoTjad ‘sqoog; lii i I s i i i|a i Mi i is i :i i I ;g ! jii i Fund and incoraeJ •saojuos xxB raojj; auiooai A’xiBaA ib;ox iji i i 200 75 150 100 252 400 180 390 85 187 0 0 900 is i ii iis° i •pnnj 4.nan -BULiad JO !4nnouiY $500 0 0 0 00|0000< o- 000 ‘01 0 0 0 0 0 OOl^'l 0 0 0 0 G, 000 0 80, 303 3,000 moi'^npiojTo Aiinai ii i ii ; QOfff 10, 080 1,000 8, 000 5, 000 2, 800 iiiiiiiil i i 1 O QO'r^'o'rH J 3, 000 9, 000 12,000 20, 000 17, 000 ^ •enoT4Tppu AianaA aS^jaxY ■ |s ill i 008 100 240 50 225 ili^l i^ i :i i iiSii iiii i : : •earauxoA jo aaqran^ sliiilliiiiiPSiisisliiiiiiiliigiii o t-TrH-of «-« w.-rr.rr^-'irt'.n'r-rofMo' g-tN- : i i SS||S< Pub. Pub. Soc’l Acad Pub. Pub. Pub. Acau, Pub.. Pub.. Pub.. Pub., Pub. . Acad Soc’l , Soc’l , Col... Soc’y, •noi^dijoeqns ao aaj j Free Sub . Sub . Free Free Sub . Sub. Free Free Sub. Free Free Sub . Sub . Free Sub . Sub . Sub . Sub . illll i ill i •papunoj uaq,^ 1848 1859 1875 1874 1857 1855 1874 1874 1804 1844 1797 1855 1874 IBM ii ills! iglll i||| i ISTarao of library. Free Public Library . murarv Association . Wellesley College . Workers’ Library . Free Public Library . State Reform School . Public Library . Public Library . Atbonaiura . State Normal School . Town Library . Westminster Library . Library Association . . vv call TNuwLoii anu \^mssicai ocnooi . . Town Library . Free Library*. . . . Assinippi Library . Public Library . Wliately Library . Wesleyan Academy- . Club Library . Union Philosophical Society . Williams College . Philologian Society . : . Public Library . Public Library . Town Library . . . Town Library . Warren Academy . American Antiquarian Society . Chamberlain’s Circulating Library . College of the IJoly Cross . Ji. J. F. Society . Place. Wayland, M.ass . . weiiesioy, Mass . Wellesley, Mass . . AVollfleet, Mass . Westboro’, Mass . Westboro’, Maas . west JirooklieKl, Mass . West Dennis, Mass . Westfield, Mass . Westfield, Mass . Westford, Mass . Westminster, Maas . West Newbury, Mass . ill WmnM 111111=351== Wilmington, Mass . Wincheudon, Mass . Winchester, Mass . Woburn, Mass . Woburn, Mass . Worcester, Mass . ■V\’'orcostor, Ma.ss . Worcester, Mass . Worcester, Mass . •jaqtanx STATISTICAL TABLES. 833 :s ; '■oj : • o o o ;OOg - : p^ 005 00!) 1 : i§ i ; t-*" ; :| = | :| * o j j S I : ii . « . i>- . 1 1-' • O s i :° ;i § : ;i?.s 8 i :S i :?= is ! ^ • « < o 1 o • o ■ < 11° sfo- §000 : i i I O O P=| : . o I » o :?, ; iil : : :i I p- ;i i ill : : o • 00 • ii i®’ ! 1 : aT : ii ;|S i 1 :l 1 ^ i sill s-g ;s i ;§ 1 i : :i^ ^ : : :d aiaifliij ssaBffliasinaiiSiiwMsSiJwaa iin ; ;l y ill ill illlll Ii il : : ilil -o ; ri s ■: = ! il lliiiiii ill I :i i ill iiii s Illlll ii i Hi i iiiilllli i|=. •5=1 'S t '3 - s fl? |CJ lii. ; = 5 =: ill f|5 i =1 llii. 111 If II- i|'§ . i=* rlill III I Iii!i1iiilijs?ilsfi!?|lili I il-^ill j 1 1 I"® ^1505 II irja^i I ii^ '5^=51 I =.^i = §l-3 5 3 il i 3 S-'-s _..^1 i. - i. i- s-00-.=‘. 0*5: iilli'iiiiii iiliiiiliiiiiliiiiiiiiliiisiiili||iigi 53 I Table XVL—Stalisiics of public libraries numbering 300 volumes and upwards— Continued. 834 EEPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 835 g : : S : : -.T} ^2 -I IS -I til £§ O O O O O O O i ©oo •©©«©© si I ;i ©■ ■ ci 31 2111='“”' Si gs gs afSiS iSilSi- isliiisiiiii § slSiSSSgiiiiiiigiSiiiiiiisiiiralilliii rT cTcf ^--r-T ©' .H- rt W (M" 0~ of rf rf ^-r-r TAiiLji XYl.—Slaiisiics of pnhUo lihraries mmhcrinf/ 300 vohmes and wjfjwvirrd's— ContiDued. 836 REPOET OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 837 O 1 . O O t O • ps i ; O o i 1 ill : 1 i !• : ! ^ i ii is i« m ; 1 1 i i ilS : 1: O j 11 i ii ii ii o • o iisi O ; i ® 0 GOO 0 1,000 i ® ; o o • jo j o * •O o • o o ■ o o o o i r ; !§ : i is a : ® i ;ig| i=i 1 il i IS iSS| i®” i ii" : SliliiiiiilSiiKiiiliiiiiiiliiliiiiiliiiiiiigiiiiiill s'”--’’' ^ ^ ttSfsf -T Table XVT. — Statistics of public libraries numbering 300 volumes and Continued.. STATISTICAL TABLES. 839 " : ;i I :i § ; :■"! ii S8 SS ii SS Si ii rjTM 11 -3 i§ ii SS illiliiiSiillii iiiiiiiiiliiSilililliiiiiiiliililii of ,-r CO ,-r^--r,-r rf nr of wof of r-Too-ofco^-of Or-r nr •iiiiliiiiiliiii-- o o o a z-aaa i5-|'|-ll1-2^ I i 1 1 1 1 1 i 1 1 1 ttsIS liss ils?«l5lll3lllllllllllllllll llsssisllissgii EESESESEssisiillsIisililililiiisiii alueludes pamphlets. Table XVI. — Staiiaiics of imlllc libraries numbering 300 volumes and «j3?(>ar(i!a~Coutinucd. 840 EEPORT OF THE L COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 841 S§ i- IS §s o o o o o o =1= M : i : i i : i : : : : : ; ; : : I ! I 700 3, 000 i ill 00" i ii :§ I i : of : : ■■I [n :§§ j i|® i Sl i !§ : i® i°i is a I- iiiiliiiiSSS;ii!ilili§is§iiiiliiliiiiiiiiiliiiiiilll r-T i-T r-i t-T jifijiiMiisiiffiijiifiiiijSijsiliBiijiiijiSi iilililllil|giliiili|ii|i|iill||i||||||||||||||||||| Table XVI. — Staiisiics of public libraries numbering 300 volumes and Mj)war(7s— Continued. 842 EEPORT OF THE COMMISSIONER OF EDUCATION. -loat puB eouBjug •5>aipniq pan ^e^BDipoiaed ‘sjjooa; •S90J110S OlOJf ouxoout iB:^bx o o o o o o 'panj %noTi -'Bnijod JO janooiy o o o'cf • o o o • o o o • 40 o o •SaOlIXppB 9§BJ9AY O O O 40 40 O O 0t^i0005< •04000c00jx O to O O ( O fO O O Ci ! <0 CO O M < « TT CO GO UU O O •esBio ; I I I I 1 : ; ; i ; : :d : : :d ' I ^ I ! : • i -do ! : : : ' .2 o o ^ 0-2 2 3 "b "b "o "b "b .2 "b "b ^ J S ^ Q t-H "b "b 2 •aoi:^duosqns ao 09j^ 02 \a2^ mm^J2 • ;Ph •p9panoj a9q M (N 40 I— Tfi GO X 00 ir-otor'-cooiHXcoj icoi— i’^co<^cof^rr»toi 'XXXXXXXXXt C0t-4OC« .Oi-HLOi-tOl040( XXXX •XXXtDXJ^XC iS CD fl ® 2-2 ■ ® O bC w jp^ o bC 9 a :;3 ®-p 2 g-r-co.® ■c g^':s m o O CS ® 0 PI f3 — '^2 2 c?^ !>'.*g J o- bcgr I'b • a • cS If aS 5-i 35- f-i t>; 2-S -i D®. “S «, b g 9 « S bjco.g o 2 ,B rt 1o § • ra ■12 .2 M .ij||3c3|SS3&^s| S § a '2“g 85 s-sia 9 g »ss^ mS |‘S.s|'g :s ? h cutiTi ^ ^ O ^ ^ OJ ^ -- C3 r-. ^ ^ 03 O'o'^ rW bX ^ ® B ® § b72 25 5S ® 2 ® ®'^ g®®b'^r'2jS'^ _HJ<^gM'g;5pqi2i2^0:g£o Orel ®«3 . ®-s:H bl g s S.2 2 ® §3 £ o^a s® 3«3.= ©a ® op^a ^ aNoQP-HoQpqHoibip^H^Ki-aj^W ia^mpi25;zipco >^>hSPh H jhsi-b I ! I ! I Hs Hj 1-3 1-5 Hs ©■l-S g" •l-5>-5l-5'^!^l^^- PM •aoqran^ lOJcoTt-iotoi'Cttoso^ _>OiC5050iCiOi0500< xxxxxxxxxcrsasoosaioic X oi o 1 o o fH » ooicjcioosascsociajciaici'^ k.N.J 11' STATISTICAL TABLES. 843 §1' i IS ii- -r-r ii is cf I o o ;§S ii o'» s‘ ii 3" II I® I ii i I 2 P ililiiiliiiiiiiSiSiiiiiliiiiiiiiiliiiiiiiilliiilllill rtrf cf « r4-^*-o*3f gsiciatn cioi w cf-o' « sf-o'sf < i i i o : :o -o s^W..3- ■ ;<3 ;::::« : K'JKlSi ^ a| ^ j Table XVI. — Siaiistics of imhlio libraries numbering 300 volumes and iipwards — Continued. 844 REPORT OF THE COMMISSIONER OF EDUCATION. •e^B^aap -pm: puB eauBiBg •Smpmq pnB ‘epoipouad. ‘eqooa; o o o o o o © o o © m a •saojnos raojj euioout ApBoA ppx •punj -■Bniiod JO janouiy •notpxnojp AtJBOi •snoijtpp'B ApBoA oSbjoay :gl -oo • © I ci" •earaupA jo joquinx; > O O lO C2 lO O « cc“ Cf (jf t-T of cf< ) l> O CO O o •esuio •uoi'idTJOsqng jo oojj |“!|siggilri|-as||s plbl:2|aaa<|P2bs“g. 3 Sr, fcCtiDbCa^ §,§'3 5 ’a * ® ^02 P5=35«^o^a!cb.”fe®® s^Ssss § g g| i ill § ^-svJM-M g 9 S ® o 3 o cs'cs cs 3 5 O CC ^ CO CO M (>< <1 0 O : J : i j i : fc. q c 3 3 3 5 -9 (- 3 q 3 3 a 3 3 3 ^ ^ ^ c 3 3 g ?8 C 1- •" ® ® p lr-Hr-l-^TH^THi-l(J : 1 i= s i ? 1 joogo i J- -go o o .go iii jo : i§ ii ii i i ® o ?? ii Is i n : i' I i s' I 1 n s i 1= i : § ipsg 1 g|°| Sts p 1 : ii i-*‘ is isiii : ^ '■IS 13 ill iiiiiPiliiiiiiililiiiSliii n c€ n rH- in « = « rH-Tr'r--o- lilllillillllSfliMjiSll iiSliillsillllijiliJSij - -e tr p. ^-- £ £;z; ;z :z; 2; ^ Z ^ 2; 12; 2; ;z; gSSi.SSSl 5 S 5 -.- « H S s 'tV'frtV’S-'ZV'^ iHMjiiiij^ii{iiiiijii miiiiiiiiii _ lisiHSiaiHHillHSiH IIIIHIHIHSaiHHIsHa 222:22322223- Table XVI. — Statistics of public libraries numbering 300 volumes and upwards — Continued. 846 REPORT OF THE COMMISSIONER OF EDUCATION. Yearly expend¬ itures. •ejujnop -tout puB eaijBiBg $1,000 : i : : i'®' : : : : •gnipntq pan ‘epjoipoijad ‘sqoog; $1, 030 ; 1 :gi is i i i ^ ^ Fund and income. •Baojuos qB tuojj oraooui AijboA ppx ii 13, 131 800 0 i ii i i O •punj !},aoa -Bcujod JO junouiY \ o o ; • o oo :|o o 1 o o o o • 1 o ' i ii® • O •nopB[nojp ii :©f i i :Si= : i is" > *1 ; . * :i : i :« i i •saopippu ApnaA oSujsay i i : : i i* 005 168 SO : :§ : :| i i is i •sainnpA JO jaqran]^ iiliiiiiiiiiiSiisiiiiiiiiiiiiiiiil in' o of of ^ *« r-'oeo .-Tof •8SB10 . La-w . Soc’l . Col... Soc’l . Soc’l . Med., Acad Acad. A. &] Col... A.&l Acad. Soc’l , Soc’l . Soo’l . Y.M,( Acad Acad. Acad Acad A. &] Soc’l , Acad Acad A p.n.fl Acad Col... The’l Acad Law Soc’l Acad Acad S^h ., •uopduosqn9 jo ooj^ Free HI Sub. Free I.Q : ! i i Free ■papanoj uoq^ III ii iiiiiii ill? 1810 1813 1795 1831 1873 1854 1868 1ft7I 1842 1866 1858 1866 1813 1866 1870 1853 Name of library. Law Library, Eighth Judicial District . Malleable Irou Works Library . Martin Luiuer uouege . Masonic Library . Mechanics’ Institute . Medical department. University of Buffalo . Public School Libraries, (36) . St. Clare’s Academy . St. John’s Orphan Asylum . . 1 cf St. Mary’s Parochial School . State Normal School . Turnvereiu Library . Young Men’s Association . Young Men’s Catholic Association . Gilbertsville Academy and Collegiate Institute . Cambridge Washington Academy and Union School Canandaigua Academy . Ontario Female Seminary . St. Mary’s Orphan Asylum . Wood I/ibrary . . Canastota Union School . Candor Free Academy . Canton Union School . St. Lawrence University . Herring Library,’(theological department) - Drew Seminary and Female College . t'utnam uounty Law Library . Village LibrarV . C.ai thage Union School . C.atskill Free Academy . School District LibrarV No. 1 . Place. Buffalo, N. Y . Buftalo, N. Y . Buflalo, JN. y . Bnifalo, N. Y . . Buffalo, N. Y . Buffalo, N. Y . Buffalo, N. Y . Buffalo, N. Y . Buffalo, N. Y . ■\T ■\7" Buffalo, N. Y . Buffalo, N. Y . Buffalo, N. Y . Buffalo, N. Y . Buffalo, N. Y . Butternuts, N. Y . Cambridge, N. Y . Canandaigua, N. Y . . Canandaigua, N. Y . Canandaigua, N. Y . Canandaigua, N. Y . Canastota, N. Y . Candor, N. Y . Canton, N. Y . Caiit( n, N. Y . Canton, N. Y . Carmel, N. Y . : :i iK- oc a 331 •jaqranyj; mmm&rnmm STATISTICAL TABLES. 847 . O *0 ii 50 360 75 :i ;i I : o o ■ o o o o ill iiiiiiigsSsgiiiiiiiiiiPsii; 111111111111311111111111 OOt-O 1-t T-t r^WC.3 •S[T3q.a8p -Tont pni; saiJTipjg •Snrpaiq ptiu ‘s^BOipouad ‘tiqooQ; •eao mos '[[U raoij euiooai ib|ox 1 ■pmij ^uan -Bnuad JO juaooiY •noTj'Bxnoito Axitsai •saoTjTppB AxjboA agBjaAY '|S •eauiTixoA JO jaqoin^ CraT-TTr- o" ^'r^" r^“ r^- •esBxo 1 §1 y 11 ^1 ^111111-3 -§11 STATISTICAL TABLES. 849 - : i : :3 : ii"s : If ii : ; ii iii i : : :i ; i ; ;§■: it ii ill ii : i o ■ O o o ii :s joss i • O O • ; O • O * i " ^ O O O O • i° jo jo -: ii i jif : is is i® i • i-T ; 5 : i : is ii ii ii i o ' iii i' : ”* : s j: 1 : jss Cfrf r.r e rn' cf -r^-oo' O r-r W ^•• Gt SI SI SI II II II 11 11 II II li 11 II S 11 II II II II n 11 oL I s^liriTLi^t'Xo sjiiiiiiilsjiliid’i Table XVI. — StaiMics of iml)lic Uhraries numhermg 300 volumes and uprvards — Continued. 850 REPORT OF THE COMMISSIONER OF EDUCATION. -toai paB sauEiBg •gnipaiq pne ‘s^BOipouad ‘eqooa; •sao xnos qt? niojj eoiooni A'lJBdA [b^ox 'pnnj !^u8a -BinjacI JO janoOTY •ttOTJB[no‘j[t9 AlIBOi o o O O O CQ- •snorjippB A^aBaA oSbisay •saoinpA JO jaqinnj^ ^ ’Tj* ^ lo a ' '?Ol^r i-T i-T i-T gT iCOO'^QOCJ^OOlCO^COOCOOt -ss^io ''o cs c3 03 c3 ^ ^ c3 c« p o8 cC cj :5 c3 _ ^ ^ - - - W(yc>«0cew«c30oc3c;ooooogoooc?gcoc3<^r:?30 .oo •nopdtiosqns lo oaax i © I I I 1 I © 1 ! I ! ' ® I : ® ; 1 I ; I ! © ; •2 • = . . . ® . . . pa ® I I !pa I ; i : a . ® . . . : : : : : : : :f=< i : : : ; ;o2 : : ; ;c/2 : : i •papunoj gag a\ OC0300COOO-< jco GO 00 CO 'lO 00 X QO 00 ►XOCOTf-- * CO lO C'j 1— * ) X X X X X losxxcor-tooo lOCOCOCOiOOCO^ xxxxxxxx £ 5 ® .5 I .1^ ^5 3 gis£ axr::; ■S3g£§ « § 2 b c-t; o 0^3, t>»a 2^ s i’^ & t^§ s >-..2 t «p ^ _ o-s § S 2 «.!■+-( -~ w a a .a ^p, a ^ o a, -2 0/0 fflP b ^ SrccO;i:;P Q ^§g.5-?§£~g.§o.L.. J5P.2 ^ ^ S'! a 2 rt 4^- c O t. £ 'i *3 £ £ PccPPPP^P^'^t/^SS a a •58 §g S«2 C3 .2 •P I ^ H • o cs .c « g a g « >. _ fl s •^j'S^.s.IJbm &i^s5b>5i 55 „ .s s g _ 0 2.2 o c.app— ^'fl.2 o o'S ® c2 cs'c 2 P^'a fcC^P “ St O p. -I § §.§;a| I '^aSP§§||25s'a'e3rt«rtS'eS g;a.’5£S000000c8©, •aaqainj^ o-H-Mrs^mor-t 'l0«Oi>XlO>O.-'CJM'9co:aS - 1 CJ (N I 0 0 3, COO 0 0 0 OOO 0 203,145 ;i '.of i • • c ii i ■>'S i i jrt : ii i \a€ : ii 1 00- : 200 1, 000 350 ii i 150 0 200 :S^ is III gjg sst^iiis iiesiigiliiiiiiiiiiiiii iiiiiiiiil rn'o'- sill ii iiiiiii ;p^e4 :?4i^ PhP4 1-^ II >1 >H >, i>^ )x ^ >; (>i ^ ^ ^ ^ ^ ^ •t ^ o S,> 3 5 S c S ^5S'S33S53gS3^^S «>l >1 ^ ^ ^ >1 ;h >5 Jh {M ^ ^ ^2; ^ ^ 12; :2; izq 2; ;z; ;2:j ;2; ;zi ^ ^ ^ ^ ^ Iz; ^ ^ Iz; ^ jzi ;25 ^ ^ ^ ^ Ui" ^ r^ ^ -M ^'' occcoocooS ©cocooooc® ^;s^;2i^;2:^izi;2i^ -r^' fegSs feg- III! o 5 S 5 3 3 3 OO CC/COOOC5 !2i;25 tfc I'ieces of umaic. TAnMO 'KYI.— SlalisUci^ of jmhlic llbrarir.p, numherhuj ^^00 rolumeft and npmards — ('r)niiiiinc1-^'“-jl11'^illl1^ 5 i'-^ ell-- is l-lelys-lslli-’^l'il vmmmWMm :i i i : : 1 NIHiiiiinnHiN \\\m mmMMmM ; mm is i s i iifgSil iiii ii iiSi i cit.s tL= j = - - =:5-::‘ :c:2 = =^f:a s =£2 =■ _ s ^_3 c 2 -=< ifl'S-S-s |li|ill|=^l>=r ilF:|l.^ ^;:2> — ^ ?-3s=^ 'lii?! iil-i'isiris :|jat5^5iilt2i|2| : r g.5£ «2-3-^2-r =-£^3E£ >->H ^>11 11^' >-> . . . . ^. >.XXX r . .. . .. - . i 1 1 1 III ipiKlilliil il Z I- i. — ' — 2; > — I— i — liiiiiiiiiliiiiiiliiiiiiiiiiii iiliiiiiiiiii Table XVI. — StatinticH of public libraries numbering 300 volumes and V2)wards— Continued. 858 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 859 gg gg^gg iiiliiliiiliiiiiiilliiiiilliiiiiligiiiiiiiiil=iilli (Jf -^'r-TclL'l VW Cf-O r-r cfa( Tr-T3rs.f3;-_r „-u5. 860 REPORT OF THE COMMISSIONER OF EDUCATION. z ?r « c g -b- S ‘siB^nop -put poB eOUB[BS ■ ^ a 1 1 1 1 1 a 1 0 t a a 1 I a rO a 1 a 1 a a OQ ( a .00 a :S : ! 0 I i i 0 a a i 0 • 0 • LC ’ o' •Snipuiq poB ‘sxBotpoijad ‘tjqoog; I I 1 I a *0 • ' 0 0 i 0 0 a CC j 0 j i ■ 0 • 0 • 0 1 6 6 c o a 3 a a •S93IU0S PB mojj GOIOOUI AxJB9Jt IBJOX o •'O i o o • • • . o O . a . . i> O • • a a 1 • • ^ a • 0 0 • ’S3 I ! 0 • ■ 0 . I i 0 • • loo • • 0 0 a ! •pnnj xa9u -Bca.i9d JO jauoniY 2 cc o O • • • • . a . . Ci • » • • • • 0 • 0 ■ 0 a a ' 0 • a a a • • a a a a a a a • 00000000 j< ■ 0 Ci a 1 0 I 3 ; ; 1 a C a i < i ® =5 •uoi'^.uxnO'ip • • M ■ 3 • • ! ! I ^ I I : ;§ I a J>' ! is co-g- I i : Lc j : ! < ■saoi^ippB gSbibay : : :i 1 i : ii is a • Cl • |S tH 0 ■ • : ° •eaniupA jo Jteqcauj^ SiiiiiiiisiiiililiSiiSliiiiiiSii I •BSBIO -"JJ 'J • u • 3 ^ •aot;dTiosqns jo oojj i !l ill I IHli III IN il •popnnoj TioqAV iiiiiiii i| I iiiiiiilii iilils I Name of library. 1 1 b, ll 1-= 3 5 - .i c : i ';l : ; ic = ie : :S : ::=-S !:= : illl-sl • S a I2IIII 5,0 :aSi>35: i tea > 5-c a Mt. St. Mary’s Semina l y of tlio West . Nelson’s llnsincss College . Now Church Library . Protectory for Boys’ . Public. Library . . Theological and Iloligious Library Association Pulte Medical College . a a a a a a a a 1 a • 1 a • a ilil jjssl asj B! Q 5 : 11 i i Si'S i.ii, :|3 ill III 'Sll mi ill ill i'a=‘ <;-E.5 til ill ts'? I|5 : N ! i < b :' if ll II: ! : ,2 i 55 • 0 : I i ^ 1 I I ij * o c cc a : 11 QC. ; 0 c c _2 a S ■iaSiaabiala 5CCCOOC illllfi : = 3 ?: :: c: c ^111111 joccooc - 2.2 2.2 2.S.: 1:5 i=: a: 25 — 1= — - iCOCOCOCi ilfillll’ : c E G c s c 5: i il'illlll; )5q5oq55c => ® 2.2.2 DOCOO 111!! 2.S.2.S.5 22 = c .2.2 2 §21 o^c i.2.2 2 )OCC' rc :1li io ? > . G c s ;555 .2 .2 .2 cco 111 CCS > > > mi .2 .2 lb !i i 1 0 0 ll 1 3 •jaqxnn^ iiiiiiiiiiiiiiiiiiiiiiiiiiiliii 1 I STATISTICAL TABLES. 861 li 1 : . 0 :i 15 i I s«‘ ji :i • 0 |222 ' 0 ' 0 0 1 sf "1 I : ■2 • 0 8 i c: o jo 0 0 j ili 0 » :i= : j-r : ; 0 i ^ :i=l is s 5, OCO 0 0 1,000 0 0 i i 1 isi 0- rT I : •4 : 13 I r-* 62 gSg| : IS85 i ^ : t: :3 :| • 0 § : |2|||p.2S ^j-rf-ro^-rT-r- Tf .-r^.rTo^ -r sfsrT tjt 5,- << >->*■< c w iil -£-=3 .2.2.= .2.2 a.2.2.2.2.2.= cccccoocoooo _ 011111111111 S2HS5§2E^^ SlilliSllilll Hi, I iiiiiiiiiilii iiiliiiiiiiiiliilgiiiiiiiiili a BookH imd itiuDyhlots. Taijle ^VL~ StaUsiics of puMic librarica numbering 300 nolmnes awl upwards — Continued. 86^ REPORT OF THE COMMISSIONER OF EDUCATION. Yearly expeud- itui'os. •spcinop -pat pun KOtinxeg . O t 1 1 t o • • • t t o • « • • 1 QX 1 t O t 1 III 1 « ■ » I • • O CJ • 1 1 1 • LO • 1 1 1 1 1 0 J • •Sntpaiq pun ‘sqnotpopm’d -s^oog; ^ * (M • • Ci • • ^ 1 1 Ilk II ^ 1 • 1 1 1 II j® : : Fund and income. •soojnos [pi rao.ij onioaiu i:[.ib'0.f pqox ; * I ■ • 1 1 1 1 • t « 1 I 1 1 I • • . ■ o o • 1 k 1 » o o * ; ; • • O 1 kill 1 j® J 1 •pnnj; ijnon -BmjoJ JO jnnocay • o • • o ' • • O ' i ■ o o o o • ■ o o Ik O • • O • • o • • .o k I 1 , III II II 1 1 1 1 o o • till 1 ‘tiopnpojp Apnoi o 1 1 1 1 1 ^ 1 1 1 1 1 1 1 1 t tH 1 k t I : i : : •suoptppu Apnal oSn.ioAy = s : • rH » « O 1 1 1 1 i i : : : •eoniniOA jo iiiiliiiiiiiiiisiilsiiiiiiiiiillii r-TcP rH'oo" cf CO cf ^■'o'Ttr.-r ' -ss^iio g <1 ' ^ o; oj r3 1 >: • iiillsliia: :d ::: : >;>;>; >>-. • -3 "3 sIllliliHlil ••a.O!:jduo3qns jo aojj 1 Hi :3! :.2 \ • ' M ; cc ' cc ; ; ; ; ; '.r^^ ; ; ■ ■ 7; :o -d: ill M i ; « • I . -papanoj; uaqAi ill llillll iliiiiliiii iiliii 1% II : ;| Name of library. s •i3 1 3‘ w- I c li P 11 Vermillion Institute . Highland In.stitufce _ _ I Niii' 3 itpS'i :l :l?1p = ; S o '72 3 i: 3 . 'efilll; il«ip =3 ouciuiy ijiuiTirics, . Libr.ary Association . State llefonn School . Meclriuics’ Institute . National Normal School . . Wells Library . State Girls’ Industrial Homo . Maineville Academy and Training School . Manstield Lvccum . Marietta College . Psi Gamma Society . Society of Inquiry' . Academy LiteraiV Society . Literary and Library Association . Good (J. C.) (fe Co.’s 'Circulating Library . rublic School Lil)rary . . Itydcr’s (G. L.) Circuiatina: Libr;ii-v . Young Men’s Christian Association . j\Icdina Library . First Presbyterian Society . St. Joseph’s Library _ .' . Morning Sun Acmlemy . 1 1 Pl.ace. Gnaiivillo, Oliio . 2 o = 3 11 navesvillo, Ohio . Uiilaboro’. Ohio . Hillsboro’, Ohio . Hiram, Ohio . . Hiram, Ohio . ' . Hiram, Ohio . Hoped.alo, Ohio . Hudson, Ohio . aiiuiouii, vjxiiu . . JefTerson, Ohio . . Near Lancaster, Ohio . Lebanon, Ohio . . Lebanon, Ohio . . Lee, Ohio . . Lewis Centre, Ohio . Maineville, Ohio . Mansfield, Ohio . Marietta, Ohio . Mariett.a. Ohio . . Marietta, Ohio . . Marietta, Ohio . Marietta, Ohio . Marysville, Ohio . . Massillon, Oliio . Massillon, Ohio . Massillon, Ohio . Massillon, Ohio . Medina, Ohio . Milan, Ohio . Monroevilh', Ohio . Morning Sun, Ohio . •loqranjq ^oj^^oioi^iocoH^r croislffiffiSiSioiSSJoi?: STATISTICAL TABLES. 863 1 O ; n°S i ;i ; ; i i n : : i ; r§ ; : ; i : : : i : 11 gill S23 iiSiiilgililiiiiililligiiiliigiiiliililiililiipiiil -■ --r t-‘=f if-r 01 01 rf -r.-f-rf ^‘-r sfx--' : : : ; : ■S > >-J liliISjlisii II II I'AnLE XVr. — Slaiwiics of puhKc Uhrarics numhci-htg ?M) volumes and upivards—Contimied. 86i EEPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 865 i; : :g : 1,350 s ii i § • O :8 I ill i ! m 1 1 ;8 i i 2J ii ii i iii 2,700 1 : 00 307 1,800 0 1 S :i t ?-i is ill o i s ; Ci J I ; « : o 1, 000 5,000 0 0 O O O o j 1,500 0 0 0 o • o o o o iS° o I ii" : o I : - i :iS 50,000 ;i i ;2' : I il \ • \ ill § i 11 :|2 1 :i :i :i° i : ^oooo 5 : ;g| ill : ^ i 1 giigiiiililiSiiiiliiiiiiiliiliiiliiiiilliiliigggiiii o' Cl r^~n n r-T T--03f -'-r 55 I Taulk XVJ. — Stalislics ofiniblw lihraries numhcring 300 volumes and i/^/nyardfs-^Contiilued. 866 REPORT OF THE COMMISSIONER OF EDUCATION. Yearly oxpond- ituniH. ■sjBjnop -lom poB e piBiBg i 01 GOl i :2 : : : : : : i : : : : i i : ; : ^ •Strip niq puB ‘siBDipouad ‘sqooa; ;1 : ;i : : : : : lof ! I I .* ! I ^ 11 i i : is : : i : i ii i 1 s J •seoauos qB raojj araooni A^iBaA xbjox il ! i i i« i® ii i i° i i iiiiii : : i : •pnnj jnan -BiiLiod JO junotuY S® i i ^ i i ' ' i i . I *0 'OOOO • 'O *0 'i i : : ; : : ii i=i i c-.-,-; j.-; TtopB^aojp ii i? is i H ; ; : i i i- i i ii i i i i i i i i i i i i- i i i i i i i Mil I ; ! 1 2 ^* •euor^tppB eSsjaAV :§ ! I ii i is : :® is I- I 'S3nin]0A JO aoc^ninx iiliiiilSSiiiliijlliiiiiillilSiSii «« (Ncr o cf « r-T £--;f •esBio : : ■ : : ; :p^ : : : h allliElji •uopduoeq-ae io ooj^ 3 : - :^3 : -i-I : :-2 ; ;| i III •paptmoj naqAi liiiiililiiiiiiiliiliili ;i ii iiiiii Name of library. 1 ::S 1'" •sxnnop -tour puB eataBXBS ii : : ^ i : :i : I i :§ 100 0 125 'SnipTncx ptre ‘sxBDipo'uad "8 noog; iM ! 1 1 i :i i i i SS i : I 1 I 1 ■eaojnos x^b nioij araoDoi AxiBaA pexoi iiiN SIMM 1 i ii i? ; M i •pnnj %u3n -Bouad jo (xtuioray o I i • 2 * * • • » 3 ! > * O O ft • 1 j ; ■ O 1,250 0 0 0 => O O o • o • :r ■uopBinDJTO ; s i Ms i . . .rf . i : i ii i 1 i is III” ii i ii i : s i •BnoT'xrppB .JxJBBA aS&iaAY S|S :| : I i| : : ; r g?g 1 |S ' ■sanraxoA jo isqainj^ iisiiliillliiilsiisiiiliiiiiiiisili r^n r-r-rrTcr rH-aor-r «-r (jfafM T,; •SSKIO llllW 2 ^ "a The’l.. Acad. . Acad.. Acad. . Soc’l . - yiiuiifiSi fc •uopduDsqns lo .o : = 1 : : : i ; ; 1 1 1-^ : : iliil ill Free Free •pspnnoj; naq .U iiiiiiiiiili i 1 ii iiiiiiiii iliil I III Nlimo of library. Library AHSociation . . Linden Jlall Seminary . . . Litiz Aeademy _ •. . Clinton (bounty Law Library . Library Comx)any . . . St. Francis College . . I’uila. i lieological hominary ol St. Cliarlea iJorroineo. Soldiers’ Oi'idian School . State Normal School . Carbon County Law Library . Miner va Lyceum . Allegheny College . V AJI tUlU/l V OUljlUtY . . . Ossoli Society . / . Philo-Franklin Society . City Library . Meadville Theological School . Public High School . Cumberland Valh^y Institute . Irving Female College . Library and Literary Association . . JJrooke Hall Female Seminary . Delaware County Institute ol' Science . Mercevsburg College . i; c !1 ; c 1 1 II i^, ; =■ 1 ii; Cedar Hill Seminary . Union Library . il |i 1; 5 I. tl il til ill Ilf ill 1 Lewistowu, Pa . Litiz, Pa . Litiz, Pa . . . Lock iraven, Pa . Lock Haven, Pa . Ijoretto, Pa . Lower Merion, Pa . . . . McAlistervillo, Pa . . Manstield, Pa . Mauch Chunk, Pa . . Mauch Chunk, Pa . Meadville, Pa . iiii m fill Meadville, Pa . Meadville, Pa . . Mechanicsburg, Pa . Meehan icsburg. Pa . Mechanicsburg, Pa . Media, Pa . Media, Pa . Mercersburg, I*a. . 1 : s ii. M.t..Joy, Pa . Mt. Joy, Pa . si 12 sr lil S 12:25 -iaq^oinx iiiiiiiliiiiiiiiiliiiiii i iiiiiiiii STATISTICAL TABLES. 869 ®| : is ii i I CO . I I [n 1 :i :S i iiS O . j °i i is i ill ii i 1 i o- : iss 1 s i 1 iii is i 008 ‘1 0 is : i s i : § O • iiii° iSi n o i • i ® i ® i 0 30, 000 40, 000 0 500 C O i ® i ® i i O 1 0 23, 500 0 0 0 jo 0 50, 300 iii ii i :« : ii i is i • • < IS « ii i I'v j iii ■ s' • C s : i ;s ;§ : i§ is iiSiii : i §1 ill- : I ^ I 1 i ^ : ii S IS § is liiiiiiiiiiiSiiiiiliiSiilliiiiiiigiiililii I iiiiiii — n ^nr-^ o o o « — o cT ro ts-" -jf S S" aIncliuleH painplilots. Tablk XVI. — Stalistics of pulylic libraries nurnberiiuj IIOO volumes and upwards — Oontiuued. 870 KEPOET OF THE COMmSSIONER OF EDUCATION. o o ; o o (J1 o •ponj; 1^090 -Bouod JO (jouooiY I o • Jo * • • 1 1 o • • • • t o * * * * O O 'OO ■ *•* * « • ' * • • > « • O 1 • I 1 f 1 1 1 1 1 •( iLO iit|ii«*ii • • irT • • « •' ‘ d 1 1 • • » • I « *1 11 ■ 1 I 0^ t ■ • • • • 1 1 • • !• t . • 1 • ll•l«lll«l • 1 1 iiiiiiitii •aoi!^B[uoj;p AiiB9i •BOOP-ippB AjJBOA 93Ba9Ay 8S •sooinxoA JO jgqoinx oooooooTj-ooooo-rtCOMMO»nGO'^-; m g'«'o g P S'® g'b.S g S’® .2^2 g g ^ 0.2'® §.2 .2 •ooijdijosqns jo oojj . ® . ® fl ..!-i . s- .SB M ’N o o < . _ _ » _ )OOQOGOooooaoaooo M i-M S3 ® ® a a ^ a S'' > a SCbcg .9 9 ■'3 J P O hr >j® ^ tiC c$ ® ^ ^ ^ pO ^5 ^ ^ ^ S g s « 9 §-;3l s6 o g'So o *=^1 ®'b'^ b£:S o'^S § rr.^.9*^ ^"S 9 cS.2 .53© ® ® B'o5.S ®-- ® ®^ S434i43 OOM^5PHCOcoMWWWpH)^a2a!Ma2 M-liPi:; i36-£s^^s’.:| .9.2^ i>=3§>->sJ2|Pg|g >,'§.-2 9 'ia-'-s.ss=a b O ® t’O go a Spd S-Sr^Q 9® ^.StJ § fecg si £ »e.9 ® fl’s b£a“^:S ® O'S-s'9 ® 2.^f?s s SJfeSsS iiiiiiisii mil I ■bjo -. ee a'a‘a'^9 ® © ©OjQj ri _rl ri HH hH ce C3 ® C3 c3 CUPhP^Ph ^ a-« , s ^ I ilgiali goSsIglMlI bI'IIIii 1 paaa O a fl a aSig Jis § saaia I ISrsfllll^si I g III I 2 _ 45 43-(j®®®®.qoooo.i32222s^^i^ Q0©O'Hff»?5.5.1rt©r'Q0©©.-loj>co^o^ococococcioooj>0'oiooov:>o 01 00 o' I-T tjT r-T I-T cm" CO" lO ^ tH ocT t-T of ' CM O O O O OOO OOOOOO OOO > rf o O O O 0 07 0 r cf o" cm" t-T o' •ssuio . . . Sc5^33:i^xOx^oc3nxr3*^*^x^ .ooScOO •'^x oc,>ri 02 02 Pm 03 Ph ^ <1 02 <1 Ph 02 ^ S 02 O <5 *3^ *3^ CO <1 ooaoa3x>c»c»aooocoaoQoi O CO -.< $» X Q ■— OJ X rMCOOQiCOCM ^^00 CO(X)GOX'C30aO CD rc (X> I : an $ < : >5 : .0 . ? ii hS ® 332 ® 3 i3_ 3 o o spq I >>3 a £, 3 • • •§ l3o 1 . 'o^ooSbcS,;:. ■’~ Ill = §1“ i.aa5 s3^ S33-“;|35||| o §|||g §.£ §|c2-s 3^;9| °'§ fciCOT Q'o q C 9 S O fcJC 9 ft'ti ®ob-2XcCQ'^ feCcetdD;;r^ MhP;^^PMPPP:H'’lHPc0pMhP!Zi<1<1 S3 33 'PJ o S3 ^ ® sllj^SflSSg PLiPhPMP^P^P^ Pi0202 IH M '•i* a ® 2*^ ^ . ,hmm_m s|||^.2^pi^piap4a«KP^«p^ ph a_a a pi' ;4 a ® a a a ^ cT <-rr.L3rx^x^..-r *S ’S S ® -a p> a p. p, p,^ ^ .a 33 t>: ^3 g & ^ cj is ^aaa ® ^ - — coca __.o®®®®®® (0 0®0®®®00«0 .-3333333330 cea7a>a>a?©®©© © © MH]^;2itzi^;zi;25^;z;;ziOpHAHAHPHPHPHp^pu,p^fi^aHfi- p4p4p4ap^p4 p4pi- ® 03 ® ©' ® ® ® ® g* 3 0 0 3 3 3 ® ® § ” 3 0 0 p 0 0 0 >• t» ?» £ 2 2 Ph Ph P.| Ph P.< Ph PnPnfV •jequiu^ eo o CO X C5 o (M w. ^ ^ -^2=. COC»7COCOCOCOCO'^^^^’^'^^^^5l^OOOOOOO (M'MCM^»Ol*lt«« • iC0«l*O«*lt*« II ll<0l*ll*l • •iiUOiO'i • 1 I 1 <>I 1 1 I • • 1 0 *000 • • » I a » CO • oox ■ • ••! tl**!* ^3 o o o o o n oooooo ot of o o o ■ o o o o 8 ! 8 i OOOOOOOOOOOOOOOOOOOOOOOOOmOOOOOOtOOOOOOOOOlOOOOOOOOO— lOO oooooooooooooooi-oooooooooooooooooor-ioooor-oo«oooJoioc:oof^o-3 ^«Ol'3'*Ot~CO'Vt-*'^»OC*5»rtOO-^TtiOOCOOOOr-tO»OlO«mi-IOOmWCDOO'^CMOOlO''>'«©0«OMSJOO I O CO O ! Pcfco TjTirt T-iOl jj-t-ToT c3 C3,a » o "T? 1-^ •'« ■_ ; >. • • >vTJ_p^'T3,^'lS^rcJ . = §a5‘3§§S5§i23!2S§o§aJ;3225§o§«§§5§5§5i3 T5 c8 ^ ^ . •'q 7. << cs i :2A . 0 !-®rO :.Q :S : A.® : : : : : : : : : :p2.p , <0 :g.p§ ; • -a ■ • 1 iS • P P ;02!/2 . P ;02 1 ^ • . p . . . : : :«2 ; : : : : • • . p 1 : : : ;«2 ; • • p p ; jcccc •S Jm ;P . Sh S fc. ; P 02 N, ■ p p p • 1020202 : r- j> Tt< CO « «D o <0 O 10 CO uo o o CC CD GQ 00 00 CO GO LO 00 OJ CO ^ 00 00 CO 1 O CO 00 to CO' ) o 52 lO o CO > 00 GO 00 GO GO CO O » -H C5 GO r- T}« r>* . ^ CO 00 00 • 00 GO 00 GO CO Q uo ^ Oi CO 3 LO C5 00 CO C- X 00 to - O brt-B -- 2^ 2^ 9 a ® C3 ^ M K ccE''^“Sc3o=o5jf:;"So §il®a|^5’2r2'§ ala's o 02 a P O (1| h] I-] >-S B o •5 3 ® o ’53 E? 202 2^=:::Sa 53- ^ Cv >j^ a 3 -t- a s! p •3 a i-p I >=S.2 50 CC - • a hhs p.2 o 2 o 'p .2 ® j a b' b' 2 P ®-=; >=^3 ^ 5s ® P-C >voS o P 2 r*» pS O ^'Sq tS ^ i_3 O •i-' J-* ^ Q? rS ^la ^-1 2 gH^I o|g.t|;2;2|| g a ® c o-S^ J i o'5 aa § ■|l^^’i|l| il'i oll'l’^ 8 i sa-3 ^ s^aa 5 s I ® — ^3®®t^aao ® sa ^ s ® o ® 2-3 sp ® j <^a2t>>^^p!2; c)^PE-ipa2<^<^02H>02^02 5 s ^ ® P.2 >, o o 3 ®.a b'aa s ^ Ti?3 s P P CS-J O ?Q ^ ^ o c§ : o — -p 3o : P s g P ajg S . „ ^ ==5^:f t>3paa >3^p .2 2 a 2PP 3 >3.- a p s s ^ “'^®pp^rtObpo2pp:p'33 o o.a pp ® ' _ _)t^cos30—ic«r:.^ifiot’0oci©r^(j*«' Table XVI. — Statistics of puhlic libraries numbering 300 volumes Oud upwards — Continued. 880 EEPOET OF THE COMMISSIONEE OP EDUCATION. STATISTICAL TABLES. 881 : i : : ; .SgS : ;|i :i : ; : ; ; :i i i : : i"’ : : : : : : : : : iiiiiiiiliiiliiiliiiliiiiiiiiiiigiiiiiiliiiiiiiiii o ■ oT :?r - -r (NO -r -r i.---- .-Too :<3 . ... . :-i o Ills t JM&MuMmHrnMMMmmm a Includes society libraries. ■ b Epoka and pamphlets. Table XVI. — Statistics of public libraries numbering 300 volumes and upionrds — Concluded. 882 REPORT OF THE COMMISSIONER OF EDUCATION. •S[B?n8p -pat p a B eau'Bpg Tf o o o o ^ CO OU iTt •Snipatq pa^ ‘spoipopigd ‘sqoog; •saojaos pB rao-ij oraooui A[JBaA [b^ox o o o o o m <_) o o rH in I" CO ■panj !ju9n -Btnaed jo ■^unooiv •uopB[noap AiJB8i •gaOT'^ippB ApBOA 9SBJ9AY •eoianpA jo aoqtnnjq ooooo©ot^oooooooc«ooooooooi>ooocoooooooo OOOOOOOCOOO'^OOlOm^OOCOOOOO'fOt-OOOOrrOOOO ocoincooinint-QttMcocx>iort1''^ ^ ^ ^ "o "o ^ ; >ij>; > o 0^0 o o S « o S o g o J g s §-2-3^_g'3 o« ^ o g o o-B g Occ<10ccPM<3f^cotoco . 3,^ 3,^ Xfi • ' •papnnoj: aoqM CO o © GO © o • m rfi CO O©©©U0CD— lODCOCO'-O— <©©© coiOTOcooor'-Oiom-a’iOTrco-r' XlOOGOQOQOODrOOOCOCOOOOOOOODQO o m r* CO CO CO a)H ^ ce . ^ s g CZJ t5 c be t>. 4h t o i s' 5> "OS ^ . >'.'0 ’-c: .1^ o.tr^'s| big 2 ® Sr® '3 C2^ S.2 ®a.a ® a .0 gS(_3 ®s:;^ s 5 J § bco o ^ ; b2 a o S B- a 5/: cc ® ^:2 >■-1- -^"2 I' >5 , d3gA.§pi=iss CCf— ‘-M "• ■ - 3 3: ^g-'d;^ S'g §1 a'? I So g-S gll'^ gs^ii tn oa^ S'gp 05* • > CO CD ^ I • r/>f> - -o;cS ” ”-2 ” 2 ® “ ^ 2^.2" ® : : piPi : M >0 ; U « cS > £ £ ” g S.g.2.2.2.2-2.2.2.2.2" M o § o o - ^-«T]©2®®f!o2oaaGraa'B:'B'©:'B!adSda''^±2 ■g'^iSS^afiHiSSI£**.?^'^M3aasaassaaaaasaaa •J9qninj^ (JJC0Tfl0©t'-00©O"ff*C0'^10©r’C0©O— <0JC0'^10©t'~G0©O^ffJC0^10O j— {— f— Jr* t— C* 00 00 00 00 00 00 ‘OO 00 00 00 ©s © © © © © © © © '—1 © © © JO o o © K in in 10 lb lb lb «n lO in in in 10 © 10 © in in 10 in in ^ ‘O in 10 Lo lo m CO -o o ©CD CD © mcn©c*5cocncocncncnMcncncn«cncn?o©cGi©cocc©©-. I M cn cn cn cn cb ». (3) STATISTICAL TABLES. 883 I isr umber. 884 REPORT OF THE COMMISSIONER OF EDUCATION. Table XVII. — Statistics of museums of natural history foi' 1875 ; [Note. — x signifies yes ; Name of museum. Location. Curators. Nature of collection in natural history. Museum of Wesleyan j X University. Herbarium of Prof. Daniel C. Eaton. Museum of Sheffield Scien¬ tific School.* Yale College Peabody Mu- 1 C Illinois Museum of Nat- X ural History. C Indiana State Uuiver- ) > sity Museum. 3 7 Notre Dame Museum . 8 I Iowa Institute of Science I and Arts. 9 i Mnseiim of Iowa State i University.* i 10 Tabor College Museum . . n ! Museums of Amherst Col - Museum of the Boston 1 Society of Natural > History. ) ( Botanic Garden .and < Herbarium, Harvard t ■ University. Museum of Comparative Z('61ogy.* Middletovvn, Conn New Haven, Conn. . ...do . ...do . Normal, HI . Bloomington, Ind . . . Notre Dame, Ind. . . . Dubuque, Iowa. . Iowa City, Iowa. . T.abor, Iowa . Amherst, Mass. . . Boston, M.as8 . Cambridge, Mass ... _ do . . Pittsfield, Mass . Rev. Wm. North Rice, Ph. D. Prof. Daniel C. i ton, M. A. Prof. J. G. Brush, M. Prof O. C. Marsh, M. S. A. Eorbes. 1850 1856 General. 1858 Botany . Metallurgy and min¬ er alogyi General . General. f Richard Owen, M. X D., LL. D, John A. Zahm,C. S. C Asa Horr, president . Prof. Chas. A.White. ; Paleontology and ? ; mineralogy. 3 Gener.al. 1869 Miscellaneous . Geology and zoology ( Prof J. E. Todd, [ A.M. fProf Edwardl Hitchcock, A M., M. D., cus todian. C Alpheus Hyatt, ( custodian. Charles S. Sargent, ) A. B., (director | of botanic gar- j den,) Seven o > Watson, A. M., j (curator of her- j barium.) J Alexander Agassiz, A. B., S. B. 1869 1821 1830 1859 General. General . General. Botany . General. Berkshire Athenaeum Mu¬ seum. * Eronj Report of Commissioner E. G. Hubbel . 1871 Minerals, anatomical specimens, &c. of Education for 1874. STATISTICAL TABLES. 885 fiom replies to inquiries hy the United States Bureau of Education. 0 signifies no or none.] Income. Expenditures. Employes. Visitors. 0$

1 leontology . and | L mineralogy. J 0 . 1, 500 500 .... 0 0 C 1 1 2, 000 X X 2, 60C r 1 state appropri- J 1, 650 375 300 125 Salaries and] wages. Collections . Books . 1 Bottles, alcohol, i 5 2 Scientific men. . . > 35 ationf } 1 . 5 125 2, 575 100 &c. Building and re¬ pairs. Total for past | year J Salary . I New cases . 3 Collections - L 1 Building and re- , p.airs. } < T6tal for past 1 ' year. j 1 Laborer . . 3 1 Scientific man .... 500 X 0 200 ( 1 200 200 1, 000 ■ 2 Scientific men. .. > 1 1 2, 000 1 Curator . 3 300 0 X lees. 200 X 0 1 15! Collector’s ex-] penscs. t 200 150 40 0 . 1 185 Total for past j year. J 4 Professors . 1, 000 250 20 X 0 10, 925 2, 393 1, 30.i 73 5C 14, 747 1 EDdo\rments.. 1 Donations . | Members’ fees. 1 Admission fees !■ Legacy . 1 Total "for past 1 year. J ^^5,818 ' )l, 826 Salaries and] wages. i , Collections, b ot - [ ^tles, labels, &c, J ( 4 Scientific men, ] 1 paid. 1 J 1 Laborer, paid ... i ]4 Women, paid ... [ (33 Curators, not] [ paid. J f 2 Instructors ..... 150, OOC 200C 1 5C ) 5C ! fa) 1, OOC 49, 00( 0 ) Endowment. ... . 1,000 48, 50C ’ 1,000 A 11 TATTmACAa 1 1 Director of bo- 1 tanic garden. ^1 Curatorof herba- (> rinm. |3 Gardeners ...... 1.2 Assistants . 6 Curators of de¬ partments. 1 Curator........... 0 ) Endowment, ap- propriatio n s and donations AXA JJ llA - • • • • • 1 All C3 X 1 Sslurios and. "WAgos , 0 0 1 a In preparation. 886 REPORT OF THE COMMISSIONER OF EDUCATION. Table XVII. — Statistics of museums of IS'ame of museum. Location. Curators. ® ns Nature of collection in natural history. o 1 c a * 1 3 4 5 16 Museum of the Peabody Academy of Science. F. W. Putnam, (di¬ rector.) 1867 Geuer.al . 17 Museum of the City Libra¬ ry Association. Springfield, Mass . . . Rev. William Rice . . 1859 General . 18 Williams College Natural Williamstown, Mass Prof. Sanborn Ten¬ Mineralogy, geology History Museum. ney, A. M. botany, and zool¬ ogy- 19 { Michigan. ^ ^ j Ann Arbor, Mich . . . 3 M. W. Harring- ? i ton, M. A. 3 1838 General _ Gener.al _ 20 Nerv Hampshire Antiqua¬ rian Society. Contoocook, N. H. 1873 21. f Museums of Dartmouth ) j College and New! 1 Hampshire Agricul- ( Hanover, N. H . C Prof. C. H. Hitch- i cock, Ph. D. 1800 1869 Geology, mineral- > ogy, and biology. > i. tural College. J 22 C NewTorkState Museum? Albany, N, T . . James Hall . 1843 General . . . ( of Natural History. j 23 C Buffalo Society of Natu- ? Buffalo, N. T . A. R. Grate . . 1861 Gener.al _ ^ i ral Sciences. * 3 24 Museum of Madison Uni¬ Hamilton, N. T . Rev. W. R. Brooks, 1860 Geology, zoology, versity. D. D. and botany. C Museum of Natural His- 1 i Zoology, botany, 1 25 < tory in Cornell Uni- ^ ( versity. ) Tth.aca, N. "Y . . 1868 < paleontology, > ( and mineralogy. ) 26 Museum of School of Mines, (Columbia College.)* New York, N. Y - Prof. J. S. Newberry, M. D., LL. D 1866 General . 27 Vassar College Museum .. Poughkeepsie, N. Y. Prof. James Orton, A. M. 1861 General . 1 28 C Museum of Ohio Wes- \ \ leyan University. 3 Delaware, Ohio . 3 Prof. Edward T. } ? Nelson, Ph. D. ) 1859 General . Laborer . 1 Women, (2 vol¬ unteers.) j Curator . Professor Scientific men .. ] Curat’rof botany Curator of palse- | ontology and ! geology. I Janitor and as- j sistant. 1 Women . j Scientific men .. ] Laborer . j Woman . J> Curators of de- j pai-tments. J Le-cturer on natural history. Professors Curator. Curators . Curators . Scientific men Laborers . Women . Curator. Curator. Visitors. 13 13 40, 000 500 .''00 3, OOO; 500 (80, 000) 14 15 16, 000 1, 500 15, 000 700 70 85 200 40 lO (a) 20 21 25 a Catalogue of ferns. 6 In preparation. 8 88 REP@RT OF THE COMMISSIONER OF EDUCATION. Table XVil. — Si^tisUcs of museums of Name of museum. 1 Location. 1 Curators. ' 1 1 Nature of collection in natural hi diojy. | 3 ;zi s 1 2 3 4 i ! a j 34 Lunenburgh, Vt _ r i < Hiram A. Cutting, \ 1 C Mineralogy, o r - 4 < uithoiogy. and > ( entomology. ) 1 A. M., M. D. • ‘ y 35 Cabinet of iliddlebury Middlebury, Vt . Prof. HenTTM. Seely,] ..... General . ' College.* A. M., M. D. 1 1 . r ( Natunal history of 1 1 ( Vt-rmont. ' 'j ! 36 Vermont State Cabinet . - . Montpelier, Vt . i f Hiram A. Cutting, ? : i A.M.,M.D. ‘ 5 1854 1 37 Cabinet of University of i i Madison, Wis . j Eolandlrving, A.M., 1 1650: c 1 General . ' Wisconsin. 1 ! E.M. - f Agricultural pro-1 1 38 C National Agricultural? 1 Museum.* 5 ! I ; Washington, D. C . . . i 1 Townsend Glover. .. 1864 ducts, hhres, | : 'nJ sjiecimens of}>: 1 1 natural historv, j j 1 1 1 &c. * J 1 C United vStates Herbari- 1 39 , < um, (Department of > t Agiicuiture.) j Washington, D. C . . . 1869 1 Botany . 1 40 United States National Washington, D. C. . J 1 Prof. Spencer F. Baird. 1846 Museum, Smitbsonian Institution.* 1 AXATOilieAL IIUSELAIS. ! i i 41 ‘ Medical School of Vale ! New Haven, Conn. ! Natural and morbid College.* j 1 specimens, casts, models, and plates. 42 Stoughton Museum o f ■ NeV Hampshire Medi j Hanover, N. H . Pathological anato¬ my. cal College** 43 Museum of Medical School Charleston, S. C . : Prof. J. E. Cbazat, ■ 1832 Pathology and phys¬ of South Carolina. * | M.D. i iology. Army Medical Museum. . . | 1 Washington, D. C. . . j Geo. A. Otis, a.ssist- j 1863 Anatomy and path¬ ■ ! ant surgeon, U.S.A.i i ology. From Report of Commissioner of Eilucatiou for 1874. STATISTICAL TABLES, 889 natural history for 1875, ^’C. — Continued. lucoitie. Expenditures. Emiiloyds. Visitors. 6 u Amount. Source. Amount. Purpose. 1 1 y 1 .a 2 I 3 Titles. General. 0 'o -3 o X y* c ^ fcx? x c 'o a ' !r 3Q .2 'c i 1 cn 1 t/. o £ a a ■ 3 Sq 6 7 8 9 10 11 13 13 15 18 f $150 500 Donations .... f Total lor past-^ year. $210 25 Collections . 1 Bottles, alcoliol, I &c. . f Tot’lforpastyear ) 1 Curator . 500 75 10 0 34 0 235 35 500 50 550 State appropri- 1 ation. 1 In specimens.. Total for past | year. ' J 250 100 Collections. . . . 1 Curator . 33, 000 500 I 25‘ I 1 : 0 X 0 36 Minerals . •2 Curator and assist¬ 37 ant curator. 3, 500 < Congressional ? 1 appropriation j 3, OOo! ( New cases and ) t modelling. i i ! 1 2 Scientific men. .. l Laborer . .. > Women . ) 50, oeo 1 0 0 33 ( Congressional! 1,800 Salary of botan-1 ist. ; 0 39 1 appropriation 1 1,000 Assistant and in- j cidentals. j 1 0 0 40 X 41 42 1 X 43 5,000 Congressio n al appropriation. 2 Assistant surgeons (26 , 8581 1 \ 1 44 1 1 ^ 890 EEPORT OF THE COMMISSIONER OF EDUCATION. ffl a p 1 2 3 4 5 a 7 8 9 10 11 12 13 14 15 16 17 16' 19 20 21 22 23 24 25 26 27 23 *From Heport of Commissioner of Education for 1874. oiCompi ises tlie Owen Cabinet and .Ward casts, and contains enough of all the species to illustrate the most important genera of all except rare orders. 6 These are skeletons, c With coeleiiterates. (ZWith phanerogams. eThe museum has also 1.770 specimens in the ethnolo.gical department. /Total zoological collection, (including deposits,) 25,000 species, 100,000 specimens. Table XYIL— Statistics of museums Names. ANIMALS. Vertelirates. Articulates. Mollusks. McUuscoids. ‘S a m s o .3 1 - 1 m 03 3 3 202 i80, 000 400 360 6, 169 5,154 770 1,266 1, 298 232 250 8, 600 30, 400 27,500 112, 250 20, 000 100, 000 (0 (0 150 307 190 625 420 200 1,500 665 800 190 200 1, 920 *300 2,002 Cabinet ol Middiebury College* Vermont State Cabinet . *60' 352 Cabinet of the Universitj- of Wisconsin.* United States Herbarium, (De¬ partment of Agriculture.) Army Aledical 1\[iiseum 135 32 45 ol, 522 Name. Museums of natural history from Location. Cabinet of Natural History, University of Kansas Museum of Bowdoin College . Museum of Nashua Historical Society . Cabinets of the University of Eochester . Museum of Wooster University . . Lawrence, Kans. Bi unswick, Me. Nashua, N. H. Rochester, N. Y. Wooster, Ohio. STATISTICAL TABLES, 891 of natural history^ / the United States Bureau of Education. By ■whom founded. 184-2 1864 1874 1848 1854 1644 1874 1807 1852 1870 1856 1848 1855 1859 1865 1870 Income for past year. Source. Exoonditure for p.ast year. Object. Daniel Wadsworth & others Augustus Kussell Street. .. Money raised and expended by Presidetit Gregory. A board of tru.stees . Louisiana State University Twenty citizens . . Money' raised and expended by Prof. R. H. Mather. Citizens of Boston . City of Boston . ess, OOC- • $5. 930 5, 850 1, 400 “2, 500 0 a3S, 440 City of Boston and corpo¬ rators. Francis Colley Gray . Essex Historical and Natu¬ ral History Societies. University of Michigan . . . The Phiiomathic Club . . . . 1826 1804 1864 ' 1873 ' 1S73 ! 1867 I 1805 ! i 1824 : 1730 ! 1873 ^ 1889 I Cornell University. . . . Citizens of Hew York Artists of Hew York . 12, OCO 2,362 1, 355 95 325 131 338 50, 000 Egbert Benson, John Pin- tard. and nine others. , 7,500 I 41,911 ! 17,308 i ^000 10, 8-26 Matthew Vassar c . Rochester University . 50, 000 Syiacase Universitv . Cleveland Library Associ- 10, 000 ation. Seventy-one citizens . Seven citizens . Citizens of Hewport, E. I . University of Vermont . . . W. W. Corcoran . 1, 000, 000 3,500 ■200 3, 850 800 lOO, 000 3, 000 From visitors only. Endowment Donations .. All other . . . Donations .. Donations . . Endowment Eadowment Ail other . . . Art exhibition 85, 700 5,870 Salaries, &c Eopaii s, See . Collections . . 100 Collections, Ac. 12 I Collections . 12. 000 I Collections ! hall. and 3,402 r Collections . i 8 500 846 17 275 Donations All other 100 369 Salaries, Ac . 7 Collections . > All other . ) Art exhibition ... Eent, repairs, Ac. CoPections . -vrr..,- f 2.037 Salaries. Ac _ 1 ' i C63 Rent, repairs. Ac. [ Ali othS - 35,769 i ColleeJions . | All other .... . ^ gSiSricl Aaipon,oses Members' dues . Endowment ...j . . Subscriptions . . : 200 Donations . ! 3, 850 Endowment ...j 800 Collections . Collections . Current expenses , Sale of stock... 100, COO Erection of new building. Members’ dues 750 j Subscriptions i and donations. 70,000 Endowment ... 500 Casts and architec¬ tural models. Collections . cBy collection of pictures and art books which cost $20,000. One endowment is f“ history, art, and cabinet fund.” T'aiu.k XVin, — Pai:t l.—StaUsIws ofmnimims of art, if a. — Continued. 804 REPORT OF THE COMMISSIONER OF TION STATISTICAL TABLES. 895 Tablk XVIIL— Pakt l.—SiaHsiios of nnisexms of art, (J-c— Coniinned. 896 REPORT OF THE COMMISSIONER OF EDUCATION. Taijmo XVIII. — Pakt l.—Slalintics of muscumfi of art, <.fc. — Conclii Rent.s. salaries, Ac _ 3 Material for instruction Salaries and wages. . . . j Rents, repairs. Ac . ' Material for instruction ^ Rent, material, Ac . 9, OOOj All purposes . . . ! Salaries and material _ 6 145 Tuition fees 19,600 1. 600 2,000 125 10 10 Salaries, rent, Ac , to 125: 300 000. 000. Donations . AU other . Municipal grant. All other . ■1 300 50, 000 0! 13, 828; i 7,500 Annual fees of members. Endowment and exhibitions. Members’ dues. . . . Salaries and wages ....)! Material for instruction :> 11 Rents, repairs, Ac . ) Salaries and wages. - - i j Rent, repairs, Ac . > (12 Material for instruction Material for instruction 1,200 Salaries and wages _ ?' 6, 000 Exhibitions, schwls. Ac 3 j i .u Rent, material, Ac Cooper Union rer- enues. Cooper Union rev¬ enues. 3, 850 All sources . 13, 742 Exhibitions, schools, Ac . . ; Rent, Ac . 6, 108 All purposes 4, 520 Salaries, Ac . 18 59, 500' Endowment AR other ... 250,000! 30,000 50,000 12,000 10,000 1 3, 000 100, 000 3, 850 All purposes . 6, 549; Salaries and wages 1, 010 Rent, repairs, Ac . . 673 Material for instruction Donations . 1 ,000 Exhibitions . Donations . Members’ contri¬ butions. All other . N ion > Salaries, Ac 4, 500 Salaries and wages - . . 1 ' 2.50 Rent, rep.airs. Ax . j } 200 Collections . r23 _ ...I 500 Material for instruction J ! Sale of stock. _ j 100, 000 Erection of new building p 200 Endowment . 3,000 Municipal grant.. 3, 000 Tuition fees . 3, OOOj Donations . 1, 200 Tuition fees . 3, 265 Salaries and wages - j j 100. Rent, repair^ Ac . > 25 110 Material for instruction ) , 2, 700 Salaries and wages ... H- 900j Rent, repairs. Ac . 3 j 26 6 Full courses occupy four years each. 900 REPORT OF THE COMMISSIONER. OF EDUCATION, Table XVIII. — Part 2. — Statistics of institutions 20 Name. Principal, i Samuel Purdy, sec'ry I Art Association; Vii- I gil Williams. direetT. ^ Yale School of tbe Pine Arts! Proiessor John P. Weir, §178, 000 director. School of Design, San Fran¬ cisco, Cal. Art Schools of Chicago Acad¬ emy 01 Design. Dliuois Industrial University Maryland Institute Schools! of Art and Design. Art School, Baltimore, Md. . . ! Boston Art Club . Lowell School of Practical Design, Boston, Mass. j Massachnsetts Institute of Technology, department of architecture. Mas-^achusetts Uormal Art School. Worcester County Free In- .stitute of Industrial Science, St. Louis Art School . Charles Pech, cor. sec. ; J. F. Gookins, di¬ rector. J, M. Gregory, LL. D., president of univ’ty. Professor D, A. Wood¬ ward. A. J. H. Way and C. D. Sanerwein. Charles A. Barry, sec . Charles Kastner . Manchester Art Association . Brooklyn Art Association. .. Cornell University, course in architectiu’o and me¬ chanic art.s. Ladies’ Art Association, U.Y national Academy of Design The Palette Club, U. Y . Prof-Williatn B.Ware, S.B. Walter Smith, State art director. Professor C. O. Thomp¬ son. Conrad Diehl . 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- vei L'ity 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 Women. Pittsburg School of Design for Women. Joseph B. Sarvj-er, sec. Wm. H. Husted, sec . . . A. D. White, LL. D., president of univer¬ sity. Mrs. J. B. Collin, cor¬ responding sec'ry. L, ,E. Wilmarth,' di¬ rector. Hon. Clark Bell, pres.; Charles X. Miller, corres secret.sry. Professor J. C. Zachos, curator. Mrs. Susan FT. Carter. . F. G. Tisdale, jr., Ph. D., director. Professor Geo. F, Com¬ fort, dean. Thomas S. FToble . . Charles J. Shipley. J. B. Ivnight, secretary of institute. John Sartain. secretary of the academy. Miss E, Croasdale . Hughlsewell. 120, 000 125, 000 p250,C(i0 630, 000 25, 000 50, 000 pSOO, 000 25, 000 Conditions of attendance. Age, 14 years. Over 15. 16 years. IG years. Over 15. 6i 14 years . 2 13 ye.ors. Other. Satisfactory exam¬ ination and tui¬ tion fees. Fees, examination, and regular at¬ tendance. Open to all stu¬ dents of the uni¬ versity. Membei-ship 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. Phasing examina¬ tion. Membership . Proficiency in ele¬ mentary drawing. Membership in the club. Eesponsible refer¬ ence as to char¬ acter, &c. Letter of recom¬ mendation. Satisfactory exam-,,] ination. Eesponsible 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 attendance. a Evening, weekly, and daily schools. b Drawing free ; wood carving, $10 per term ; clay 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 $30 per annum. About sixty of the pupils reported are in t he day school. STATISTICAL TABLES. 901 (ffording art-instruction, ^'C. — Continued. C X c :: O 1 Lectures delivered. | K 5*0 < Number. . J 1 . 1 Subject. i ; i > $64, $80 1 lOO: a25, 40,100 (&) 3 2 courses. i Per.sueo.ti've. color, tfec . 1 Drawinfr, painting, perspective; theory and history of art. Drawing, painting, sculpture, and archi¬ 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 drawing and painting. ( 12 5 2 courses. 1 1 Arts of design : painting, sculp- 1 ! ! tore, and architectuie. ^ History of Italian art . j . Sculpture, painting, architect¬ ure, and decoration. History and styles of architect¬ ure and principles of art. A course on per.sppcTive _ SO 1 1 0 1 [ , Eelating to 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 iug, &c. Drawing from casts and painting from still- life. Gec-metrical and machine drawing; also casts and life studies. Sketching and nainting . . . 200 do eO /5,8 Free. ' Several courses. 0 2 0 ' 1 : A series on ornament, composi- j 1 tion, and the theory of archi¬ tecture. ' ! Architecture and building con- ;1 1 struction, machine drawing, j ; geometric drawing, persuective.l . !1 ' “Color asprodncedbylight,”and 1 “Dveing textile fabrics.” Free.i ' . ! . ji Free-hand, mechanical, architectural draw¬ ing, &c. Figure-painting and drawing; life class... Antique and life schools, schools of paint¬ ing, anatomy, and perspective. Drawing from the life . €0 Free. 0 IS, . . ! Several. ' 1 1 Architecture . I Essays on drawing, painting, 1 1 perspective, 0 d Free to citizens of ilassachusetts, $50 per annum to others. e Free to students of Worcester Couuty and to twenty State students ; others, $100 per annum. / Per month. g With site. 902 REPORT OF THE COMMISSIONER OF EDUCATION. Table XVIII. — Part 2, — Statistics of institutions c? a a Kame and location. Number of professors and instructors. Number of pupils. Number of volumes in art- library. 3 o H 6 a o 1 School of Design,. S.an Fr.ancisco, C.al . 1 60 15 45 200 <2 Yale School of the Fine Arts, New Haven, Conn . 4 123 97 26 it) a 4 127 58 69 4 4 Maryland Institute Schools of Art and Design, Baltimore, Md . 12 500 450 50 300 0 Art School, Baltimore, Md . - . . . . . 2 20 10 10 7 Boston Art Club, Boston. Mass . (t) 8 Lowell School of Practical Design, Boston, M.ass . 25 11 14 9 Massachusetts Institute of Technology, department of architecture... 6 28 28 (/) 10 Massachusetts Normal Art School, Boston, Mass . 12 239 84 155 ^12 11 Woi cester County Free Institute of Industrial Science, Worcester, 11 99 99 (t) Mass. 12 St. Louis Art School, St. Louis, Mo . 1 18 4 14 3 13 Manchester Art Association, Manchester, N. H . 180 14 Brooklyn Art Association, Brooklyn, N. Y . 4 90 40 50 0 15 Cornell University, course in architecture and mechanic arts, Ithaca, 8 79 2,500 N. Y. 16 Ladies’ Art Association, New York, N. Y . 0 (+) (t) 17 National Academy of Design, New York, N. Y . 6 243 142 101 600 18 The Palette Club, New York, N. Y . 0 100 f Cooper Union Art Schools, New York, N. Y.: 1 (1 ( 1. Woman’s Art School . .• . 6 229 0 229 0 ly 1 2. The Free School of Art . 1 12 1,529 1,529 .... 0 20 1 College of Fine Arts of Syracuse University, Syracuse, N. Y . . 10 j23 11 12 it) 21 School of Design of University of Cincinnati, Cincinnati, Ohio . 6 638 303 335 92 22 Toledo University of Arts and Trade.s, Toledo, Ohio . 1 90 76 14 290 23 Fr.iTikiin Tu.sititntft draiwing Phil.'idolphi.a P.n, . . 4 250 248 2 24 Art classes of the Pennsylvania Academy of the Fine Arts, Phila¬ (1) it) delphia, Pa. 25 Philadelphia School of Design for Women, Philadelphia, Pa . 8 158 .... 158 113 26 Pittsburg School of Design for Women, Pittsburg, Pa . 5 65 1 (w) 65 * Many. tAfew. J A number. a Four sets.” h Sets of litbogranhic models as used in the Ecole des Beaux- Arts. e 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 modem paintings, 2,000 photogrjiphs, 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. /l^umber not reported ; value of library, about $2,000. g Also 3 oil paintings .and 152 autotypes. STATISTICAL TABLES. 903 affo)'d\vg art-instruction, tjc. — Concluded. Material provided, num¬ ber of — Prizes awarded. Xame. Public exhibition of work of pupils. 2 gold and 3 silver medals for excellence in di awing and painting. Annual. 145 cl70 (1) {*) (') {*) ; (*) (') Peabody prizes, 3 of $100 each and 4 of $50 each ; also, 22 gold medals awarded by in¬ stitute. Annual . Annual and quar¬ terly. Annual . Annual . (*) (*) ^ (*) 100 1,000!... (*) i (*) . (*) .... (*) (*) (*) 500 C) — i . M*) --■1 . , ‘51 25, 20' 497 {*) i- (*) Prizes given by Boston Society of Architects, $50 each. Annual . Monthly e .. 2 in l&73-’74. Annual . Annual. Annual. Annual . Occasional . Semi-annual . End of each term . . . 4 Silver and bronze medals . 0 . Occasional . 16 Annual . il7 (*) ilO --- , (*) (*) j (*) {*) •ill 3S3 .500 n (*) n Eor drawings from cast, from still-life, orna¬ mental drawing, and wood engraving. For ornamental drawing, mechanical draw¬ ing, Ac. Gold and silver medals . . . . 2. One of $50 and one of $15. 0 . I . Monthly and annual. Annual . 1 Annual . f Annual . Annual . Semi-annual . Annual . (t) i For best work in all stages, one gold medal ; I also, sets of art books. ’ 8! 4 gold and 4 silver medals . Annual. Annual. 19 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, i: 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. 904 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 905 Table XIX. — Statistics of institafions for the deaf and duml) for 1875, ^ — Concluded. Note.— X indicates an affirmative answer and also the branches taught. 906 EEPOET OP THE COMMISSIONER. OP EDUCATION. Property, income, &c. •juaA oqq joj ojuqtpuodxaf Ci O • QD C3 cT • cT liT • O (0 ^ 1 16, 387 70, 000 62, 569 34, 000 13, 400 21. 444 6, 000 27, 583 DT O O Oi CO CD O O Di t- CO ^ O CD of 00 cT — “ co" 7, 000 750 18, 214 14, 416 •S99J uoiqmq raojj jboA oqq joj eniooup St o o o o ^ o »o Oi ot 'Tjt o o • ^ O loo c? o o o I Ci • O C5 CD S ^ rf •snquiuddB pau ‘sSut •p[inq ‘spunoj^ jo oniu^ O St O O O O *0 O O o O *0 o o o o • o o' cT o* o' • o" O • CO 400, 000 650, 000 175, 000 31, 500 175, 000 250, 000 1 BO* CM (N O liO o o o o — < o o o O CO o o o lo'uo'o'o ^ Ci r- o iC C0 1-1 rfi ^ o i o o o . o o O . O LO ocT • cd" r-** i-< * CO •uoiqnqijsui Aq pauAAO puB{ jo eajOB JO jaquin^ T-l O CO CN O r-i CD 00 O O O O O C5 ^ o ^ ryi CD O 1-* 05 iO • O 20 2 1 6 Library. •98B9J0nt {BIinUB 9§BJ9AY • • • s ... : : : o o • • * o O iO « • • CO rH •• • • * o * * •S9iuii[0A JO jaquiujq^ M St o o o O lO o * of 000 ‘l 1,450 3, 025 450 13 750 300 CO o o of 0-^0 • o — < o • o ^ 00 .CD 0*0* BO • O • 1-H • . 1 Aioieiq ranoeniu v noium^sut bqj eeg St St X o o o o o X O X O X o X O X O X o o X o ; 1 snjnieddu pau ^^auiquo iboi -qdoso[iqd n aoi;mpeai oqj sisH H O O O X o o X X X O X o X o X X X O X X ® I 1 4!jo|UJoqBt XBOtraoqo u uoijnii^saT oq?. sbh o c» o o © o o o O X O O X o O O X o o o o X o ; jqqSnn; oancqnouSB sp ® rt X X X O X o X O O X X o oooooo : X o ; ; Branches taught. •AjqsiuiaqQ 00 X I I I I - ! i •ASoioisAqj 1 1 1- X ; X ; X X X X X X ; ; ; •Aqdosopqd iBanjByi o H ; 1 ; X X X ; ; ; X X X X X ; 1 •qsiiSua; uotneueo o xxxxxxxxxxxxx X X X X X X X X X X X •uoiqiqnoiqaY H ; X ; X X ; X ; X ; ; X X X X X X X :;g .. 1 •s.ioqoBOi otnoooq 9ABq oqAV eapBnpBj:^ jo aoquin^ W c< o rH o o r: o O 00 ^ O O CO \ OI O i 00 i o I o •noipoujjsnc P9AT909J 9ABq oqAA jeqtunu [Uiox Cl OOlCiCDCO .iOCOCDiOCOC^OOClCOOOiOOCO Oi -H CO *rO 0^ l^O^COCOOr-tO^T^OOCOC^ of ! ' 58 11 189 65 •e[idad Aq uoipiuipeut at quods saB9A JO jaqniria 9SBa9AY rH rH CO t* t- CO o o CO i ( ^ 1 CD 1 1 • (M 01 CD • Number under in¬ struction during the year. •91BXU9X o 00— lOt^t-COCOCOl^-^OCOO O^COO^O 0« OOCOQOOO-»H ID 00 00 O O • CO CO CO Ci • o ^ 05 CO « •9[BK Oi Tj-Qooocoor-cJocoTPOwoao OCO’VO COOI*VOO»r5lOCt 1-^ o o — < o I 05 O •I^ioX QC (N©'^0©OlOMOODO'»l'* Cl rj r-l — T-l iO 00 Oi O CO o o c- r- 2 O 00 ooeo •jsqcan^ STATISTICAL TABLES. 907 I Nni 908 REPORT OP THE COMMISSIONER OF EDUCATION Table XX. — Statistics of institutions for the blind for 1875; from XOTE.— X indicates the 1 Nnmber. I Xame. Loc.ation. Year of foundation. Superintendent. 3 5 S , 3 O 3 1 % 3 3 4 5 1 Alabama Institution for the Detof and Dumb and the Blind. Talladega, Ala . . 1866 J. H. Johnson, M.D State . 2 Arkansas Institution for the Education of the Blind. Little Rock, Ark 1859 Otis Patten . Stats . 3 Institution for the Deaf and Dumb and the Blind. Oakland, Cal .... I860 Warri n g Wilkin¬ son. M. A. State . 4 G-eorgia Academy for the Blind . Macon, Ga . 1852 W. D. Williams, | M. A. Corporation 5 Illinois Institution for the Education of the Blind. ^ Jacksonville, Ill. 1849 F.W.PhnUps,M.D State . G Indiana Institution for the Education of the Blind. Indianapolis, Ind 1847 W. H. Churchman State . 7 Iowa College for the Blind _ _ _ Vinton, Iowa ... Wyandotte, Kans Louisville, Ky. .. 1853 0. Clarke, M A ... George H. Miller.. B. B. Hun toon . St.atft - _ _ 8 Xansa.s State Blind Aaylnm . _ _ 1867 9 Kentucky Asylum for the Education of the BUnd. 1842 State . 10 Louisiana Institution for the Education of the Blind. Baton Rouge, La 1871 L. C. Le Sage . State . 11 Institution for the Colored Blind and Deaf-Mutes. Baltimore, Md . . 1872 F. D. Morrison _ Corporation. 12 Maryland Institution for the Instruction of the Blind. Baltimore, Md. .. 1853 F. D. Morrison _ Corporation 13 Perkins Institution and Massachusetts Asylum for the Blind. Boston, Mass.... 1832 S. G. Howe, M. Dt State and corporation 14 Institution for the Deaf and Dumb and the Blind.* Flint, Mich . 1853 Egbert L. Bangs, M. a; Trustees. ... 15 Institution for the Education of the Deaf and Dumb and the Blind. Faribault, ilinn 1866 Prof. James J. Dow, (of Blind department.) State . 16 Institution for the Blind* . Jackson, Miss. .. St. Louis, Mo ... 1352 Dr, W. S. Langley. Dr. Jas. Me Work¬ man. State . 17 Institution for the Education of the Blind* 1851 State . 18 New York State Institution for the Blind Batavia, N. Y . . . 1863 Mrs. A. D. Lord . .. State . 19 New York Institution for the Blind . New York, N. Y. 183; William B. Wait .. Corporation 20 Institution for the Deaf and Dumb and the Blind. Raleigh, N.C.... 1851 John Nichols . State . 21 Ohio Institution for the Education of the Blind. Columbus, Ohio 1837 George L. Smead, M. A. State . 2-2 Oregon Institute for the Blind . Salem, Oreg . 1873 Rev. John H. Bab¬ cock. State . 23 Pennsylvania Institution for the Instruc¬ tion of the Blind. Philadelphia, Pa 1833 William Chapin, A.M. Corporation . 24 Institution for the Education of the Deaf and Dumb and the Blind. Spartanburg, S.C 1849 Newton F. Walker State . 25 Tennessee School for the Blind . Nashville, Tenn. 1844 J. M Sturtevant . . Corporation . 26 Texas Institute for the Blind . Austin, Tex . 1856 Frank Rainey . State . 27 Institution for the Education of the Deaf and Dumb and the Blind. Staunton, Va ... 1839 Charles D. McCoy. State . 28 West Virginia Institution for the Deaf and Dumb and the Blind. Romney, W. Va 1870 John C. Co veil _ State . 29 Wisconsin Institution for the Education of the Blind. Janesville, Wis. . 1850 Mrs. Thomas H. Little. State . * From lieport of Commissioner of Education for 1874. t Deceased. a See Table XIX. b 400 volumes are in raised print. c For both departments. d 300 volumes are in raised print Numtcr of iuptrnctcrs and other STATISTICAL TABLES. 909 replies to inquiries hy the United States Bureau of Education. employments taught i ^ 2 -2 3 a. :3 ft o S *5 5 ;z; 9 a jO s . 'S| .2 a "o 3 ss Employments taught. Library. Property, income, &o. u o a 5 g o fci 50 i 5 3 5 JO 9 ti .2 '3 3 o a til ? a 00 Number of volumes. Average hiinual increase. Value of grounds, buildings, and apparatus. Amount of State or muni¬ cipal appropriation for the past year. ro 1© £ "S'? 2? rt* 2-2^. Ill Total receipts for the past year. Total expenditures for the* past year. 7 8 9 10 11 Vi 13 11 15 16 17 18 19 20 21 22 0 10 40 . ... ... .... ... 40 .... (a) (a) $0 (a) (a) 1 3 35 107 X X X X ... X &650 ... 830, 000 87, 703 0 $7, 941 ?'8, 585 2 0 20 84 (a) (a) 1, 574 c37, 574 (a) 3 3 54 144 X X X X d300 40 75, 000 13, 000 130 13, 130 12, 601 4 10 93 961 166, 000 31,000 1, 000 32, 000 32, 000 5 4 103 521 X X .... X 2, 500 523, 000 32, 500 0 34, 262 34, 182 6 14 120 317 X X X X 400 20 509, 000 26, 000 ..... 26, 320 .25, 600 7 1 40 X X 40, 000 9, UOO 9, 000 8, 988 8 6 85 353 X X X X X 800 200 100, 000 19, 380 180 32, 199 16, 979 9 1 21 63 X X 8, 000 0 8,000 6, 000 10 c2 c39 18 X X 20 c20, 000 clO, 000 c909 clO, 900 cel3, 159 11 15 51 173 X X ... X X X 110 10 25.5, 000 23, 000 1, 800 32, 236 23, 539 12 29 150 839 X .X X X ... X 735 ... 354, 715 30, 000 16, 206 68, 600 63, 960 13 26 {a) (a) (a) 14 1 20 3-2 .... X /314 35 25, 000 5, 000 5, 000 5, 003 15 1 36 180 10, 000 10, 000 0 10, 000 16 4 110 333 . ... X 500 20oj 000 21, 000 0 21,000 23, 500 17 24 163 309 X : X 40 50 324, 500 52, 500 61,941 47, 872 18 10 183 1, 172 X X X X . 600 p357, 052 44, 263 7, 785 83, 560 83, 498 19 2 76 300 X X X X (a) (a) 0 45, 000 (a) 20 4 152 863 X X 101 500, 000 60, 785 0 60, 785 59, 125 21 6 12 130 *200 2, 000 2, 000 2,000 22 67 207 835 X X X X X X 800 201, 000 39, 000 7, 668 85, 619 8.5, 401 23 (a) 24 16 52 175 X X X il, 03“ 80, 000 15, 000 0 30, 000 31,000 25 0 53 X X X 150 15 45, 000 10, 650 10, 650 10, 643 26 3 42 203 X X (ffi) (a) (a) c49, 949 c47, 787 27 1 20 20 X 50 (a) (a) (a) 28 3 82 236 X X X 200 85, 000 83, 000 *88, 745 *80, 395 29 1 c 16 43 (o) 4 « 86,046 of this were for building. /147 volumes are in raised print. g Grounds and buildings. A Apparatus. i 373 volumes are in raised print. *161,000 of this were for a new building. 910 REPORT OF THE COMMISSIONER OF EDUCATION. •aeqninji [ 0>I STATISTICAL TABLES, 911 of CommiBsioner of Education for 1874. Table XXL — Paut 1. — SlalifilicH of orphan mjilums — Coiitiiiuod. 912 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 913 ri'oiu Rliport of tbo Coniuiiaaiouor of Education for laTl Tablic XXI. — Part 1. — Statistics of orphan asylums — Continued. 914 REPORT OF THE COMMISSIONER OF EDUCATION. •uoi^wpiinoj 9onts sa^Boiaijo jaqcunafB^ox O ^ — I L. c< cf •8J90I50 j puB j.9 jagoiiix tiOT.;BnTraoa9p 9uoi§r[9a; ! ^ If - I ® ^ cc ^ C ^ r* i V ^ 30 *® • •-s 3 K cO • ::i'3 P ci K e~- _ _ 55.-:^ S S ^cc 5 O 0=1 oo 2 •-' SicS 5 a - ^ ai a lls^ o^ « s! — ?* on > ® •« o •nopBZIUBSjO JO .IBOJX. ^ L- 00 -I 00 T< L-^ — I m O O — O M C< M f- <» f- ‘O LT rj. LT>2 c- L- L": l- :3 i-. oooojoooooooooooxixooooaoooxiii j 'aoptJJocLioaai jo JOdJi W ciJ o 'Ti o Ci i> « r* o !'«•<— o t ao CO TO CD GO OO OO ( § • *5^^ -Ch^^oO©»o9 c^..£.a -Sc.S^’i'S;^ ® n%a C a a a a . .apa_2&a.>a'3£;5gc3 5 i- J 33 -S S-g E a-S-^" sc: ^ a a-S-c i® ®.a 3 ap- .. - So a 5 a ®’ >. ; ■ = o =^a<3.t: a ^p = ii3|^'|||=^‘S^ = l’>, ^&a-52®^5a: = rp n'S 5’S, s22&-gJ2?e3=?=i •a3= P'S ®0 a; * o x^' l=a b-S 2'= - ^ o|js2§2S§ooioo ccr-iccoOi-^PifUhsajai^cca: "-^1 iiii I ;2;o •jaqnin^ •OOr-OCOO— ' ^ o ir: irj Ifrom Hoport of the Coramisaioner of Education for 1874. Tablk XXI. — Part 1. — StatistiGS of orphan asylums — Continued. STATISTICAL TABLES. 915 '*> From Iteport of C'tftniUia'Bloiior bf Baocution for 1B74, Table XXI.— Part 1. — Statistics of orphan asylums — Continuod. 916 REPORT OF THE COMMISSIONER OF EDUCATION. g Ctf o Ah p a o.y -ptH b H © a '=‘1 ® c> ^ ^ o -3 0^3 II I 3 a> '2 'tH ©•43 11^ .4-) ^ 2 S c o3 ®( P^OO M a 03 i| 1§ 5’a'a a © 8 03 33 pop- aft ®l-3 a ® .2 • a >, B a M o o S® ^11 9 2 © w 1111#^ a a-s g.2‘S .33 a 2 §5 ^>Q H& c}> 9 a t> P O a a3 ® 3 n© a a a a ® <3* ® 'a a >=3c« P o bx,?; > O 0 S w . a SO ^3© I c3 apa rtS C3" ® 'a.'a a .a a a a -gO« 3 ® ^ 5 OdoO •jQqran^ STATISTICAL TABLES. 917 ^ ^ S S From lloport of tbo Cominiaslonor of Education for 1874. Table XXI.— Part 1. — Statistics of orphan asylums — Coutinued. 918 EEPORT OF THE COMMISSIONER OF EDUCATION. Orphanage . I Voluntary contributions STATISTICAL TABLES. 919 * From Eoport of tbe OommioBiouer of Education for 1874, Paut 1. — Staiiftrics of orphan (/.st/Zwws— Contiunecl, 920 EEPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 921 T-l T-I T-4 T-1 rH t-« iH r-i r-l rH iH s . § s s S SS *rroin lioport of tlio Comuiissiouor of Education for 1874. Table XXL — Part 1. — StatisUcs of orphan asylums — Coutinued.’ 922 REPORT OP THE COMMISSIONER OF EDUCATION. £■2 ii sij a 3 ■^11 Pitl rz I- ^ sMi Ijfii H iil S-5i tj c£ 1. I ^tl fll 111 II =j 11 1 1! ..pzi J II irs ss s II ."“I I- 1 3-2 S i IJ H III 1 1 J Hlr h H PS| }> P ©"S? 3 £ : fci:„ III -I M A I sjs Ii 1 3 ! 23 i i i : : ^ 1 U i : : <1 i i 1 ; j 1 si i 1 1 nil 1 ' • I is# &S3 >> cT •jaqmn^ a S a a g .S a S SS 5 S S 23 § STATISTICAL TABLES. 923 fi I pi 1 i.5 y ■ ii a II l« “I H ti l» Hi •H S |-| i . • .1 1 I I £ -n p. § 3 I llil 1 Ills C « =H 'L = o ^ 2 It ii £ y> !l! 33 I *Trom Iloport of the Comiuissiouer of Education for 1873. Table XXL — Part 1. — Slaih'^iics of orphan asylums — Contiuned. 924 REPORT OF THE COMMISSIONER OF EDUCATION. 1 •0S3.1J0 ! -m a^c.iOAY o ' s •saui;n[OA jo joqu'ix . O O . O O O S ■ 00 o ^ • — tit o s s o • o • o o o I s o S Instruction ; iiunibcr tiuight— •3[sa]Y • -r- 00 • (Jt • rp o cc Cl S : • cc •SoTAVCJQ ; O • ■ - O o C5 o O Cl 1 ^ i •»i;araq;Tj;Y | « 1 So ■ ^1 ; ^ r5 ^ ^ ^ ^5 ci ^ ^ ro ^ H o cc •Sapii^ j I S O i \ ; ;n;. o *0 O l o rs — 1 1-H o o cc Cl CO -p O Cl Cl ^ rc •SnipBa^i j ^ Ti O • 5 : § ^ o (7« 2 o o i> o r: o o o w rc Cl cc — 1 o ^ H irS ?5 1 1 c i S i O ■sSattpuiioj ' f, . . « ^ . -0 3^ j O o ri O • o o rj O 1 i.c C? 1 • •siiBq(l.io-jp;H 5 1 i t p O ^ ^ ^ ^ o o C5 O — < ct o oo ^ o Cl ro o c: o o tc Cl 00 r- cc re o •eacqdjo 1 1 ^ ?» j X) o o o u'^ L-: o 00 1-i Cl -N — t o 2 ^ ^ ^ ^ o Cl ' £ ^ •aSpjoj 1 ? 1 o o 1 " o o • C5 trt XI — » r- • • o -i ^ • t;i ct « C5 CO » • Ci • o O • O O -O O Cl o —• 1 GO Cl ^ •9Ap3^ L?!_ 1 00 O T-i — < — 1 O ‘O o • • o o *-• -H CO^^tCOr-l J • 00 • ^ O .-c O O 00 C: d o r-< Cl r- O O Cl rD = O O — ^ TT O O O 5* O O O* O O O O (N O O X) O O O — I O o -oso ■*- ° I a >-.i § a s 9 3 fl ^oSo-^-3® flaj3-5cg i:=!5 r-5-2-® ® ft.2 2-* 0.1- S O o^'S.o=2^-5 ; -3:/20S'^33®' c35a®o®a®i; r® — ?=nPoa:P<5aa:2 ;o- >•- 1^1; a| 55 'jaqinnx; STATISTICAL TABLES. 925 . t » . tr • . c? . § : : : :??> : : :2g : : : :22 : : 1; :iisl i : il 2Ss i o . list i’8s i :i8i i ; ; _r : ! : : : : *. = §2 = So s ^ i s ;2 ; : ;0 .50 .OO ; ;s : : i-* ; o ; O ‘■'^ :® ; ;sg = g = 55i| :go 2l5|g2 ou 8^182 ^2'55S|«S74K22 6i3^£2^ ffJoS -So £ 5???.??8|SIS2.?:22S5i5 2 2=^ .‘-'’gSS :So £ 8s8S|8S28|^lSi2£22 ^ ;0 ;» O • ; ;0 — o ■ o o : . O 1 J ; J^OOO ;2® ;'^ 540^ ;0 §3ri=i ;8 ^2- j- = 55P54oo^oo|:; s^sa'- 2 2 2 SssSS .x^ogot^^o54oox^o.x.ao SIS Og0054 2 : o ® : iS?;:. ^=^^82222 .§2?i ;®s® ^ • o o 30 t- — » S :SS55i sr^oS 8 ;;222 0.53 |0 5J^5i ■5i2~Qc3 -8 ■» o o o 0-0 o o o 0:S>'7i 00^00000^ — 0^000 oogooooooot-o •r5ot» CJ 54 - -o .-r^ooo-^ ' = 2|S;5?4fJ22o|S||?:Hg2^ > 54 O O O .-5 O O O ^5 - - O O O L- - 5J L. 82 = g|2£2S38?4 .gS2 : o. ^ O. O X X X X O - O .5 O 54 t- -5. i: o' : m ; 2'"’" lilSI r- o 5J .-1 o'" iliiiii oxo5f^''rro' I lil ^ ^ S5 I ro' ;i Iliis iO '=}■ O O-O-x" iiiiiglliSi K x" -T rf o' 'T 5f or n x" o' i i ; . -O IT. • • o : iSiSi L5'o'^--ro-' siliiii i -5.- 11 : o"-r : rH » I o' p. p.p_l t’ O 5- o' o'o" or Sii x" —' rf tt' 5f oT o' oT r-^ § : « : X- I iiii 3 i’f” 1= :iii i I pa": o 1"^ § I 5f ii :Si°ii •■■’■ ;■■■>'?' g'3 :r Jo" i”= il o' : cf 'E-lili. < I il =i=|,s e=i-5^ ^.< x- = o--^ |lf|il1l- ill till iti< ■= ; Jill Jllliltilillilllli <32<57- r- g =^ja IlHil ill ail I illti 11 1 1 ill IS lil it? Ill il ill-il lit!1|liJt|l|ll itl Q s.^ CQ CC 09 ^ « c i O 5^ C o O O o-^ o-.-s p,a ■•“§5 £ a'" s >. a >■ > • 'uopKziauSao jo CO CO GO L'^ ^9 _ _ CO'^OCOOCOCOO 00 GO 00 00 X' CD - GO t- O CO CO CO -00 00 X 00 CO o CO CO CO 00 00 x ■aoi^iijodiooni jo JG3_i • GO ^ lO ' • CO CO c • 00 00 X : ^ o CO CO CO CO CO ‘O CO 00 GO 00 GO 00 CO~C^CO~ CO CO CO X X 00 M ^ fe - -kS c ^ 1 ? p^' _ Ph -L S.'S ^ a.s_- .P3 a"E ® 2,2 'Soa'^cSP’Cai.Sts’So^Slaa g;2iMoP4,'2 o. . a a s e s ®:2 eo® o o c o o 5^ = Hwwwal's;^., a: "be 'to "in O a .2 ^ a a a c c cS S’c = c3rtc:cScScS®^-;;c! .aaa^.aa:4=c:)Ur?p= a. a. a, p. p. a. “ COCOOO tra2' 2S®0=:, "co C®®®®o"c3® l§ a 2a3 p o S a.® ® I p-uJ=a3 ~a3'n a c £ E rf cs •Ilf? ,c|00 2S2 — S2S^!a2 SSS oS'o'P-iiS'o r-ICNK-^OOt-aOOO— "G^a i a P'0' iPKtysc •j;oqain_ti From Eeport of the Commiesionor of Education for 1874. Taiilic XXI. — Paut ‘2. — SiatislicH of aoldicrn’ orpham' /tomc«— Conbinuocl. STATISTICAL TABLES. 929 59 I i of tho ConimiBalonor of Eduoation for IHT'l. Table XXI. — Part 2. — StatistiGS of soldiers'' orphans' homes — Continued. 930 REPORT OF THE COMMISSIONER OF EDUCATION. ® 5 S c « o = CiS^’ cS 'ft® ” c o o ^ £ o • S P c is p s g ■ drO 5° ^ t- 5 ® ? oO ft 'tLS hcs .5 £ bio ^ a d Ph r-'b • "2 C ft o •JOqiUUJs^ \ Taulk XXI. — Paim- 2 — Statistics of soldiers’ orphans’ /iodics— Continued. STATISTICAL TABLES. 931 Library, •9SB3Ja -ui i^naaB 9Sbj9ay M i o • • iSi® 11 •sainnxoA jo aaqiuux W w ],20() 500 1, 000 1,300 I i i fill .ill :_r 1 Instruction ; number taught — •oisnjt © w -2 S ^ . 2|-|2S-g| •gutALuad © •2 2 ^ : •opeaiqjtJY § 1 i it 2 S : f ii ii 2 S . §3|2|^3| •2u;pB03 § li ii S ^ : © tx C3 02 o •eSuTXpunod § w o o ■ • . o o o o o •eusqdio 2 g : ; ilii •suBqdjQ 2 :|2?52* 2 1 c5 tc C3 © ce P. •ograaoj ' § cJ * O 1-1 O o o o •aApex Cl 2 : S3 ilii © © 02 •pojo[oo § O O ri O 2 000=000000 •e^TdAt © am © m •0{BUI9d QC •0IBK o ® ci 3 •ojti^^ipuadxg; © ii i i I I : i : : irT j :il I ;s3f i III •eniooui 5 -1 : I i, : « :' .III -SS5 III sas' 'panj ^nanBouad jo (^anouiy s o o ; 2 ® S - 1 i 1 Soldiers’ Orj)liai)8’ Homo . Soldiers’ Orphans’ Homo . Soldiers’ Orplmns’ Homo . Soldiers’ Orphans’ Homo . Soldi(!rs’ Orphan Homo* . . Bridgewater Colored Soldiers’ Orphan School. St. Paul’s Orphan Homo . White Hall Soldiers' Orphan School . nouuers urpnan ^cnoo^ . Dayton Soldiers’ Orphan School . Harford Soldiers’ Orphan School . Soldiers’ Orphan School . ■>. Soldiers’ Orphan School _ _ Lincoln Institution . Phillipsbiirgh Soldiers’ Orphan School . RnlrliAiva’ I It |£ If ll I® II u *75 .Ci o Tadlk XXI. — Part 3, — Statwtica of infant asylums. 932 EEPOET OF THE COMMISSIOXEE OF EDUCATION. O 3 I I i I e 2 2 O I Table XXI. — Part 3. — Statistics of infant a«yZj6»ns— Continued. STATISTICAL TABLES. 933 jTable XXI. — Part 3. — Statistics of infant asylums — Concladed. 934 KEPORT OF THE COMMISSIONER OF EDUCATION. •08t?3.l0 1 I -at pnuuK W | •satnnisA jo jDqoin^ •ojenj\[ •oijauiq^uy •Sani.i^ •SnipBag •eSaT[prrnoj •saeqdjo •saeqdjo •aSpjo^q; •pajoioo ’OiiqAV •9[BU13J •9IBK 00 35 O CO -H at (M -N 00 M 00 rH O CO OO O •aan^Tptiadxg; 05 • ira 05 ■ -CJ" rt" 'cf •araoonj panj'jnanBuijed jo !)nnocuY ^ 3 p.fce ^ ^ m - fct .3 3.2 P-H O S &-• • O ^ Cj l§i BoS =!j § 2 1. ^ o o ® 3-2aFHl=l 2 ® J ol'SfciS cN Pw,® ■ P O >5 W,.2i^HOcc(^c/2 m udqiuu^ [ ^ (M « T lO Oi / 05 O 1-1 Oi From Report of Commissioner of Education for 1874. Tabi-k XXI. — Part 4. — Slatistics of miscellaneous cliarUies. STATISTICAL TABLES. 935 a Since October, 1871. h An average of 6, 500 lodgings per annum. c Tho average number of pensioners assisted annually is 360. Table XXL — Part i.—Sfaiwiica of miacellancous c/iarito—Continued. 936 EEPORT OF THE COMMISSIONER OF EDUCATION, •jaqunix 1 STATISTICAL TABLES. 937 Table XXI. — Part 4. — Statistics of miscellaneous eltariiies — Continued. 338 PEPOST OF THE COMMISSIONER _ OF. EDUCATION. ■ o i 'A > o I i o I O I I 5 I o '^0^0 O S I 3 •jaquinx .-c O t- 00 35 O 2 s s lor of Education for 1874 a In the schools ; in lodging-houses, under 18 ; for homes, under 17. Taijle XXI. — PAirr 4. — Stalifilics of miscellaneous charities — Continued. 940 EEPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 941 Table XXT. — Pabt 4. — Statistics of miscellaneous charities — Concluded. 942 EEPORT OF THE COMillSSIONEE OF EDUCxVTIOX. Library. •osBa.i.a -uiXnuauB 9oBjaAY e. O lO o * • o t . o . . M o d o ■ • lO • o Cl •S9nin[0A JO jaqranyx H lO CO o . o o o • o o ^ . r-i O o o iO o o . o o o . o o o • r-K CO wO o o C.C o o O d o Present inmates. 1 O a s •S' o Jli 3 •oisun o w Cl o .0 . o 05 •.8atAi'Ba(j Si ev C3 O O 1 o o •OTxaniqjTiY Q!0 O >:= O Cl jO o CO lO Oi 'O CO C3 CO d O 03 ^ ^ o •JiuiXT.iAi et O ~ O (M OO 4-» o CM O 00 o CO o CO O O 05 T-l r-1 CO O •SnipT?9jx «5 O o Cl 00 i- s rjj ro CO uo 03 O CO C3 C3 o CO O O 05 ^ 1-1 ^ o d to a rt xa a. t.. O i •s9ai[X)niio^ e? CO . o o o •Busqdao Jiv jj o . 'O o .d CO ^ O T-i 'T LO CC 05 CO o 03 •eanqdao W s< : : S CO o d C5 Cl © to a © Ph •aSt9j;o^ o o O 'O o O Ci o O i> r- o o o O CO o o o o rH • d fO (?l T-H CO o /- o ^ o o'® e 3, 000 3, .500 8G, 573 3, 000 •omooai TJ* CO ♦ • o ^ ! ! o »o o O 30 O LO CO -H Cl O 30 o »o O C3 o 2, 121 25, 000 2, 500 11, OOJ o o 0—^00 (M uc O O ^-Tccr ir GO (M •pnnj !ja3m3ai.T9d jo 'lanomY H (M • w) • w 4 « o o irf W o o o cT C3 O o o o o rS o' CM 50, 000 10, 000 0 ■ o n o S o fco o B O Xa c ci) a o .jr . Ci. 50 O ai> da, lallliaili § B o a a ..rS tc 'w o 3 « a ® « ® cs MCC Ph I -aequiaii 3 ® 2* ° ^ 5 cs 1-3 g o *^.2 = a <1 a a a H ij ® aiH = ■-£.2 0 So 8 'w a _ a o ® yj ace 2-^ o a S a M a c a ^ ^ *3 bo ® ” S!a § c.2-r o r- * ^ 05 a br— -3 5 a':^ ® a .— +3 a a» a a o a a § o OW "(ll a > . 3q ^ §0 a o a 5 £ c: o a ® CO a a a a a d-- ® r=l S' ^ a ® i2 ® + tdM 2 0.2 a ^ a o ce 'd'® « ex ex si ex Table XXI. — Paut'5. — Slatistics of industrial sc/iOoZs— CoDcludcd. STATISTICAL TABLES. 947 >> :2 •gsBOJO -m xBonoB aSK.m.vY « . . o • • ' 1 1 r>< 1 ■ f : : earanioA jo aaqrati'^ CO LO o o . • o t-* ^ o • . o o o o o o o o o o O (-» o r-( CO C© o CO 1 'cS S © aa © tM Ph Instruction ; number taugbl— •oisnjt e CO • to »-0 CO ) ) • 1 •Soi^iJ^ § ' ' O to 04 X> O lO « CO O'. 04 to to 04 o CO CO 00 o o 04 OJ CO tH 04 O * c© • •SuipBaa; n I to to CO O O — ' . CO 2 2 ■'^ '^ o CO 00 40 o 04 o CO ri ct o i c© . c fcc O •sSunpunod to it o i i • ■ o o O 1 •suBqdjo Jiuji n O ! to 05 — ' CO • C5 04 O o o m Y-i 04 o o O 00 •suBqdao 90 it O O Tj r; 1 04 O ro to .04 O o o T-j r-. CO CL> 04 ' o CO T-( CO 05 04 6 fcc B p o p •uSpiod it ' it :g2? ^ ^ S ! 04 04 1 O o 1 •9AriBs;T; it O O 05 i GO 04 CO Ol . i-t 04 O i CD 04 C5 . 04 o 04 © © B •pojoioo e it O O O (M ■ lO o CO 04 O OO CD C5 O CO 04 04 4.0 C3 ^ o CO . T-t o c^ i O O O O CO ' c; t© T— 1 CO •aiBK o o CO o ^io O C5 O 00 lO o O (M iH Ct 04 O O O t-H •ajnjtpnadxg; e H |1, 500 5, 500 3,910 4, 1.50 1,000 34, 326 4, 855 ■ O t^ . 40 OD . GO O I i-T to" 1 T-! G4 c© o iO 40 to ^© 04 - -90100111 10 O • ‘ o o o O • . O iO o lO t » o o * lofiOTiT • 1 04 O 4© I'- co'co* CO I O I I § 1 ^ • 04 04 CO r* C5 i> »0 i-Tco’' •pmij (joairetnaad jo ^tmooiY H O ' o o 1.0 o * . CO o I o' o o o o o o o o 5= fcjo^ ■ .2 — I L .5 2>i; 2 o - ^ ■ ^ I-Q •H 1 ® O at) O- 52 O 05 ^ a o ■gi: ®fla2r O r K F^d ® ■so'^v.-S^ O fl ® f-i - §l|||: s&a3'^' 0002 3QV S ® |l d a cS c3 "S ® &a 2 ^ t3 ® -5 ^.—,+3 ov O g A.2 o ® o §”.20 .5 o o O 02 gSI g - fl ® = "3 'Ji >'.'3 g c >-.S‘o -S -p.-^ 0.2cc 5:231111.2.1 > is _2 ® •2'S §5 > OQ © s © a a aT-^? c ® a 213 li^l a 43 a ojc_^ »T3 O C .a § a.a 1.1 fct‘3 p '■ . d H .= p-2 i o-a . IPOPQO!^ 0.2 o C f-l o p a § 0P3:M^.a M 2-5 0 O OO ^Pllli ; O a I g-jj go _ o ©^ [ 2 ®-^ ■ o-g Ofij'p 02 02 gta P 1 a 53 ro .a'2^ Om52 •jaqtmix; j iNCO'^OOt’QOOSO. rrom Ueport of tbe Commissioner of Education for 1874. 943 REPORT OF THE COMMISSIONER OF EDUCATION. List of orphan asylums, soldiers' orphans' homes, infant asylums, miscellaneous charities, and industrial schools, from which no information has been received. Name. Location. Part 1.— Orphan Asylums. Male Orphan Asylum and Industrial School . Protestant Orphan Asylum . Eoman Catholic Female Orphan Asylum . . Eoman Catholic Male Orphan Asylum . Sheltering Arms . Cobbs’ Orphan Asylum . Pacific Hebrew Orphan Asylum and Home Society . St. Boniface Orphan Asylum . . St. Francis Orphan Asylum for Girls . Female Orphan Asylum . . ^Methodist Orphan Home . Homan Catholic Orphan Asylum . Episcopal Orphans’ Home . Homan Catholic Orphan Asylum for Girls . . Homan Catholic Orphan Asylum for Boys . Chicago Xursery and Half-Orphan Asylum . St. Aloysius Orphan Asylum of St. Boniface Church . Homan ‘Catholic Asylum - . . Community of the Poor Handmaids of Jesus Christ . Protestant Orphan Asylum . St. Ann’s Orphan Asylum . St. Vincent’s Orphan Asylum . German Orphan Asylum . . St. John’s Orphin Asylum . German Protestant Orphan Asylum . Louisville Presbyterian Orphan Asylum . Masonic IFidows’ and Orphans’ Home . Presbyterian Orphan Home . Protestant Episcopal Orpltan Asylum . St. Vincent’s Femitie Orphan Asylum . . . Orphans’ Home . St. Vincent’s Orphan Asylum . Asylum for Colored Female Children . Beauregard Asylum . Mount Carmel . . Hew Orleims Orphan Asylum . . Orphans’ Home . . Protestant Episcopal Children’s Home . . Poydras Asylum . St. Joseph’s Orphan Asylum . St. Mary’s Orphan Asylum . . St. Theresa Female Orphan Asylum . . Vidows' and Orphitns’ Asylum . . Annapolis Orphan Asylum . Gorman Orphan Asylum . . St. Francis Orphan Asylum for Colored Children . The Kelso Home for Orphans of the Methodist Episcopal Church of Baltimore . . State Alms-House (Orphans’ Department) . Protectory of Mary Immaculate . St. Patrick’s Orphan Asylum . . . State Alms-House (Orphans’ Departnient) . City Orphan Asylum . Chnrch Horae for Orphans and Destitute Children . Children’s Home . St. Joseph’s Orphan Asylum . Orphan Asylum . St. Mary’s Orphan Asylum . Home of Guardian Angel . Methodist Orphans’ Horae . 1 . Mulanphy Orphan Asylum for Females . Protestant Orphan Asylum, (German) . St. Bridget’s Half Orphan Asylum . St. Joseph’s Half Orphan Asylum . St. Mary's Female.Otphan Asylum . Mobile, Ala. Mobile, Ala., (Dauphin IVay, west of Broad.) Mo’oile, Ala., (corner of Conti and Claiborne streets.) Mobile, Ala. . (La Fayette street,north of Dauphin Way.) Mobile, Ala. ilontgomery, Ala. San Francisco, CaL San Francisco, Cal. New Haven, Conn. Wilmington, Del. Macon, Ga. Macon, Ga. Savannah, Ga. Ssvannah, Ga. Washington, Ga. Chicago, Ill. Quincy, HI. Fort Wayne, Ind. Hesse Ca'ssel, Allen County, Ind. Indianapolis, Ind. Vincennes, Ind. Leavenworth, Kans. Covington, Ky. Covington, Ky. Louisville, Ky. Louisville, Ky., (211 5th street, near Walnut.) Louisville, Ky. Louisville, Ky., (606 Preston street, near St. Catherine.) Louisville, Ky. Louisville, Ky.’ Baldwin, La. Carrollton, La. New Orleans, La., (Hospital and Conti streets.) New Orleans, La., (Pauline between St. Claude and Hampart streets.) New Orleans, La. New Orleans, La., (Camp and Clio streets.) New Orleans, La., (Tth .«treet,between Magazine and Constance streets.) New Orleans, La., (St. Charles street, 6th district.) New Orleans, La., (Magazine street, bet. Leontine and Peters avenues.) New Orleans, La. New Orleans, La. New Orleans, La. New Orleans, La., (St. Claude near Pauline.) Annapolis, Md. Baltimore, Md. Baltimore, Md., (corner Cha’se and Forrest Place.) Baltimore, Md. Hampden County, Mass. Lawrence, Mas.s. Lawrence, Mass. Plymouth County, Mass. Salem, Mass. South Boston, Mass. Springfield, Mass., (Buckingham street.) St. Paul, Minn. Shakopee, Minn. Natchez, Minn. St. Louis, Mo. St. Louis, Mo. St. Louis, Mo. St. Louis, Mo. St. Louis, Mo. i St. Louis, Mo, St. Louis, Mo. STATISTICAL TABLES. 949 List of orphan asylums, soldiers’ or2)ha)is’ hom/'S, c^ c. — Continued. Xamo. i • Location. Paut 1.— Okphax Asylums— Couclutled. S*^. Philomena Orphan Asj’liim ami School . , S;.ate Orphans Home . . St. Viuceui’s Male Orphan Asylum . Tvoman Catholic Asylum for Boys . St. Joseph’s Orphan Asylum . St. Joseph’s Boys’ Orphan Asylum . . St. Mary’s Orphan Asylum . St. Joseph’s Orphan Asylum . St. Patrick’s Orphan Asylum . Boman C.atholic Xew Orphan Asylum for Girls . Roman Catholic Orphan Asylum for Girls . Roman C.atholic Orphan Asylum for Boys . St. Vincent de P.anl’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 . House of the Good Shepherd . . . St. John’s Catholic Orphan Asylum for Girls . St. Vincent’s Male Orphan Asylum . Oi'phan Asylum . Colored Orphan Asylum . House of Preservation of Children . St. Aloysins Orphan Asylum . German Orphan Asylum . St. Joseph’s Orphan Asylum . St. Mary’s Female Orphan Asylum . St. Vincent’s Male Orphan Asylum . Asylum of Franciscan Sisters . Citizens’ Hospital and Orphan Asylum . . St. Vincent’s Orphan Asylum . German Catholic Orphan Asylum . Protestant Orphan Asylum . St. James’ Orphan Asylum . Home for Destitute Colored Children . St. John’s Male Orphan Asylum . St. Vincent’s Orphan Asylum . Allegheny County Home . Children’s Friends’ Society . Boys’ Orphan Asylum, (Roman Catholic) . Catholic Female Orphan Asylum . Charleston Orphan Asylum . Hebrew Orphan Asylum . . , . Palmetto Orphan Asylum . Roman Catholic Orphan Asylum . County Asylum, (Orphans’ Department) . Protestant 'House of Industry . Orphan Asylum . Methodist Orphan Asylum . St. Mary’s Orphan Asylum . St. Paul’s Orph.an Asylum . Colored Orphan Asylum . St. Joseph’s Orphan Asylum . St. Paul’s Church Home . Protestant Orphan Asylum . . St. J oseph’s Orphan Asylum . Taylor Orphan Asylum . Rom.an Catholic Orphan Asylum . . . St. Joseph’s Male Orphan Asylum . .* . St. Vincent’s Female Orphan 'Asj’lum . Washington City Orphan Asylum . . . St. Genovefe, Female Orphan Asylum . St. Vincent’s Male Orphan Asylum . Part 2.— Soldiers’ Orphan's’ Homes. Hnion Orphan Asylum . Soldiers’ Orphans’ Home . Union Home and School . . . . Soldiers’ and Sailors’ Orphans’ Home . The National Homestead . St. Louis. Mo. Carson City. Nev. Albany. N.' Y. Brooklyn, N. Y. Brooklyn. N. Buffalo, N. Y., (Limestone HiU.) Clifton, Long Island, N. Y. Erie, N. Y. Newburgh, N. Y. New York, N. Y., (Madison avenno and 53d street.) New York, N. Y., (near 5th avenue and .53d street.) New York, N. Y., (5th avenue and 53d street.) New York, N. Y. New York, N. Y. Ouond.ago Hill, N. Y. Rochester, N Y. Rondout, N. Y. Syracuse, N. Y. Utica, N. Y. Utica, N. Y. Utica, N. Y. Utica, N. Y. Mars Hill, N. C. Cincinn.ati, Oluo. Cincinn.ati, Ohio. (Jincinnati, Ohio. Cleveland, Ohio. Cleveland, Ohio. Cleveland, Ohio. Cleveland, Ohio. Delphos, Ohio. Tif&n, Ohio. Toledo, Ohio. Allegheny, Pa. Allegheny, Pa. Lancaster, Pa. Philadelphia, Pa. Philadelijhia, Pa. Philadelphi.a, P.a., (16th and Wood streets.) Pittsburgh, Pa. Providence, R. I. Charleston, S. C., (77 Cannon street.) Charleston, S. C., (corner of Meeting and Chalmers streets.) Charleston, S. C. Charleston, S. C., (Broad street, cor¬ ner Court-House Square.) Columbia. S. C. Memphis, Tenn. Nashville, Tenn. Nashville, Tenn. Burlington, Vt. Norfolk, Vfu Norfolk, Va. Norfolk, Va. Richmond, Va. Richmond, Va. Richmond, Va. Milwaukee, Wis. Milwaukee, Wis. Racine, Wis. Denver, Colo. Washington, D. C. Washington, D. C. Washington, D. C. Vancouver, Wash. Vancouver, Wash. Baltimore, Md. Trenton, N. J. New York, N. Y. Xenia, Ohio. Gettysburg, Pa. 950 REPORT OF THE COMMISSIONER OF EDUCATION, List of orphan asylums, soldiers^ orphans' homes, cf’C. — Coutinued. LocatioD. Part 2.— Soldiers’ Orphan's’ Homes— Concluded. Pressler Orphan Home . Soldiers’ Orphan School . Soldiers’ Orphan School . Educational Home for Boys . Soldiers’ Orphans’ Institute . Soldiers’ Orphan School . National Soldiers’ and Sailors’ Orphans’ Home . Loisville. Pa. Mercer, Pa. Mount Joy, Pa. Philadelphia, Pa., (corner 49th street and O-reenvray aveune.) Philadelphia, Pa., (23d and Brown streets.) Titusville, Pa. Washington, D. C. Part 3.— Ixfaxt Asylums. Xursery . . . . St. Vincent Infant Asylum . . St. Vincent’s Infant Asylum . Massachusetts Infant Asylum . St. Mary’s Asylum for Foundlings and Infants Harsery of the Church of the Holy Communion. Infants’ Xursery and Hospital . . Hartford, Conn. Xew Orleans, La., (corner Magazine - and Race streets.) Baltimore, Md., (corner Townsend and Division streets.) Brookline, Mass. Buffalo, X. Y. Xew York, X. Y. Randall’s Island, X. Y. Part 4.— Miscell.axeous Charities. Sheltering Arms . Magdalen Asylum . Home of the Friendless . . . Hebrew Widows’ and Orphans’ Society . House of Shelter . Trinity Church Home . Atlanta Benevolent Association . The “Abraham Home” . St. Vincent’s House of Providence . Home for the Friendless . . Asylum and Manual Labor School . Asylum of Immaculate Conception . Home for the Destitute . Mater Dolorosa . Sooiete Francaise de BieuMsance . Home of the Good Shepherd . The Home . Home for the Friendless . House of Shelter . Lutheran Orph.an Asylum and Hospital ....* . Ingleside Home - . , . St. Stephen’s Home . . . Home for Friendless . St. Luke’s Home . Girls’ Lodging House . Home for Training Young Girls . Xewshoys’ Lodging House . St. Mary’s Free" Hospital for Children . Old Ladies’ Home . Children’s Home . Home for the Friendless . St. Joseph’s House of Providence . St. James Church Home and School . Home of the Friendless . Union Bethel and Xewshoys’ Home . , . Bethel Home . . . Cleveland Industrial School . ! . Church Home . 1 _ Pittsburgh and Allegheny Home for the Friendless Home for the Friendless . AimwelJ School Association . Pennsylvania Industrial Home for Blind Women... Church Home . Home for the Friendless . Bethel Home for Boys . Children’s Hospital of the District of Columbia . : . . . I Mobile, Ala. San Francisco, Cal., (Porter’s avenue, near 21st street.) Fair Haven, Conn., (Clinton avenue, corner Pine street.) Hartford, Conn. Hartford, Conn. Xew Haven, Conn. Atlanta, Ga. Savannah. Ga. Chicago, Ill. Indianapolis, Ind. Lafayette, Ind. Xew Orleans, La., (350 Chartres st.) Xew Orleans, La., (MagnoUa and La¬ fayette streets.) Xew Orleans, La., (Cambronne and 3d streets, Carrollton.) Xew Orleans, La., (St. Ann, between Desbigny and Roman streets.) Baltimore, Md., (corner Mount and Hollis streets.) Baltimore, Md., (Albemarle .street, near Plowman.) Detroit, Mich. Detroit, Mich. Kirkwood, Mo. Buffalo, XL Y. Buffalo, X". Y. Xewburgh, XL Y. Xewburgh, X. Y. Xew York, X. Y., (27 St. Mark’s Place.) Xew York, X. Y., (41 7th avenue, corner 18th street.) Xew York, X. Y., (9 Duane street.) Xew York, X. Y., (407 V'est 3ath st.) Poughkeepsie, X. Y. Rochester, X. Y. Rochester, X. Y. Syracuse, X, Y. Wilmington, X. C. C-incinnati, Ohio. Cincinnati, Ohio. Cleveland, Ohio. (Cleveland, Ohio. ' Allegheny, Pa. Allegheny, Pa. Harrisbu rg. Pa. Philadelphia, Pa. Philadelphi.a, Pa., (3921 Locust et.) Pittsburgh, Pa. Pittsburgh, Pa. Memphis, Tenn. I Washington, D. C. STATISTICAL TABLES. 951 « Lht of orphan asylums, soldiers’ oyphans’ homes, ifc. — Concluded. K’ame. Location. Pakt 4.— Miscellaxeous Charities — Concluded. Church Home of the Upiphany . St John’s Hospital for Children . Washington, D. C. Washington, D. C. Part 5.— Industrial Schools. Industrial School . Industrial Home . Industriiil School . Industrial School . St A-lphonsus Industrial School . St Elizabeth House of Industry . . Industrial School and Model Harm, .Holy Cross... . San Francisco, Cal. Savannah, Ga. Rockford, Ill. Sugar Grove, Ill. Rew Orleans, La. Rew Orleans, La. •New Orleans, La., (Refinery and Levee • streets, near Convent.) ^dustrial Home of the Ladies’ Relief Association . St. Mary’s Industrial School for Boys . St. Vincent’s Industrial School . St Vincent’s Industrial School . Industri.al School, or St Paul’s Female Orphan Asylum . Martha Industrial School . St Mary’s Indilstiial School . Industrial School of the Conyent of Mercy . Children’s Aid Society Industrial School . Baltimore, Md. Boston, Mass, Newark, N. J. Albany, N. T. Brooklyn, N. T. Buffalo, N. T. Buffalo, N. Y. Greenbush, N. T. New York, N. Y., (rear 120 West IGth street.) Industrial School . . New York, N. Y., (306 4th st., corner avenue C.) Industriiil School . Industrial School . New York, N. Y,, (93 Crosby street.) New York, N. Y,, (25th street, corner 8th avenue.) Industrial School and Boys’ Lodcting-House . Industrial School of the Sisters of Mercy . "Wilson’s Industrial School and Mission. . Trinity Church Industrial School . . St John’s Industrial School . Maiy Warren Free Institute . Industrial Home of the City of TJtica . Industrial School . . . . . . . Industrial School of Guardian Angels . Industrial School . Home of Industry . . . Industrial Home for Girls . Protestant House of Industry . . . New York, N. Y., (709 East 11th st.) New York, N, Y. New York, N. Y. Rondout, N. Y. Syracuse, N. Y. Troy, N. Y. Utica, N. Y. (Cincinnati, Ohio. Cincinnati, Ohio. Toledo, Ohio, (502 Erie street.) Allegheny, Pa. Philadelphia, Pa., (762 South 10th st.) Nashville, Tenn. 952 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXII. — Statistics ef reform schools for 1875 ; i j Name. I Location. a 3 (C o o n p Control. 2 3 4 Connecticut Industrial Scliool for Girls . Middletown, Conn .... 1870 Corporate . ITest Meriden, Conn .. Chicago, Ill . 1854 State . 1863 Pontiac, Ill . 1871 State . Indiana Reformatory Institution for W omen and Girls. Indianapolis, Ind . 1873 State . Plainfield, Tnd _ 1868 State - _ Eldora, Iowa . 1868 State . Cape Elizabeth, Me ... Baltimore, Md . . . 1852 State . 1855 State and municipal . . Directors . The Maryland industrial School for Girls* . . Orange Grove Station, 1866 B. & 0. R. R., Md. Boston, Mass . 1856 Municipal . Boston, Mass . 1827 ^Municipal _ . Lawrence, Mass . 1875 Municipal . Lowell, Mass . 1851 ilunicipal _ . ilonson. Mass . . 1866 State _ Salem, Mass . . 1870 Private _ Westboro, Mass . 1847 State . TTorcester, Mass . 1863 ^fnnicipal _ Detroit House of Correction* . Detroit, Mich . 1861 Municipal . Michigan State Reform School . Lansing, Mich . 1856 State _ _ Minnesota State Reform School . . St. Paul, Minn . 1868 State . House of Refuge . St. Louis, Mo . 1854 Municipal . Ne"w Hampshire State Reform School . Manchester, N. H _ _ 1854 State . New OTersey State Reform School* . Jamesburgh, N. J . 1867 State . . Truant Home, New Dots . Broohlvn, N. Y . 1857 Municipal . House of the Good Shepherd . East New York, N. Y., 1857 Sisters of the Good Home for "W^omen* . (East Eighty-ninth street, East River.) New York, N. Y., (273 Water street.) New York, N. Y., (Eighty-sixth street.) New York, N. Y _ 1867 Shepherd. House of Mercy* . . . 1854 Trustees . House of Refuge . 1825 State . . . House of the Holy Family Association for New York, N. Y.. (136 1870 Befriending Children and Young Girls*. Industrial School . . . Second avenue.) New York, N. Y., (Hart’s Island.) New York, N. Y., (110 Second avenue.) New York, N. Y . 1868 Municipal . The Isaac T. Hopper Home . 1845 Private . The Midnight Mission* . 1867 Trustees . New Yorlc Catholic Rrote.ctory . . . Westchester, N, Y _ 1863 . 1 FfmiQA nf 'RA'fncrA ... Cincinnati, Ohio . 1850 Municipal . TT mile of Refn cro arid Correction* _ _ Cleveland. Ohio . 1870 Municipal . TliA T^ptrpflt . . Cleveland, Ohio . 1869 Private . TJpfnrm Lancaster, Ohio . 1858 State . Ohin Tnfln<5t.Tifl1 RpTinnl* Lewis Centre, Ohio ...j Toledo, Ohio . i 1869 State . TTnnse nf Refno-e* _ _ 1875 Municipal . TTnn CA n-p 'Rp'Tn (TA (pnlnrAfl HApnrfmpTit)* 1 Philadelphia, Pa .' 1850 State . Thp Aridnicrlit ATissinn ... Philadelphia, Pa., (919 [ Locust street.) 1 Wilkensburgh, near i 1868 Private . i 1 Sheltering Arms . 1873 Ladies’ Christian As¬ 1 Rrewidence Reform School _ _ Pittsburgh, Pa. | Providence, R. I . ! 1856 sociation. • Municipal . A^pT’Tpnpf. T?Afnrm Schnnl Y er f’^ennes, Yt _ _ _ 1865 State . ■ Tni^ncfriQl ft'pTinnl ■fnr W^aukesha Wis _ 1860 State . n-irlsi’ T^pfnrm ScTinnl b . . _ . Washin'W)n, D. C . ' 1873 United States . I 27 *From Keport of the Coiii oiiaaioner of Eiucation for 1874. STATISTICAL TABLES, 953 from replies to inquiries hy the United States Bureau of Education. Superintendent. X umber of teachers or officers. Conditions of commitment. Age. Other conditions. 1 7 S ! 2 10 8-16 9 11 10-16 5 . 7-20, (17) 8-16' -1 ® Under 15 12' 8 6-lS 10, 4 Under 18 2' 2 8-16 17' 6 7-21 1: 2 Under 18 Sheldon X. tlockwell . . 'Edw.'ird Ingham . Brother Ceciliau .... J. D. Scouller. M. D . . . Sarah J. Smith . Frank B. Ainsworth Charles Johnson .... Eben IVentworth Charles A. Leas . John E. Bo we . John C. Whiton . John G. TThiton . X. Porter Brown . Lorenzo Phelps . . Horace P. Wakefield.. Charles A. Johnson . .. Allen G. Shepherd _ John Farwell . M. V. B,>rgman . Frank AI. Howe . Ber. ,J. G. BLheldoffer, D. D. John D. Shaffer . John C. Bay . James H. Eastman _ Charles Demerest . Mother Marv of St. * Magdalen Clover. Bev. W. W. Boole . | Sister Mary . ! Israel C. Jones . : Mrs. Mary C. I). Starr, president. Laurence Dunp h y , (warden.) Miss Alice K. Pearson Miss E. Black . Brother Teliow and Sister M. Helena. H. A. Moufort . W. D. Patterson . Mrs. E. P. Lord, (mat¬ ron.) G. E. Howe . John Xichols, M. D . . . Worth E. Howe. J. Hood Daverty . Bev. S. E. Appleton, !. (president.) j Hessy B. Miller, (mat- . ron.) James M Talcott . i William G. Fairbank. .! A. D. Hendrickson _ siou of ofiences against the laws, &;c. Conviction of crime . Offence.^ against the law, vagrancy, and incorrigi- bihty. Any ofiences punishable by imprisonment in State prison not for life. Vagrancy, larceny, vicious conduct . Vagrancy, incorrigibility, poverty, Ac . (5) 11 2: 1' . (20) 21 23i (a) ' Poverty . 7- 16 Truancy, larceny, and vagrancy . 8- 16 Committed for mild offences..... . 6- 16 Truancy, larcenv, vagrancy, and stubbornness. 3-ie Petty crime and poverty . 10-16 Committed by parents . 7- 17, . . . 7-16 Truancy . 10-16 Offences amenable to law . 20 4 Under 16 Commitment by courts . 21 3-16 Being abandoned, guilty of crime, or misdemeanor, or incorrigible. 8-16 Crime against the State . . 5-14 Insubordination and truancy . 72| 14 or over Desire for reformation, or being in danger through I disorderly conduct and associations. 1; 3l' 1 (4) 11 9^ Over 12 Must be fallen women . 24 16 or un- Must be j uvenile delinquents. 2 (10) 47 16 or un¬ der. ; From 12 10-21 ' 12-40 ' Must be depraved or fallen, or in danger from sur¬ roundings and associates. T oluntary application . jB2 7-14 6-18 8-20: Truancy, vagrancy, and petty crimes . . Commitment by police court or justice of the peace. 6-18 7-16 8-16 8-16 Under 30 Crime, vagrancy, vicionsness, or being in circum¬ stances of waut, exposure, abandonment Ac. Petty crimes, incorrigibility, or commitment by parents or guardians. Under 18 10-16 Committed by parent or guardian 10-16 Commitment by court, vagrancy, incorrigibility... Xo limits Vagrancy, vice, crime, desertion, prostitution, sen- • tence by court, Ac. Within minority. bXot yet re-opened j waiting for huildings. 954 REPORT OF THE COMMISSIONER. OF EDUCATION Table XXII. — Statistics of reform XoTE,— X indicates the studies Xame. Connecticut Industrial School for Girls . Connecticut Eefoma School * . St. Mary’s Eeformatory* . . State Eefomi School . Indiana Eeformatory Institution for Women and Girls. House of Eefnge . Iowa Stat« Eeform School . State Eeform School* . . House of Eefu^e . . The Maryland Industrial School for Girls* _ City of Boston Alms-House School* . House of Eeformation for Juvenile Offenders*.. Lawrence Industrial School . . Lowell Eeform School . . State Primary School . . Plummer Farm School . State Eeform School . Worcester Truant Eeform School* . Detroit House of Correc'Kon* . . Michigan State Eeform School . Minnesota State Eeform School . . House cf Eefuge . . Xew Hampshire State Eeform School . Xew Jersey State Eeform School* . Truant Home, Xew Lots . House of the Good Shepherd . Home for Women* . House of Mercy* . House of Eefuge . House of the Holy Family Association for Be¬ friending Children and Young Girls.* Industrial School . The Isaac T. Hopper Home . . . The Midnight Mission* . Xew York Catholic Protectory . House of Eefuge . Home of Eefuge and Correction* . The Eetreat . State Eeform School . Ohio Girls’ Industrial School* . House of Eefuge* . House of Eefuge, (colored department)* . The Midnight Mission . Sheltering Arms . Providence Eeform School . Y ermont Eeform School . Industrial School for Boys . . . Girls’ Eeform School . ! . 10 153 13 ITS 11 2,314 85 28 218 20 138 137 373 264 377 160 941 212 95 38 214 39 11 190 103 208 51 12 141 8 2, 335 108 25 161 9 114 131 516 262 237 171 839 203 71 22 209 23 Present inmates. Sex. 13 13 328 135 142 255 81 284 26 36 364 31 353 15 40i 220 104 186 85 184 1,305 60 12 133 1,341 200 82 0 478 0 98 Eace. 14 15 Xativity. 16 30 79 226 100 1 50 21 603 40 1 31 301 138 255 31 108 294 25 37 493 29 341 15 95 43 79 1, 426 1,940 214 30 455 149 0 13 13 188 403 27 105 124 125 315 82 42 250 187 203 al21 352 €30 185 17 23 3 a242 1,264 55 '■469 159 151 202 332 From Eeport of Commissioner of Education for 1874. STATISTICAL TABLES, 955 schools for 1375, tj-c.— ContiaueJ. aml.inJustiies taught. Present inmates. Studies. M 6 aj J' s s P- s Illiterate when committed. ^ * 3 & £. d : p — ■■5 1 35 ^ ^ d § 1 o 4S 5 ^ ■ 3 ^ — = a: 1 j6 ' 1 ^ < u i 0 : 1 1 X 1 0 ■ j 1 •3 1 1 Li Jil - i > 1 1 -1 ! 1§ 19 30 21 •23 34 26 27 2S 29 30 31 3-2 _ _ J 33 34 35 _ 1 36 37 3S i 26 .... 21 26 30 21 All V It’ * ^ i ..... _ j ■ _ ...1 3 35 140 113 140 130 X X ; X 1 X I....I .... -i j....i X i X j 26 .... 54 _ 124 41 61 61 59 All 48 All 60 X X ... .1 X . - . . j .... X X ■ ;; j _ .! _ 1 1 * - - 1 239 109 V X ... 1 X 1 i i i X I.... X ...-,..-.j j.... 1 20 44 1 X _ X 1 X 1 X 35 0 57 163 35 81 1 X 1 X 1 13, _ 4 8 6 9 ' 9 6 X ' X ■ I ' X 22 ... ! ^ 1 X ' . . . ....1 1 X 21^ 77 14 29 69 132 • 26 ' CO j X X X X ' 2' 8 4 12 13 ' 4 8 ! X _ j X 1 X _ 21 26 i ^ 8 X X _ ■ X 0 0 1 s 0 9 X X i al ' a5 a42 all? a7 o34 X j X X hx" X X 0, 7 0 0 12 0 3 X X 1.... 261 ' 200 X i X . ... 1 ... i X i:v. 12 3 1 13 ; . 1 1 . 1 1 1 120 ' X j X i 30* 129 20 34 100 1 40 198 53 21 90 40 44 ! 60 X X X X X ! ■ 14 .... 12 13 G5 1 36 ; 29 90 ] X X _ i ' i . j 11 1 6 59 t402) 147 1 193 1 X .. . . X X X 1 i 1 - X ! X .... 1 4!... 4 1 5 9 .. j i... I n3^3j a7 o3 1274 al6'' 1 ^ 1 553’ .... 164 86 575 470 130 195 ■ ^ X X X ■ X 1 20 _ 21 12 i 35 144 ' 61 40 • X .... X X X 1 1 1 13 49 ! X ^ . . X . i X :5 1 J. > M j : it 1 ■cc ; li 2 ’ : 0 ■ 61 63 64 65 ! 66! 6? os 69 70 ! X X X ... ....1 .... ....1 ....1 X X .... X .... ■■“i ....l 1 ....1 - ...I 1 X ....j j.... . - - .j **"l X X X 1 1 1 --- r i X j.... l'“' 1 X 1 X X 1 " 1:::: i X i.... i ^ !.... X I-... X j.... X I . I.... ! 1 - u 'A - Library. | 1-5 . 3 o 5 ri 1 7*2 73 ; 74 75 216 2, 279, 1, 500j . 407 . 165, 733 421 1.429 2, 303 119j . ■I- 1,300 1, 500; 50 100; 300 $152 2,= 145 9t 4,514 34'. 1, 146', 2, 779, . 6S|. 4, 512 180; 1.5, 187i . 1, 6I2;. 231 3, 412; 800; 50, .5001 4001 1, 400 1, 8OO; 300' 400, 700i 500 525 600 600 2, 363 120 1,061 2, 040 850 30G 400^ 25o! , 50, 146 20 200 00 150 00 120 M) 172 00 166 00 150 00 290 00 154 61 106 21 115 0C= 150 00 76 77 7S $21 Co' $14,461 |82, 000 46 80^ 43, 795 14, 040 10, 000 29, 24 1< 000 65, 000 23 OC; 24, IOC 46 20! 45. 000 . I 3,716 4. 000- 10, 395 50 00 1 5, COOi 1,500 . I 2,869 . . 1 44, 000 . i 6,00r! 1,360 53. 91319, 535 1, 593 3? 60 00 i 30 74, 2 47; i 30 Cf!| ' 35 00, 27, 000 25, OOC 20. 000 6, 500 3. 500- 2, 369: 4, 698, . ?6 92 20,OCO 0; 80, 428-25. 636 . ! 5.000 16,430| .75 4,036 1,000 . . 200 4. 512 . ! . 215 13S 20 118. 5^1 1 22, 511 10, 255] . ,000: 540 9, 725 3, 647 313 2,234 247 2, 41C .66' 1.000 131 80 180 OC 148 23 .50 . .80 2,000 . 60i 50C 120 00 138 48 14 93i 33 961 . i 9, 197 250, 690 23, 406i 40,000; 7,200 . 41 OOj 4, 000, . 58, 135* 5, 000 18, ODOj 0 ,291 .65,. 1,500 546! . ! . . i . 2Qf 2, 312| . • 3, 030 . I . ' 1,2051 .75 1.; 100 139 41 'iie’is 0 33 83 21,9951 5,-544 4, 00« . i . 0 35, 379| 7, 478, 45, 155; 146 15 958 REPORT OF THE COMMISSIONER OF EDUCATION. List of reform schools from which no information has hccn received. Name. Location. Catholic Male Orphan Asylum and Reformatory . Home of the Good Shepherd . . . Iowa Reform School, (girls’ department,) . House of Refuge . . Boys’ House of Refuge . . Girls’ House of Refuge . St. Alphonsus House of Mercy . House of Reformation and Instruction for Colored Children Cambridge Truant Reform School . . State Industrial School for Girls . . St. Louis Protectorate for Boys . Catholic Reformatory for Boys . Institution of Mercy . . Chicago, Ill. Indianapolis, Ind. Eldora., Iowa. Louisville, Ky. New Orleans, La. New Orleans, (Annunciation and Calliope streets,) La. New Orleans, (St. Andrew and Maga¬ zine streets,) La. Bowie, Md. Cambridge, Mass. Lancaster, Mass. St. Louis, Mo. Buffalo, N. M. New York, (33 East Ho,uston street,) Nautical School Ship Mercury . . Western House of Refuge . Protectory for Boys . . House of Correction . House of Refuge, (white) . Pennsylvania Reform School . House of Correction . Reform School of the District of Columbia. New York, N. Y. Rochester, N. Y. Cincinnati, Ohio. Toledo, Ohio. Philadelphia, Pa. Pittsburgh, Pa. Charleston, (southwest corner Cal¬ houn and Phillips streets,) S. C. Near Washington, D. C. Tadoj XXIII. — SlalisHcs of schools and asylums for fcchlc-mindcd children for 1875 ; from rvjjlk'S lo inqcirks hy Ihc Uni, led Slates Bureau of Bducation. Note. — x iiulic.Tlcs Iho bmucliea t.Tught. STATISTICAL TABLES. •oanjtpaodxg; Ti iii s g ; =15 :j!f S S : SSS •aniooni QO :Si i I ; gi3 Itii is' i iss Siiuioda aaais pOAO.ul -iir. ij passiiasip us: , :S| i s - lis a: tC s s W •Suiiinis 2 1 : X ; X X X : I X •S'luaiBJci 2 X X : : X X ; •jBcaniu.i-9 1 : •Aqdnj;Soa0 2 j X X X X X : : •aijaraqiUY j X X X X X : X •SmiiJjA. z XXX X X 1 XXX •Snipsaa; 2 XXX X X ; XXX •snossax jaaCqO Cl 1 X ; X \ ; X I I ii •F^ox X : $1!; s 2 ’ =ii •aXBtuax Fi 2^ ^ •aicK 1 •S9-V0[dnia aaq;o paa s.iojouaisoi JO .laqaiu^ k!t) j 1 1 ■ I & -2 i ; i i = sH : a •=; § s 1 I i 1 a 1 & S O S I' •P fi •juatnqsixqujsa jo ojtjo; M ill ill ill Location. ezi : j : : : ^ ^ a - 1 1 ■ ?P3 '5 g S I’ 211 1 i 1 1 1 i D : IS li 51 I "A tH ConnocHout Soliool for Trnbccilos . Tlliuoi.s AhvIiiiii for Fcx'blo-mindod Cliildreii _ Koiitiicky IiKstitiition for Focble-miiidcd Chil- droii. i’riviito Tnnlitution for tbo Educ.ation of Fcoble- uiindod Youth. Idas-sacliiisotfa School for Idiotic and Feoble- niiiidcd Youth. Hillside School for Backward and Peculiar Chil¬ dren. New York Asylum for Idiots . 1% i| ~ P ~ ^ S 5 = ■1 - 2 ft. 2^1 Sl--2 115 :>;h .2 i I 1 2 a, 2 i i > I •S e 959 1 ue [luux 1 71 O ^ X> O 960 REPORT OF THE COMMISSIONER OF EDUCATION, Table XXIV. — Statistics of educational lenef actions for 1875; from Eeciifient of benefaction. Benefactor. i 1 Name. Legation. Name. Eesidence. 1 3 ' ^ UXITEESITIE3 AXD COLLEGES. Southern University . University of Alabama . . Green.sboro’, Ala.. Tuscaloosa, Ala. . . Little Eock, Ark.. Atlanta, Ga . 1 j Citizens of Greensboro' . .. 1 Various persons . 1 Greensboro’, Ala _ : . j St. John’s College of Arkansas . Atlanta University . Grand Lodge of Masons of Arkansas. Various per.sous, through the American Mission - ary Association. James Gray . 1 Various persons . Mercer University . Emory College . Macon, Ga . Oxford. Ga ... 1 Jones County, Ga...| Abin<^don College . Abingdon, Ill . Heddin*’' Cofiege . . . Abin'j'don, Ill . ’ G. W. Foote . 1 Olena. Ill . ! Illinois Wesleyan University .. Eock Eiver University . Bloomington, HI . . j Dixon, HI _ 1 Hugh Mehary . Eev. M. McK. Tooke, D. D., and L. P. Tooke, M. Indiana . S wedish - American Ansgari College. McKendi-ee College . Lincoln University . Alonmoath College . Northwestern College . Shurtleff College . Westfield College . Wheaton College . Concordia College . Franklin College . Indiana Asbury University.. . tjmithsou College . Union Christian College . Norwegian Luther College. . . . University of Des Moines . ... Parsons College . Upper Iowa University . Humboldt College . Simpson Centenary College . . . . Cornell College . Penn College . . Tnbor College . Western College . Baker University . University of Kansas . Berea College . Centre College . Georgetown College . P. L. ; Kev. 0. G. May, A. M., and Eliza B. May. C Hon. James Knox. Knoxville, HI ^ Lebanon, 111 . : Mrs. E. M. Eiggin, (de- | Lebanon, Ill . I ce.ased.) Lincoln, HI . ' . . ' . Monmouth, HI _ j Various persons . ; Hlinois, Indiana, Iowa, and Ohio. Naperville, HI - i . Upper Alton, Ill .. D. B. Gale _ . W estfield, HI . V arious persons Wheaton, Ill . Fort Wayne, Ind. . Franklin, Ind . Greencastle, Ind . . Logansport, Ind . . Merom, Ind . Decorah, Iowa _ Des Moines, Iowa. Fairfield, Iowa - Various persons St. Louis, Mo . V arious persons . . . Dr. J. M. Converse. Fayette, Iowa. Humboldt, Iowa , Ira W. Allen, LL. D., and others. Congregations of the Nor¬ wegian Lutheran Synod. Varies persons . . f Citizens of Fairfield - < Executors of Lewis B. ( Parsons. i Mrs. Anna Eichmond _ I Miss Caroline Eichmond. Various persons . Various persons Indianola. Iowa .. Mt. Vernon, Iowa. Oskaloosa, Iowa . . Tabor, Iowa . Western. Iowa ...( . Baldwin City.Kansi . Lawrence, Kans ..1 Various persons Berea, Ky . | Danville, Ky . | Georgetown, Ky .J Union City, Ind Iowa . Fairfield, Iowa. Fairfield, Iowa. Providence, E. I _ Providence, E. I .'. . . • Iowa Mrs. M. A. Wilson. Adam Hanna . Various persons . .. E. Byers . Shelbvville, Ky . . Shelby ville, Ky . . Garrard County, Ky.j STATISTICAL TABLES. 9Gi replies io inquiries hy the Uniied States Bureau of Education. Benefactions. $2, 500 5,000 2,713 25,000 5, 000 3,000 10, 000 15, 000 40, 000 20, 000 13, 250 25, 965 45, 000 35, 000 .5, 000 15,285 1, 000 200 30, 000 5, 000 9, 400 500 25, 000 15, 000 67, 000 500 7,000 20, 000 12, 000 10, 000 2, 300 9, 659 3,200 11, COO 4,630 5,000' 61 I $2, 500 5, 000 2, 713 3,000 10, 000 10, 000 40, 000 85, 000 C 12, 950 i 7,050 (45, 000) 5, 000 15,285 200 30, 000 9, 400 300 25, 000 15, 000 '46,060 500 2, 000 5, 000 20, 000 4, 000 50C 100 .5, 000 5, 000 27, 000 12, 000 10, 000 85, 000 '5 . O . tC ® 10 $25, 000 100 Remarks. 11 13 a$19: 100 For libraty ; relics have also been received fiH- the cabinet. On condition of free tuition of sons of needy Masons. Students from Jones County have precedence ; the interest only to be used. For endowment of Bible chair, on condition that $10,000 be raised. To be available as soon as an equal amount is secured. To endow president’s chair and woman’s pro¬ fessorship. To found the university; on condition that the benefactors direct its management. For endowment of centenary chair and general purposes. To finish recitation rooms in new hall. To liquidate debt ; $7,000 on condition that the TJniversalists of the State raise $15,000 more. To establish a Presbyterian college. $4,000 in cash, the rest in land; to be invested and income used for support of college. I Unconditional gift. For new chapel. Subscriptions for building. $500 cash ; note, $300 ; the rest in land. Books, minerals, fossils, birds, insects, &c., t‘>T library and cabinet. To endow the vice-president’s chair. a Volumes. 962 EEPORT OF THE COMMISSIONER OF EDUCATION Table XXIY. — StatisUcs of educational Eecipient of benefaction. Benefactor. Xame. i Location. i Xame. Eesidence. Universities. &c. — Continued. Central University . Eichmond, Ky .... Centenary College of Louisiana. Jackson, La . Leland University . Xew Orleans, La.. Bowdoin College . Brunswick, Me . . . Bates College . Lewiston, Me Colby University . Waterville, Me . . . Amherst College . Amherst, Mass . . . Boston University . Boston, Mass . Harvard University Adrian College. . Hillsdale College Hope College _ Various persons Cambridge^Mass . Adrian, Micb . Hillsdale, Mich . . . Holland City, Midi r American Baptist Home J Missionary iSociety. ^ Holbrook, Chamberlain, [ and others. Various persons . f Benjamin E. Bates . I Free Will Baptist Edu- I cational Society. <{ George G. Fogg, LL. D . . . I John D. Philbrick, LL. D 1 Hon. Jas. G. Blaine, LL. D I . C Gardner Colby . < Mrs. Eliza Marshall . Jas. S. Seymour . Estate of Dr. Harriot H. Hunt. ( Executors of Hon. Charles Sumner’s viU. Brooklyn, X. Y Boston, Mass . . • do Widow and daughter of the late Hon. Wilham Whiting. Anonymous . Anonymous, through Prof. Gray. Administratrix of the late Prof. Jeffl-ies Wy¬ man. William S. Sullivant, (de¬ ceased.) Samuel W. and Mary W. Swett. Boston Society for Medi¬ cal Improvement. Estate of Harriet J. G. Denny, (deceased.) Estate of 1. Tucker . Agassiz Memorial Com¬ mittee. President Walker, (de¬ ceased.) Dr. Morrill Wyman . Trustees of Massachu¬ setts Society for Pro¬ moting Agriculture. George Wales . C. McBurney, jr . J. W. McBurney . Lev. E. E Willson . Executors of Miss Sarah I Lee. Various persons . f Prof. C. P. Griffin . < Hon. Daniel Dunakin _ ( Hon. Z. Chandler . Board of Education of Eeformed Church, and various persons. Boston, Mass Augusta, Me. Xewton Centre,Mass Alfred, Me . Albany,X. Y .... Cambridge, Mass Columbus, Ohio.. Boston, Mass . Salem, Mass Cambridge, Mass Xew York, X. Y - Chelsea, Mass . S;ilem, Mass . Xew York. X. Y....! Homoj', X. Y . ! Detroit, Mich _ STATISTICAL TABLES. 963 benefactions for 1875, Contiinied. Benefactions. Total. O rr 0) ci X 11 c ^ S ^ kT w. 5 5 E, aT ~ 3 ^ 6 <0 .S' 3 CQ CC c2 O r- X ^ X “x "E ^ i 5 ' X o . ^ S .5 ‘3 o H Library and museum. 5 6 7 s 9 10 1 11 §1, 195 o §1, 195 ] 9, V25 54, 800 1 I } 187,000 J 1, 500 5, 009: 1, 000 1 > 168,997 j 10, oco 1 5, GOO 4, 000 i ( (S3, 900) 1 (5. 225) n4nl 1 §21,260 §3, 000 f ion! 000 25, 000 < 5, 000 1,000 1,000 1 55, 000 i . i i . i . t 1 1 500 { 1, 000 5, 000 §i66o r . 29, 005 500 5, 000 $1, 000 1 -------- 1, 000 i 5, 000 3. 000 2, 000 102, 617 15, 000 . 1 . i . j . . j . 3, 000 500 . 200 100 125 750 200 10, 000 ( . I . i::::::;: 1 ! i . ! 1 2, eoo' 1 . 1 < 2, 000 l,000j 1 . 1 I . 4, 000 1 1 . i 1 . 1 1 ! 1 Eemarks. 13 For library and apparatus fwnd ; many books have also been received. ! For completing building, snuporting teachers, [ and aiding indigent students. General subscriptions in stocks and bonds. Pledged on condition §100,000 more bo raised. \ i Pledged to meet condition of Mr. Bates’s sub¬ scription. To purchase books for the use of indigent fe¬ male students. The income to be devoted to the purchase of books relating to politics aud the fine arts. Valuable collection of books for the library. In place of his bequest of a like sum. For the botanic garden. For herbarium. Casts of anatomical statues. Bryological collections and books ; also sketches and drawings. The estate, Xo. 31 Brimmer street, for the bcne- tit of the medical department. Valuable collection of anatomical and patho¬ logical specimens. For the library. I To be called the Ichalaod Tucker fund. To be held in trusts. For library ; preference to be given to works in intelle -tual and moral sciences. A collection of medical diagrams. For botanic garden and the chemical labora¬ tory of the Bussey Institution, and $500 for Professor Farlow’s researches at the latter. For library. I For fire relief fund. For the college and the divinity school. For the divinity school. EEPORT OF. THE COMMISSIONER OF' EDUCATION. 1>G4 Table XXIV. — Statistics of educational Recipient of benefiietioii. Nam TJniveksities, &c.— Continued, Olivet College . University of Minnesota . Carloton College . Shaw University . Pritchett School Institute . Lincoln College . Thayer College . W ash ington U ni versity . Dartmouth College . St. Benedict’s College . College of New Jersey . St. Stephen’s College . St. Francis College . . St. Lawrence University . . Ho hart College . Madison University . Ingham University . Vassar College . Syr.icnse University . University of North Carolina .. North Carolina College . . Trinity College. . Wake’Forest College . University of Cincinnati . . Ohio "Wesleyan University _ Denison University . . One Study University . Wittenberg College . . Urbana University . Location. Olivet, Mich . Minneapolis, Minn Northfield, Minn Holly Sprin gs, Miss Glasgow, Mo . . . Greenwood, Mo Kidder, Mo _ St. Louis, Mo . Hanover, N. H _ Newark, N. J . Princeton, N. J. .. Annan dale, N. T.. Brooklyn, N. Y ... Canton, N. Y _ Geneva, N. Y . Hamilton, N. Y. . . Le Eoy, N. Y . Poughkoepsie,N.Y S.yracuse, N. Y _ Chapel Hill, N.C.. Mt. Pleas For current expenses and apparatus. , For lecture fund. S 60, ooo; For promotion of study of physical science. For new building for girls’ department. The income alone to be used, and not till thb principal reaches $500,000. To fonnd and endow a law department ; and $12,500 for the general library fund. An air pump. A plate electrical machine. . A powerful G-roove’s battery. A solar microscope. For department of civil engineering. 10, 000 1 I" 300,000 1 J- 412,500 1 33. 3331 33, 333i 33, 3331 J 1 . 1 12, 500 ( 100,000 1 103,400 3,000 400 ) • 8, 000 4, 000 928 8, 000 4, 000 92S To pay professors’ salaries. C 10, 000 \ 800 j 70, 000 1 10, 800 To pay faculty on condition that $20,000 are raised for library fund. For library. S 82, 000 12, 000 5,000 850 5,000 For art college buihling. To complete cabinet of Xorth American birds. 1,000 minerals and 1,500 shells, with cases. 850 75, 000 4, 000 550 9, 000 10. 000 5, 435 33, 000 1,000 4, COO 3, 000 ) •4 Ct o o CM O O o o o To pay all debts, on condition that no further debt be contracted. 10, 000 5, 435 Pledged in bonds, not all paid yet. 33, 000 To endow professorships; $20,000 of this on condition that $10,000 more be secured within Central Ohio conference. 1, 000 4, 000 To pay debts. To aid students for the ministry^ 3,000 o o o o o o o o o o o o o o o j i } 7, 000 J 966 EEPORT OF THE COMmSSIONER OF EDUCATION. Table XXIV. — Statistics of educational Recipient of benefaction. Benefactor. Name. Location. Name. Residence. ITjnTEKsrnES, etc.— Continned. Christliche Bildongs-Aiistalt der Menconiten. Geneva College . University of Wooster . Antioch College . Pacific University . . McMinnville College . Philomath College . Muhlenberg College . . Lebanon Talley College . . . Lafayette College . . Pennsylvania College . . Thiel College . Mercersburg College . . University of Pennsylvania. . . Western University of Penn¬ sylvania. Lehigh University . Swarthmore College . Tillanova College . . Waynesburg Coilege . Brovn University . Erskine College . Newberry College . South W estern Presbyterian ? University. * S S'lnthwestern BaptistUniversy Christian Brothers’ College .. Sonthw estern University _ Baylor University . University of Vermont . ISliddlebnfy College . Norwich University . Hampden Sidney College .... W adsworth, Ohio . W est Geneva, Ohio Wooster, Ohio ... Tellow Springs, Ohio. Forest Grove, Oreg McMinnville, Oreg Philomath. Oreg .. Allentown, Pa . Annville, Pa . . . Easton, Pa . ■ Gettysburg, Pa. Mennonites and Mennon- ite communities. Hugh Parks and others.. C W. D. Johnson . i Various persons . Mrs. Sarah L. King . Clifton, Ohio Taunton, Mass. A. W. Kenney Two others ... Salem, Oreg . Oregon . Various persons . Allentown and Read¬ ing, Pa. Greenville, Pa . Mercersburg, Pa .. Philadelphia, Pa . . Pittsburgh, Pa _ South Bethlehem, Pa. Swarthniore, Pa. . Till a nova. Pa . . . Wavnesburg, Pa C Charles A. Morris . i John Eyerman . Edward Rahm . Several persons . J. O. Williamson . Estate of Reese W. Flow¬ er, (deceased.) f William Thaw . I Isaac Watson . Pittsburgh, Pa . Mauch Chunk, Pa. . Hon. Asa Packer. Providence, R. I. . . Due West. S. C _ Wnlhalla, S. C . Clarksville, Tenn . Jackson, Tenn .... Memphis, Tenn . . . Georgetown, Tex.. Independence, Tex Burlington, Vt . . . . Middleoury. Vt ... Northfield. Vt . Hampden Sidney, Va. WasMngton andLeeUniversityi Lexington, Va - I Various persons. [ ) D. F. Wharton . . ( 1. V. Williamson Mrs. Carney . C Governor Padelford < Mrs. Bartlett . ( Various persons . Mrs. Ann L W aUace . Various persons . . C Prof. W. M. Stewart . t M. McKowen, (deceased). Various persons . Citizens . Hon. J. D. Giddings - - J. W. Baylor and J. W. Lawrence. Various persons . Joseph Battell . Rev. P. H. Harrison and Messrs. Weeks and Bald¬ win. Dr. Wm. N. Mercer, (de¬ ceased.) W. W. Corcoran . ^ Philadelphia, Pa Brvn ilawr, Pa . . Kentucky . Clarksville. Tenn Jackson, La . Tennessee . Memphis, Tenn . . Brenham, Tex ... Brooklyn, N. T. Baltimore, Md . New Orleans, La . , Washington, D. C . a From - Glover, for competitive scholarship. STATISTICAL TABLES. 967 benefactions for 1875, Continued. Benefactions. Total. tx r— * 5 5 2 ^ S ^ 20^000 C 200 1 270 i 1, 700 2,300 10, 000 9, 000 1 ^23,0aoj 2, 300 10, 000 C 20 OOD i 3,000 . 1 1 2. 000! .i, ^ 1 \ 250,000| ^ “5, 000 * . 1 §175, 000 f . 1 ! r eios 1 1 JO ; ' 10 000 1 1 1 , (.00 OOf) > 213,300| 1 loi 000 1 70 :100 j $10, 000 4, 000 4, OGO 1 35,000 f.OO' 1 C 5, 000 : \ 30, 000 j 500 . i 25, goo! a 2.5. 000 2.000 j. i . j . J 15, 445 15, 000 ) . 1. 000 ( 4, 185 15, 000 ;a5,00G j 6260 . 1 i . j j e246' <; . j 5, 000 i i 5, 000 j ^ 10, 000 i) . 17, .500 17, .500 900 900 i . . ' . 1 3, 000 2,000 3,000 2,600 ; . .J 1 i 1 i I j 10, 000 5,000 1, 000 10,000 1 1 1 1, 000 1 1 6, 000 1 1 1 6, 000^ il . j Remarks. 13 < For president’s salary. $3,000 for endo'wrment, balance for general pur- J)OS€4>* For payment of debt. For endowment. 1,332 Tolomes for library. In land, at present nnprcductive. For the erecrioa and maintenance of an astro¬ nomical observatory. {Beq^uest in land.) For library. More than 300 relics and cariosities for ma- senm. In va’aable books for the library, ordered from Europe. Fossils, minerals, ores, zinc plate. &c., for raa- seams aad scientific departments, also books for geological and general library. I For educational fund. For new bnilding. For dormitory. For competitive scbolarsbip. 6 per cent, interest to be paid to donor daring her lite ; as her death, to he an nnconditional gift. For library. For libraiy “ in kind.” For library. “ Centennial Dollar Boll.” To assist in paying for property. In land. To endow presidency. Donations to art gallery and library. ( l.OGO hooks and 8 portraits in oiL I One oil painting. b For museum. c Volumes. 968 EEPORT OF THE COMMISSIONER OF EDUCATION. Table XXIV. — Statistics of educational Eecipient of benefaction. Benefactor. Name. Location. Name. Eesidence. 1 3 3 4 Universities, &c.— Concluded. Eichmond College . Eoanoke College . University of Virginia Bethany College . Lawrence University . . Beloit College . . . . . Eichmond, Va . Salem, Va . University of Vir¬ ginia, Va. Bethany, W. Va . . . Appleton, Wis .... Beloit, Wis . Charles K. Francis and others. Various persons . Various persons . Various persons. . . Mrs. M. P. Squier . Geneva, N. T Eacine College . Eipon College . Northwestern University Howard University . Eacine, Wis _ Eipon, Wis . Watertown, Wis . Washington, D. C SCHOOLS OF SCIENCE, (mining, engineering, agriculture, <&c.) Maine State College of Agricul¬ ture and Mechanic Arts. Maryland Agricultural College. Massachusetts Lastitute of Technology. Stevens Institute of Technology Sibley College of Mechanic Arts, (Cornell University.) Toledo University of Arts and Trades. Towne Scientific School of the ? University of Pennsylvania ) Wagner Free Institute of Sci¬ ence. Hampton Normal and Agricul¬ tural Institute. Virginia Military Institute . Territorial School of Mines .... SCHOOLS OF THEOLOGY. Baptist Union Theological Seminary. Chicago Theological Seminary . Presbyterian Theological Sem- ? inary of the North west. y German Presbyterian Theolog¬ ical School. Bangor Theological Seminary.. Centenary Biblical Institute. .. Theological department of Hope College. Seabury Divinity School . Bishop Green Associate Mis- ? sion and Training School. > German Theological School of Newark. Theological Seminary of the Eeformed Church. Orono, Me . College Station, Md Boston, Mass . Hoboken, N. J - Ithaca, N. T . Toledo, Ohio . Philadelphia, Pa.. Hon. Abner Coburn . Dr. Mercer, (deceased) _ Several persons . Various persons . Hon. Hiram Sibley . Citizens . f John H. Towne, (deceased) New Orleans, La ... . Eochester, N. T . . . Toledo, Ohio . Philadelphia, Pa . . [ Asa Whitney, (deceased) Philadelphia, Pa . Hampton, Va . Various persons. . Lexington, Va . . . . Dr. W. N. Mercer Golden, Colo . . . Philadelphia, Pa .... New Orleans, La. . . . Chicago, HI Chicago, Ill Chicago, Ill t G. H. Williams . < C. B. Nelson, C. H. Me- ? t Cormick, and others. 5 Dubuque, loAva . .. P. Walter. Fort Wayne, Ind. . . . Chicago, Ill . Sherrill’s Mount, Iowa Bangor, Me Various persons. Baltimore, Md .... Holland City, Mich Missionary Society of M. E. Church. Several persons . . Faribault, Minn . . . Dry Grove, Miss.. Bloomfield, N. J. .. C Mrs. Horatio Seymour . . . ) A lady . ’ . ( Eev. James Saul, D. D - < Mrs Porter and various t others. Churches and individuals Buffalo, N.T . Pinladelphia, Pa - Philadelphia, Pa . . . Niagara Falls, N. T. New Brunswick, N. J. Gardner A. Sage New York, N. Y. STATISTICAL TABLES. 9G9 henefaciions for 1875, ^'C. — Continued. Benefactions. Total. P O t£ , •w c> ^ 2 <1^ ^ 'H Groniuls, buildings, ai.d apparatus. 2? o 00 3 . o S 1'- cf'3 'S' s 'p Princeton, N. J . . . Auburn, N. Y . Canton, N. Y . C R. L. and A. Stuart . \ ^ i John C. Green and others 3 ’ ’ Y... Hamilton, N. Y . . . Newbui-gh, N. Y . . New York, N. Y .. Raleigh, N. C . Cincinnati, Ohio .. Cleveland, Ohio. .. Dayton, Ohio Oberlin, Ohio Various persons Abner Chapman f Morgan L. Smith. .. J Mrs. W. H. Randall 1 Mrs. M. Stewart _ t Other persons . Various persons _ r F. Marquand... ^ M. O. Roberts . . Various persons Various persons Congregations of the dio¬ cese. Rev. John Kemp . Various persons . Xenia, Ohio . Allegheny City, Pa Bethlehem, Pa ... . Meadville, Pa . Pittsburgh, Pa _ Selinsgrove, Pa . . . Nashville, Tenn. . . Fairfax County,Va Hampden Sidney, Va. Salem, Va . Martha Caldwell. Moravian churches Roman Catholics of the Diocese of Pittsburgh. Henry Straub . ( Freedmen’s Aid Society < oftheM.E. Church and t various persons. T. M. Nivens. Wilson . Washington, D. C. Chicago, III . Bloomington, Ind . American Missionary As¬ sociation. Judge Henry Booth and many other lawyers. William Jones . . Chicago, HI . Indianapolis, Ind . Boston, Mass . Boston, Mass . New York, N.Y .. Various persons Several persons. New York N. Y.. Benj. Brandeth, M.D., and Geo H. Brandeth. E. B. Foot, M. D . S. Onondaga, N. Y. .. New Jersey. New York . . New York .. Dayton, Ohio . Danville, Pa New York . . Rockbridge Co., Va . Martinsburg, W.Va New York . Chicago, HI . Logausport, Ind. Boston, Mass . New York, Boston, and Philadelphia. STATISTICAL TABLES. 971 benefactions for 1S75, cfc. — Continued. Boucfactions. Total. Endowment and gen¬ eral purposes. oT fcx n . •r-. 05 ’5 ^ ^ S P4 of Ci ^ s u o Professorships. Fellowships, scholar¬ ships, and p)rize3. To aid indigent stu¬ dents. Library and museum. 5 6 7 S 9 10 11 $4.5 non $45, 000 8 500 $3, 000 710 740 1 so 477 17 477 3, 000 700 700 c . 25, 000 > 2P, 000 V i 1,000 5, 000 6, 000 6, COO 6, 000 6, 000 10, 000 18, 000 1S18. 0001 3, 000 3, 000 53, 000 53 COO '2, 940 'i 940 2 112 7, 500 7, 500 250 250 1, 037 $1, 037 10, 000 ^ 3, 000 3,000 2, 500 1, 800 t 1, 000 $1, 000 1, 000 2, 000 2, 000 1, 000 1, 000 74 } c . 6, 000 > 6, 500 s ( . 500 Eomarka. 13 In part for scholarships and library. M. L. Smith gave $1,500 ; Mrs. Eandall and Mrs. Stewart, $1,000 each. For improvement and repairs of buildings and organ. For “ Council Hall” and for professorship. For salary of one professor. Services as lecturers are given. Sixty volumes of old English reports. For museum. For library, museum, fee. Value of specimens to illustrate lectures. Also specimens for collections. Dr. A. Lewis and Dr. H. G-. Van Lillienschold also made gifts of land. 972 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIY. — Statistics of educational Kecipient of benefaction. Name. Location. Benefactor. Name. Eesidence. Schools of iiedicdce— Concl. Columbus Medical College Starling Medical College. . , J efferson Medical College . , Columbus, Ohio . .. Columbus, Ohio . . . Philadelphia, Pa . . J. "W. Deshler . Columbus. Ohio. "Woman’s Medical College of I Pennsylvania. i Texas Medical College and Hos¬ pital. rXSTITUTIOXS FOK THE SHPEBIOB ES-STKUCTIOX OF WOMEN. Florence Synodical Female Col¬ lege. Bethel Female College . ! C Executors of wiU of Mary Philadelphia, Pa . . , < D. Brown. t Various persons . Galveston, Tex ... Prof. G. Torguson . Florence, ALa. Cutbbert, Ga . La Grange Female Colleg'e. Almira College . Ferry HaU, Lake Forest TJni- vefsity. Female College of Indiana _ Logan Female College . . Stanford Female College . Maine Wesleyan Seminary 1 and Female College. j Wheaton Female Seminary . . . . Mt. Holyoke Female Seminary. Michigan Female Seminary. . . . Stephens College . Adams Female Seminary . Packer CoUegiate Institute . . . . La Grange, Ga . . Greenville, Ill. .. Lake Forest, HI. Greencastle, Ind . Bussell ville, Ky.. Sianford, Ky . Ex-Gov. B. M. Patton Philadelpbia, Pa Philadelphia, Pa Clifton, Tex . Bev. Thomas Muse and | Georgia . Bethel Baptist Assoc’n. I ( Mrs. M. Lane . I Acworth, Ga . . . < W. L. Witham . j La Grange, Ga. t Various persons . i . Jane Grey School . . Ohio Wesleyan Female College Hillsboro’ Female College . Lake Erie Female Seminary. Due West Female College . Chappell Hill Female College . Milwaukee College for Ladies . Kent’s Hill, Me .. Norton, Mass .. .. South Hadley, Mass. Kalamazoo. Mich Columbia, Mo.... Derry. N. H . Brooklyn, N. Y. . . Mt. Morris, N.T.. Delaware, Ohio . . Hillsboro’, Ohio.. Painesville, Ohio.. Due West, S. C _ Chapel Hill, Tex.. Milwaukee, Wis .. PBEPAKATOBY SCHOOLS. Connecticut Literary Institu- | Snffield, Conn _ tion. " j Woodstock Academy . ' Woodstock, Conn Phillips Academy . I Andover, Mass. . . Chauncy Hall School . i Boston, Mass . . Various persons . | . . Various persons . | . . Citizens . j Stanford, Ky _ f S. B. Bearce, (deceased) ... Lewiston, Me . . . j Luther Sampson . i Kent’s Hill, Me. 'i Hon. William Deering .. .j Chicago, Ill Mrs. L. M. Wheaton. Various persons . . James L. Stephens . I Columbia, Mo Mrs. Philip Nowell . { . Hon. M. Chance and Mrs. M. J. Holmes. E. B. Townsend, (deceased), Milford, Ohio { Hon. B. Hitchcock . Painesville, Ohio. . . J Jared Murray . Concord, Ohio . [ Bev. H. C. Hayden, (and t others.) Mrs. Ann L Wallace Capt. Thomas Smith . ; Chapel Hill, Tex _ Mrs. Eogers and Hon. Hi¬ ram Barber. Cleveland, Ohio. Kirksville, Ky A Friend ” . L sister of Dr. S. H, Tay¬ lor, (and others.) New York, N. Y a Value of Dr. Taylor’s STATISTICAL TABLES. 973 benefactions for 1875, cfc. — Continued. Benefactions. Endowment and gen¬ eral purposes. Grounds, buildings, and apparatus. Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. 6 7 8 9 10 11 0 S>1. 000 oi . $250 o' . $50, 000 ( 3,000 \ 6,371 200 t... . 0 . !> $25 20, 000 ) . 5, 000 ) 9, 500 ) 50, 000 ) . ) . i 700 2, OOO' 24, OOOj 10, ooo! ) . f . , ! _ o o o o o o ) . ) 6, 000 ) 20, 000 ) . 1, 000 ) . 202 • .... 1 . $10,000 ( . $2,500 , 1 . 500 1 { 100 i ' 900 750 500 28, 000 500 500 105 a972 Kemarks. 12 5,000 59, 000 262 3, 100 2S, 000 1, 071 classical library. Private contributions to erect hospital; the State gave §100,000 for same object. For apparatus. Gold medal for deportment and scholarship. To have rooms dedicated to friends. Subscription to general fund of Lake Forest University. For building. > For normal department. For repairs of buildings. ^Qcludes amount received from the regents the University of the State of Xew York. bo to teach domestic economj- ; (beciuest not yet accepted.) Hare photographs. 974 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIV. — Stalisiics of educ&tlonal Recipient of benefaction. Benefactor. Loc.ation. Name. Residence. Preparatory schools— Concl. "Williston Seminary . "Warren Academy . Pliiilips Exeter Academy . New London Literary and Sci- ? entidc Institution. ) Peddie Institute . Cazonovia Seminary . Cook Academy . Park Institute . Chambersburg Academy . York Collegiate Institute . Lapham Institute . Claflin University . INSTITUTIONS FOR SECONDARY I INSTRUCTION. ! Schools for boys. Wilmington Conference Acad- emy. Talmage School . Easthampt’n, Mass Woburn, Mass _ Exeter, N. H . New London, N. H Higbtstown, N. J. . Cazenovia, N. Y . . Havana, N. Y . Eye, N. Y . Chambersburg, Pa York, Pa . NorchScituate, R.I Orangeburg, S. C . . Mrs. S. Williston _ _ Hon. John Cummings. Woodbridge Odlin . . .. ( Mrs. Jas. B. Colgate . ( John S. Brown . C Various persons . . t Mrs. T. B. Peddie . James Collanan and othets ( Mrs. Kelley . . ) Thirteen persons . Trustees and teachers of institute. Dr. S. E. Dnffield and Hon. M. Speer. Samuel Small . William Windsor . . f Hon. William Claflin _ I Mi s. Lee Cladin . . j W. F. Claflin . Freedman’s Aid Society, M. E. Church. Other sources . Lake Forest Academy St. Matthew’s School. Boys’ School of St. Paul’s Parish Kcarsarge School tor Boys . . Biddle Memorial Institute. Spencer Academy. Schools for girls. St. Margaret’s School for Girls. St. Mary’s School . . Loequet-Leroy Institute . St. Catharine’s Hall Mt. Hermon Female Seminary. St. Mary’s School for Girls _ Howland School . The Bishop Bowman Institute . Kemper Hall . Wolfe Hall . ParK Seminary Dover, Del . Milledgeville, Ga Lake Forest, 111.. Monroe, La Baltimore, Md . . . North Conway, N.H. Charlotte, N. C _ Caddo Station, Ind. Ter. Waterbury, Conn . Knoxville, III . New Orleans, La .. Augusta, Me. Clinton, Miss Albany, N. Y . Union Springs, N.Y Pittsburgh, Pa - Kenosha, Wis. - Denver, Colo . Washington, D. C. Various persons Hon. C. B. Farwell and A. Benedict. ( Rev. L. Enaud . < Young Catholic Friends’ t Society. Pott, Young & Co . Gifts through the commit¬ tee on missions to the freedinen. Mission fund, Presbyterian Church. Hon. James Knox - jr B Cundiff . f .Tames H. McMillen. < Misses Bridge . ( Other persons . f EHsha Hathaway ... < Anne Walworth".... (other persons . Various persons Mrs. Peter Hubbell, (de¬ ceased.) and others. Miss Catherine Wolfe _ Smithsonian Insatution. . Easthampton, Mass. Woburn, Mass . Exeter, N. H . New York, N. Y _ Fisherville, N. H . . . . Des Moines. Iowa. Elmira, N. Y . Rye, N. Y York, Pa . Granville, R.I . Boston, Mass . . Hopkinton, Mass... Hopkinton, Mass . . . Delaware and Mary¬ land. Lake Forest, HI. Monroe, La . New York, N, Y. . . . Knoxville, Ill Portland, Me Augusta, Me. Bristol, R I . Cleveland, Ohio. Charlestown, Mass. New York, N. Y .. . Washington, D. C . . STATISTICAL TABLES, 975 benefactions for 1875, cfc. — Continued. Benefactions. Total. Endowment and gen¬ eral purposes. Grounds, buildings, and apparatus. Professorships. Ft How, ships, scholar- shi])s, and prize s. a o . a o 'S s H Library and museum. 5 6 7 8 9 10 11 e.iO, 000 1. 000 20, 000 35, 000 §50, 000 §1,000 $20000 35, COO i 1 76, 100 70, 000 j 2, 423 3, 000 50 10, 000 1,500 1 1 1 ^ 2, 025 1 J 10, 000 1, ooo! 500 1 300 2, 500 50 5, 000 2,000 1, 000, 1, 100; 60 > 1, 000 f 76, 000 i 100 (70,0 C 1, noo 1 1,533 3, 000 JO) §50 |10, 000 1, 500 ( 500 1 350 J 50 1 1, 000 [ 125 10, 000 1, 000 500 ( 200 < 100 2,500 -A... 50 4, 000 1, 000 1, 100 1 ( 500 < .300 f 200 . i . .... 1 . . 1 1 ( 418 < 100 ( 1,482 > 2, 000 > i 100 1, 250 7, 900 1, 230 2, 000 7,000 §3, 000 900 7, 000 1, 000 1, 000 Kem.arts. 12 For bnilding. To maintain an instructor in English. For endowment, on condition that §30,000 more be raised. A fine microscope. A general subscription to pay indebtedness. For instrumentsfor meteorological observations. Pledges of cash in five years. Books for library. To aid students for the ministry. For repairs. For gymnasium From parochial charities. Prayer and other books to aid chureh work. To fence the Errounds. For penmanship for months. I For payment of debt. > To pay for property. For chapel and furniture for it and Horary. Mineralogical collection. 976 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIV. — Statistics of educational Recipient of benefaction. Benefactor. Name. Location. Name. Residence. Institutions for secondary INSTRUCTION— Continued, St. Paul’s School. W allaW all a, "Wash , Residents of town and Eastern friends. Schools for boys and girls. Andrews Institute . Searcy Male and Female Semi¬ nary. Napa Collegiate Institute . Durham Academy . Cookman Institute . Masonic Academy . Clark University . Gordon Institute . German Evangelical Lutheran School. Battle Ground Collegiate Insti¬ tute. Birmingham Academy and Boarding School. Amity College . Lenox Collegiate Institute . Hebrew Educational Institute . Putnam Free and Brown High School. Wesleyan Academy . St. Louis School . Lincoln Institute Marionville Collegiate Institute Van Rensselaer Academy . Proctor Academy . Penacook Normal Academy. . . . Francestown Academy . Kingston Academy . New Ipswich Appleton Acad .. Coe’s Northwood Academy . Blair Presbyterial Academy . . . South Jersey Institute . St. Stephen’s School . Newton Collegiate Institute .. . Union Aeademy . Attica Union School and Col¬ legiate Institute. Cayuga Lake Academy . Genesee Valley Seminary . Adelphi Academy . Candor Free Academy . Canisteo Academy . . Near Collinsville, Ala. Searcy, Ark . . J. W. Wesson Collinsville, Ala. Napa City, Cal . . . . Durham, Conn . ... Jacksonville, Fla . Milton, Fla . Atlanta, Ga . Barn esvi lie, Ga . . . Addison, III . Various persons. S. S. Scranton. .. Various persons. Various persons. Various persons Durham, Conn Battle Ground, Ind George W. Rice. Birmingham, Iowa Friends Birmingham, Iowa.. College Springs, Iowa. Hopkinton, Iowa. . New Orleans, La.. Newburyp’t, Mass Prof. Osborn Oxford, Ohio Citizens . The Hebrew Educational Society. A Society of Natural His- Hopkinton and vi¬ cinity, Iowa. Newburyport, Mass. Wilbraham, Mass. St. Paul, Minn - Jefferson City, Mo Marionville, Mo . . . Rensselaer, Mo. . . . j^ndover, N. H _ Fisherville, N. H.. tory. C David Smith, (deceased) . . ) Various persons . Catholics of the congrega¬ tion. f Avery estate . J Miss Caroline Richmond. S Society for Propagating (, the Gospel. W. J. Ogden . C W. Dickinson, (deceased) . ) Other persons . John S. Brown and C. H. Amsdeu. Springfield, Mass ... St. Paul Minn . Pitts, Mo . Providence, R. I . East Andover, N. H Fisherville, N. H - Francestown, N. H Kingston, N. H - New Ipswich, N. H NorthAVOod, N. H. . Blairstown, N. -J. . . Samuel Mason . Isaac Spalding . E S. Coe . C Hon. John P. Blair . (John P. Smith, (deceased) Bridgeton, N. J Millburn, N. J . Newton, N. J . . Shiloh, N. J .... Attica, N. Y . . . E. G. Ken wick . J. L. Swayze and others. . . Various persons . Hon. R. S. Stevens . Boston, Mass . Nashua, N, H . Bangor, Me . Blairstown, N. J - Bloomsburg, N. J ... Newton, N. J . Shiloh, N. J . Hannibal, Mo . Aurora, N. V . . Belfast, N.Y .. Brooklyn, N. Y Candor, N.Y .. Canisteo, N. Y . Hon. E. B. Morgan . . . James P. Rouudsville Trustees of academy. Aurora, N. Y. Oramel, N. Y. STATISTICAL TABLES. 977 Icnefacf tons for 1375, ^'C.— Continued. Benefactions. Total. Endowment and Ren- oral purposes. Grounds, buildings, and apparatus. Professorships. 1 ^ CO ^ ao-'S ti f* To aid indigent stu¬ dents. Library and museum. Eemarks, ‘ 5 6 7 8 9 10 11 13 $8, ‘100 300 $400 $2, 000 300 6S0 680 12, 000 250 12, 000 200 To liquidate mortgage. $50 500 $500 al,000 For library. 2,000 6,000 334 2, COO 6,000 500 500 For improvements. To aid principal in purchase of property . A technical cabinet. For new building. •400 400 4,000 1, 000 4, 000 1, 000 ; Ornithological cabinet of nearly 200 mounted [ specimens ; also other specimens for cabinet. 1 1,175 1,000 900 175 900 r 1, 000 1 500 [ 1,625 J 250 ') 125 1 250 80 80 f 500 1 600 1 100 800 800 For apparatus, &c. 500 10 10 For charts. 5, 000 SOO 300 j 12. 000 6, 000 500 For additional endowment, improvement of buildings, Ac. 1 18, 500 25, 000 25, 000 1,061 Pledged for endowment. 1, 061 1, 100 1,500 1, 100 To enlarge buildings. To pay indebtedness. To enlarge school building. For principal’s salary. 1, 500 1, 100 1, 100 500 500 100 570 LOO . 570 For apparatus and books. For library and apparatus. 1 200 1, 500 L:::;::::: 62 I a Volumes. 978 REPORT OF THE COMMISSIONER OF EDUCATION, Table XXIV. — Statistics of educational Recipient of benefaction. Benefactor. Nanrte. Location. Name. Residence. INSTITUTIONS FOR SECONDARY Instruction— C on tinned. Cbappaqna Mountain Institute Clinton Liberal Institute . Fergusonville Academy . Greenville Academy . Hartwick Seminary . Hudson Academy . Pike Seminary . Pompey Academy . Saugerties Institute . Soutbold Academy . Middlebury Academy . Germantown Institute . Poland Union Seminary . Savannah Male and Female ? Academy. 5 Witherspoon Institute . Doylestown English and Classi¬ cal Seminary. Reid Institute . . Stewardstown English and Classical Institute. ^ BrownsvilleGradedHigh Scheol Euou Seminary . McMinn Grange High School .. Holston Seminary . Barnes Institute . River Side Institute . Goddard Seminary . Bratileboro’ Academy . Troy Conference Academy . St. Johnsbury Academy . Elroy Seminary . Jefifeison Liberal Institute . English and Classical School. . . St. John’s School . School of the Good Shepherd. .. St. Mark’s School . Salt Lake Collegiate Institute. . INSTITUTIONS FOR THE DEAF AND DUMB. Institution for the Deaf and Dumb and the Blind. American Asylum for the Deaf and Dumb. Institution for the Instruction of the Deaf and Dumb. Institution for the Improved Instruction of Deaf Mutes. Chappaqua. N. T. . Clinton, N. Y - Fergusouville,N.Y Greenville, N. T . . Hartwick Semi¬ nary, N. Y. Hudson, N. Y . Elwood Burdsall . Various persons , Various persons . Ten persons . Port Chester, N. Y . Fergusonville and New York City. Greenville, N. Y’ . . . Pike, N. Y . Pompey, N. Y. . . . Saugerties, N. Y . Southold, N. Y . . . Wyoming, N. Y . . Germantown, Ohio Poland, Ohio . Savannah, Ohio . . . Butler, Pa . Doylestown, Pa. .. Reidsburgh, Pa. : Stowartstown, Pa Brownsville, Tenn Butler, Tenn . Mouse Creek, Tenn New Market, Tenn Galveston, Tex.... Columbia County, N. Y. Lisbon, Tex . Barre, Vt . Biattleboro’,Yt .. Poultney, Vt . St. Johnsbury, Yt Elroy, Wis . Jetfe'rson, Wis ... Santa F6, N. Mex Logan C'ty. Utah Ogden, Utah . . Sait Lake City, Utah. Salt L.ake City, Utah. Oakland, Cal. Hartford, Conn . . N ew York, N. Y .. New York, N. Y Citizens . Pike, N. Y . C tizens . Saugerties, N. Y _ Southold, N. Y . Henry Huntting . Various persons . Rev. K. Koeberlin . Greenville, Ohio . . . . f Citizens . Savannah, Ohio _ ) Presbytery of Wooster. . . Residents of town and vicinity. Aaron Fries . f Rev. C. H. Prescott . ( Samuel Frampton . Ohio . Pennsylvania . Philadelphia, Pa . . . . Reynoldsville, Pa . . . Clarion, Pa . J oshua Perkins . . Butler, Tenn . J. B. Sibley and others _ Washington, D. C . . . American Missionary As¬ sociation. W. B. Miller and others . . Thaddeus Fairbanks . Saratoga, N. Y - St Johnsbury, Yt. Ladies’ Home and Foreign Missionary Society of the Presbyterian Church. New York, N. Y - Various churches and per¬ sons. Eastern States and Salt Lake City. Mr. Biedeman . James Seymour, (deceased) Thomas C. Chardavoyne . . Members of the Associa¬ tion for the Improved Instruction of Deaf Mutes. San Francisco, Cal . Auburn, N. Y . Total STATISTICAL TABLES. 979 henefactions for 1875, tf'C.— Continued. 10 11 12 liiool. 25,000 . 150,. I 352: 825,000 150 $352 For ne'K' Irailding. For cabinet organ and calendar clock. For library. 560;, 1,500*. 395 . 4. 000 150' 4, 000 . . i'666' I 5,000 12,000 560 1,000 395 $300 4,000 150 4,000 4,000 $2, 000 3,000 For improvement of bnildingg. For repairs, books, dec. For repair.s. To pay a debt. For repairs. A. library ; value nnkno'wm. 300 . I 15,000: 20 , 1, 500 '. 750 6.000. 2; 5oo; 200' I 1, loo! 4. 000' 75 . 3.0CO. 3, 000, 3. 000 . 1,200 . 500, 1.000. 900 4, 471 300 (15, 000) 20 750 ... . (8, 000) 2,500 .... 200 1, 100 4,000 3,000 $3,000 1,000 900 4, 471 For a reading room. For bnilding and endo-wroont. To establisb the school Eight hnndred and ten acres of hand and lot of school tprnitnre. To fit np primary department. To pay old debts. To aid yonng men preparing for the ministry. To aid in bnilding. For annual scholarships. For scholarships. For annual scholarships 300 ! 250 50 For tuition and library. 1. 000 1, 000 5,000, . 5, 000! 5, 000 3, 140 . a Tolumea. 980 EEPORT OF THE COMMISSIONER OF EDUCATION. Table XXIV, — Statistics of educational Eecipient of benefaction Benefactor. Name. Location. Name. Besidencc. 1 3 3 4 i 1 IXSTITCnONS FOR THE DeaE AXi) Dumb— Concluded. Pennsylvania Institution for tbe Deaf and Dumb. inSCELLAN'EOUS. Town ofVftiden _ _ Philadelphia, Pa . . Mississippi Dr. C. M. Vaiden _ i V aidon, Miss . STATISTICAL TABLES, 981 bfue/aciions for 1375, ^'C. — Concluded. Benefactions. p a 3c , ^ iT £ s X .5 X — 3 .5 3 C ■* 5 $ C p S ^ « ■ Z ^ X :: 5 'x 'x x" 3 X H -Library and nmsouin. Remarks. 5 6 7 8 1 9 10 11 12 |10, 329 9, 000 i i ; Dr. Taiden gave the “ Taiden Male and Female i Institute” to tbe town on condition that a 1 good school be kept up. 1 $9,000 Table XXV. — Pahlications, educational, historical, <.^'C,for 1875; compiled from imJMshers' announcements, iy the United States Bureau of Education. 982 REPORT OF THE COMMISSIONER OF EDUCATION. v 0.0 oooio oo 'inmoo 000 = 3 - - - .... - C^OOLOO -2 S 3 ft ^43 > s>ss> Tj^^ao Tj^GC'Q'TjiQo O 3 ^ :3 05 be .e< 0 05 MO “t5-§-? g-g-c 2.H 5-S.2 ^ i^i O i 5«j s P:;Ph^h?3 O IHO PPO<5o • !i ;p OpOOOO ^^Cjso ft 6 o 6 6 ts i.i ui ft p •|pftq Hi ^ft' ■**} Hip p; :o ail += O ^ «1ga O C3 2^- oa » .. 33 ^ w g'^5^8 ^ ^..5 ft a STATISTICAL TABLES. 983 o o o o o o o o o ir: o o 1:5 O 5 O O I (N 0000 o o m 10 Cir-iy-^r^ ^ ^ r-l r-J in ci >4 o ® p S 2 ®» o o ■ ^ S E o P S2<^o o o o S rt p p p P P M 02 '“S : : fctci -3 ® p^§ p"®^ cc •r'.e P s rp ^ S ■P'^ «4^ '-5 • .5 2 Sfp PQ-S >s >■• p.£ p ^h5^-2 h! i:- c 'c u t) ® B 3 O ® P p P O B •“ 3 . 3 © 3 © P.p ce o c ^ces^^.§ia| E=:‘ .So ® p's ® C^<1ppq g-o g ® © li pj C|P3 '•S-P pa S . S^ g W.^-§ P3 rO p25 o 3“ « til -S o aj -Ps © P'S p c'>-=a >1 P.BP :i|- W)| .2 .2 oW «oil 5'S = CCoj ^6 t>5db p 3 2 '&'» |2 _® .2 o '3 1-^ . g ^ ® B It >iO g J P5 g ^ p!^ -I'S '5^=1 „ I'pQ J §2 P-® a ©^ ©^ SS®' Wf=^ P3 -t^’n 02^.p rtP3 ® o» aS fi fp 3 ^ a o 01 o^ 2 ^ 2 <0 ® C O 0.^5 ^3-®=g:2-S£ 3 3SSS o .-^ ■ ■ 'Coo.-: ® o «5Sh III 1®=« . ©02 O 733 cS n'S-a'^ P< •£^®' asiS o ® ® ! • ® a'^p + h-; a O r^§ 2^ 3 <1 *^■'2 . a p ® o ® ^r® I j! W © P ■— is-Sgs p-p its P pa 'So’ i-p c c£i_: >td |... p © a ■" E P s ® W 'o o ®.®-® S ' .p^ C^ riiOiOP^ -^wt® ©-3'^^ 01 ® o'lJ ’ P '• ga^. M _ ® “ J2 ® © ®.2 §§a 3 ^^Ph p p p p . g|M ® ® pj .03 o © •<.y M.2 g p'^ o P O .P a© o wl’ I >,P w .a'p ©"^ ©t3 Ip P P ® p .-s P . -p - .2 p ||ll ^-go3a g a p-2.3.aa.5 ipH.2.2.p5 ® t2.a-s 3oS3® pa3!/3^ oM © © O p _ P p P 3- ^1 fcC a a A B P •• J ECO K -a P''^ op© •■a to fqgfppqpp gag.S r a .p C -p .p .p _o g _6 _© _© fc. .■ B B pQ wpqpp >1|p PhP 1^ 3 c a' -jf ® P bJO p.^ fi M |a I Ip . • : :1- 2 0 O'® -;S P 20r -8 ® 2 a p ^ P ^2 ^-p a-p 0 0 0 RP-g 3 0 0 0 © © -g a Pp! ^ a . C P P p^ Ip -.p5 P 2 •r: t= ® .2M ®P jcb 33 -a ® p ® o .a o Q. S i i Hi P Table XXV. — Publications, educational, historical, 4'<^.,for 1875, ! . g q ® o lo o q — g g .2 S 2|2®2|S|3i^5| Vi bsKiCuV^'v P.P 9S S o^So^o^oovg-^o aQOaD^ccC3cO-*^'^aj^® ce S c3 =8 04=^ S_3 "q 'S'q P ^ 2 Sf2 o ® ^ ja .§fi.§ = |o.|Hg'|i£cg^^ O O O O W H 11^1 03 g o S HhWH pqfHP^ ^ V . ^ = §>4>-.| ^ £3 "P . r® V j. ® _v gsapisl I S c |.§ g gPc Sg 111.2^1 o ® q ©-“q STATISTICAL TABLES. 985 = ^3|2 ^ g§ g§ - _ t-i -^Ti t-i ^MTOOr-i-i— r^-s" I " ■ ■ Table XXV. — Puhlimtione^ educational, historical, . = = x .= -ir p ■’.Vilioii, Jliiiklo (fe Uo . I Ciiiciiiuiiti, Ohio . 1 Roy to Dullot’o Agri<*,ola, and Dialogna do Oratoribus, with ass STATISTICAL TABLES. 995 ^ ggSSSSgg SS §g §g§s§ iS S§ §i g Table XXV. — Puhlications, educational, historical, ^’C.,for 1875, ^c. — Concluded. 996 REPORT OF THE COMMISSIONER OF EDUCATION. ® ft I I" §ft CC 00 t- CD rl CO © © , O S' S g S o o o S S S O \m % ii-w i^Hi : §•-5 •■5 ^|g s o tip ^ r? c3 o ® .2 © flCQ M 2 ^ +3 © o © , • © ^ M a : S ‘i® 3 ■ a 9 ® |3 U-i'TS'-' t. . ® ® ©n te43 Saa|- -^>§■2.9 ^ CO Cg 4^ 'gM-glzi.S ®rS£j .2 o ft^ © 1- 1 w|i| ^ rt I |w Si ® a ® © -J I ■g 1-5 .a g « ® 05 '^ra^* >i'2l_3 ■3 J in 02 Sh ^Sl§3-a >-.£11 a -a cs •'' . ® !>■ •s.lSSSSfiapi -a* .2fi If 2fi o as a fH g - « ® ft-® s ^ ‘^ooO^-32>^dr^ ® P'^oD'aSQ o 2 <-l 6X-5 o i-H " j;; ® .-a :;•■ .5 .a i-' •= ^ ®W I g 2 §02 |m W PhHPM m m !z;^Hh3 fl 9 °S ■Z^ls il .3*3 02 O fcC o g ^■-s ..i. . - ® t! ShEgg -5=-| ■» aft "§ Kftta im I ii«i I UP4I-5H^ P STATISTICAL TABLES. 997 Table XXVI. — Improvements in school fnrniture, apparatus, ventilation, ^'c., patented in the Unit&J States for the year ended June 30, 1875. Xame of patentee. Eesidence. Xo. of patent. Title of patents. 1 * 3 4 Pitkin. A. P . Hartford, Conn . 164, 9S3 Heating and ventilating public buildings. Andrews, H- . . . Xew Haven, Conn. . . 158, 452 Parallel ruler. Andrews, H. L . Chicago, Ill . 164, 248 , School desk and seat. 164, 268 164, 173 162, 099 ! Hinge for seat arms of school desks. ; Blackboard rubber. Presbrev, &. H . Sterlins, Ill . Hinge joint for school desks. Lichtenberg, J . Fort AV avne, Ind .... 159, 335 Map exhibitor. Gilchrist, F. M . Greenfield, Ind . 158. 271 School desks. Fry, H. E . Marion, Ind . i 164, 160 School desk. Grant, G. H . Richmond, Ind . 164. 547 Blackboard eraser. talker, J. B . Louisville. Ky . 1 154,357 Blackboard rubber. Enight J. A . Auburn. Me . : 157,996 Map drawer and exhibitor Barbarick. J. H . Casco, Me . . t 161, 732 Slate frame. Bushfield. S. B . . . Baltimore, Md . ! n6, 221 Slate frame. HaskeU,'«'.0 . Boston, Mass . 157, 326 School desks. Peabody, W. B. 0 . ; 1 Boston, Mass . i ! 161,982 Drawing board. Boston, Mass . j i 153, C 19 151, 928 t School and lawn seats. Soper, P. 0 . ^ I Boston, Mass . Parallel rule. Choate, G. AV . . Newton Centre, Mass, 161, S62 Slate pencil sharpener. Kelsev, 0 . ! AV orcester. Mass . . . . | 163,320 , Heating and ventilating apparatus for buildmgs. Shields, C-J . Adrian. Mich . 158. 444 Slate frames. Biildwin. F. S..............: St. Louis, Mo . 159, 244 156, 491 Calculating machine. Pencil holder for slate frame. Moore, C. C . i Elizabeth, X. J . ! Birmeli, D . ! Greenville, X. .J . 163, 912 ' Letter and picture block. AVeissenbom. E . . Hoboken, X.J . 153. 408 Eraser. MiUer, AV. Ai . 1 Paterson, X.J . I 164, 019 Slate frame. Taylor, D. C . ' Brookljm, X. T . ' 156, 959 Alphabet boards and block. Baade. AT. F., and Songster, A. AT. i Bnffialo, X. Y . 156, 868 Alphabet case. Baade, AV. F., and Songster, ; A. AT. Buffalo, X. Y . i 157, 113 Alphabet case. Conch, S. AV . Cold Spring, X. Y _ Xew York, X. Y . j 159,800 ^ AVindow ventilator. Lawrence, J. M . , 157, 690 Adding machine. Poznanski, J . Xew York. X. Y . | 163, 886 Slate pencil attachment. HoUand, J . i Cincinnati, Ohio . : 159, 513 Pen and pencil case. Jones, G. E . Cincinnati, Ohio . ‘ 155, 449 Geographical map. Brinkerhofii A.AV . | Sanduskv, Ohio . i 06, 200 Inkstand. Cramer, F . Toledo, Ohio . ^ 152, 726 Device for teaching music. Holman, C. J . Toledo, Ohio . : 153, 826 Adding machine. Baldwin, F. S . . . j Philadelphia, Pa .... j 153, 522 Adding machine. Barker, G. E . i Philadelphia, Pa _ i 155, 406 Building venrilator. Blair, J. B . ■ Philadelphia, Pa .... a6, 510 Pencil rubber eraser. Chinn, RH . AV ashington, D. C . . . 1 155, 606 Pen. ATagner, G . AVashington, D. C...! 160, 066 AVindow ventilator. Daguin, E . 1 Paris, France . i 157, 584 Drawing pen. a Eeissue. INDEX TO REPORT FOR 1875. A. Academies aiKl seminaries: 11; 19; 32; 53; 02; 68; 75; 88; 106; 119; 120: 132; 143; 154; 163,164; 176; 194; 215; 227,228; 236; 248; 281; 300, 301 ; 322; 336 ; 349; 362; 3i:2; 390; 400; 410; 417; 429; 445; 456; 474; 490; 513, 514; summary, Ixiii-lxxiii. Alabama, State of : Statistical summary — em-olment and attendance, 5; teachers and tlieir pay, 5; school districts and schools, 5; income and expenditure, 5. School s'.stem of the State— constitutional provisions, 6, 7; profusions of school law, 7, 8. Elementaiy instruction— school privileges enjoyed, 8, 9; summary of schools, 9; cost and time of tuition. 9; economy in administration^ 9 ; serious iiuancial trouble, 9. (See also Table I.) City school systems,*!!). (See Table II.) Tiaiuing of teachers — normal schools, 10, 11 ; teacheis’ institutes, 11. (See Table III.) Secondary instruction — public high schools, 11 ; piivate secondary schools, 11 ; preparatory school of college, ll. (See also Table VI.) Superior instruction University of Alabama, 11; other colleges, 11, 12; colleges for women, 12; statistics of universities and colleges, 12. (See Tables YIII, IX.) S*ieutilic and professional instruction — science, 12. 13; law, 13; medicine, 13; theology, 13; statistics of .schools for scientitie and professional instr uction, 13. (See Tables X, XT, XII, XIII.) Snecial instruction — Alabama Institution for the Deaf and Dumb and Blind, 13. (See Tables XIX, 'XX.) List of school officials, 14. Alaslca, Territory of: • Area, 463; climate, 463, 464; number and classes of inhabitants, 464, 465; educational and legal status of the people, 465, 466. Albany, Xew York: Schools of, 293, 294. Alexandria, Virginia: Schools of, 427. Allegheny, Pennsylvania: Schools of, 359, 300. American Geographical Society : Meeting of, 529. American Institute of Instruction : Meeting of, 536-538. Amei’ican Philological Society : Meeting of, 535, 536. American Social Science Association: Meeting of, 531-534. Anderson, Henry James: Obituary of, 315, Ann Arbor, Michigan: Schools of, 212. Argentine Confederation: Education in, cxxxvi. Arizona, Territory of: Statistical srrmmary — school population and attendance, 467 ; teachers, 467 ; schools, 467 ; income and expenditure, 407. School system. 467, 468. Elementary instruction — condition in 1875, 468, 469; progress, 469. (See Table L) List of school officials, 469. Arkansas, State of: Statistical summary — ^school population and attendance, 15; teachers and their pay, 15; school ses¬ sions, 15; income and expenditure, 15; school fund and .school property, 15. School .system of the State — constitutional provisions of, 15 ; provisions of the school law, 16. City school .system— of Little Ptock, 18. (See Table II- ) Training of teachers — rrormal department of university, 18 ; Pine Bluff Xormal Institute, 18 ; teachers* institiites, 18. (See Table III.) Secondary instruction — public high schools, 18 ; private secondary schools, 19 ; preparatory schools of colleges, 1 9. (See Tables VI, VII.) Superior instruction — Arkansas Industrial University, 19; Aikansas College, 19; Cane Hill College, •19; St. John’s College of Arkansas, 19 ; Evening Shade Male and Female College, 19 ; statistics'of universities and colleges, 20. (See Tables Vllf, IX.) Special instruction —Arkansas Institute for Education of the Bhnd. 20; Arkansas Deaf-Mute Insti¬ tute, -20. (See Tables XIX, XX.) List of school officials in Arkansas, 20. Art: ‘ Museums of, Table XVIII, pp. 892-903. Eelation of, to education, cx, cxi. Atchison, Kansas; Schools of, 131. Atlanta, Georgia : Schools of, 73. Attendance on piihlic schools: In California, 24; in Connecticut, 47 ; in Iowa, 116; in Kentucky, 140; in Maryland, 173; in Xew Jersey, 278 ; in Ehode Island, 376 ; in Tennessee, 396 ; in Utah Territory, 512. Statistics of; (See Table I, pp. 548-555; summary’, xxvi-xxix, and statistical summaries for each State in appendix.) Compulsory, 453. AnstriarHungary : Education in, cxxvii, cxxviii. 999 1000 INDEX, B. Baltimore, Maryland : Schools of, 174. Bavaria ; Education in, cxxviii ; comparative statistics of, cxxvi, cxxvii. Belgium ; Education in, cxxix ; comparative statistics of, cxxvi, cxxvii. Belleville, Illinois: Schools of, 83. Benefactions, Educational : Summary of, by institutions, cxxi ; by States, cxxii-cxxiv. (See also Table XXIV, pp. 960-981.) Birmingham, Alabama ; Schools of, 10. Blind : Instruction of the : In Alabama, 13 ; in Arkansas, 20; in California, 41 ; in Georgia, 78; in Illinois, 94; in Indiana, 109; in Iowa, 122, 123; in Kansas, 134; in Kentucky, 147 ; in Louisiana, 157 ; in Maryland, 181 ; in Mas¬ sachusetts, 200 ; in Michigan, 219 ; in Minnesota, 230; in Mississiiipi, 238; in Missouri, 252; in Xebraska, 261 ; in Kew York, 310, 311 ; in Xorth Carolina, 324 ; in Oregon, 351 ; in Pennsylvania, 309 ; in South Carolina, 392; in Texas, 413; in Virginia, 435; in West Virginia, 446; in Wisconsin, 400. (See Table XX, jip. 908, 909; summary, cxii, cxiii.) Booth, Miss Almeda: Obituary of, 344. Boston, Massachusetts : Schools of, 189. Brazil: Education in, cxxxvii. Brewster, Miss Martha M.: Obituary of, 220. British Columbia ; Education iu, cxxxviii. Business Colleges, 32, 83, 120, 132, 144. 154, 177, 195, 215, 228, 236, 248, 259, 271, 281, 301, 323, 336, 363, 382, 400, 429, 457, 490. (See also Table IV, pp. 596-605, and summary, Ixii.) C. California, Missouri : Schools of, 244. California, State of : Statkstical summary — school populaiion and attendance, 21 ; teachers and their pay, 21; income and expenditure, 21 ; districts and schools, 21; length of school terms, 21; grades of teachers, 22; valuation of school property, 22 ; miscellaneous school statistics, 22. School system of the State— coustitutioual provisions, 22; piovisions of the school law, 22. Elementary instruction— general review, 24; imogress, 24; school attendance, 24; textbooks, 24,25; half-time system of schools, 25; the Kin40 ; the Xational Educa¬ tional Association, ‘540-543 ; American Association for the Advancement of Science. 543, .it 4. Local — in Connecticut, .58, 59 ; in Delaware, 6 3, 64 ; in Georgia. 78; in Illinois, 94. 95 : in Indiana, 110; in Iowa, 123, 124; in Kansas. 134, 135 ; in Kentucty, 147,^^148; in Maine, 167-169; in Maryland. 181, 182; in Massachusetts, 203. 204 ; in ilichigan, 21^1. 220 ; in Missouri. 253 ; in Xebraska. 261 ; in Yew Hampshire. 273; in Xew -Jersey, 285 ; in Y'ew York, 311-313; in Xorth Carolina. 325 ; in Ohio, 343; in Oregon, 35'., 352; in Pennsylvania, 370, 371 ; in lihode Island, 38-3, 3s4 ; in Tennessee, 404; in Vir¬ ginia, 436 ; in tv est Virginia, 446, 447 ; in Wisconsin, 460, 461 ; in Colorado, 476, Convict school, 202. Cosmopolitan schools. San Erancisco, California, 27. Covingtou Kentucky: Schools of, i40, 141, Creery, lYlUiam E. : Obituary of, 182, D. Dakota. Territory of : Statistical summary— school population and attendance, 477 ; schools, school districts and property, 477 ; teachers, 208 ; income and expenditure, 477. School system. 477, 478. Elemenutry instruction — general view, 478 ; report by counties, 478, 479. List of school othcials, 480. , Da5T;on, Ohio : Schools of, 333. Deaf-mutes : Instruction of— in Vlabama, 13 ; in Arkansas, 20 ; in California, 41 ; in Connecticut, 58 ; in G-eorgia, 77, 78; in Illinois, 94; in Indiana. 110; in Iowa, 123 ; in Kentucky, 147 ; in Louisiana. 157; in Mary¬ land. 181 ; in Massachusetts, 200, 201 ; in Michigan, 219 : in ^Minnesota, 230 ; in Mississippi. 238 ; in Missouri. 252; in Xebraska, 261 ; in Xew York, 310 ; in Y orth Carolina, 324 ; in Ohio, 342; in Oregon, 351: in Penusylvania, 369; in South Carolina. 392, 393; in Tesa.s. 413; in Yirginia, 435 ; in West Virginia, 446 ; in Wisconsin, 460; in Colorado, 475, 476 (See Table XIX, pp. 904-907 ; summaiy, cix-cxii.) Delaware, State of : Statistical summary — school population and attendance, 60 ; schools, teachers, and teachers’ pay, 60 ; income and expenditure, 60. School system of the State — constitutional provisions. 60 ; provisions of the school law, 60, 61. City school systems, 61, 62. (See Table H.) Secondary instruction— public high schools, 62 ; other secondary schools, 62. (See Table YI.) Superior instruction, 63 ; statistics of, 63. (See Table IX.) . Scientific and professional instruction, 63. (See Table X.) Educational conventions, 63, 64. List of school officials, 64. Denmark : Education in, cxxix. Denver, Colorado : Schools of, 474. Detroit, Michigan : Schools of, 212. District of Columbia : Statistical summary — school population and attendance, 481 ; teachers, 481 ; schools, 481 ; income and expenditure, 48l‘ School system, 481. Elementary in-struction — public schools. 482; progress. 482; hinderance to progress, 482; present con¬ dition. 483 ; classification by grades of sfudy, 4;3 ; compulsory law, 483 ; half-day schools, 453. 484 ; drawing. 484 ; schools for colored children, 484 ; private and church schools, 485, 488 ; private schools7 489. (See Table I.) Training of teachers— normal school, 489, 490. (Se© Table m.) Secondary instruction — in public schools. 490 ; in piivate schools, 490 ; in preparatory departments of colleges. 490 ; business college, 490. iSee Tables IV, VI. VII.) Superior instruction — colleges^ud universities. 491 ; statistics of, 492, (See also Table IX.) Scientific and professional iustruction — science, 4'>2: theologv, 492 ; law, 492; meuicine, 492 ; statistics of professional schools, 493. (See Tables X. XI. XIL XUI.) Special instruction — charitable and reformatory institutions, 494. (See Tables XXI, XXIL) School officials 493. INDEX. 1003 Dover, Xew Hampshire : Schools of, 269, 270. Drawing, 187, 188, 378, 484 ; industrial, 188 ; evening classes in, 202. Dress : Extravagance of pupils in, 64. Dubuque, Iowa : Schools of, 117. E. East Saginaw, Michigan : Schools of, 212. Education : Kecords of, xi, xii ; improved by the Centennial Exposition, xii, xiii. Effects of the war and of slavery on, xxi, xxii. Kevival of, in the Xortheni States, xxii-xxiv. Kelations of art to, cviii, cix. Condition of, iu the United States at the time of the Declaration of Independence, xix-xxi. Comparative statistics of, in nine foreign countries, cxxvi, cxxvU. Summary of condition of, in twelve foreign countries, cxxr, cxxvi. Facts respecting, in Europe, Asia, and Alrica, cxxvii-cxliv. Educational act— first national, enacted, xxi. Educational condition in 1875 — summary of, xxxvi-xlv. Educational experience — lessons to be learned from, xiii-xix. Education among the Indians : Of Arizona, 519 ; of California, 519 ; of Colorado, 519 ; of Dakota, 519, 520 ; of Idaho, 520 ; of Indian Territory, 520, 521,526-528 ; of Iowa, 521 ; of Kansas, 521 ; of Michigan, 521, 522 ; of Minnesota, 522 ; of Montana, 522 ; of Kebraska, 522, 523 ; of Kew Mexico, 523, 524 ; of" Xevada. 524 , of Oregon, 524 : of Utah, 524; of Washington Territory, 524,525; of Wisconsin, 525; of Korth Carolina, 525; of Xew York, 525 ; of Pennsylvania, 525, 526. Educational funds: Peabody, 73, 235, 410, 427, 441. McDonogh, 153. Education, practical, 530, 531. Elementary instruction : In Alaba'ma, 8, 9 ; in California, 24, 25; in Connecticut, 47, 48: in Florida. 67, 68; in Georgia, 72, 73: in lUinois, 83-86 ; in Indiana, 101, 102 ; in Iowa, 116-118 ; in Kansas, 129, 130 ; in Kentircky, 139, 140 ; in Louisiana. 152, 153 ; in Maine, 161, 162; in Maryland, 173, 174 ; in Massachusetts, 186-189; in Michi¬ gan, 210-212; in Minnesota, 223-225 ; in Mississippi, 234, 235 ; in Missouri, 242-244 ; in Xebraska, 257, 258 ; in Xevada, 264, 265 ; in Xew Hampshire, 268, 269 ; inXew Jersey, 277-279 ; in Xew York, 291-293 ; in Xorth Carohna, 321 ; in Ohio, 3-.:9-331 ; in Oregon, 347, 348 ; in Pennsylvania, 357-359 : in Ehode Island, 376-378 ; in South Carolina, 388, 389 ; in Tennessee. 396, 397 ; in Texas, 409, 410 ; in Vermont. 416 ; in Virginia, 426, 427 ; in West Virginia, 441, 442; in Wisconsin, 451—454; in Arizona, 468,469; in Colorado, 473,474; in Dakota, 478,479; in District of Columbia. 482—489; in Montana, 498; in Xew Mexico, 500-509 ; in Utah, 512; in Washington Territory, 516. (See also Table I.) Elizabeth, Xew Jersey : Schools of, 279. England: Education in, (see Great Britain,) comparative statistics of, cxxvi, cxxvii. Enrolment in public schools. (See Table I, pp. 548-555.) Eufaula, Alabama : Schools of, 10. Eyes, the : Kules for the care of, 532. F. Farr, James W.: Obituary of, 315. Feeble-minded childi-en : _ Institutions for— in Illinois, 94 ; in Kentucky, 147 ; in Pennsylvania, 369, (see Table XX l ll, p. 959 ;) summary, cxxi. Finney, Charles G. : Obituary of, 343, 344. Fitchburg, Massachusetts : Schools of, 190. Florida, State of : Statistical summary — school population and attendance, 65; teachers and their pay, 65; income and expenditure, 65. School system of the State — constitutional provisions, 65 ; provisions of the school law, 66, 67. Elementary instruction — school census, 67, 68. (See Table I.) Secondary Instructi on— pubhc high schools, 68; other secondary schools, 63. (See Table VI.) Sui)erior, scientific, and special instruction, 68. List of school officials, 68, 69. Fowler, Bev. Spencer J., A. M., ^20. France : Education in, cxxix. Frankfort, Kentucky : Schools of, 141. €U Galveston, Texas : Schools of, 410. Georgia, State of: Statistical summary — school population and attendance, 70 ; teachers and their pay, 70 ; schools. 70 ; private elementary schools, 70 ; private high schools, 70; colleges from which reports were received, 70; income and expenditure, 70, 71. School system of the State — constitutional provisions, 71 ; provisions of the school law, 71, 72. Elementary instruction — progress, 72, 73 : aid from Peabodv fund, 73. (See Table I.) City school systems, 73, 74. (See Table H.) Xormal training — means to more efficient teaching, 74 ; normal schools and classes,74,75. (See Table ill.) Secondary instruction — high schools, 75 ; other secondary schools, 75. (See Table VI.) Superior instrnction — University of Georgia, 75 ; other colleges, 75, 76 ; colleges for women, 76 ; sta tistics of colleges and universities, 76. (See Tables VIII, IX.) 1004 INDEX, Georgia, State of— Continued. Scientific and professional instruction — scientific, 76 ; professional scliools, theology, law, medicine, 76, 77 ; statistics of scientific and professional schools, 77. (See Tables X, XI. XIl. XIII.) Special instruction — ^industrial training for women, 77 ; education of deaf and dipnb, 77, 78 ; of the blind, 78. (See Tables XIX, XX.) Educational convention, 78. List of school officials in Georgia, 78-80. Germany: Education in, cxxs. Great Britain : Education in, cxxxi. Greece : Education in, csxx. Greenwich, Connecticut : Schools of, 49. Gymnastics: School for, 533. H. Hackett, Dr. H. B. : Obituary of, 204. Hamilton, Ohio : Schools of, 333. Haverhill, Massachusetts : Schools of, 190. Hawaiian Islands : Education in, cxxxviii. Health and education, cliv-clxiii. Henderson, Kentucky: Schools of, 141. High schools, pubhc : 11; 18; 32; 52, 53; 62; 68; 75; 88; 105; 119; 132; 143; 154; 163; 176; 194: 215: 248; 271; 280,281; 322; 336; 349; 362; 381; 390; 399; 410; 417; 429 ; 444; 456 ; 474. Holland : Education in, mentioned, cxxv. Holyoke, Massachusetts : Schools of, 190. Howe, Dr. Samuel G., 205, 266. Huntington, Indiana: Schools of, 102. Huntsville, Alabama : Schools of, 10. Hygiene : School, 532, 533. I. Idaho, Tenitory of : Summary of school statistics, 495 ; school population and attendance, 495 ; schools, 495 ; teachers and their pay, 495. School system. 495, 496. List of school officials, 496. Hiinois, State of : Statistical summary — school population and attendance, 81 ; schools, 81 ; teachers and their pay, 81 ; income and expenditure, 81. School system of the State — constitutional provisions, 81 ; provisions of the school law, 82, 83. Elementary instruction— kindergarten schools, 83 ; the public schools, 83 ; city school systems, 83-86. (See Tables I, T.) Traiuiug of teachers— State normal university, 86, 87; other normal schools, 87; school journals, 87; school and college association of natural history, 87, 88. (See Table III.) Secondarv instruction — public high schools, 88 ; other secondary schools, 88 ; business colleges, 88. (See Tables TL TII.) Superior instruction — regular colleges, 88-90 ; colleges for women, 90 ; intercollegiate contest, 90 ; statistics »f universities and colleges, 91. (See Tables \ III, LX.) Scientific and professional instruction — scientific, 91, 92 ; professional, theology, medicine, law, 92 ; statistics of scientific and professional schools, 93. (See Tables X, XI, XII, XIII.) Speeial instruction — summer schools of natural history, 93, 94; education of feeble-minded children, 94 ; of the deaf and dumb, 94 ; of the bUnd, 94. (See Tables XIX, XX.) Educational conventions— State Teachers' Association, 94, 95 ; County Superintendents’ Association, 95 ; Society of School Principals, 95, 96. Obituary record. 96. List of school officials, 96, 97. Indiana, State of : Statistical summary— attendance, 98 ; teaehers and their pay, 98 ; schools and school-houses, 98 ; income and expenditure, 98 ; additions to school funds, 98, 99. School system of the State — constitutional provisions, 99 ; provisions of the school law. 99-101. Elementary instruction — recommendation respecting grades in schools, 101, 102 ; decision affecting lady superintendents, 102; township libraries, 102; city libraries, 102; kindergaiten schools, 102. (See Tables L V.) City school systems, 102-104. (See Table II.) Training of teachers— State normal school, 104; Xorthem Indiana Xormal School, 104,105; other normal schools, 105 ; teachers’ institutes, 105 ; educational journals, 105. (See Table III.) Secondary instruction — public high schools, 105; other secondary schools, 106. (See Table YI.) Superior instruction — State University, 106 ; denominational and other colleges, 106, 107 ; a new free college, 107 ; colleges for women, 107, 108 ; interstate collegiate oratorical contest, 108 ; statistics of universities and colleges, 108. (See Tables YIH, IX.) Scientific and professional instruction — science, theology, law, medicine, 108, 109 ; statistics of schools for scientific and professional instruction, 109. (See Tables X, XI, XII, Xlil.) Special instruction — education of the blind, 109 ; of the deaf and dumb. 110 ; reformatory institution for women and girls, 110 ; house of refuge, 110. (See Tables XIX, XX, XXL) Educational conventions — State Teachers’ Association, 110 ; meetings of county and city superintend¬ ents, 110. Obituary record, 110, 111. List of school officials. 111, 112. Indianapolis, Indiana : Schools of, 103. Industrial schools : In California. 42 ; in TVisconsin, 460. For girls — in Connecticut, 57, 58 ; in Xew Jersey, 285. Industrial tiaining for women, 77. INDEX, 1005 Institutes. Teachers’ : Id Alabama, 11 ; in Arhansas, 18; in Connecticut, 52 ; in Indiana, 105 ; in Iowa, 118 ; in Kan.sas, 132 ; in Kentucky, 142, 143; in Maryland, 176; in Massachusetts, 193; in illichigau, 214; in Minnesota, 226,227; in Missouri, 247,248; in Xew Tork, 300; in Xorth Carolina, 321,322; in Ohio, 335,336; in Pennsylvania, 362 ; in Rhode Island, 331 ; in Yeimont, 416 ; in Virjfinia, 423 ; in West Virginia, 444 ; in Wisconsin, 455, 456; in Montana, 498; in Utah, 513. Intercollegiate contest : Illinois, 90. International Exhibition : Education at the, cxliv-cliii. Interstate educational convention : Meeting of, 534, 535. Iowa. State of : Statistical summary— school population and attendance, 113 ; teachers and their pay, 113 ; schools and school-houses, 113; income and expenditure, 113; school fund, 113. School system of the State — constitutional provisions, 114 ; provisions of the school law, 114-116. Elementary instiuctiou — organization of the school system, 116 ; school finances, 116 ; attendance, 116, il7 ; "school-houses, 117; teachers. 117 ; graded schools, 117. (See Table I.) City school systems, 117, 118. (See Table H.) Training of teachers — normal schools, 118 ; teachers’ institutes, 118. 119 ; normal institutes, 119. (Soe Table ni.) Secondary instruction — county high schools, 119 ; seminary for young ladies, 119 ; academies and seminaries for both sexes, 119, 120 ; preparatory depar tments of colleges, 120 ; business colleges, 120. (See Tables IV, VI, VII.) Superior instruction — State university, 120 ; denominational and other colleges, 120, 121 ; statistics of universities and colleges, 121. (See Table IX.) Scientific and professional instruction — science, 121, 122; theology, 122; law. 122; medicine. 122; sta¬ tistics of schools for scientific and professional instruction, 122. (See Tables X, XI, XU. XIII.) Speci:rl instruct .on— education of the blind, 122, 123; of the deaf and dumb, 123; soldiers’ or-phans’ homes, 123 ; State reform schools, 123. (See Tables XIX. XX.) Educational conventions — State Teachers’ Association, 123, 124; county superintendents’ conven¬ tions, 124. List of school officials, 124, 125. Italy : Education in, cxxxi ; comparatir^e statistics of, cxxvi, cxxvii. J. Jacksonville, Illinois : Schools of, 85. Jamaica : Education in, cxxxix. Japan : Education in, cxxxi, cxxxi i. Java : Education in, cxxxii. Jefferson City, Missouri: Schools of, 244, 245. Jefferson, Iowa: Schools of, 118. Jersey City, Xew Jersey : Schools of, 279. K. Kansas City, Missouri : Schools of, 246. Kansas, State of : Statistical summary — school population and attendance, 126 ; teachers and their pay, 126 ; school dis¬ tricts and schools, 126 ; income and expenditure, 126. School system of the State — constitutional provisions, 127 ; provisions of the school law, 127-129. Elementary instruction — educational progress, 129 ; reports of county superintendents, 129 ; branches taught, 129; methods of instruction and discipline, 129, 130; needed improvements in the school economy, 130. (See Table I.) City school systems, 130, 131. (See Table U.) Training of teachers — normal schools, 131, 132 ; teachers’ institutes, 132. (See Table HI.) Secondary instruction — public high schools, 132 ; preparatory schools of colleges, 132 ; other secondary schools, 132; business colleges, 132. (See Tables IV, VI, VH.) Superior instruction— University of Kansas, 132, 133 ; denominational colleges, 133 ; statistics of col¬ leges, 133. (See Table IX.) Scientific and agricultural — ^Kansas Agricultural Collie, 133, 134. (See Table X.) Special instruction — of the blind, 134. (See Table XIX.) Educational association, 134, 135. List of school officials, 135. Keene, Xew Hampshire : Schools of, 270. Kentucky, State of : Statistical summary — school population and attendance, 136 ; teachers and their pay, 136 ; school dis¬ tricts and schools, 136 ; school-houses, 136 ; schools other than public, 136 ; income aud expenditure. School system of the State — constitutional provisions, 136, 137 ; provisions of the school law, 137, 138. Elementary instruction — statistical summary, 139 ; signs of advance, 139 ; schools for colored children, 139; visits of parents, 139, 140; absenteeism, 140; Kindergarten, 140. (See Tables I, V.) City school systems, 140-142. (See Table II.) Training of teachers — normal schools, 142 ; county teachers’ institutes, 142, 143 ; county associations, 143; examination of teachers, 143; qualifications of a good teacher, 143. (See Table" HI.) Secondary instruction — public high schools, 143 ; other secondary schools, 143 ; business colleges, 144. (See Tables IV. VI.) Superior instruction — Kentucky University, 144; other universities and colleges, 144, 145; colleges for women, 145 ; statistics of universities and colleges, 145. (See Tables VIII, IX.) • Scientific and professional instruction — agricultural and mechanical, 145, 146; theology, 146; law, 146 ; medicine, 146; statistics of schools for scientific and prof essional instruction, 116. (See Tables X, XI, XII, xin.) Special instruction — education of the blind, 147 ; of the deaf and dumb, 147 ; of feeble-minded chil¬ dren, 147. (See Tables XX, XXL) Educational association — State Teachers’ Association, 147, 148 ; Society for the Advancement of Edu¬ cation in Kentucky, 148. List of school officials, 148, 149. 1006 INDEX. Kiiidercarten : In California, 25; in Connecticut, 48 ; in Illinois, 83; in Indiana, 102; in Kentucky, 140; in M.aine, 161, 162; in Massachusetts, 189; in Michitran, 212; in Minnesota, 225; in Missouri, 244; in Hampshire, 269 ; in Hew Jersey, 278, 279 ; in Hew York, 293 ; in Ohio, 331 ; in Pennsylvania, 358 ; in Wisconsin, 454. Paper on, 530 ; discussion of, 531. Proposed establishment of, in Indianapolis, 103. Experiment in respect to, in Saint Louis, 246. Summary of statistics of, for 1873-1875, Ixiii. li. Lancaster, Ohio : Schools of, 334. Lawrence, Kansas ; Schools of, 130, 131. , Lawrence, Massachusetts : Schools of, 190, 191. Law: Schools of, 13; 57; 76,77; 92; 108,109; 122; 146; 156; 179; 198,199; 218; 251; 307; 324; 340; 366 367; 392; 403; 412; 434; 459; 492. Leavenworth, Kansas : Schools of, 131. Lexington, Kentucky : Schools of, 141. Libi'aries : City, 102. Township, 102. District, 292. Tree public, 378; 453,454. Public, special report on, civ-cvii. Lincoln, Nebraska : Schools of, 258. Little Hock, Arkansas ; Schools of, 18. Little, Superintendent Thomas H. ; Obituary of, 461. Lord, Asa D., M. D. : Obituary of, 314. Los Angeles, California : Schools of, 29. Louisiana, State of : Statistical summary— school population and attendance, 150 ; teachers and their pay, 150 ; schools, 150 ; income and expenditure, 150. School system of the State — constitutional provisions, 150, 151 ; provisions of the school law, 151, 152. Elementary instruction— remarks upon statistics, 152, 153 ; prospects of the public school system, 153 ; McDonogh educational fund, 153. (See Table I.) City school systems, 153. (See Table II.) Training of teachers, 153, 154. (See Table III.) Secondary instruction— public high schools, 154 ; preparatory departments of colleges, 154 ; other secondary schools, 154 ; business colleges, 154. (See Tables IV, VI, VII.) Superior instruction— State university, 154; other colleges, 154,155; college for women, 155; statis¬ tics of colleges, 155. (See Tables VllI, IX.) Scientific and professional instruction— scientific, 156 ; legal, 156; medical, 156; theological, 156; star tistics of scientific and professional schools, 156. (See Tables X, XI, XTI, XIII.) Special instruction— education of the deaf and dumb, 157 ; of the blind, 157. (See Tables XIX, XX.) List of school officials, 157. Louisville, Kentucky : Schools of, 141, 142. Lynchburg, Virginia : Schools of, 427. M. Maine, State of : Statistical summary— school population and attendance. 158 ; teachers and their pay, 158 ; income and expenditure, 158 ; school fund and property, 158 ; comparative statistics, 158, 159. School system of the State— constitutional provisions, 159 ; provisions of the school law, 159-161. Elementary instruction — educational progress* in twenty years, 161 ; compulsory law, 161; rights of parents and teachers, 161 ; adornment of a school room, 161 ; kindergarten schools, 161, 162. (See Tables I, V. City school systems, 162. (See Table II.) Training of teachers — normal Schools, 162, 163 ; teachers’ associations, 163. (See Table ill.) Secondary instruction— public high schools, 163; other secondary schools, 163, 164; denominational academies, 164 ; preparatory departments of colleges, 164. (See Tables VI, VII.) Superior instruction, 164, 165 ; colleges for women, 165 ; statistics of colleges, 165. (See Tables VIII, IX.) Scientific and professional instruction-scientific, 165, 166 ; professional — schools of theology and medicine, 166 ; statistics of schools for, 166. (See Tables X, XI, XIII.) Special instruction — industrial, 166 ; prison, 166. Educational convention, 167-169. Manchester, New Hampshire : Schools of, 270. Manual labor in University of California, 34. Markee, Miss Margaret: Obituary of, 371. Maryland, State of : Summary of statistics — school population and attendance, 170 ; teachers and their pay, 170 ; schools, 170; income and expenditur-e, 170; results achieved in ten years, 170, 171. School system of the State — constitutional provisions, 171 ; provisions of the school law, 171-173 . Elementary instruction— attendance, 173 ; school census, 173, 174 ; general view of educational prog¬ ress, 174. (See also Table I.) City school system, 174, 175. (See also Table II.) Training of teachers — State normal school, 175; teachers’ institutes, 176; educational journal, 176. (See also Table III.) Secondary instruction— high schools, 176 ; academies, 176 ; private secondary schools, 176 ; preparatory departments of colleges, 177 ; bu.siness colleges, 177. (See also Tables IV, VI, Vll.) Superior instruction— the colleges, 177 ; Johns Hopkins University, 177; regular colleges, 177, 178; colleges for women, 178 ; statistics of colleges, 178. (See also Tables VIII, IX.) INDEX. 1007 Marvland, State of— Continued. Scientific and professional iiistmction — agricultural. 178, 179; theological, 179; law. 179: medicine, 179 ; statistics of scientific and professional schools, 180. (See also Tables X. XI, XII. XIII.) Special instruction— McDonogh Institute, ISO; Peabody Institute, 160, 181; education of the blind, 181 ; of the deaf and dumb, 181. (See also Tables XIX, XX.) Educational conventions, 131, 18*2. Obituary record, 182. List of school oilicials, 182. Marysville, California : Schools of, 29. Massachusetts, State of: Summary of statistics — school population and attendance, 183 ; teachers and their pay, 183 ; public schools, 183 ; piivate schools and academies, 183 ; schools for special instruction, le3 ; income and expenditure, 183, 184. School system of the State — constitutional provisions, 184 ; provisions of the school laws, 184-186. Elementary instruction — educational progress. 186 ; hinderances still existing ; remarks upon statistics for l874-’7o, 187 ; music and di-awing, 167, 188 ; industrial art education, 188 : employment of normal school teachers, ItS ; teachers’ meetings, 188 : kindergarten schools, 189. (See also Tables I, V.) Cit^^ school system, 189-192. (See also Table li.) Training of teachers — normal schools. 192 ; statistics of, 192 : normal art school, 192, 193 ; educational journals, 193 ; teachers’ institutes, 193. (See also Table m.) Secondary instruction — high schools, 194 ; academies and seminaries, 194 ; preparatory schools, 194 ; new secondary school, 194, 195 ; business colleges, 195. (See also Tables IT, Tl, VII.) Superior instruction — university and colleges, 195, 196 : colleges for women, 196, 197 ; statistics of uni¬ versities and colleges, 197. (See also Tables TTit, IX.) Scientific and professional instruction — science, 197; theology, 198 ; law, 198. 199; medicine, 199; ora¬ tory. 199 ; statistics of professional schools, 200. (See also Tables X, XIl, XIII.) Special insti uction — education of the deaf and dumb, 200, 201 ; of the blind, 201, 202 ; convict school, 202; evening drawing classes, 202; State reform school, 202 ; Boston VToman’s Educational As.soci- ation. 202 : Society for Piomoting Study at Home. 202. (See also Tables XIX, XX, X>XI.) Educational conventions— State Teachers’ Association, 203 ; Boston Society of Xatural History, 203, 204 ; convention of classical and high school teachers, 204 ; Massachusetts Art Teachers’ Associa¬ tion, 204. Obituary record — Dr. H. B. Hackett, 204; Professor Joel Parker, 205; Dr. Samuel G. Howe, 205, 206. List of school ofiicials, 206. Medical jurisprudence : Table relating to, clxv-clxxi. Medicine, schools of: 13; 36; 57; 76, 77; 92; 108, 109; 122; 146; 156; 179; 199; 218; 251; 272; 307, 308; 340; 350; 367; 392; 403; 412; 418; 434; 492. Memphis, Teimessee : Schools ol 398. Meriden, Connecticut: Schools of, 49. Mexico : Education in, cxxxix. Michigan, State of : Statistical summary — school population and attendance, 207 ; teachers and their pay, 207 ; school dis¬ tricts and school property, 207 ; district and township libraries, 207 ; income and expenditure, 207 ; permanent school fund, 207, 208 ; statistics for another year, 208. School system of the State — constitutional provisions, 203 ; provisions of the school law. 208-210. Elementary instruction — abstract of county reports, 210-212 ; kinder garten schools, 212. (See also Tables I. V.) City school systems, 212-214. (See also Table II. ) Trmning of teachers— State normal school, 214 ; State teachers’ institutes, 214. (See also Table III.) Secondarj- instruction— public high schools, 215 ; private secondary schools, 215 ; preparatory schools, 215 ; business colleges, 215. (See also Tables IV, VI, VII.) Superior instruction — University of Michigan, 215,216; denominational colleges, 216; female col¬ leges, 216 ; statistics of colleges, 217. (See also Tables VIII. IX.) Scientific and professional instruction — ^theology, 217; medicine, 218; law, 218; statistics of profes¬ sional schools, 218. (See also Tables X, XL XII. XIII.) Special instruction — reform school, 218 ; State public school, Coldwater, 218, 219 ; education of the deaf and dumb and blind, 219 ; sanitary condition of State school buildings, 219. (See Tables XIX, XX, XXI.) Educational conventions— State Teachers’ Association, 219 ; City Superintendents’ Association. 220 ; Michigan State Medical Society, 220. Obituary record— Miss Martha M. Brewster, 220 ; Bev. Spencer J. Powler, A. M., 220. School ofiicials in Michigan, 220. Middletown, Connecticut : Schools of, 49, 50. Miles, James IV. : Obituary of, 393. Miller, John : Obituary of, 371. Milwaukee, IVisconsin: Schools of, 454, Minnesota, State of : Statistical summary — school x>opulation and attendance, 221 ; teachers and therr pay, 221 ; schools, 221 ; permanent school fund, 221 ; income and expenditure, 221. School system of the State— constitutional provisions, ^21, 222 ; provisions of the school law, 222, 223. Elementary instruction — equalization in popular education, *^23, 224 ; graded and ungraded schools, 224 ; territorial basis for equalization, 224 ; text books, 224 ; salaries of county superintendents, 225; good county superintendency, 225 ; Eindergarten, 225. (See also Tables I, V.) City school system, 225, 226. (See also Table II. ) Training of teachers— normal schools, 226 ; institute work, 226, 227. (See also Table HI.) Secondary instruction — public high schools, 227 ; academies and seminaries, -227. 228 ; preparatory departments of colleges, 228 ; business colleges, 228. (See also Tables IV, VI, VII.) Superior instruction — University of Minnesota, 228 ; other collegiate institutions, 228, 229 ; colleges for women, 229 ; statistics of colleges, 229. (^e also Tables VTTI, IX.) Scientific and professional instruction — science, 229; theology, 229 ; statistics of professional schools, 230. (See also Tables X, XI.) Spatial instruction — education of the deaf and dumb and the blind, ‘^0. (See also Tables XIX, List of school officials in Minnesota, 230, 231. 1008 INDEX. Mississippi, State of : Statistical summary — school population and attendance, 232 ; teachers and their pay ; school huild- iugs and schools 232 ; income and expenditure, 232 ; State school fund, 232. School system of the State — constitutional provisions, 233 ; provisions of the school law, 2.33. 234. Elementary instruction — educational progTess, 234, 235 ; county superiutendents, 235 ; teachers’ sala¬ ries, 235; compulsory edncation, 235 ; Peabody fund, 235. (See also Table I.) Trainiug of teachers — normal schools, 235. (See Table III.) Secondary instruction — private high schools and academies, 236 ; preparatory departments of colleo-es 236 ; business college, 236. (See'Tables IV, VI, vll.) • ° ’ Superior instruction— University of Mississippi, 236 ; other collegiate institutions, 236, 237 ; colleges for women, 237 ; statistics of colleges, 237. (See also Tables VIII, IX.) “ Scientific aud professional instruction — science, 237 ; theology, 237, 238 ; statistics of professional schools, 238. (See also Tables X. XI.) Special instruction— education of the blind, 238 ; of .the deaf and dumb, 233. (See Tables XUX, XX.) List of school ofiicials, 238, 239. Missouri, State of : Statistical summary — school population and attendance, 240 ; teachers and their pay; 240 ; school- houses and schools, 240 ; income and expenditure, 240; school funds and property, 240. School system of the State — educational provisions of the constitution, 240, 24 1’; provisions of the school'law, 24!, 242. Elementary instruction — general condition of education, 242,243; improvements seen and hoped for, 243 ; school funds, 243 ; colored schools, 243, 244 ; Kindergarten, 244. (See also Tables I, V.) City school systems, 244-246. (See Table II.) Training of teachers — State normal schools, 247; Saint Louis Kormal School, 247; Lincoln Institute, 247 ; normal departments in colleges, 247 ; teachers’ institutes, 247, 248. (See Table III.) Secondary instruction — public high schools, 248; academies and seminaries, 248 ; preparatory depart¬ ments of colleges, 248; business colleges, 248. (See Tables IV, VI, VII.) Superior instruction — university of the State, 248, 249 ; other colleges, 249, 250 ; statistics of colleges, 250. (See Table IX.) Scientific and professional instruction — science, 250,251; theology, 251; law, 251; medicine, 251; statistics of professional schools, 252 CSee also Tables X, XX, XII, XIII.) Special instruction- education of the deaf and dumb and the blind, 252 ; schools for orphans, 253. (See Tables XIX, XX, XXm.) Educational conventions — State Teachers’ Association, 253; convention of county school commissioners, 253 ; normal convention, 253. List of school ofiicials, 253, 254. Mobile, Alabama : Schools of, 10. Montana, Territory of : Summary of statistics, 497; school population and attendance, 497; teachers and their pay,' 497; school districts and schools, 497 ; income and expenditure, 497. School system, 497, 498. Elementary instruction — educational progress, 498 ; per capita amount raised for schools, 498 ; school lands, 498. (See Table I.) Ti aining of teachers ; Institutes, 498. List of school ofiicials, 499. Montgomery, Alabama : Schools of, 10. nr. Kashua, Xew Hampshire Schools of, 270. Xashville, Tennessee : Schools of, 393, 399. Xational Educational Association, Meeting of, 540-544. Natural history: Museums of. Table XVII, pp. 884-891 ; summary, cvii. Natural history: School of, inHlinois, 87, 88; in Massachusetts, 196. Natural history : School of, in Ohio, 342, 343. Nebraska, State of: Summary of statistics — school population and attendance, 255 ; schools, 255 ; teachers and their pay, 255 ; income and expenditure, 255 ; school fund, 255. School system of the State — constitutional provisions, 255, 256 ; provisions of the school law, 256, 257. Elementary instruction— general educational condition, 257, 258 ; school buildings and appurtenances, 258 ; graded schools, 258 ; teachers’ certificates, 258 ; school supervision, 258 ; general view of school affairs, 258 ; public schools of Lincoln, 258. (See Table I.) Training of teachers— State normal school, 258, 259. (See Table III.) Secondary instruction — preparatory departments of colleges, 259 ; business college, 259. (See Tables IV, VI, VII.) Superior instruction — State university, 259 ; other colleges, 259, 260 ; statistics of colleges, 260. (See Table IX.) ' Scientific and professional instruction— science, 260 ; theology, 260 ; statistics of professional schools, 260. (See also Tables X, XI.) _ Special instruction— education of the deaf and dumb, 261 ; of the blind, 261. (See Tables XIX, XX.) Educational conventions, 261. List of school ofiicials, 261, 262. Netherlands : Education in, cxxxii, cxxxiii. Nevada, State of : School system of the State — constitutional provisions, 263 ; provisions of the school law, 263, 264. Elementary instruction— no report, 264, 265. Secondary instruction — public high schools, 265 ; other secondary schools, 265. (See Table VI.) Superior instruction — State university, 265. (See Table IX.) List of school officials, 265. Newark, New Jersey : Schools of, 279. New Brunswick, Canada -.^Education in, cxxxix. New Brunswick, New Jersey : Schools of, 279. Newburyport, Massachusetts: Schools of, 191. New England Association of School Superintendents : Meeting of. 529-531. INDEX. 1009 Eauilcrjrarteu. ii69. (Seo Tables I. V.) Citv schobl systems. 2(J9, 270. (See Table II.) Trainiiiir of teachers— State normal school, 270. (See Table III.) Secoudai^ instrnction— hich schools. 271 ; business college. 271. (See Tables IV, VI.) professional instruction — science. 272; medicine, 272; statistics ot scientixic ana pro¬ fessional schools. 273. (See also Tables X, XIII.) Educational conventions. 273. List of school othcials, 273. Xew Haven, Connecticut : Schools of, 50, 51. Xew Jersey, State of : ^ . Summary of statistics — school population and attendance, 274 ; teacners and their pay, 274 ; school districts, houses. Sac.. 274; income and expenditui-e. 274. School system of the State— educational provisions of the constitution, 275 ; provisions of the school lavr, 275-277. Elementary instruction — educational progress. 2.. ; schools, 277 ; school revenues, 277, 27'; school- houses, 27S: teachers. 278: teachers' certificates, 278; enrolment and attendance, 278; Kindergar¬ ten. 278. 279i (See also Tables L V.) City school systems. 279, 280. (See Table II.) Training of teachers— State normal school 280 ; Famum Preparatory School, 280. (See Table m.) Secondary instruction— public high schools, 280, 281 : academies and seminaries, 281 ; preparatory schools. 281 ; business colleges. 281. (See Tables TV, VL VII.) Superior instruction — College of JSe^y Jersey, 281, 282 : other colleges, 282 ; statistics of, 283. (See also Table IX.) Scientific and professional instruction — science, 283; theology, 283, 284; statistics of scientific and nrofessional schools. 284. (See Tables X XI.) Special instruction — State reform school, 234, 2:5 ; State industrial school for girls, 285. (See Table XXL) Educational conventions — State Teachers’ Association, 285. Obituary record — Mr. E. A. Stiles, 285, 286. r,ist of school oflicials. 286. Xety London, Connecticut : Schools of, 51. Xev Miexico, Territory of : E lucation in- general condition of. 500 ; progress, 500 : present condition. .500, 501 ; popular indiffer¬ ence, 501 : recommendations of the governor, 501 ; legislation sought. 502; the great need, 502; the schools of the Territory, 502; statistics of, 503, 594: other statistics, 504; education under dim- culties. 504 ; sentiments essentially American, 504 ; pnblic versus parochial schools, 504, 5 *5 ; parochi.al and other .schools. 506-509 ; Pneblo Indian schools, 569. Xetv Orleans, Louisiana : Schools of, 153. XeuTiort, Kentucky ; Schools of, 142. Xewport, Khode Island: Schools of. 373. Xew South tVaies: Education in. cxli. Xev York City : Schools of, 294, 235. Xevr York, State of : Summary of stati.stic.s — school population and atteudance, 287 ; teachers and their pay, 287 ; school districts and schools. 287, 288; income and expenditures. 288; capital of permanent school fund, 288. 289. School system of the State — constitutional provisions, 289 ; provisions of the school lav, 289-291. Elementary instruction — school-houses, 291-292 : district Mhraries, 292 ; schools for colored children, •^2 : Inoian schools, 292; the compulsory lav, 292, 293 ; supervision, 203 ; kindergarten schools, 293. (See Tables 1. V.) City school systems. 293-293. (See Table H.) Training of teachers — State normal schools, 293-300 : teachers’ classes in academies, 300 ; teachers’ institutes, 300 ; school journals, 300. (See Table HI.) Secondary instruction — academies and union schools, 300. 301 ; preparatory schools, 301 ; business colleges, 301, (See Tables IV, VL Vli.) Superior instruction — Cornell University, 301, 3 >2; other colleges, 302-304; statistics of colleges, 305. (See also Table IX.) Scientific and professional instruction — science, 305, 306 ; theology, 306, 307 ; lav. 307 ; medicine, 307, 308 : stati.stics of professional and scientific schoohs, 309. (See also Tables X XT^ XII. XIII.) Special instruction — of the deaf and dumb. 310 ; of the blind, 310, 311 ; orphan asylum, 311 ; nautical school 311. (See Tables XIX. XX, XXI.) Educational conventions — of school commissioners and superintendents, 311 ; State Teachers’ Asso¬ ciation, 31 1. 312: university convocation. 312. 313. Ohitnary record — Professor Beajamin Stanton, 313, 314 ; Asa D. Lord, X. D., 314, 315 ; James IV. Farr, 315 : Henry James Anderson, 315. List of school officials, 316, 317. Xev Zealand : Education in. cxlii. Xormal schools and training : In Alabama, 10, 11 ; in Arkansas, 13 ; in California, 30, 31 ; in Connecticut, 51, 52 ; in Heorgia, 74, 75 ; in Illinois. 8(i-S8 ; in Indiana. 104, 105 ; in lova, 118, 119 ; in Kansas, 131, 1-32 ; in Kentucky, 142, 143 ; in Louisiana. 153. 154 ; in Maine, 162, 163 ; in Maryland, 175, 176 ; in Massachusetts, 192, 193 ; m Michigan. 214 : in Minnesota, 226, 227 ; in Mississippi. 235 ; in Missouri, 247, 248 ; in Nebraska, 258. 2.59 ; in Xev Hampshire, 270. 271 ; in h>ev Jersey, 280; in Xev York, 298-309; in ^orth Caro¬ lina. .322 ; in Ohio, 334-336 ; in Pennsylvania, 361. 362 ; in Khode Island, 380, 381 ; in South Caro¬ lina. 389 ; in Tennessee. 399 : in Texa.s, 410 ; in Yeimont, 416 ; in Yirginin, 4-28 ; in IVest Yirginia, 444 ; in 'VTisconsin. 454—156 ; in District of Columbia, 489, 490; in Montana, 498 ; in Utah, 513. (See also Table HI. pp. 587-595. and summary, Ivi-lxi.) 64 I 1010 IXDEX. Xorth Carolina. State of : Statistical summary — school population and attendance, 318 ; teachers, 313 ; schools, 313 ; income and expenditure, 318. School system of the State — constitutional provisions, 318 ; provi.sions of the school lav. 319-321. Elementary instniction — educational sentiment, 321 ; recommendations, 321 ; the school system in the pa.st. 32l‘ (See also Table I.) Training of teachers — noimal schools, 322 ; teachers’ institutes, 321, 322. (See Table III.) Secondary instruction — ^public high schools,- o22 ; other secondary schools, 322; business college, 323. (See Tables IV, VI.) SuiJciior instruction — Vniversity of ITorth Carolina. 323 ; other colleges, 323 ; colleges for vomen, 323 : statistics of colleges, 323. (See also Tables vm and IX.) Scientilic and professional instruction — science, 324: thenlogj", 324; lav, 324; statistics of scientific and professional schools, 324. (See Tables X. XL and XEtd Special instruction — of the deaf and dumb and the blind, 324 ; oi-phans' home, 324, 325. (See Tables XIX. XX. and XXL) Educational conventions, 325. List of school ofiicials, 32o. Xorvay : Education in, cxxv. X ova Scotia : Education in, cxL Xutt, Eev. Cyrus, D. D. : Obituary of. 111. . O. Oakland, Cahfomia : Schools of. 28. Obituary record of deceased educators : In Illinois, 96; in Indiana, 110, 111; in Xiaryland. 132; in X!assachu.setts. 204-206; in Michigan, 220; in Xev Jersey, 285, 286 ; in Ohio. .343, 344 ; in Pennsylvania, 371 ; in South Carolina, 393;^ in Ten¬ nessee, 404, 405 ; in TTisconsin, 461. Officials of school systems ; , In Alabama. 5 ; in Arkansas, 20 ; in California, 42, 43 ; in Connecticut, 59 ; in Delavare, 64 ; in Florida, 68, 69; in Georgia. 78-80; in Illinois, 96, 97; in Indiana, 111. 112; in lova, 124, 125; in Kansas, 135; in Kentucky, 148. 149; in Louisiana. 157; in Maryland, 182; in Ma.ssachusetts, 206; in Michigan. 220; in Minnesota, 230, 231; in Mississippi, 238, 239; in Missouii. 253, 254; in X-e- braska, 261, 262 ; in Xevada, 265 ; in X’ev Hampshire, 273; in Xev Jersey, 286 ; in Xev York. 316, 317; in Xorth Carolina, 325; in Ohio. 344; in Oregon, 352; in Pennsylvania, 371. 372; in Ithode I.sland, 384. 385 ; in South Carolina, 393 ; in Tennessee, 405, 406 ; in Texas. 413 ; in Veimont, 420 ; in Virginia. 436. 437; in West Virginia, 447; in Wisconsin, 462; in Arizona, 469: in Colorado, 476; in Dakota, 480; in District of Columbia, 493; in Idaho, 496; in Montana, 4S9; in Utah, 514; in W ashington Territory, 517. Ohio, State of -. Summary of statistics — school population and attendance, 326 ; teaehdrs and their pay, 326; schools, 326 : income and expenditure, 326 ; private schools, 326. School system of the State — constitutional provisions, 327 ; provisions of the school lavs, 327-329. Elementary instruction — statistical returns, 329 ; supervision, 330 ; provision for the education of colored children, 330 ; compulsory education, 330 ; private schools, 331 ; Kindergarten, 331. (See Tables I. V.) City school systems, 331-334. (See Table II.) Training of "teachers — ^normal schools, 331; training schools, 331, 335 : teachers’ institutes, 335, 336. (See also Table m.) Secondary instruction — public high schools, 336; academies and seminaries. 336; business colleges, 336. (See also Tables IV. VI.) Superior instruction — regular college.s, 336-338; colleges for vomen, 338 ; statistics of colleges, 339. (See also Tables \ ill, IX.) "" ■ Scientific and professional instruction — science, 339, 340: theology, 340; lav, 340; medicine, 340; statistics of professional schools. 341. (See also Tables X. XI. Xll, XIII.) Special instruction — of the bhnd. 342 ; of the deaf and dumb, 342 ; summer school of natural liistory, 342, 343. (See Tables XIX, XX.) Educational conventions — State Teachers’ Association, 343 ; other teachers' associations, 343 ; Ohio College Association, 343. Obituary— Charles G. Einney, 343, 344 ; Miss Almeda M. Booth, 344. List of school officials, 344. Ontario : Education in. cxl. Oratory : School of, 199. Oregon, State of : Summary of statistics — school population and attendance, 345 ; teachers and their pay, 345 ; schools, 345 : income and expenditure, 345 ; school fund. 345. School system of the State — educational provisions of the constitution, 345, 346 : provisions of the school lav, 346, 347. Elementary instruction — absence of report for 1875,347; early beginning, 347, 348 ; schools of to-day, 348. (See Table I.) City school systems, 343, 349. (See Table U.) Secondary instruction— public high schools, 349 ; academies, 349 ; preparatory departments of colleges, 349. (See Tables VI, Vii.) Superior instruction — State university, 349 : other collegiate schools, 349 ; colleges for vomen, 349 ; stati-stics of colleges, 349. (See Tables VHI, IX.) Scientific and professional instruction — agriculture, 350 ; medicine, .350 ; statistics of professional schools, 350. (See Tables X, XIII.) Special instruction— of the blind, 351 ; of deaf-mutes, 351 ; of the Chinese, 351; proposed reform school, 351. ( See T ables XIX, XX. ) Educational As.sociation, 351, 352. List of school officials, 352. Orphan a.sylums : in California, 39. 40 : in Connecticut, 57 ; in lova. (for soldiers' orphans,) 123. (See Table XXL pp. 910- 946 ;, summary, cxiv-cxvtii.) INDEX. 1011 P. Parker, Professor Joel : Obituary of, 205. Patents for improvements in school fuiniture, apparatus, &c.: Table showing, 997 ; summary, cxsiv. Paterson, New Jersey : Schools of. 280. Pennsylvania, State of: , , .v. ■, ■, t j. • ^ i Statistical summary— attendance, 353; teachers and other school officers, 3o3 ; school districts anil schools, 353 ; income and expenditure, 353 ; school fund, 353 ; additional statistics, 353 ; educational growth in the past ten years, 354. _ ' School svstem of the State— provisions of the constitution, 354 ; provisions of the school law, 2o4-3j.. Elementary instruction— education for work, 357 ; provision for neglected children, 3.i7 ; Kindergar¬ ten. 358 ; county superintendents, 358 ; abstract of county superintendents’ reports. 358 : sanitary condition of the schools, 358, 359 ; schools outside of Philadelphia, 359. (See also Tables I, T.) Citv .school systems, 359-361. (See Table II.) , , . i Trainin'’’ of teachers — normal schools, 361, 362 ; county insti’tutes, 362 ; school journal. 3C~. (See Tableln.) . . , , Secondary instruction — ^high schools, 362 ; academies and seminaries, 362 ; preparatory schools, 30.3 ; business colleges, 363. (See Tables IT, VI, TH.) Superior instruction — TTniversity of Pennsylvania. 363 ; other colleges, 363, 364 ; colleges for women, 364 ; statistics of colleges, 365. (See Tables Till, IX.) ^ Scientific and professional instruction — science, 365, 366 : theology, 366; law, 366, 36 < ; medicme, 36. ; statistics of professional schools, 368. (See Tables X. XI, XII, XIII.) Special instruction — school of design for women, 369; education of the deaf and dumb, 369; education of the blind, 369 ; of the fceble-ihinded, 369 : Girard College, 369, 370 ; ether homes for children, 370 ; benefactions, 370. (See Tables XIX, XX. XXTEL) Educational convention — State Teachers’ Association, 370, 371. Obituary record — Mr. John Miller, 371. List of school officials, 371, 372. Peoria, Illinois . Schools of, 85. Petaluma, California : Schools of, 30. Philadelphia, Pennsylvania : Schools of, 860. Pittsburgh, Pennsylvania : Schools of, 360, 361. Pontiac, Michigan : Schools of, 213. Population, Scholastic: (See Table I , pp. 548-555 ; summary, xxvi-xxix.) Percentage of, attending school in twenty- one European countries, cxxvii. Port Huron, Michigan : Schools of, 213. Portland, Maine : Schools of, 162. Portland, Oregon : Schools of, 348, 349. Portugal : Education in, exxx. Preparatory schools : (See Table VLC, and summary, Lxxiii, Ixxiv.) Prince Edward Island : Education in, cxli. ProgTess : Educational : In California, 24 ; in Connecticut, 47 ; in Georgia, 72, 73 ; in Kansas, 129 ; in Kentucky, 130 ; in Maine. 161; in Maryland, 174; in Massachusetts, lc:6; in Mississippi, 234,235 ; in Missouri, 243; in Xew Jersey, 277 ; in Oregon, 347, 348 ; in South Carolina, 338, 389 ; in Wisconsin, 451, 452 ^ in ^izona, 469; in Colorado, 473; in District of Columbia, 482; in Montana, 498 ; in New Mexico, 500 ; in Washing¬ ton Territory, 516. Providence, Khode Island : Schools of, 379. Prussia : Comparative statistics of education in, cxxvi, cxxvii. Publications, educational, historical, Kc., statistical table of, 932-996 ; summary, exxiv. Quebec : Education in, cxH. Queensland : Education in, cxlii. Quincy, Illinois : Schools of, 85, 86. R. Keform schools : In Connecticut, 53; in Iowa, 123; in Massachusetts, 202; in Michigan. 218; in Xew Jersey, 284,235; in Indiana, HI, (see Table XXH, pp. 952-957 ;) summary, cxviii-cxx. Proposed establishment of, in Oregon, 351. Eefuge: House of, 110. Ehode Island, State of : Statistical summary— school population and attendance, 373 ; schools, 373 ; teachers and their pay, 373; income and expenditure, 373; school fund, 373 ; schools, other than public, 374. School system of the State — constitutional provisions, 374 ; provisions of the school laws, 374-376. Elementary instruction — ^non-attendance, 376 ; attendance, 376 ; increase in teachers’ wages, 376, 377 ; evenmg schools, 377; district versus tnwn system, 377; school super'vision, 377, 373; drawing, 378; free public libraries, 378. (See Table I.) City school systems, 378-380. (See Table II.) Training of teachers — State normal school, 380 ; teachers’ institutes, 381. (See Table ill.) Secondary iustruction — public high schools, 381; other secondary schools, 382; preparatory schools, 382 ; business colleges, 382. (See Tables IV, TH, VII.) Superior instruction — Brown TTniversity, 382, 383 ; statistics of the university and scientific school, 383. (See also Tables IX, X.) Special instruction— reform school, 383. (See Table XXII.) Educational conventions — ^Institute of Instruction, 383, 384. List of school officials, 384, 385. 1012 INDEX. Eichmond, Indiarica : Schools of, 103. Eichmond, Virginia : Schools of, 427, 423. Eochester, hTew York : Schools of, 295, 296. Eock Island, lUinois ; Schools of, 86. Eomnania : Education in, cxxxiii, csxxiv. Eussia : Summary of education in, cxxt. S. Sacramento, California : Schools of, 28. Saint Louis, Missouri : Schools of, 246. Saint Paul, Minnesota : Schools of, 226. Salem, Massachusetts : Schools of, 191. Salt Lake, Utah: Schools of, 512, 513. San Erancisco, California : Schools of, 25. Sanitary requirements of school buildings, 533, 534. San Jose, California: Schools of, 28. Santa Clara, California : Schools of, 30. Savannah, Georgia: Schools of 73, 74. Saxony : Education in, cxxxiv ; comparative statistics of, cxxvi, cxxviL Schenectady, Uerv York : Schools of, 296, 297. School of design for women, 369. ^ Private^^lflSriT^ Instruction in the different States j also Tables I, U ; summary, xxii-lv:) Parochial and private, 485, 486 ; 504-506. Graded, 117 ; 397 ; 224 ; 258. Evening, 377. Peabodj-, 397. Consolidated, 396, 397. Sunday and mission, 515. For colored children, 139 ; 24.3, 244 ; 292 : 330 • 484 For Indians, 292; 509; 5)9-528. ’ Sanitary condition of, 358, 359 ; summary, cKv-clxiv. Eights of parents and teachers in, 161. Half-time, in California, 25 ; in the District of Columbia, 483, 484. School systems of States and Territories : Of Alabama, 6-3 ington Territory, 515; of Wyoming, 518, 133, 134; 145,146; 156; 165.166; 173 179; 197- 213- 4lt’432- 459 -'"ts’- 492’ ’ ’ ^Oo, 306 ; 324; 339,340; 350; 365,366; 391,392; 402,403; 4i2; Scientific and professional instruction : In Alabama, 12, 13 ; in California, 36, 37; in Connecticut, 56, 57; in Delaware, 63; in Georma 76 77- in Hhnois 91-93 ; in Indiana, 108, 109 ; in Iowa, 121, 122 ; in Eentucky, 145, 146 ; in Louiliana ’iS’ PVnnsjivania, 36^368; in South Caro’lina, 39173927 ruTenneTsee, ^27^3- m Te::ms, 412, 413 ; in Vermont, 418, 419; in Virgmia, 432-435 ; in Wisconsin, 459 ; inColorado 475- in District of Columbia, 492, 493. (See also TabTes X, XI, XII, XIII; summaries, Ixxxix-ciii.’) ’ Secondary insti-uction : II: i? Arkansas, 18, 19; iu California, 32; in Connecticut, 52-54; in Delaware 6-'>- in Florma, 68; in Georgia <4, 7o ; in Illinois, 88; in Indiana, 105, 106; in Iowa, 119, 120; in Hansas ^ 154. in Maiue, 163, 164; iu Maryland, 176, 177; in Massa¬ chusetts, 194, 19o; in Michigan, 21d ; in Minnesota, 227, 228; in Mississippi, 236; in Missouri 248 ; ^ Xevada, 265; inE>vHampshm^^ in Xew Jersey, 280, 2M ; inXew vSk oOO, .jOI . in A orth Carolina, 32:., 323 ; m Ohio, 336; in Oregon, 349; in Pennsvlvania. 362 363- in Ehode Island, 381 382; Drouth Carolina, 390; in Tennessee, 399, 400; in Texas, 410; in Vermont 417 ; m V iiomia,_ 429 ; in_W^t Virginia, 444, 445 ; in Wisconsin, 456, 457 ; in Colorado, 474 • in Dis- Dict of ^lumbia, 490 ; in Utah 513 ol4 ; iu Washington Territory, 517. (See also Tables PV VI, and VII, and summaries, Ixm-lxxiv.) j. v , Selma, Alabama : Schools of, 10. Seminaries : (See Academies and Seminaries.) Servia : Education in, cxxxiv. Shelbyville, Indiana : Schools of, 103, 104. South Australia : Education in, cxhi. South Carolina, State of : Summary of statistics— school population and attendance, 386 ; teachers and their nav 386 • schools and school property 386 ; income and expenditure, 386 ; school fund 386 ^ ’ School system ot the State — provisions of the constitution, 386 ; of the’ school laws, 337, 388. INDEX. 1013 South Carolina. State of-Conrimied educational advancement. 5??; 3?9; unpaid sala m (See aUe Table I.) S^,;t?es^.Sd%Snaries,390 . preparatory ecboob Si?cil“ii;in“oa-ot the_dea| domb aad blind, 39-3. m (Tables XIX and XX.) Oluniiiry ivconl — James \\ - Mile^, 3jo. List of school olSeiaLs, 393. Special ins trucrion: , iyi ralifornia. 3T-42; in Connecticut. 57, 5c ; in G^rgia, 77, 73; in Ill Alabama, 13; in Arkansas, 20; m L^ornia, ’ -rr.^ioas 134 • in Kentucky, 147 ; m Lou- nUnois. 9^ 94; in Indiana, 109, HO; ^ in Michigm^, 213; in isiana, 157; in Maine.. 1S« ii Kew Jerley. 2S4. 235 Minnesota, 230 ; in Mississippi, -Me m ^ ia’Ohio 342 343 ; in Oregon, 351 ; in Penusyl- in Kew York, 310, 311; ^n ^orth Carolm^^ 3 4, 3^^m un^^^ ^^3 ^3^. ^ vania, 309, 370 ; in Rhode Isl^’ni‘1, 3c3 ; .n ^^h Caroh^ ^ Wisconsin, 44)0 ; in Colorauo, 475, 413: in Yei-mont, 419; in \ ugmia, 43o ; in 476 ; in Distiict of Columbia, 494. (bee also Table* XX, XXL, Xvil, Springfield, lUmois : Schools of, 36. Springfield, Massachusetts : Schools of, 191. Stanton, Professor Benjamin : Obituary of, 313. systems of States aad Territories. inhabitants and over, rnb-oct>-sumniary^x^ It, ot Kkidergarten, 606-615— summary, commercial and busmess colleges, l3^_lxxii ; of prepai-atory schools, bdii; ofinsuturionsior secondary msOTcrion eit^t^summ^y,!^ T02--15- 694_70l— summary, IvxiLL lsmv ; of mstitunoim tor me Ixxi iii-lxxsiii ; of schools summary, Ixxv.lxx^-i; of tmiversmes ^d ‘Jj^^\ocry 75^767— summary, xciii, xciv ; ?e7t“So“S«d‘’5p?a?d:"^ of musetuns of art 63->?0d , o^ cSl o??efo?lr£hools, Sod-aii-sommary, in Delaware, 60; in Florida, 60; m Georgia, <0, ‘i’ {.3 159. Xarvland, 170, 171 ; in in Kansas, 126; in Kentucky 136 ; irissokri, Massachusetts. 183, 154 ; in ^ch^an, 20 1, -^3 : m 274Mn xl^ York. 237-289 ; in 24 J; iuXebraska •^ ; ^ ^5 . in^^^vlvmiia, 3^. 354 ; in Rhode Island, 373, Xorth Carohn^318 ; 5 iSas ^7 m in Yirginia, 421-423 ; 374; inSoath Cpotaa,3co; m Tenne:^e,3^4 40 -^^^m in Dakota, 477 ; m SiSSor(fSS^£^4cA;l~i9t-£M^^ iu ttah,510,511; in M^ashington Terxu- tory, 5L5. Stenbenville, Ohio : Schools of, 334. Stiles, Mr. E. X : Obituary of, 255, 236. Stockton, California : SchooD of, 29. Stndy at home : Society for promoting, 202. Superintendents: County, 225, 23b, 25c. 133; in Kentucky, 144, 145; in Louisiana l;ri, 1,^5, m Marne, — — : .tja .^3- . Massachusetts, 195-197 ‘ ' ' Missouri, -24 tm, ix. .nd sum- Diaries Ixxv-lxxxviii.) Supervision: School 253. 293. 377, 3T3. District versus town system of, 3.7. Sweden: Education in, cxxxiv. Switzerland: Education iu cxxxv; comparative statistics of, cxxvi, cxxvn. Syracuse, Xew York: Schools of, 297. Tasmania ; Education in, cxliL Taunton, Massachusetts : Schools of, 191. 1014 INDEX. Teachers, number of and remarks concemino- • lennessee, state of : ’’ ® popnMon and attendance, 394; teachers and their pa^, 394; income School system of the State— provisions of the constitution, 394 • of the school Hw 3q4_aQfi ’^es™” teachers, 399 ; normal class- t?s“teo?SegetT^^^ ■*»“■ ■*“ 1 '"“osas tor rromen, 401, 402; sta- -edleine, 403; sta- Special instruction, 403, 404. ’ ^ Edimational conventions— State Teachers’ Association 404. Obituary record— Charles Collins, D.D., 404 405 List of school officials, 405, 406. ’ . Terre Haute, Indiana : Schools of, 104. Texas, State of; ®‘“c1.“e'SS“7““- tehools and school-honses, 407; system of the Stat^provisions of the constitution, 407, 408 : of the school law 408 409 City schools, 410. Training of teachers, 410. ®Xfd?/arZen^s!‘4To-'';?^^^^^^ 410; preparatory schools ®7/?oneSS^g.“VeeSta^^^ "‘i statistics ®™on“sclo2;4“f3'.“tsTe'T^^^^^ >“-■ a‘atiatics of protes- ich?of ^•) Text books : Uses and abuses of, 24, 25. Multiplicity of, 224, 516. Tree, 453. icttl,“y^3?jyl; 3l4;’^4b!%o“y2“;^j3l'4^t1’4lE%yV4j?^ Tliompson, Edwin TV. : Obituary of, 111. Tro3', Hew York : Schools of, 297. Truancy: Treatment of, at Oakhind, California, 28. Truant school, 51. Tj'phoid fever in schools : Cause and prevention of, clxiii, clxiv. F. United States of Colombia ; Education in, cxli Utah, Territory of : achool-hcnses, 512; Government aid to City system, 512, 513. (See Table II.) Traming of teachers— normal school, 513 ; normal institute, 513. (See Table IIT ) ®ort&(’vSrSl'^rslSg^^ “<1 acadeS, 513, 514; statistics List of school officials, 514. ’ Utica, Hew York: Schools of, 29a Yallejo, California: Schools of, 30. Vermont, State of: ®ag“xpintee”£f''’‘’“‘ Popnlalion and attendance, 414; teachers and their pay, 414; income School system of the State— provisions of the constitaaon, 414 ; of the school laws, 414-415. INDEX, 1015 Elementarv instruction— absence of information, 416. Training of teachers— State normal schools, 416 ; teachers’ institutes, 416. (See Table III.) Secondary instruction— public higli schools, 417; other secondary schools, 417. (See Table VI.) Superior'iustruclion— University of Vermont, 417 : other colleges, 417, 418; college for women, 418; statistics of colleges, 418. (See Tables VIII, IX.) Scieutilic and professional instruction— scientitic, 418 ; medical, 418; statistics of scientific and med¬ ical schools, 41D. (See Tables X, XIII.) Special instruction — homo for destitute children, 419. State Teachers’ Association, 419, 4-20. Chief school official, 4~'0. Victoria: Education in. cxliii. Vienna Exhibition in 1873 cliii, cliv. Virginia, State of : Summary of statistics — school population and attendance, 421 ; teachers and their pay, 421 ; schools and school property, 4^2; income and expenditure, 422; sui^erintendents of schools, 422,423; pri¬ vate school statistics, 423. School system of the State — provisions of the constitution, 423, 424 ; of the school law, 424, 42.5. Elementary instruction — educational condition, 426 ; summary of reports, 426 ; apjjropriations from Peabody fund, 427. (See Table I.) City school systems. 427. 428. (See Table H.) Training of teachers — normal schools, 428 ; teachers’ institutes, 428 ; educational journal, 428. (See Tablelll.) Secondary instruction — public high schools, 429 ; other secondary schools, 429 ; preparatory schools and departments, 429 : business college, 429. (See Tables IV, VI, VII.) Superior instruction — ^University of Virginia, 429 ; other colleges, 430, 431 ; colleges for women, 431 ; statistics of colleges. 432. (See Tables VIII, IX.) Scientific and professional instruction — science, 432, 433; law, 434; medicine, 434; theology, 434; statistics of professional schools, 435. (See also Tables X, XI, XII, XIII.) Special instruction — education of the deaf and dumb and the blind, 435. (See Tables XIX, XX.) Educational convention. 436. List of school ofiicials, 436, 437. W. TTashington City : Schools of. (See District of Columbia.) TTashington, Territory of: Statistical summary — school population and attendance, 515; teachers, 515; schools, 515; income and expenditure, 515. School system, 515. , Elementary instruction— progress, 516 ; G-overnment aid to education in the Territories, 516 ; multi¬ plicity of text boots. 516 ; compulsory education, 516. (See Table I.) Secondary and superior instruction — Washington Territorial University, 517; Holy Angels College, 517 ; statistics of. 517. List of school officials, 517. Watertown, Xew Tort: Schools of, 298. Vrest Des tioines, Iowa: Schools of, 118. West Virginia. State of: Statistical summary — school population and attendance, 438 ; teachers and their pay, 438 ; schools and school property. 433 ; income and expenditure, 438. School system of the' State— proyi.sions of the constitution, 438, 439 ; of the school law, 439, 440. Elementary instruction — absence of information, 441 ; Peabody fund allowance, 441 ; proposed amend¬ ments of the school law, 441, 442. (See Table I.) City school system, 443. (See Table II.) Training of teachers — State normal schools, 444 ; other normal schools, 444 ; teachers’ institutes, 444 ; educational journal, 444. (See Table III.) Secondary instruction — public high schools, 444 ; private secondary schools, 445 ; college preparatory students, 445. (See Tables VL'VII.) Superior instruction — State university, 445 ; other colleges, 445 ; colleges for women, 445 ; statistics of colleges, 446. (See Tables VUI, tX.) Special instruction — of the deaf and dumb and the blind, 446. (Tables XIX, XX.) Educational convention, 446, 447. List of school ofiicials, 447. Wheeling, West Virginia: Schools of, 443. Whittemore, Edward C. : Obituary of, 96. Wilmington, Delaware : Schools of, 61. Wisconsin, State of: Summary of statistics— school population and attendance, 443 ; teachers and their pay, 448 ; schools an^ school-houses, 448 ; income and expenditure, 448 ; educational productive funds and incomes. School system of the State— provisions of the constitution, 449 ; of the school law, 449-451. Elementary instruction — remarks on the statistics, 451 ; educational progress, 451, 452; supervision, 452,453; proposed scheme for a State system of public schools, 453; compulsory attendance, 453; free text books, 453 ; libraries, 453, 454 ; Kindergarten, 454. (See Tables I. V.) City school .systems, 454. (See Table II.) Training of teachers — State normal schools, 454, 455; institutes, 45,5, 456; educational ioumal, 456. (See Table m.) Secondary insti uction — township high schools, 456 ; academies and seminaries, 456 ; preparatory de¬ partments, of colleges, 456 ; business colleges, 457 ; preparatory school, 457. (See Tab es IV , VI, Superior instruction— State university. 457 ; other colleges, 457, 458 ; colleges for women, 458 ; sta¬ tistics of colleges, 458. (See Tables VIII, IX.) Scientific and professional instruction— science, 459 ; theology, 459 ; law, 459 ; statistics of profes¬ sional schools, 459. (See Tables X, XI, and XII.) 1016 INDEX. TTisconsin, State of — Continued. Special instruction — industrial school, 460 ; instruction of the blind, 460 ; of the deaf and dumb, 460.' (See Tables XIX, XX and XXI.) Educational conventions — State Teachers’ Association, 460, 461 : school superintendents’ convention^ 461. Obituary record — Superintendent Thomas H. Little, 461. List of school officials, 462. IVobum, ilassachusetts : Schools of, 191. ITorcester, Massachusetts : Schools of, 192. TTomen, Superior instruction of: (See Table Vlil, and summary, Ixxiv-lxxvii.) Miirtemberg: Education in, cxxxv, cxxxvi; comparativs statistics of, cxxvi, cxxvii. M yoming. Territory of : School statistics. '518. School system, 518. Z. Zanesville, Ohio : Schools of, 334. o i I Dup